"The project "" 20 Years of Exchanges and Changes"" stems from the desire to celebrate the twentieth anniversary of the long-term cooperation between the two school Institutions that have developed and grown up together in the context of a modern and changing Europe. This cooperation has already produced a definite and positive impact both on the language learning process (knowledge and use of vehicular languages) and on the intercultural dialogue, social inclusion and solidarity (such as exchanges, tolerance and acceptance, international dialogue).The overall project was based on the enhancement of the average level of motivation in students belonging to different social backgrounds and it aimed to promote and increase self-awareness, moral values, cultural traditions and responsible, active citizenship for young people facing the modern challenge to open up and focus from local to international, European frameworks also highlighting the most remarkable developments in the last twenty years. This research-project followed a two school years schedule and involved students from different classes that, through intermediate, cooperative steps, contributed to achieve the shared implementation of the final product. In short, the project was based on synergies between the traditional educational approach to data research and processing and the modern approach to digital technology and computerized graphic design patterns (posters, weblinks, reports and newspapers) as well as digital information technologies (video making and padlet resources), to get to the final ducu-fiction. According to European priorities suggestions as well as to close responsiveness to the mission, traditions and educational methods of the two schools, strong emphasis was laid on the key issues of the social, environmental, economic and political changes occurring in the last twenty years in Europe, definitely focusing on the peculiar and distinctive features of the two schools specific local areas. In addition to the main topical and compelling issues, daily experienced and debated in classrooms, proper emphasis was placed on the awareness about the huge but not always negative changes occurred in twenty years both in everybody’s life and in the widening, expanding social context from San Ginesio to Cherbourg and to Europe. Activities scheduling:First year of the project: 2018/2019Dealing with Society and Ecology issues and their development over time (production of reports, video interviews to students and their families).The papers produced as a first activity were bilingual full reports, published on the project page included in the Italian school website.All the activities were well documented by photos and bilingual articles written by the students participating in the project.Due to the Covid-19 pandemic, the Erasmus + project was extended by one additional year (the two-year period 2018/2020 became 2018/2021).It was not possible to carry out the travels and the activities already planned for the school year 2019/2020.Second year of the project: 2020/2021Virtual activities and video-conferencing concerning the planned program were authorized and carried out.Lessons and considerations were organized and focused on some topics such as: Economy, Politics, Work and Society, in the last twenty years both in Italy and France. As for the social analysis of the changes in the last twenty years, the theme of violence against women was analyzed through the video production of a docu-fiction by the Italian students and a short film by the French students about the male –female relationship.Economic, political and social changes were also analyzed through the study of the UN Agenda 2030, with special regards to objectives 8-9 and 16, through power point presentations.Italian and French students have published the collected materials either online by post-it padlet works and on the school institutional website.Teaching activities/ Applied Strategies: - Archive research / Action-research. - Interviewing with people. - experts/professionals conferencing - sites visits - Cooperative learning - computer labs - drama performance: Target group: in total, about 140 Italian and French students, aged 16 to 19, belonging to different classes, and 6 teachers were involved both in physical and virtual mobility. Specific project achievements: • Promoting the development of a European perspective and frame of mind. • Improving of the students' communicative competence in foreign language through the school exchange experience and the creation of a final work. • Improving vehicular languages through the analysis of newspaper articles and texts in a foreign language • Analysing social, cultural and economic similarities and differences between the two countries. • Soliciting a diachronic perspective about places, history, socio-economic changes, both on a small scale and in a European context. • comparing skills in the context of the teaching activities and in the real life social settings. • Promoting self-esteem and self-assertion through video-interviews and drama activities. • Promoting intergenerational dialogue and didactic continuity among the students, alumni and parenting component. We assume the project had a positive impact on the teaching process on a didactic level, both through the vehicular language communication skills improvement and the comparative knowledge regarding the main socio-economic and political events that characterized the two partner countries in the last 20 years; in addition students mostly focused on the implementation and the enhancement of the specific historical memory as a leading element of the project and an extraordinary heritage and endless stimulus to the creation of cultural values. The production of the final work through the use of new digital technologies and drama techniques not only represented the conclusion of the two school years activities, but also the achievement and enhancement of social and methodological skills focusing on the students' future educational or working context."

"<< Objectives >>The objectives of our project B.4C.K. are to impart:- an international dimension to our high schools after the Covid crisis,- a sense of European citizenship to our students as an armed conflict rages on our doorstep,- the will and the power to act for the preservation of the environment to our communities, as the latest IPCC report warns us of the ecological emergency.These objectives are also very present in the chosen themes related to our teaching: arts, language and history-geography.<< Implementation >>A group of students from Carcassonne will travel to Krakow with an artist and teachers in order to initiate an artistic work in cooperation with their Krakow counterparts (Acti1). Once the work of art is completed, a delegation from Carcassonne will return to Krakow and give and unveil this work of art (Acti3).Almost at the same time, the ""twin"" and reciprocal activities 2 and 4 will take place: this time the group, artist and delegation will come from Krakow and travel to Carcassonne.<< Results >>The expected results are embodied by the two works of art that will be exchanged by our two schools. They will symbolize the strength of common European action and the urgency to act for the climate.The power of art and the shared experiences will act on our relations and communities via the participants' role as ambassadors of these values and via the maximum dissemination of the project's results which will be carried out by our students thus becoming the stakeholders in their learning."

Our project entitled “Beyond Borders” covered the time period of 1st September 2018 to 28th February 2021.It enabled us to set up all the activities that we had planned to achieve the goals we had set ourselves in the application form.Indeed, we had previously noticed that it was necessary to start a new project for our students to be more self-confident, to improve their skills in English as well as in the use of new technologies, and to develop their own idea of a European citizenship. This collaboration was supposed to open up new horizons for our students, most of whom having to face difficulties common among teenagers : getting out of their comfort zone and opening up to the world while daring to speak a foreign language. It was also supposed to enable them to cut off from the monotony of their curriculum.Damstede Lyceum, located in Amsterdam, Netherlands, had posted a request on the e-Twinning platform : they were looking for a French partner school, and we answered favourably. After exchanging a few emails, we soon noticed that we shared the same goals and had the same ambitions for our students. Amsterdam is a city that welcomes many foreigners, Lycée Bouchardon is a school that hosts non-French speaking students, we decided to work on welcoming refugees.What’s more, it was very enriching for our school to get in contact with another school situated in a highly-populated urban area.This diversity enabled the students, whatever their country of origin, to become aware of the differences, but above all of the similarities between the young of very distinct countries: after discovering the culture and forgetting the language barrier, they very quickly created bonds: they are European teenagers with the same desires and dreams. On the whole, 78 students and about 10 teachers could get in touch with the partner school, either when hosting foreign groups in their schools, or when sharing the preparatory material for the meetings, and even more people as the schools shared the results with all the students and personnel of their schools, without forgetting the host families who accepted to host a foreign student.The activities set up in the application form were held in a progressive way. First in class to prepare for the meetings (research work), then in group work during the Learning, Teaching and Training activities (sharing the results of the research and exchanges), the activities enabled to go smooth with our project and to achieve our goals. It is obvious that, apart from the fact of learning how refugees, whether political, religious, or climatic, are welcomed and considered in a foreign country, the meetings were essential and shaped the minds of all the participants towards a better self- and other people acceptance, towards more acceptance of the difference and towards more inclusion. Not only was our objective of improving language skills greatly achieved (in English for the French, in French for the Dutch), but our goal of more open-mindedness among our students was even more greatly reached. Their stereotypes and prejudice soon disappeared during the different Learning, Teaching and Training activities.As for the teachers, the meetings were also the occasions to exchange their good practices, a useful thing to improve their working skills.We have been able to organize 4 Learning, Teaching and Training activities : 2 in France and 2 in the Netherlands. Thanks to the grant given to each organization, we have been able to organize more student mobilities than planned in the application form : 78 instead of 58, which made the exchanges even more interesting.Because of the sanitary situation, we were agreed a postponement of the project ending date (until 28th February 2021), but the pandemic never permitted us to be better organized to make the most of it; the schools working in a hybrid way, it was difficult to mobilize new students to give a follow-up to the project. But it is not excluded that we may make an e-Twinning project if the situation gets better, in which case we would have all our students in class and we could work more efficiently, and if we have other teachers enrolled in the project, the results would be richer.Students and teachers benefited from a partnership which was rich in meetings and friendship. They could discover what the “real life” of a refugee was, the long path these people have to walk through, and it made them more empathic and caring. Let’s hope they will remain so forever.

"The goal of the project was to get pupils to meet around a technical project : the building of radio-controlled model solar cars, allowing students to participate, twice in a row, in the ""Solar Challenge"" race in Toulouse at the Cité de l'Espace. Being part of the solar challenge has allowed collaboration and exchange between the Italian and the French students. The Italian students took care of the electronic side : the photovoltaic panels. The students from Mirepoix carried out the mechanical part. The technical manufacturing gear available at the Mirepoix techical high school made it possible to use different processes and different materials to produce the entire mechanical part (the front and rear axles, the chassis, the steering), along with the electronic knowledge of the Garbin high school for the photovoltaic panels.From the first trip in Schio, the understanding was very good, and the involvement of all the students in the project could be noted. The teamwork was productive and the commitment to solve the technical problems and reach the same goal was shared. The two schools seem different but are actually similar in the ways they work.Thanks to the participation of the Garbin High School fashion class, the students were able to wear racing clothes in the ""Solar Challenge"" race that took place during the second trip.The aim of the second year was to deepen the knowledge of photovoltaic panels and to raise awareness about the importance of renewable sources of energy, but also, thanks to the participation of the marketing class of the Garbin high school, to introduce the students to marketing strategies and communication techniques around solar panels.The various initiatives and the notion of competing against other teams on the day of the race helped to develop a real team spirit which helped promote inclusion and improve everyone's self-esteem.We were only able to carry out 3 of the 4 planned trips, and in the second year, only a prototype of version 2 could be carried out due to the prolonged closure of the schools. However all the goals were achieved and we obtained 4 prizes due to our involvement in the ""Défis solaires"" (solar challenges) race including the ""ESPRIT D'EQUIPE"" (team spirit) prize. The students enjoyed representing their schools in a European project and were able to realize what an opportunity this represents on the human, technical, professional and cultural levels. The students, who are preparing a technical college baccalaureate, finished the project feeling confident and grown up. They have been allowed to develop personal, interpersonal and intercultural skills, since they stayed at their penpals' homes. Meeting others was thus an opportunity to create lasting and sincere friendships."

"The project ""Living by the Sea"" is a project that aims to put the town twinning between the German coastal town of Cuxhaven on the North Sea and the French coastal town of Vannes on the Atlantic on a broader basis by introducing young people aged 15/16 to international project work. Around 24 students and 6 teachers from different subjects in both schools will function as key group of the project. They will take part in different activities and will be responsible for the evaluation and dissemination of the project within the schools and beyond. The students explore their own habitat and that of their partners with a special focus on topics that are important for their environment: getting to know the two seas as a habitat, recognizing climate change as well as marine pollution and the consequences in the immediate vicinity and developing possible own strategies for action / responsible consumption, comparing life on islands with life on the mainland, studying the corona shutdown and the consequences for areas shaped by tourism in an economic sense, and on the other hand developing possibilities for sustainable tourism. Parents will be invited to join the project not only as hosts but also as experts as the majority of the inhabitants in both cities live on tourism or another profession related to the topics mentioned above. Additionally, external institutions will be involved in the project: museums, municipalities, town twinning committees.The project has different objectives: to create a greater awareness of one's own living environment and to identify possible changes in one's own behaviour that could lead to the preservation of the environment. In addition, the language skills, intercultural skills and technical abilities of all participants are to be improved and consolidated. Besides strengthening the bonds between the twintowns and increasing intercultural as well as foreign language skills, this project wants to make each single one of us aware of current environmental problems in the regions we live but also to learn about the EU's objectives. We have to create willingness to change our current behaviour to contribute to the protection of living space to preserve it sustainably. To this end, the students will create, under the guidance of the teachers, educational games about marine life on learning apps.org, flipped-classroom films and explanatory videos on topics related to their living environment (the oceans as habitat, climate change, water cycle, life on islands, ...), virtual tours on google expeditions and action bound in English, French and German. These will also be made available to external partners so that they can use them, e.g. to make them available to a broad audience on their websites. Additionally, the students will investigate the economic situation during and after the Corona shutdown. On the one hand, tourism is the main economic factor in both communities, on the other hand we want more environmental protection. Therefore, the project group will deal with the topic of sustainable tourism. The students will create and conduct surveys to find out how sustainable tourism is implemented in the two cities. The project group will then work on ways to make tourism more sustainable (waste avoidance, sustainable holiday games, art from flotsam and jetsam, ...). For this purpose, posters will be created with professional software and displayed in public places. Other sustainable strategies to protect the environment we live in will be developed, for example portable ashtrays, reusable coffee cups, ... .All project outcomes will be published on the eTwinning platform and will be made accessible to the schools' community and broad public via links on the schools' websites and by offering external partners to add them to their websites. There will also be non-digital products, like posters on how to spend your holidays sustainably (waste separation, how to avoid plastic, sustainable holiday games, ...) that will be laminated to be waterproof and hung up in public. Additionally, the students will create works of art from flotsam and jetsam and exhibit them publicly (e.g. in the town hall, in the library, in the school,...) and design and produce e.g. portable ashtrays and reusable coffee cups and distribute them in public (on the beach, in the city, ...) to support environmental protection."