"Short food marketing circuit : another way to consume for European students ! Let's favour the short food marketing circuit to avoid the food marketing short circuit !Faced with the evolution of climate change and demographic growth, we wanted to make our students aware of the fact that they could consume differently and that their choices could have an impact both on a local scale and on a European scale. We would like to make the students and teachers of our school aware of their responsibilities and introduce them to another form of food supply that are short food circuits. We also wanted to make our students (the future actors of tomorrow) aware that there is another way to consume and that the way they consume can have an important influence on our planet!Our school has been, like many other schools, affected by the awareness of students to act in the face of global warming and by the desire to become actors in the society in which they live! We carried out this project with the lycée ""Liceo Scientifico e Musicale GB Grassi"", a school in the Lecco region of Italy (and with our school: the ""Athénée Royal Charles Rogier, Liège - Belgium) because these two schools are of equal importance and both have scientific sections.The two schools had as common wills and objectives to act with their students in order to make them responsible in the fight against global warming and to make them responsible actors in society. It was in this context that we had the idea of creating this Erasmus + project on the discovery and the roles of short food circuits in our society. It was also in this context and in order to achieve the objectives below that we had chosen to work with students from 16 to 18 years old (so they were in 5th Secondary at the start of the project and in 6th Secondary at the end of project) and who had English as a foreign language in their school curriculum.The main objective of our two-year Erasmus + project was to introduce short food circuits in Belgium and Italy to the students of our school. The project also had the objective of integrating short food circuits in our school. It also aimed to make students aware that they are actors in the world in which they live and that, as consumers, they have a power of action on our society. Finally, our erasmus + project aimed to create linguistic exchanges in English between two different European cultures. Indeed, English was the language of communication used in this project.To do this, we had implemented various activities.The discovery by the students of short food circuits in Liège and Lecco (importance, roles and influences of these). To carry out this activity, we had set up two exchanges with students from the two schools in our partnership: an exchange in 2019 in Lecco and an exchange in 2020 in Liège.Within the school, the students had chosen to bring short food circuits into our school restaurant. To do this, they set up and carried out a week of seasonal menus with local products from short food circuits in our school canteen.They also set up a “local apple” day at our school to publicize our project. As well as the creation of a calendar of seasonal fruits and vegetables which they distributed to all of the students during the various activities within our school (for example: at the open day, at the feasts of the school, parent meetings, etc.). They also put in place a manifesto (displayed in our school) using simple gestures to promote short food circuits in everyday life.Thanks to the dynamism of the students, we achieved the following results: a better knowledge of the short food circuits in Liège and Lecco, a better knowledge of the cultural environment of Liège and Lecco, the establishment of a week of menus in our school canteen based on local products from short food circuits, a positive development with students and teachers faced with the importance of the development of short food circuits (and at a broader level, the importance of our choices of consumers in our consumer society).The expected benefits in the longer term are the sustainability of the organization by the students of the week of menus based on local products from short food circuits in our school canteen and the participation of our school in the ""Nourrir Liège"" festival. And also at a level wider than short food circuits: the establishment of a ""Green Team"" composed only of students whose goal is to make students and teachers of our school aware of the importance of our actions in the face of global warming as well as the development of a « Point Ferme » within our school.In summary, the long-term benefits of our Erasmus+ project have been to make our students “responsible actors” in the world of tomorrow and to promote the development of short food circuits in schools and in the educational world!"

"The core of the project is sustainable management as a reinterpretation of common European and regional rural traditions. Within the framework of the project work, about 100 pupils* in the upper school will work with the method ""Learning by Teaching"" in German-Italian tandems. The students will learn that tourism is an important economic factor in Puglia and how to try to preserve and appreciate the traditions, which characterize the territory in a profound way. In recent years Puglia, with its landscapes and typical villages, has become the seat of wedding ceremonies of famous people from all over the world. Along the way, a small organic farm has developed, guests stay in the many B&Bs and massages and grow vegetable gardens. Now, after the Corona crisis, the economic factor tourism will have to reposition itself. It is essential for the survival of the region and at the same time has to undergo profound changes. The students* will understand how important it is to live in a healthy environment and that working in the field of organic farming or sustainable tourism is an important professional perspective. That is why vocational and study orientation in this area is the second pillar of the project. For this purpose, external partners from the university landscape, especially in Germany, will be involved.During the work phases between the group meetings, the students, who are divided into binational and bilingual tandems, will theoretically deal with the contents using modern media and the contents will be integrated into the curricula of geography bilingual, ethics and economics in particular. During the group visits, the contents will be brought to life during visits to companies active in the field of organic farming and sustainable tourism. These include, for example, traditional oil mills or agriturismi. In Stuttgart, a city that has always been dedicated to the automotive industry, the way in which this branch of industry reacts to the new conditions will be examined. Thus the project meets the required guiding principles of the curriculum for the upper school in all 6 areas:Education for Sustainable Development (ESD): the students deal with sustainable action in agriculture and tourism, both theoretically and practically, with a focus on Slow Food and Slow TravelEducation for Tolerance and Acceptance of Diversity (BTV): during the project, the pupils work consistently in binational tandems, training of intercultural competencePrevention and Health Promotion (PG): students* recognise that sustainable agriculture and food production and bio-construction contribute to a healthy lifestyleVocational orientation (BO): the students* get to know Green Jobs and the (social) entrepreneurial spirit is strengthened by real encounters with entrepreneurs*.Media education (MB): the pupils create a project homepage and communicate via e-twinningConsumer education (VB): the students* recognise the connection between their consumer behaviour and the consequences for a just world and for peace building. Methodically, the topic is dealt with both in the mother tongue and in the foreign language. Methods of modern foreign language teaching are used.A special importance, which is only possible in this form of binational tandem teaching, is attached to oral text production. Since the introduction of the new baccalaureate in 2014 with the communication exam, this project is a particularly innovative way of preparing for the (bilingual) baccalaureate. We developed and tested this method in a joint Comenius project before the new baccalaureate format was introduced and the success proved us right. All the students* involved in the project chose the subject Italian in the upper school and the evaluation showed 100% that they were perfectly prepared for this new type of examination. The project is a cross-curricular teaching of knowledge and skills and is a pedagogical response to globalisation processes. The question of the realisation of human rights, global justice and the conditions for a peaceful world plays an important role. The young people acquire real and relevant knowledge, skills and insights into the functioning of economic-ecological micro and macro processes and at the same time into the social and cultural conditions of both countries. In addition to the content-related goals, the pupils* will greatly improve their language skills."

Coping with climate change: Lowlands compared with a Mountainous area.In this project we aim to teach students more about what climate change means and its effects on the past, present and future in two very diverse European areas. This will be done by examining two very diverse areas: their own and their partner’s region. As the two areas are very different from geographical, climatic and social points of view they will be studied separately and then together during the exchange. (Gouda/Aosta Valley).The main aims of the project are to examine climate change and its effects, thus increasing the level of knowledge of the science behind it and repercussions on the present and future. For example they will study what caused climate change in the past and what the impact of climate change has on the present community.Students are able to present their own regions and gain an in-depth understanding of climate change which they are not always fully aware of despite being encouraged to protest when their practical knowledge is scarce. Students can present their region by video, mapping, prezi-presentations and drawings and sketches and creating logos or t-shirts. The students will improve their critical thinking and pass on the results acquired during the project to other students, teachers, parents and members of the local community. They will be stimulated and encouraged to think in terms of past experiences in order to cope with and hopefully pave the way for a better future. As many subjects and teachers are involved, this will allow students to have a multidisciplinary approach to climate change. This will also involve improving their linguistic skills, digital skills, verbal/presentation skills, intercultural skills and interpersonal skills. We will encourage them to reflect on their own situation in the perspective of place and space in both a historical context and regarding the future. The main objective is to lead the students to understand how the regions can cope with climate change in such vastly different geographical contexts.By working together, the project aims to foster a collaborative effort and a feeling of solidarity in the face of a common problem thought to be a threat to the welfare of future generations. The project will focus on the act of coping with climate change: how can the communities of the two different areas adapt and even take advantage of this change which is apparently beyond our control – or is it? An important part of the project will be to share our knowledge and disseminate it to others both within and without the school environment, thus increasing the learning effect and impact. We aim to bring our message as a group together outside the school in society, possibly by organising a play or meeting together with students, families and people from the local society to debate and share about interesting things in the topic of climate change. Through studying history we can learn about and open students’ minds with 21st century skills such as presenting, debating and interviewing. Practical goals: - Students and teachers develop their linguistic skills (English, German, French). - Students improve their practical (presentation, digital) skills - ICT skills for both students and teachers. - Encourage reflection on intercultural competences.Activities to be organized to realize the goals for students and teachers are: Gouda: This project will focus on the impact of climate change in a delta, Gouda is situated below sea-level surrounding by polders. To extend Gouda in it's housing and facilities we need to build in one of the lowest polders that is situated near Gouda (Westergouwe). Caused by climate change risks on flooding will be increased. So we need to take in count this by building a extended area.Aosta – A visit to the Regional Civil Protection Office to learn about the monitoring of glaciers and permafrost, the effects of extreme climate on the environment, threat to biodiversity. In class students will work in Science, Physics, Maths, history; English, French and German on documents related to these topics.Activities: - Introduction on the topic, - Presentations on effects on climate change in the atmosphere (What are effects/ results from the assignment) (Horizontal goal) - Discussion about the differences between Gouda and Aosta, What are the causes that effect Gouda and what did we learn from the exchange in Aosta. - Working on a newspaper that describes the present and future on climate change in Gouda (2021-2050)

Climate change has become an important theme that will have consequences for present and future generations. Air pollution is an important theme that influences our lives. Antwerp and Turin are both historical cities dealing with the same sustainability-concerns and are confronted with a problematic quality of air caused by urbanisation, traffic, port or industry. In both cities the limit values set out by the WHO are exceeded. Air quality research is largely limited to specialised investigative bodies and universities. With this project we want to learn students to perform a scientific research using different methods of measuring of air quality. We want them first to investigate and then to draw conclusions about sustainable life choices concerning air quality. We want to raise their awareness of the issue. Sustainable living in current city life is a project that aims to make 2 groups of students acquire skills and European Key competences, more specific STEM, competence in science and citizenship, competence in citizenship, competence in language and personal, social and learning competence. The first group are 15 students of Liceo Galileo Ferraris. The liceo is a competitive school, with this project the school wants to give students who haven’t joined any project the opportunity to do so. The second group are 15 ASO and TSO students of Moretus Ekeren,. We want to use the unique opportunity to not limit our project to the ASO or CLIL-students only. Moretus Ekeren is more experienced in competence-oriented learning whereas Liceo Galileo is more experienced in STEM and lab-analysis. Both school teams are eager to learn from each other. The outcome on the level of teachers will be a guide on competence-based evaluation. To achieve these objectives selected students will work together via eTwinning during the whole project, but we also plan two mobilities, in Nov19 to Turin and in Apr20 to Belgium. These mobilities will enhance the student’s social skills, first they work in team all through the project, secondly they are divided in host families during the mobility. English as a lingua franca will be a vital tool to communicate with each other about their research results. During the mobilities we introduce them to reciprocal methods to measure air quality and possible ways to ameliorate the situation in both cities. In Turin the students, divided in small groups, will work on the design and implementation of a monitoring survey of air quality using both biological and chemical indicators. Chemical data will be collected through wearable devices (AirBeam and AirCasting) for the sampling of, respectively, NO2 and PM 2,5. These wearable devices will be programmed on an Arduino programmable board and built with a 3D printer by the Italian students. In Belgium the students will work with the methods of Airbezen (strawberry plants) and CurieuzeNeuzen. On the last day of the exchange the students will complete a city rally with a visit to the eco-house and observations of policy decisions will be made (sharing mobility, Park Spoor Noord, green roofs).The comparison between the two cities leads to a list of good practices to be communicated with the local council in a letter. Before, after and during the mobility the findings will be disseminated in both schools. In Sep19, and again in Sep20 students will investigate the impact of the project through Straatvinken@school, counting the mobility choices of the people at school and the visibility on bike. We will cooperate with civic movements such as Ringland Academy, Torino Respira, Cittadinanze per L’aria and governmental institutions such UA and VMM. They will provide us with guest speakers during the mobilities and the Scientific Symposium. The students will use what they have learned and investigated to ameliorate their answer to their research question. The result will be presented with a scientific poster and a presentation. In Turin on the Science Fair, in Belgium on the scientific symposium. The aim is to empower students to communicate accurately about the problem, to know possible solutions and to recognize suitable policy decisions. After the project the students will have enhanced their ability to act as responsible citizens and to participate in civic life based on the understanding of sustainability. They will understand science as a process for the investigation through specific methodologies including observation and controlled experiments. They will be able to express their ideas on the subject fluently in English, finally they will have learned about international group dynamic and taking their responsibility as a social being in an learning environment. After this year of student exchange we wish to continue cooperation between both schools, we would like to apply for student’s exchange partnerships KA229 that enables students to study in partnerschool for a longer period and eventually the teaching of training assignment.

"- History and context: the project "" From a memory to (an)Other "", presented by the high school Bellevue of Le Mans in partnership with Liceo Marconi of Parma, aimed at making the pupils sensitive about the meaning of membership in Europe through the meeting with witnesses of migrations between France and Italy. This project was conceived by both partners in spring, 2017: by mutual agreement, we applied for a bilateral project of the duration of one year (September 1st, 2017 - August 31st, 2018). Throughout the process, Direction staff and Estate staff of both high schools supported this work.Profile and number of participants: 26 French and 25 Italian students, accompanied by the teachers: Ms. Nadotti (Italian side) and Mr. Pallini (French side); these students were chosen on the basis of their enrollment in the binational EsaBac section. Our project involved the meeting between the students and people issued from the migrations between Italy and France: thus, seven ""witnesses"", on both sides, were involved. These people (aged between 16 and 85 years old) shared their ""migrant"" experience, or told the story of someone in their family who had this experience. The profiles of these people are various : students, teachers, private employees, retirees, students...Other people who participated in the project: directors and professional producers Amin Lakhal and Davide Borghini for the production of the final product (cd-rom / dvd). The Dante Alighieri Association of Le Mans. The cities of Le Mans and Parma. The local media, for making the project visible and for informing about Erasmus + programs. The Cinéma Les Cinémas du Mans for hosting our Erasmus Day. Families and the entire high school community were actively solicited: they agreed to host correspondents during the mobility phases, which they did with great enthusiasm and generosity. Several teachers from both high schools collaborated on the project.Many activities carried out:- correspondence activity, as a first step (autumn 2017), between correspondents. In this regard, the European grants have enabled our school the purchase of new high-performance equipment so that communication via digital is faster, more efficient and user-friendly. These tools (tablets, laptops, cameras) will help to make the links with our foreign partners even stronger and, hopefully, encourage other colleagues to develop new ones with other European countries.- Witness meeting activity (Fall-Winter 2017/2018). These activities took place in different settings: on January 12, 2018 there was an Erasmus + day dedicated to our project, at the cinema Les Cinéastes du Mans. It was on this occasion that French students were able to meet their ""witnesses"" and interview them. For a more detailed description of this day, see Intermediate Report (IR). The Italian pupils met their ""witnesses"" in a private way, but these meetings were filmed and broadcast during the Erasmus + day organized by the Italians during our stay in Parma.- Learning / Training Activities: Collective Writing Workshops; school outings; participation in conferences related to the project.- Mobility activity: two mobility for students, between March and April 2018. A transnational meeting, January 5, 2018. An exit at the Opera Bastille (the planned exit for Traviata could not take place for meteorological reasons - traffic ban by prefectural stop, we could not get a refund, but an exchange: that's why we finally went to see Berlioz's opera Benvenuto Cellini, which assured in any case an educational coherence with our work focused on Franco-Italian relations). A joint outing (French and Italian students) at the Museum of the History of Immigration in Paris (March 2018)- Organization of two Erasmus days in France and Italy.- Production of a final product containing all the work.The results and impacts were numerous and positive. Teachers and management teams have ensured that the project has a broad impact, both through the organization of the Erasmus day open to the public and the dissemination of results by the press and the dissemination of information by digital means. As for the results, first of all, it is necessary to underline the progression of the pupils, the improvement of their linguistic level, their increasing implication. Then, self-confidence has been consolidated thanks to this project, finally, the awareness of belonging to Europe is a major achievement. These benefits will surely accompany participants over the long term."