"Europe and the world at large are going through a period of rapid change. The various economic, political and social crises and the new migratory flows test the results of sixty years of hard work for the construction of the European Union. Two different tendencies oppose, those who want to strengthen European unity and those who question the legitimacy of the Union and want to leave it (Brexit e.g.).Our project is aimed at rediscovering the initial values ​​of the EU and at promoting the development of the key competences of citizenship. By closely studying European issues, by discussing these issues, our students developed skills that will allow them to deal with complex situations, to understand them and to analyze them from different angles, in order to make appropriate decisions, respecting humanistic and democratic values. They learnt to avoid simplistic solutions, to give in to dangerous stereotypes or new forms of racism and xenophobia. This project cut through most of the key skills needed to flexibly address the political, economic and social evolution of Europe and beyond. The theme of the project aimed in particular at promoting social and civic skills (such as respect for other cultures, open-mindedness, curiosity in considering the difference as an opportunity for learning, discovery, socio-linguistic awareness, the feeling of empathy) that allowed everyone to acquire a culture of peaceful and harmonious coexistence, in the respect of democratic values ​​and within the framework of a European and world citizenship.Our project also aimed at promoting the development of foreign language communication, digital skills, social and civic responsibility, creativity, and also learning to learn, develop personal fulfilment, self-confidence and autonomy, as well as reinforcing the European dimension of our schools. During the two years, participating students explored the migratory phenomena through different perspectives, such as institutional, historical, artistic and human ones. They met migrants, listened to them, exchanged ideas, created together, to better understand their background, their history and thus developed their sense of empathy. They also screened in migration situations during playful experiences (role plays) and creative activities (creation of short stories, poems, songs, short films). They compared different integration strategies both in their own country and in countries whose integration model is well known (France, U.K., Germany), in order to better understand the institutional mechanisms.Through a simulation of a session of the Junior Parliament, they discussed new strategies to improve the integration of students from migrant families into their own schools. Finally, they drafted a charter for newly arrived pupils on European soil, which will be ratified and used in all the schools of the partnership and, hopefully, beyond. This charter has been drafted in accordance with the European founding values ​​of democracy, education, justice, equality, citizenship and civil rights, in consultation with the Council of Europe, which has agreed to lend us a hand.​Visits and exchanges Each time, seven students and two teachers visited one of the partner institutions to participate in training activities related to the project: meetings, workshops, visits, etc. Students were welcomed in the families of participating students.- LTTA 1: Spain, January 2018- LTTA 2: Bulgaria, May 2018- LTTA 3: Italy, November 2018- LTTA 4: France, March 2019The last exchange, which took place in France was completed in Strasbourg, where all the participants visited the European Parliament and the Council of Europe in order to present the ""Charter of Welcome"". Seven MEPs signed our Charter."

PROJECT led with our four secondary schools in Spain, Poland, Romania and TurkeyI. Topic: Intercultural dialogue through cinema and filmmaking.The whole project is based on European cultural and cinematic heritage. It encourages young Europeans to discover what they can share and learn from the others through concrete tasks in connection with cinema.II. Key Products1. The main product is the creation of a gallery of short films made by participants, centered around Europe seen through teenagers’ eyes (first year) and Europe and the Big Issues of the 21st Century: (environment, globalisation, ICTs, discrimination, etc.)(second year) showed in Fene and in Braila, selected by a jury of students and teachers and awarded during ceremonies. 2. The second main production consists in the creation and publication of two yearly web magazines with articles about the project and cinema in general written by students.III. Training ActivitiesA. Locally1. Partners have taken part in local film festivals and workshops to discover cinematic heritages and acquire cinematic techniques.2. They were asked to create ecards and short videos to be sent to their partners to introduce themselves as a sort of breaking ice activity. 3. Participants organized a special week event to replace the meeting in Turkey in order to reach the goals already planned : film festival, writing reviews, cinematic workshop, dissemination activities.4. Organization of different workshops about cinema and filmmaking during the two years of the project to improve our students’ skills to create their own short films. Some of these workshops have been monitored by professionals from the film industry and others have been carried out at school by the teachers themselves. 5. Creation of short films, from the script to the final edition, and selection of those films to represent each country in the annual contest. The selection of short films on and off contest was preceded by the projection of the short films and a voting process locally at schools.6. Creation of a portfolio of each movie containing the basic information of the movie, a summary of the plot, and the mentioning of the problems they may have encountered on the way.7. Writing of different articles about cinema, the different cultures of the countries involved in the project and the experiences lived within the project for the two annual web magazines. Participants shared information about different topics, worked on questionnaires about people and cinema, created their own cartoons, shared photos and drawings, etc.8. Organization of castings at school for the different short films.9. Organization of film sessions at local cinemas and attending exhibitions about the film industry.B. Transnationally:1. Different workshops about cinema during each of the mobilities:Using a montage table ( Aubenas); Study on K-Effect ( Aubenas); Creation of a short film involving an interview ( Aubenas); Attending a conference about the selected movies in the Nîmes Festival; Workshop on the bonds between image and art in general and human history in the Cavern du Pont D’Arc ( Aubenas) ; Workshop on make up for a horror movie and creation of a horror short film ( Fene); Visit of a film studio in A Coruña with all the professionals at work (Fene); Visit to the Galician Centre of Image Arts ( Fene); attending a round table about European cinema ( Fene); Workshop on how to make a movie in ten shots ( TOPIC: Borders); Workshop on Gothic cinema (Aubenas); Workshop on the use of drons in the film industry ( Fene); Workshop on film imagery in short films ( Braila); Workshop on Image Composition and the creation of a documentary under the title “Polluting the Environment”, with authentic nature images taken in the Danube delta ( Braila); Workshop on Hollographic History- “Multiethnic Braila” ( Braila).2. Organization and celebration of two Award ceremonies in Fene ( 2016) and Braila (2017)3. Participation in 2 festivals of our own short films followed by debates in transnational teams and voting cessions to select the films to be awarded on the cermemonies. 4. Attending different exhibitions 5. Organization and participation in film festivals at schools or on other locations ( such as the Council Auditorium or a local theatre)5. Creation of short movies on different topics during the mobilities.