"MAIN GOAL: To build a common cultural and scientific project by producing, in a transnational setting some films and, as a final product, a science fiction short movie and by reflecting on the relationship between Animals and Human Beings in European culture yesterday, today and tomorrow. We'll start from the myth of Noah's Ark and the current debates on the protection of biodiversity.HOW TO DO IT ? Thanks to field surveys, remote exchanges and meetings, students from four secondary schools can work together to produce works of scientific, philosophical and cultural interest.EXPECTED RESULTS: Valorizing all students and empowering them through a peer-to-peer learning strategy, implementing a more rewarding and objective learning assessment for learners, and teachers, developing the computer skills of students and staff, and their familiarity with IST, and strengthening the key competences identified by the European Union.OPERATIONAL OBJECTIVES: Conducting geographic, historical, biological and scientific field surveys on wildlife, human activities related to it or traditions concerning it ; Production of videos as reports ; Multilateral Meetings ; Writing and making films by editing ""rushes""Study of the myth of the Noah's Ark, its precursors and its rewritingsStudy of the unity of lifeComparative Studies of Agricultural Practices, Reserves and ZoosInquiries and debate on empathy and sensitivity, dietCross ReadingPreparation of a DVD to account for the final product and to disseminate a method / instead of this disk: we prefer let the contents online in a dedicated website http://erasmusplusanimals.franceserv.eu/ in order to repect a good practice (relevant to a sustainable development) but people can ask us for a DVD if they preferTHREAD: - A methodology based on video tools (no partner is a specialist, we still have a little experience). - The myth of Noah's ark: a legend (studied in year 1) that does not correspond to the current requirements of species conservation: rejection of fixism, concept of biodiversity, modalities of preservation against contemporary extinctions (year 2) . The name of a space ship carrying a European expedition to an exoplanet? (Year 3) ACTIVITIES:1 °) Four study travels allowing exchanges and concrete productions in a transnational framework, mainly:C1 and C2 the production of short documentary films (reports of field surveys)C3 the publication of a Charter of the City of Human Beings and AnimalsC4 the production of a script and a flowchart in order to shoot a science fiction short film2 °) A C5 virtual exchange supplemented by a summer internshipin order to implement the movie making (by French students, behind and in front of the camera) then its postproduction by all the partners3 °) Remote activities (shared thanks to various tools: on eTwinning: the ""FORUM N + C"", but also the blog: http://erasmusplusanimals.blogspot.com/ and a Facebook group) and local support workshops or even bilateral workshops (in the case of the Franco-Romanian exchange C01)FIRST IMPACTS:- A first consensus emerges, both among teachers and among learners, to note the following improvements:progress in language skills and the ability to work in a teamimprovement of student autonomy (self esteem and and sense of responsibility)greater mastery of digital and video toolsacquisition of knowledge: historical, scientific, etc.participation in an enriching debate on civilization within the democratic framework of the European Union- The teachers are particularly satisfied with the quality of the personal investment of the participants, adults and / or students (who have forged lasting links, both across borders and within national teams) and that of the final achievement (this commitment will be validated by a Youth Pass). The film (""THE ARK"") owes a lot to the mobilization of students to overcome the difficulties linked to the pandemic, COVID19 having called into question the work plan adopted during C4 mobility. French high school students invested in a summer internship to successfully shoot images in June 2020, modifying the casting originally planned and taking care of technical aspects initially devolved to others, but their partners took their part, in particular in the post-production of the film (as part of remote workshops held in December 2020)"

On the MoveThe history of the European states participating in this project has shown that migration especially for political and economic reasons has always existed. Furthermore there have always been movements from one country to the other by individuals for private purposes like visits or holidays. However, the number of migrants (emigrants and immigrants) has increased a lot over the recent years and due to this increase in migration discussions in society about topics like integration, cultural values etc. have deepened heavily. The changes that European states are confronted with have been enormous. At schools these alterations can be seen when looking at the increasing cultural diversity that classes nowadays have and the rising heterogeneity in performance within classes. The main topic of the project is to analyse to what extent the flow of visitors and migrants has influenced the culture of the home and of the host country in the past and to show that these changes have become a natural and positive feature of our lives. This will be done by an exchange of experiences during former holidays, a look into migration patterns within the family and the local community and by looking at how culture (music and food) has been influenced by migration. The project wants to help increase mutual understanding by showing the positive effects these migration patterns have and by confronting the students with foreign cultures and understandable motives for migration. The usage of digital devices like smartphones or tablets to make pupils aware of the flow of migration and the cultural variations makes sense as digitalisation is promoted intensely by politics and society on the one hand and will definitely increase pupils´ enthusiasm for the project as new apps and programmes offer many interesting possibilities of visualisation and sharing information.

"The description of the project started with the announcement of 2018 as the ""Year of Cultural Heritage"", a year with plenty events, celebrations and activities all overe the continent. Even in 2019 we had the chance to enjoy the richness of european culture and heritage and celebrate our traditions in international meetings with Erasmus+. After our last meeting in January, suddenly the situation changed due to the Corona virus. Because of the uncertain circumstances the next school year, the team decided to close project as planned this summer, even though we can't hold our last meeting in England. On one hand, the cancellation of our final meeting is very disappoiting. Not only for the students, that has been looking forward and preparing the meeting, but also for the teachers, that have become close colleagues and friends during the project. Reservations that had been made, must be cancelled, plans that had been thought, can't turn into actions. Especially the get-together in the final meeting helps to review the project together and reflect about highlights and things that could improve. It's a pity that our last meeting cannot take place.On the other hand, the lockdown of our daily life and also the sudden cancellation of all kind of exchange activities reveals plenty of positive aspects. Things, that had been taken for granted for years, suddenly seem precious and in danger. Open borders are not a matter of course, either is the freedom of travelling. We realize how strong our european relationships have become and how lucky we are to being able to share international experiences.We had defined the following goals for our project, but they have now got a significant new meaning: 1-Globalization and disappearing cultural identities 1a) Reflection of our own culture in times of disease 2-The meaning of learning to live together 2a) The real meaning of learning to live together, not only at home in quarantine, but also as european partners 3-Cultural traditions (Intangible Cultural Heritage) 3a) What is it that we all miss most? Are we really so different from each other? 4-Common Cultural heritage (tangible Cultural Heritage) 5-Active European citizenship 5a) What does Active European citizenship mean to us? How can we show solidarity? 6-Enhancing creativity and innovation, including entrepreneurship, at all levels of education and training 7-Digital competenceEspecially the content of our project -cultural heritage and traditions- seem to have an ambigous meaning at the end of project. Theaters are closed, museums are closed, concerts are cancelled, celebrations of all kind as weddings or traditional festivities can't take place. Other things seem to be more important right now. Life is reduced to very basic needs of the human being. But being deprived from all the culture, the beauty and the freedom, we realize another time, how much we have been taken these goods for granted."

"CONTEXT/BACKGROUND: The project ""1968: A Transnational Social and Political Movement; A study of France and Czechoslovakia as seen and represented through primary and secondary sources"" has been a study of the links and commonalities found in the geo-political upheavals and intense social movements which occurred in France and Czechoslovakia in 1968. The contemporary context was the celebration of the 50 year anniversary of the events of 1968. The professors involved are a history and geography teacher and an English teacher. The approach of the subject has been both from a historical perspective as well as a cultural one. The study included primary source cultural and artistic documents, such as fiction and non-fiction works that treated the events (Josef Skvorecky, The Cowards; Karl Kapec ,The War with the Newts -seen on stage; Milan Kundera, and the poetry of Jiri Kolar...), films ( Le Redoutable by Michel Hazanavicius, The Unbearable Lightness of Being from the novel By Kundera by Milos Foreman...), music, graffiti and posters. It also included secondary source materials such as press reports, headlines, photographs, extracts from newspaper articles and official documents that have been declassified from France, Czechoslovakia and around the world that deal with the events and show insider and outsider views of events. Our OBJECTIVES were multiple. We intended to educate our students as to what happened in the past, and helped them understand how historical events that unfold, even if geographically isolated, are linked geo-politically and socially. In addition we wanted to help build cross-cultural communication skills between European youths that must use a third language to effectively communicate. The NUMBER of young participants were 52; 26 French youths and 26 Czech youths (instead of the 48 we applied for). The PROFILES of the students varied. The students represented various ethnic backgrounds as well as socio-economic situations. Both schools have students from tiny rural villages, surrounding towns and from either the agglomeration of Orléans numbering 280,000 people or 12,500 in Vysoké Myto. The ACTIVITIES were based around RESEARCH, CREATION and SHARING. They began with a conference that took place in May 2018. It was given by Ludivine Bantiginy, a scholar on the subject. In the fall, the students began in-class learning activities and at-home research that resulted in the creation on the part of the students in open-source digital teaching modules that were shared by blog with the exchange class. We aimed to promote peer-to-peer teaching and learning so as to enforce autonomy in learning (learning so as to teach, teamwork, group productions) and self confidence (increased ease in speaking the English language and knowledge of the given subject). The next phase of activities included the actual physical exchange of the students. A portion of the activities during the exchange focused on retracing the events and people studied by visiting sites and talking with people. The teaching modules, journal entries of the exchanges and follow-up activities were displayed on the blog platform. The METHODOLOGY was innovative. We began the project with a classic teacher/student transmission of information so as to introduce the students to the events and actors of the movements. We then asked the students to undertake guided research, which marked a transition stage in the methodology for we focused on encouraging each student to teach the other participants about what they had learned. This process encouraged a much more proactive approach to the learning process, as well as promoted authorship on the part of the participants. We helped the students with research documents, the creation of their modules and their pronunciation. During the voyages, as many links as possible were made between what was studied in class with what they saw while traveling. Our methodology for the follow-up project was a guided production that again encouraged the participants to trust in their capacities to explain to others what they had learned and seen. We gradually erased our presence as the ""teachers"", allowing the students to take ownership of the teaching and learning process. The RESULTS and IMPACT were tangible and intangible. The students created open-source peer-to-peer teaching modules and a blog (tangible). There was an increase in knowledge, motivation, curiosity, skills and tolerance (intangible). The POTENTIAL LONG-TERM BENEFITS include a long-lasting partnership between the partner establishments, an increased OPENNESS towards European projects by the students, teachers, schools and partners, increased feelings of European citizenship and digital platforms that can be used by the public in general."

"We have opted for the study of the sky and the air, as we envision it metaphorically, since it implies a limitless open range freed from the constraints of the borders put up by men and thus conveys an image of unity for Europe. Looking up or looking around you means you acknowledge you bearings and and you are able to fit in this environment. Looking up to the sky may also be viewed as a way to reach for the stars in terms of social upward mobility. This can be achieved through the acquisition of basic skills first and then more complex ones which will be applicable to the job market. They will be able to interact constructively with the social context and seize professional opportunities in a much wider job market, now set against the backdrop of the European Union.The team is made of 4 countries: Greece, Spain, Italy and France. All these schools have different backgrounds and pathways: general studies, vocational courses, economics, agriculture. Our students are aged between 15 and 18 years old and come from varied social backgrounds. As a consequence, they will have the same goals and will partake in the same activities. We aim at enhancing skills and competences - from basic to more complex. We will cater to their specific needs through customized teaching methods relying on small groups using ICT to share the instructions, organize the work sessions and create products. The student is at the core of the learning experience as he will work in groups and choose a role to carry out in order to reach objectives.The project is split in 4 parts. The 1st part will be dedicated to arts like literature, painting, music which have been inspired by our topic over the centuries and throughout Europe. It will be entitled ""Let's learn about the sky and air"". The pupils will be able to write poems or texts. We will also work on mythology and the air and sky transportation devices throughout history.The 2nd part will deal with ""Let's investigate the sky and air and experiment"". We will explore the sky and air thanks to sciences (definition and identification of similarities and differences by doing and observing scientific experiments, atmospheric phenomena, the climate). We will study astronomy and weather measurement tools. We will produce a glossary about all the different sorts of wind in each language, a weather station and we will assemble a telescope.Over the course of the 2nd year of the project and through the study of the air, environmental issues will be dealt with.A hundred years ago, everybody could enjoy a stunning starry night. Nowadays, unfortunately, millions of children will never get the chance to see the Milky Way from their vantage point because of artificial light pollution and our overconsumption of energy which is harmful to the planet and our health. We picked the sky and the air because we want our pupils to face topical questions in order to raise their awareness and foster critical thinking in order to reflect on the situation and as a consequence we aim at promoting participation and increasing environmentally-friendly behaviors on their part. In Italy, we discussed the ""living with the air under the sky, studying the air we breathe which will raise awareness about the future of planet Earth."" A guide to good environmental conduct was developed. We attended a conference on pollution in Veneto and we watched film excerpts (an inconvenient Truth from Al Gore and the Power of planet before participating in a World Cafe on the protection of our skies.) They also created and played a game about the sky and art.In the last part, we observed the clouds with the application Seecloud, we build a weather station as part of a TP created by a professor of the award winning Moscow high school Valencian. Students developed geometric figures with Geogebra on the solar system. Finally, we have awakened entrepreneurial skills among our young people that they can reinvest in their professional lives. This part is summed up in ""taking up the challenge of the future without losing sight of the origins by taking an interest in companies"". They worked on the future and new energies. They created an ecological product or service using tools such as an Empathy Card, Canvas, Canvizer. The preparations were made in each country and the realization was realized during the meeting in ValenciaApart from this essential step that is the development of our students' skills and their accomplishment, this project will enable young students from different educational backgrounds to come together and discover new subjects. Our main wish is for our students to keep in touch with their European partners/hosts so as to reach out to them later on either to visit them, study abroad or to settle abroad.We hope this project will seem attractive to other staff members so they can seize the opportunites to teach differently and realize how the Commission can help them along the way to take advantage of them."