The originality of « the Vineyard at the crossroads of Latin cultures » project lies in the fact that it is not only cultural, scientific and linguistic, but above all patrimonial. The idea is to envisage our shared heritages, what it is that makes us Latin, in a study of the immediate environments of the pupils from the participating schools, the vineyard. This cultural heritage enables us to link three geographically distant European regions: the West Atlantic, the Mediterranean and the eastern confines of the European Union.The coordinating school : the Collège Victor Louis (Talence, France) was at the outset of the project. Teachers there had regularly been involved in pedagogical actions such as the European Citizenship Competition, organized by the Département de la Gironde, and three teachers were awarded a grant enabling them to travel to meet European colleagues with a view to initiating a Comenius project. The organizing team thus travelled to lasi (Romania), in November 2012. This meeting brought to the fore the natural cultural proximity between French and Romanian, both Latin languages despite the geographical distances. The presence of vineyards around both cities was an obvious centre of interest to be worked on: “So far and yet so close”. How can we reach out to others through our immediate environment?The college d’Aversa (Italy) joined the project through eTwinning. Thus, three schools in France (Talence), Italy (Aversa) and Romania (lasi) worked together. All are urban establishments which cater to a public which is heterogeneous both in terms of levels and socio- economic backgrounds. They all work with young people in need of references and motivation. Hence the desire to have them open up to others, to transcend their differences, the distances and their representations.Another aspect specific to the project: the annual themes which enable us to approach the different aspects of the subject gradually, but also to involve larger numbers of pupils and staff over time. Each school year has its theme: science and techniques the 1st year, arts and literature the 2nd, and finally human and social sciences the 3rd year. There is a transversal production linking all the work over the three years: the “Vino dico” a quadrilingual dictionary of wine making terms, and the annual productions: a book of photos and texts about the scenery of the vineyards, maps of the wine trade, calendar…. The annual meetings offer the possibility to enrich this work and to discover the different patrimonies first hand. The objectives have been greatly surpassed with numerous other productions added to enrich the project, adapting to the desires of the staff and partners and allowing more leeway and creativity. This is an important point as the implementation of the recent school reform in France has meant adapting the project to the new curriculum (eg: the setting up of an interdisciplinary project on wine as a globalised product)Two meetings have been organized each year: a learning activity for the pupils and a transnational meeting, except in the third year when a learning/training activity was added for the teachers.Generally speaking, we have observed progress in foreign languages with inhibitions lowered. For certain pupils with learning difficulties the multidisciplinary approach inherent in the project has enabled them to make progress and maintain their motivation. The aim was to guide these young people in the construction of their European citizen identity through the discovery of what bonds them to others or what makes them different. This is the primary impact of the project: to reach out to others and to raise barriers which were more numerous than those identified at the outset.The project has also enabled the teachers to progress in their teaching practices, to discover other teaching realities. The training session on the subject of mediation in archaeology in partnership with Cap Archéo has been a keynote in the project.Numerous cultural and institutional partners have helped, supported and publicized the project, making it ever richer. Moreover, in France and Italy this partnership was marked out when the college Victor Louis was awarded the prix du college européen de Gironde by the DAREIC and the MEBA (Maison de l’Europe Bordeaux-Aquitaine)As a result of these meetings between the schools involved new projects for exchanges between the three partners are already emerging. Our patrimony remains a constant, with for example work on the 1st World War. Italy already has two Erasmus projects in the making.

The project was coordinated by the Pascoli school and involved a foreign partner, the British school Tor Bridge High. Initially, a third partner was also expected to participate, the Polish school Szkola Podstawowa nr 9 im. Jana Pawla II, who, following the approval of the project, decided to retire due to internal problems. The expected duration was two years, which were then extended to three, due to the Covid-19 emergency.The aim of the project was to promote knowledge of the European cultural heritage, its social and educational value, raise awareness on the issues of protection of cultural, historical, landscape, natural and ethno-anthropological heritage, promote the protection of the environment and resources to train more aware and attentive European citizens.The project responded to horizontal and sectoral European priorities, as it is focused on the enhancement of the European cultural heritage in a broad sense and on the acquisition of key and transversal competences and skills.The project embraced the themes of European citizenship, respect for diversity, tolerance, environmental protection and the recognition of the inestimable value of tangible and intangible cultural heritage, the wealth of Europe.The activities carried out were made:- 4 Joint staff training events, two carried out in person and two in a virtual manner due to the Covid-19 emergency,- 4 Transnational Mobility Activities of pupils, two of which were carried out virtually due to the pandemic.The students, supported by accompanying teachers, were involved in workshops, carried out at the same time as the relative training activity for the teachers.The topics covered were:1) Effects and consequences of atmospheric pollution on the artistic and cultural heritage2) Protection of the environmental and marine heritage3) Intangible and ethno-anthropological cultural heritage: traditions - focus on the United Kingdom4) Intangible and ethno-anthropological cultural assets: traditions -focus on ItalyFor face-to-face activities, classroom training was integrated with guided tours to directly observe sites related to the issues.During the remote activities due to Covid, virtual visits to museums and sites of interest were carried out through videos and photographic material.For the provision of each training activity, the schools responsible for teaching materials were prepared and then made available to the wider public in a dedicated area, accessible from the websites of the partner schools.Likewise, the students produced materials such as posters and billboards and audio-video contributions to testify their activities and ensure their dissemination, including through social media.The methodologies applied were that of cooperative learning and peer learning, all participants were encouraged to actively contribute to the debates and discussions. Digital and interactive tools were used to increase the involvement of learners.A dissemination plan has been implemented to disseminate its objectives and results to a wide audience, even those not involved in the implementation of the project, to maximize their impact and create emulative effects.The dissemination activity was carried out throughout the duration of the project through classic communication channels (articles in local newspapers), websites of the partner schools and social media (Facebook).The participation of schools in the project promises a positive impact, in terms of:- teachers with greater skills and more motivated and sensitized students with respect to the protection and enhancement of the cultural, landscape, natural, ethno-anthropological heritage- teachers and students with enhanced linguistic, intercultural, social and digital skills- improvement of the ability to organize and manage transnational activities with local and foreign partners- strengthening, in the participating schools, of strategies for internationalization and development and increasing European cooperation by activity staff training and transnational mobility of students- implementation of innovative methodologies for teaching and learning- development of partnerships with foreign schools and local actors to promote transnational exchange activities- increase in the exchange of good practices at European levelThe results of the project have been integrated into the educational offer of the participating schools and teachers will continue to experiment with their use in the normal course of curricular activities, for the benefit of students and the entire school community.

During this project, students from four European schools of three countries (France, Italy and Germany) will study different aspects of memory and two World Wars. We intend to collect data and other relevant material on the subject to improve students' understanding of these two key periods in our history (which still have major implications today). To achieve this goal, the achievements will be produced and each school will be responsible for one axis of the project. The teams will be made up of an equal number of pupils from each country to ensure intercultural learning, the use of foreign languages (but especially French as working language) and to strengthen European contacts between students and the staff. This work will be continued and documented both at the plenary meetings planned thanks to the new technologies notably via the use of eTwinning. This ensures that the materials on which students work are constantly accessible to all participants. The following final products are envisaged: - Production of two comic books (1914-1918 under the responsibility of France, 1939-1945 under the responsibility of the Sicilian school) and letters of soldiers / civilians (the other Italian school). - Production of a multilingual synoptic dictionary that provides insight into the diversity and richness of the participating countries' languages in describing the historical vocabulary used in comic books and soldiers / civil letters. - Students will be introduced to photography and will be able to use their creativity to create a calendar illustrating the different forms of perception of places of memory (allowing to cross the two world wars). In this project, the following schools, consisting of groups of approximately 20 members each, will participate: - The French College of La Chapelle en Serval is located in the metropolitan area of the Parisian capital (but in the Hauts-de-France region) and is in the heart of the battle zones of the two world wars by its proximity to Compiègne, Chantilly and Senlis (heavily impacted during both conflicts). This will add an aspect that can not be shown by other participants. - The italian school G. Pascoli is located in Aversa, a small town between Naples and Caserta. It is located in the heart of a confrontation zone of the Second World War, close to many places of memory and museums (Certosa di San Martino, Napoli Sotterranea, archives, ...). Italy having been belligerent but engaged from different sides during the two world wars. - The Italian school in Sicily offers a semi-urban area that was deeply affected by the Second World War in the past. She experienced the landing in Sicily (Operation Husky 1943) and clashes between Axis troops and Allies. - The German school Rehlingen-Siersburg is located near the Franco-German border and offers a special geographical location due to the realization of lines Siegfried and Maginot facing each other. Today, the surroundings of Rehlingen-Siersburg offer an impressive panorama of places of memory accessible to the public to illustrate the duty of memory and the construction of the European citizenship in the image of the Saarbrücken Historical Museum in Saarbrücken, the house of the history of Germany in Bonn, the battlefield of Verdun, Trier, ... These places are located on both sides of the border which brings an additional aspect to the project. This project is therefore part of a memorial history of the two world conflicts and gives rise to the production of concrete achievements that will fit into a work where many actors at different scales will cooperate.

"The school exchange ""Being a pupil in Europe preparing its future"""", organized in the framework of Erasmus +, united five schools : Arthur Rimbaud secondary school and Saint-Exupéry high school , located in the northern districts of Marseille and part of the same education and learning network ; G. Pascoli secondary school which is located in Aversa, a small italian city between Napoli and Caserta ; Georg-Büchner-Schule secondary school in Stadtallendorf, in northwestern Germany and the EBI of Ginetes, a secondary school on Sao Miguel island in the Portuguese archipelago of the Azores, a ultraperipheral european region. All share the same problems: majority of underprivileged students, little cultural openness, lack of willingness and ambition of young people to go as far as possible in their studies and lack of knowledge of European arrangements to support them and help them succeed. They decided to work together to fight against these determinants and to go beyond proposing a collective work on the competences that they all have all in common in their respective formations to reach their objective of orientation, study, and to term, professional by discovering new professional streams and deepening the wishes of orientation ; then, the strengths of each system and pedagogy to achieve the goals of each ; and finally, the opportunities offered by the European framework for academic success and further studies. They throught about the grade level chosen to do this work. This is the one at the junction between the middle and high school so that the participants will simultaneously progress in their studies and the completion of the project : they will start in middle school and continue in high school, a time when they will have to start a serious reflection on their future and their orientation. The project will last two years. The first year will be for exchanges to get to know each other better. This step will be done through a common website and a Twinspace. The partner teachers will prepare these exchanges through quizzes and fun discovery sessions. Social networks will be used to create more personal links between participants. These exchanges will allow us to begin the activity of comparing each group scholl system. This activity will continue and will end in the second year in which a file on the issue will be jointly developed. Travel in each of the four countries of the partner institutions will punctuate the work. The overall goal is to push up the young people who will participate in projects, offer them a broader view, opportunities and perspectives that go beyond the local framework. The ultimate goal is to break the inevitability that some people feel towards their living conditions, take them out of their community, a reassuring but often closed place, push them into their studies and open up the European horizon with all the possibilities it offers them. In the long term, the partner teachers hope that some of the young people they will work with will participate in other Erasmus projects, notably to continue their studies elsewhere in Europe."

Our project is entitled ‘European cities: history, ecology and tourism. How do we represent ourselves and our identity?’. It deals with tourism, history, art and representations. The different partners are France, Italy, Austria, Spain and Portugal. The French school, Collège Théodore Monod, is coordinating the project. The other schools are located between land and sea, from small towns to big cities so that it allows us to study the different European geographical spaces. 11 to 16 year old students are involved in the project in both general section or adapted (SEGPA /ULIS: special needs students/ handicapped). The different international meetings will take place in each partner country where students and teachers will attend the activities.Through real and virtual exchanges, the partners will work with different educational teachings: cooperation learning, learning through experience, peer teaching using new technologies and rational use of media. The project aims at training future European citizens to work in international groups, to have them discover the different European spaces and for them to create a common culture. They will develop their critical mind using different sources. They will know their common past and heritage, their national culture and those of the European countries. This is important to live together in harmony. Through different activities and workshops, students will discover and go into the European cultural heritage more deeply. From East to West and sea to land, the pupils will work on the differences between the cities, the areas and they will also reflect on what links the different European cities- that is to say tourism (for historical, ecological, artistical and architectural reasons) and the consequences of tourism (its advantages and disadvantages). The discovery of the European cultural heritage will lead them to the necessity of protecting it. They will act as a group and think about the development of tourism due to media, culture, tradition, gastronomy, art and new technologies. They will be able to think about the challenges it raises to all countries. We want to develop engagement and debates between pairs to create a group of citizens who will be aware of the needs of a sustainable development, who will be tolerant and ready to reach the same goals.Each activity offered to the students during the mobilities will be transmitted and shared to the rest of the group to have the schools fully included in the project. Pupils need to learn how to work with different cultures and different persons. That is why we include in the project some groups of pupils with specific needs (intellectual, social or physical). It will allow the group to reinforce cooperation, tolerance and integration. In our project each partner city will be introduced and represented in the exchange with the other partners. We will bring the project to light through different media: new technologies, posters, photographs, press, exhibitions. The partners will discover the different areas and how to present them to foreign people. During 2018-2019, the students have started using e-twinning and the twinspace for the first exchanges. For the years 2019-2021, students will participate in different meetings in the partners’ schools. They will have a global and European vision of our identity. This project puts forward the European cultural heritage: historical, architectural and artistic. Students will develop basic skills in languages as well as in the use of new technologies to communicate. This will allow them to become citizens able to cooperate with different cultures, to share their knowledge and to give access to their own culture (share their tradition, references...) thus building thefuture for Europe. Indeed, each school is hosting a meeting. The project offers a way to deliver a message and represent our identity through art, language, ecology and new technologies. The workshops and realisations will be sustainable and visible in the different countries. The project will show the use of the different skills and it will allow students to developp their personal and collective initiatives skills.