Entitled Cities of the Future, Future Citizens (C2FC), this projects focuses on the city now and the city of tomorrow. In the current world ecological crisis, we will study it through three axes : the sustainable city, the smart city, and the resilient city. Our first objective is for students to become better skilled in the topic itself, but also in languages and ICT, as well as broaden their cultural horizon. We also aim to strengthen their ability to work in groups. Our second objective is to strengthen the students’ motivation while fighting against school dropout. With this project, we are aiming to directly reach about 80 students, especially those who are economically and culturally deprived. We also are targeting a dozen teachers. Each year, students will work on the topic that we have defined : first, they will analyze concepts and think about the topic. Then, they will investigate into their city in order to identify the problems it is currently facing or will soon face given the ecological crisis. Finally, they will think ahead and imagine solutions to the ecological issues faced by the city of the future. Meanwhile, students will also be asked to suggest a civic action at the local level. About 40 pupils will be meeting at the end of each school year. During this meeting, they will first share their achievements. Secondly, they will be working in multinational groups of 4 students – each student being a reprensentative of their country. Each group will have to create a short, instructive video that illustrates of one the issues tackled during the year, as well as the proposed solutions. The methodology will include both classical research and meetings with the city’s key-figures : local politicians, research centre, innovative companies. The project will also be framed and organized by two coordination meetings : one will be held at the beginning of the school year, the other will be held at the end. This project should therefore lead to the production of about 40 formal productions : presentation of research, presentation of civic actions, and production of at least 16 instructive videos made in multicultural groups. The students’ language, ICT and intercultural skills, together with their ability to work in groups should improve. We are expecting a positive impact of the project on the partner schools as it will put them into motion, thereby adding positive value and making them more attractive to the neighbouring schools. The connection between partner schools and neighbouring schools should be strenghtened.Unfortunately, the health crisis and its impact on education greatly impacted the initial project since the second year was largely cut. The extension of the project in the hope of a rapid improvement was only an illusion which only reinforced the disarray.

Four schools from two different countries will be part of the “Societies, Environment and Risks” (S.E.R) project. Each school has various socio-economic and environmental contexts. Schools from the same country will make up a binomial (collège-lycée) in the same school area. All the participants face particular situations (geographical isolation as well as economic, social, cultural and educational difficulties).This project has several aims: reinforcing all the participants’ basic skills and knowledge (languages, ICT, thematic…), developing social competences (teamwork, interculturalism), education on citizenship (local and European). Finally, the project has an organizational aim as it will enable to reinforce the connection between schools in the same educational area.More than one hundred pupils, most of them with fewer opportunities, and around fifteen teachers will take part in the project. They will work during classes or club sessions so that the project will involve various kinds of pupils. On the whole, the project will enable the implementation of active teaching methods aiming at reinforcing the participants’ autonomy and at taking into account their heterogeneity. At the beginning of each school year, the short-term joint staff training event will enable to define the concepts, the aims and the actions to take with pupils. During this two-year project, participants will do research on the Man-environment relation theme from the daily point of view (ex: pollution) and this will lead to local civic actions; as well as from the more specific and rare point of view of technological risks (year 1) and natural risks (year 2). This research work will lead to synthesis productions (slide show, exhibition, artistic or scientific production) which will be different according to each school’s opportunities (age group, means, competences…). At the end of each school year, the short-term exchange of groups of pupils will enable the organization of a visible collective action (such as a flashmob) that pupils will prepare during the meeting week.Collaboration is another word that sums up well this project. Indeed, all the results will be posted on the eTwinning platform so that partners can do their research in common. The European platform will therefore be the favoured place for virtual exchanges so as to encourage interaction between all the people involved in the project. It will also promote connection. Collaborating work will create on the one hand a European connection between partners that could encourage them to take part into other future European projects, and on the other hand a connection between the schools from the same school area. All these important facts will give a concrete dimension to learning foreign languages and will give rise to motivation. Within the context of the partner schools, this project will offer a real European broadening which will enable to tackle cultural and social isolation, and it will provide a dynamic to tackle early school leaving. This project represents an undeniable advantage for all the participants.

This project was designed to allow European pupils and teachers to work together and share their opinions and points of view in order to have a better understanding of how diverse and complex Europe is. Our main objective was to make people feel European. We wanted them to become aware of how difficult it can be to communicate with a foreigner. This could be seen as what it means to be European and to develop a feeling of European citizenship. On a more pragmatic level, we also aimed at improving pupils’ proficiency in English, or at least, to improve their self-confidence when speaking. We also aimed at improving their ICT skills. Indeed, all the project unfolded in English and numerous modern ICT tools were used. Initially, the project had been designed for 5 countries. Unfortunately Portugal had to pull out because the school closed down. So in the end there were only 4 of us. The French were coordinating. Our partners were Italians, Polish and Greek. The Italians and the Poles were senior high school pupils while the Greeks were a junior high school. Our common point was that all or most of our pupils are socially or geographically challenged, whether they live in a very rural area, or in the mountains, or on an island. The project was designed in 4 parts. They all followed the same logic but tackled a different topic every time. The topics we selected were : women’s place in society (Italy), sustainable development (Poland), bioethics (France) and solidarities at the local, national, intra-European levels, and towards migrants (Greece). For each topic, the pupils, helped by their teachers, had to create an exhibition. This exhibition was meant to show what the state of affairs in each country was. There were 3 panels : one showed the national representation of the topic through a mind map, another showed what the law said regarding this topic and the last panel shed light on the current debates, limits and imperfections of the system. Meanwhile, the pupils had to brainstorm, think and implement a civic action related to the topic in their school. It could have been an information day, or giving out leaflets… The idea was the make the whole school aware of the problem, for example the place of women in society. This work ended on an actual meeting of pupils and teachers in a different country each time. We met for a week. During this work week, the national exhibitions were shown to all the partners (12 panels). We had pupils collect information and think about the situation in Europe. Each national team also presented the local civic project that had been carried out. Multinational teams (1 nationality by team) also shot videos to make the others think of the problem. These were shown at the end of the week. We thought that multinational teams were the only way to reach our objective of reaching to the other and communicating with them. Besides, pupils had to speak English if they wanted to communicate so this organisation guaranteed the use of English as a communication means. On the whole, we may say that this project has been successful, whether it be regarding the productions expected from the pupils (exhibitions, local projects, videos) or pupils’ skills improvement. They felt better equipped to get in touch with foreigners, they felt they had improved in English and in ICT. Some local projects are even meant to last in the school and beyond.

A Comenius project from 2013 to 2015 was successfully completed and all five participating schools wanted to renew the experience with another project. We independently financed a meeting together in Hatvan, Hungary, in order to discuss the possibilities and decided to invite the EcoSchools association to join us in our new project. So, the participants were 5 high schools and the Netherlands branch of an international association, Eco Schools within the FEE organisation, called SME Advies.The aim of the project was to accompany SME in their development of an app for tablet and smartphone to be used by schools which are members of the EcoSchools organisation. The app would also be available to non-members and free to download from the App store and Google Play. EcoSchools encourage work on sustainability in schools and award flags and certificates to reward progress. The app developed is a tool to enable schools or other organisations to collate data and create a sustainability profile at the beginning and end of the school year or period. The data can be analyzed and consulted by schools so they can compare their progress before and after their work on sustainability and compare with other schools or countries. The 5 high schools collaborated on all the steps in the development of the app with the developer in order to uniformise the diagnostic test procedure, to make it applicable or usable in a maximum number of countries. None of the high schools had previously participated tin the EcoSchools programme so all signed up to their countries' organisations for the period of the project. Students involved began by doing the diagnostic test for their schools using the paper questionnaires provided. This was the basis for adapting the process to a digital format. Once each school had completed the tests, the students joined forces to select the questions suited to the new format and worked on the rewording of them. Some questions were altered or rethought to make them as compatible as possible to a wide international public.Students worked on 2 levels - first as members of Eco committees in schools following the steps to reach the EcoSchools objectives and secondly as testers and sounding boards for the app at every stage of its development. Between the student exchange meetings and transnational meetings, skype meetings between the teaching staff and SME Advies staff were held regularly to compare progress and discuss the steps undertaken. Students also prepared diverse presentations for the workshops and conferences held during the exchanges.The app went live in Autumn 2019 and was officially presented at the EcoSchools National Operators Meeting to attendees from 60 countries in November 2019.

"OBJECTIVES ACHIEVED: The main objective is to manufacture several Karts as a team between all the participating teaching centers with different alternative energies and to carry out comparative tests between all the Karts manufactured. RESULTS ACHIEVED: -A different Kart for each participating training center powered by different alternative energies.- A collaborative website where all the information generated during the project is collected: http://erasmuskart.somosdelprieto.com/ NEEDS: The project arises from the need to update itself in the field of electric motors and renewable energies applied to the automotive industry. This project is INNOVATIVE because most of the Karts currently manufactured are powered by gasoline engines and these Karts are powered by electric motors and fed with different alternative energies, thanks to this project, experience, training and material generated that will be very useful have been achieved. not only for the courses that have enjoyed the project, but for future courses. DISTRIBUTION OF TASKS AND RESPONSIBILITIES: The project has been divided into several lines of work. The partners, you have been responsible for carrying out each of them: - IES Gregorio Prieto (SPAIN): Coordination of the project and development of the Kart chassis and manufacture of an electric kart powered by a hydrogen fuel cell - CNH2: (SPAIN): Advice and training on the installation of a hydrogen fuel cell in the Spanish Kart. - Jean Baptiste Dumas Lyceum (FRANCE): Development of the steering and suspension of the Kart and manufacture of a kart powered by solar energy. - Future Focus Ltd (MALTA): Development of the Kart body and paint. Design of the technology for applying solar energy to the Kart together with the French center in addition to the manufacture of its own Kart. - ISIS ""A. PONTI"" (ITALY): Assembly of wheels and electric motors integrated in the wheels and braking system and manufacture of an electric kart driven by compressed air nuclear energy. - TBZ (GERMANY): Development of high voltage, manufacture of a kart and application of regenerative braking technology. TRANSNATIONAL PROJECT REASON: Carrying out this project in common between students and teachers from different countries and different cultures is a very enriching experience for the future acquisition of a job for students in multinational companies that work all over the world; Due to the experience acquired by working as a team in English with colleagues from any country, it is only possible to achieve this competence with projects of this type at a transnational level. PROFILE OF PARTICIPANTS: -Teachers from the different centers of the association with training and interest in the project topics, as well as their respective management teams. -Students of FPB courses in Vehicle Maintenance, Middle Grade Training Cycles in Electromechanics, Bodywork and Electronics. DESCRIPTION OF ACTIVITIES:EXCHANGE 1: MEETING IN SPAIN (NOVEMBER 2018)EXCHANGE 2: MEETING IN FRANCE (APRIL 2019)EXCHANGE 3: MEETING IN MALTA (OCTOBER 2019)EXCHANGE 4: MEETING IN ITALY (MAY 2021)EXCHANGE 5: MEETING IN GERMANY: (MARCH 2021)"