European Citizenship and Multiculturalism (ECAM) is an Erasmus+ project involving strategic partnerships henceforth known as school exchanges.This project gathers four partners : St-Joseph Pirae Tahiti vocational school (coordinator), St-Charles La Reunion High School, Classic Diekirch Luxembourg High School and IPSSEOA Karol Wojtila Sicily-Italy vocational school.Duration : 22 months, from September 2017 to June 2019.ECAM has a dual purpose: promoting the European peace space by studying European Union moral values and defending its citizens’ cultural identities.This dual challenge aims to show that all these notions are far from being competing against each other but are complement one another.In other words, the goal would consist in clarifying and defending the EU motto: « United in diversity ».In order to achieve this double purpose, the teaching staffs assign the students activities which allow the discovering and learning about European citizenship and which also ask students to consider the characteristic elements that shape cultural identities.Among activities relating to generally speaking citizenship and particularly European citizenship, one can find examples as follows: studying legal texts and European values - dignity, freedom, equality, solidarity, justice and democracy; guided tours of European and regional institutions; meeting in Schengen; round tables and debates with Members of the European Parliament and of a National Parliament; participation in demonstrations or official events.Cultural identity affirmation activities include: language classes, visits to historical sites, cultural tours, cultural events.The main achievement of this project is an epistolary novel that recounts all its stages and, at the same time, encourages students to verbalise their impressions and learnings.The writing of this novel attests the development and the construction of the students’ thoughts about citizenship, identity and culture issues.This epistolary novel is also available in a video format as it is staged and filmed by the students.Besides, a play, “The extraordinarily peaceful life of Europe”, is imagined and written, performed and played by the project’s participants.The play, which appears to be more synthetic than the novel, also calls to mind and defends the high values of the EU, respectful of differences, opposed to nationalism and all forms of cultural identity isolationism.A set of pedagogical and didactic tools are thought through and conceived for the requirements of this project.Works, activities and tools are available on digital platforms designed for the project: websites, eTwinning. These platforms are used as communication tools as well as workspaces.All media channels were used to promote and broadcast the project: press, radio, TV, websites, social networks, posters.Several public and private partners provided support to the ECAM project such as financial sponsorship, material assistance and moral support.Thus, the Erasmus+ programme could get a broader promotion.Evaluations are conducted with stakeholders so that the impact and efficiency of the actions carried out in this project can be assessed.These assessments reveal a strong awareness of EU values in particular.During Transnational meetings and Learning Activities, 60 student and teacher mobilities make learning easier and allow all great productions to achieve. Mobilities give meaning to the project. Thanks to them, participants get the opportunity to understand current realities, issues and challenges of the EU: democracy principles, the question of migrants, national identities, tolerance…Students, as young people, are the main beneficiaries of the project.Nevertheless, teachers and schools get great benefits from ECAM as well.By going on training courses, teachers adopt new practices, use new tools, gain motivation. Thus, they boost their teaching technics.And consequently, even their school systems take advantage of these improvements.By combining and promoting EU values and cultural identities, by considering them as complementary and not competing, ECAM project helps to keep the Erasmus+ momentum and hence that of Europe, in its peripheral areas and the French overseas.In these peripheral and overseas countries, the European feeling stands ready to develop in the same shared understanding and mutual tolerance mindset.

In 2018 we had the 2nd hottest summer since the the start of the data collection of weather in Germany 1881. The four warmest years were the years 2016, 2017, 2015 and 2014. The UN Climate Conference in Paris in 2015 declared that the nations who signed the contract are willing to reduce the increase of global warming under 2% if possible below 1,5%. The target is to achieve a balance between the production of green house gases and the consumption of CO2 for example by forests. Unfortunately the USA, one of the main producers of CO2 have left the conference and a country like Germany, who has played a leading role has to admit that it will not be able to achieve the goals set in Paris. Greenpeace the BUND and WWF have reacted with disappointment when the results of the Katowice climate summit had been published. The summit said farewell to the goal of reducing the increase below 1.5%. Besides all these obstacles there is also a new political player on the field. Extreme right wing parties in Europe and the current US administration simply deny global warming and climate change.We feel that we as European citizens and we, as schools, responsible for the education of the following generations, should increase our efforts in rising the awareness of our students, teachers, staff and parents for the dangers of Global Warming and Climate Change.The target of our project is to determine the ecological footprints of our schools` community and develop measures to reduce our ecological footprints within our communities and maybe meet the targets The UN Climate Conference or hopefully be even better.We chose the following participants. Cyprus, Azores, Iceland and La Reunion.We wanted to have participants who represented many climate zones which again represent different problems of climate change with a different degree of urgency. We expect to deal with different points of view and will hopefully experience different approaches to tackle the problem of climate change.Germany as an important industrial nation will deal with the reduction of CO2-Emission. So we would like to develop methods for reducing or neutralising CO2-Effects, such as optimizing nutrition, individual transports and their alternatives, insulation and saving-energy. More than that we would like to implement alternatives in ICT-sector. For example we would like to implement the eco-friendly ECOSIA-search engine and browser as a standard for all schools participating. Cyprus will be our IT experts responsible for support, maintenance and dissemination. Being an island with mediterranean-continental climate they become a more and more arid location. Therfefore they will be our experts on water management.The Portuguese school is responsible for finding the adequate way of measuring our eco-footprints. They should present it in the first meeting, so all partners can adapt this tool in order to have a common and comparative gauge. Furthermore they will develop protocol-rules for behaviour for the mobilities together with Cyprus. They will be our experts on climate change and bio diversity.Because La Reunion has to deal with (sea-)waste-problems and pollution, the French partners are responsible for waste management (reduction, avoidance, and recycling-/upcycling methods). As La Reunion is the only partner from the southern hemisphere, we expect to get a different point of view on problems like rising sea levels etc.Icland` has experience with planting actions. They will be responsible for planting processes and its effects on climate change.Being a nation which is affected by melting glaciers, they are the experts for global warming and its affect on bio diversity. Having an economy relying on fishing industry they should work on the effects on the biosphere of the North Atlantic.Activities and methodsmobilities with interdisciplianry activites. Planting actions, excursions, examination and modification of curricula and implement environment friendly procedures in our school communities. Gardening, planting actions, insulating, production of necessary devices etc. will emphasize the parctical work in this project.Results and long term impactThe a.m. objectives will lead to a sustainable investment in the quality and efficiency of our school community as we will implement the progresses we make in our school programme and/ or our curricula.It seems to us self-evident, that the involvement in this project will lead to an improvement of skills and key competences like improvement of language skills, social competences in working together in an international environment to improve the ecological footprint of the school community. The very specific work on the project, which is supposed to involve the school community, political stakeholders and other external potential partners such as businesses or the municipality, representatives from the media etc. will lead to more civic engagement and responsible citizenship.

In European societies we nowadays experience a complex situation: on the one hand we are living in multi-ethnic societies, and on the other hand there are new nationalistic tendencies. A school is a microcosm of society. We teach students from different countries of origin, refugees as well as third-generation migrants, and we are confronted with the various values that different students have taken over from their parents. At the same time schools have the chance and the obligation to educate our future citizens. We can help them to become tolerant and open-minded adults.Our project´s name is EVA, which stands for “equality, variety and acceptance”. It focusses on the idea that every human being has equal rights. Nobody should feel superior because of his or her heritage, religion, sexual orientation, or skin colour – to name only a few examples. We have equal rights, but we are not all the same! Our school (as well as our society) comprises a great variety of individuals. No-one should feel the need to hide who they are from other people. This is why we need tolerance and acceptance. We must respect each other as we are - and we must also make sure that everyone respects these values.The participants in the EVA-projects will be schools from Estonia, Portugal, Turkey, Bulgaria, France and Germany. All of these schools have experiences when it comes to teaching students from different countries of origin, minorities or refugees.In the project we will first introduce our schools and towns to each other in short films. Our various cultures will be represented by performances of traditional music and dance. In a workshop on tolerance we will discuss our different attitudes with regard to “variety”. This will finally result in a set of rules and values that we can all agree upon, and that will become the preamble to our respective school regulations. At the same time, we will be working on developing and staging a play on the topic “equality, variety and acceptance”, which will be performed on our final meeting.The preamble to the school regulations has to be approved of by students, teachers and parents alike. The performance of the play will be a public performance to which representatives of the press will be invited. Thus, our ideas will be spread in the school and the community.The long-term effects that we are aiming at, are an increased awareness and a heightened sense of tolerance that will make living together much easier – at school as well as everywhere.

With this project „Bridges“, that has a duration of 2 years, we want to foster the skills every student needs for being well- prepared for the time at and after school by using New Media. We will cooperate with our partners for innovation and exchange of good practices. In a world of digitization many students have a lack of interest in doing sport, knowing about the content and different opportunities of leading a healthy life and motivating themselves. So we want 15 - 17 year old students to get the possibility to exchange ideas, compare and learn. Even though only two students per school can travel a multiple thereof will be included in all activities taken part in between.Students will be supported in acquiring and developing basic skills and key competences such as digital competence, personal social and learning competence, literacy and languages, science, civic competence and cultural awareness.. They will be a permanent feature in all learning activities and workshops in between and during the mobilities. The students will be encouraged to lead a healthy and physically active life by being offered background knowledge and a wide range of opportunities how to put it into practice. Thus we are sure that this very special group of partners who are completely different in many ways offer the base of a unique diversity.This project is conducted with six schools from various parts of Europe. Whereas Martinique from the Caribbean is a reliable partner we have already worked successfully with in a previous E+ project, La Reunion is also a French partner, but from the Indian Ocean which has strengths and experience in leading eTw projects. As ambassadors in this field they will support and teach all the others. Finland as a country with the best European educational results and extraordinary winter sport facilities is supposed to be a role model. Iceland from far north in the Atlantic Ocean is not only good at ICT and innovative teaching and learning, but also like Finland special concerning methods of leading a healthy life. Even though belonging to Portugal, Pico Island represents a completely different landscape, climate and therefore different possibilities of sporty activities. All partners are experienced in European projects.This project is divided into 6 activity blocks with a specific topic each: 1.Critical thinking skills/ Problem solving2. Digital skills3.Innovative approach4. Healthy nutrition and sport practice against disease and obesity5. Social skills and cultural and social awareness6. Communicative skillsIntended activities include sport activities in winter and summer resorts, ICT, cultural heritage, citizen awareness, innovative teaching and learning methods, sensitization for similarities and differences of all partners, connecting and empowering students and teachers while fostering English as means of communication.We want to implement our aims by focusing on leading workshops and activities in international groups during each mobility, inviting specialists, visiting universities, museums, historical places, local authorities and other stakeholders, having excursions, including various local sport activities, comparing, evaluating and developing solution approaches for a healthier nutrition, utilize new media to produce products before, in and after mobilities. Each of them will have its own final product. Students who have participated in mobilities will act as multipliers themselves and share their gained knowledge in parents’ meetings and in telling different peer groups about their experience. The improving of language skills doesn’t only refer to the use of English as the project language, but also to the acquiring of basic phrases in all partners’ languages.The overall project result will be an eBook about the outcomes of all topic blocks e.g. project logo, picture story, calendar, digital treasure hunt, videos, posters, role play, sound files, digital presentations for each topic block, Xmas and Easter cards, deal with surveys and evaluation, write articles for school websites, design European Corners. We see the long-term impact of our project in the inclusion of newly gained knowledge, teaching and learning methods into the appropriate school curricula, e.g. features for a good presentation, different ways to use digital whiteboards, other new media and learning apps.Involved people will widen their horizon, get more self-confidence in using new ICT and presentation techniques, raise their motivation to open their minds and to think cosmopolitically. Because of an excellent team work during the preparation of this project we believe in a good cooperation that leads to further common Erasmus+ or eTw projects with the same or additional partners. It fosters the internationalization of all schools and thus provides valuable contributions to strengthening of tolerance, cosmopolitanism and language skills of both teachers/staff and students.

"How to make it easier to live together despite all the differences between students and to promote situations to promote active citizenship? This theme more generally implies that of citizenship. How do we live together despite our differences (cultural, religious ...) following the social inclusion difficulties currently observed? The idea chosen is that of a ""treasure box"" (objects, documents, videos, power point ...) to be transmitted between each partner school. The main objective of our project is to contribute to the social inclusion of pupils through differentiated work methods. Two specific themes are added: improvement of basic skills and anticipation of dropping out of school. The students from the different countries of the partnership (FRANCE / GREECE / FINLAND / SPAIN / BULGARIA) will be able to meet to live several common activities and the teachers will be able to exchange on their practices, because we learn from each other to progress. Observe and compare our different systems is an asset. Six schools are involved (etwinning group): France (2 schools of Reunion Island), Greece, Spain, Finland, Bulgaria. We will work in French but also in English, Spanish and other languages, to allow a maximum of teachers from different schools to participate in the project and exchange more easily. ""Treasure"" will be transmitted and presented live during our meetings (objects, songs, dances, books ...). Real and virtual exchanges favoring openness to others, this motivates our students with the most difficulties. Thanks to the interactions during the meetings, the students will be able to know each other better, to exchange, to discover other cultures, to make new European friends, but also to discover different teaching methods. For the teachers involved, this will make it possible to find common points and help to improve each teaching by adapting them to the different national programs. This ""treasure box"" will reveal peculiarities specific to each country: - In Reunion, the diversity of communities can be observed, as the teaching of French for allophone students; We have a large population mix at both the community and cultural levels. This is a particularity of this French department and we are proud to show that despite all the differences, it is possible to live in harmony in the same place. - in Bulgaria: exchanges on the theme of the cultural heritage and what it represents in each country of the partnership, By exchanging on different cultural points, the students will feel bound by common values ​​to produce a common artistic work. - in Greece, activities organized by bringing together different students of the partnership to discover Greek customs, culture and traditions. / playful visit of the medieval city, the 3 ancient cities (historical link) ... - in Finland, we will discover activities around school well-being in school and children's councils. The action is innovative for most partners. - in Spain: finalization of a collective game (quizz type) involving the peculiarities of each country and allowing the valorization of a collaborative work between the different students of the partnership. At the end of the project, we plan to continue cooperation via eTwinning, as well as to use other virtual means to consolidate the points discussed throughout the project. We want to disseminate the results of this project across a wider community, presenting the activities, results and knowledge gained. We want to motivate other organizations and involve them in Erasmus + projects. Students will come out of this richness. Finally, this project will open up new horizons and even opportunities for their professional future. Mutual aid, solidarity and cooperation are remarkable in a class where differentiation is experienced. By allowing children to experience an educational and pedagogical experience while confronting otherness, we are convinced that virtual but above all real exchanges play an essential role in the emergence of a common belonging and contribute to the construction of a more open society."