"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)"

"In Germany, Belgium, the Netherlands and France, students and teachers are seriously concerned about the future of our planet and the sustainability of the earth. This project is offering them the opportunity to enter into a Europe-wide exchange on sustainability strategies in European schools, to discover common values and to understand the diversity of Europe as an opportunity for themselves.We have chosen disadvantaged students to develop solutions for sustainability in their schools and to encourage them to find career and work opportunities in their country or in other European countries. While asking ""what do you and your school do for the environment?"" the participating students become environmental detectives who design solutions for a sustainable school at their schools. The students should then exchange ideas with their European classmates about the possibilities of a sustainable school in Europe and say why they like different ideas (""I like your ideas""). They give their European classmates recommendations and get information about the diversity of European values and cultures. In the spirit of European added value, everyone involved can learn from each other. The ideas that are best implemented in their respective schools should then be tested. At the end of the project, the students design scenarios for a sustainable school in 2050.Students get to know each other during the project work and test together the approaches developed during the project. They will also discuss different ways of transportation based on sustainable criteria and choose their way of transportation to get to their partner school in the Netherlands, Germany, France or Belgium. Therefore the German students plan to visit their Belgian classmates by bike. The responsibility assigned to the students will consolidate them in their personality and prepare them for future challenges.Students will get in contact which each other via the eTwinning project platform. This way of communication will deepen their basic information technology skills and foreign language skills. Activities such as a logo competition, presentations by the students on their school, their region and country, such as video conferences of all participating institutions on the current progress of the project, regular competitions (e.g. the best idea of the month) and at the same time in all schools action days (for example, A day without electricity) are additional connecting structures and support the exchange of French, Belgian, Dutch and German students with each other. The extracurricular partner of the coordinating school at the University of Bonn, will accompany the schools regularly review targets and monitor the distribution channels of the project work as well as its results in the form of the guidelines and the documentary.The aim is to design a ""path to school sustainability in Europe"" with the best practiced ways to be implemented in schools in Europe. In addition to a print version, the guideline will be published on the homepage of the coordinating school to make it accessible to a general public. The proposals drawn up also flow into the school's internal curriculum. A documentary with film sequences of the project work and the mobilities on site also offers all those interested an insight into the project work and shows interested colleagues how to implement the project in their schools."

"Context/background of project; objectives of your project; number and profile of participants; description of activities; methodology to be used in carrying out the project; a short description of the results and impact envisaged and finally the potential longer term benefits. There are six participants in this project, all with great motivation and a cultural background connected in some ways to the fight against all kinds of discrimination. Italy, Poland, Slovakia, Romania, Germany and France have all experienced discrimination, the Second World War, the Shoah and the Foibe massacres. Slovakia, as well as Italy, is still experiencing the cohabitation with the Roma population, while Italy and France, these days, are experiencing immigration from several African states. This situation has determined an educational change in these countries, who are facing emergencies in terms of intolerance, xenophobia and racial discrimination. Unfortunately, discrimination is difficult to defeat, but we have to fight it with all the powers and energy we have. The topic of discrimination for every person who is ""different"" is very common today and it will not, unfortunately, disappear very easily and in a short time. That is why we must do our best to prevent episodes of extreme discrimination and encourage acceptance of other people's ideas, religions, ethnicities. Raising awareness of belonging to a unity like the European Union can be a first and good start. Building up a Constitution with the students' hands and heads will be a way of feeling this unity. Learning and then ""creating"", that is, producing something which is tangible, will help them improve and grow as a group. Their interaction both during the mobilities and via eTwinning will let them improve their skills, such as spirit of initiative, entrepreneurship, ICT, artistic and, of course, the communicative one.There will be 5 students from each country chosen some according to their marks and others according to their social background. In particular, schools will choose students who belong to low social classes with few opportunities to travel and to improve their social skills. The students will first do a research on the European Union, its constitution, on the history of their own country and of the world in general, to find out what discrimination led to and its solutions, in order to elaborate a new constitution which will be fit for children and teenagers, but above all, in terms of discrimination. The students will create a puzzle, where each piece is an article of this constitution, on a wooden panel. Our objective is to let them learn about these countries through the mobilities and direct experience of the places connected with discrimination and the Shoah in particular. Another great advantage and positive effect on the students will be the improvement in their skills in the English language, as well as raise their awareness of English as a necessary means of communication and unity. The partners are sure that this experience will help the desire to learn it grow in them more and more."

In the line of major changes in the general educational system in Europe teachers as well as pedagogical helpers need new concepts and practical guidelines to work with inclusive classes and courses. By using animal assisted education, students with special needs can design their school career individually and more effectively in Europe. Animal assisted education can lead to better concentration, a goal oriented way to deal with aggressions, better reading abilities, a positive influence on self-perception. Researching didactic and methodical basics of animal assisted education in secondary schools in Europe is meant to improve the quality and efficiency of general european education, minimize social differences, and strengthen social solidarity in Europe. A european manual for animal assisted education in classes and a documentary film with some impressions of our work are the main results of the two year project work. During the project different educational and methodological approaches were tested at Gesamtschule Eifel in Blankenheim (Germany), Neue Mittelschule Markt Allhau (Austria) and Instituto Comprensivo Alfonso gatto in Battipaglia/Salerno (Italy) under scientific monitoring by Prof. Harald Mandle and his team from Pädagogische Hochschule Burgenland. The results of this project are collected in a manual of animal assisted education (see upload of documentation).The manual can be downloaded from TWINSPACE (tttps://twinspace.etwinning.net/9450/home). It’s available as well from the homepage of Gesamtschule Eifel (https://gesamtschule-eifel.de/internationals/Erasmus.) A printed version is available from the office of Gesamtschule Eifel (Finkenberg 8,53945 Blankenheim).The core of the manual is a collection of short projects about animal assisted education and their evaluations. The projects were realized in secondary schools with the help of the dogs Saga, Bilbo, Bluena and some rabbits and horses. In addition to the projects you can find an overview of the projects, newsletters and abstracts of the meetings held in Blankenheim, Salerno and Markt Allhau. Excerpts of the bachelor thesis by Austrian student Saskia Taborsky are also included.Supervised by the NMS Markt Allhau a film trailer and a short film with impressions of the projects were produced (see upload of documentation). Both can be downloaded from the homepage of Gesamtschule Eifel (http://gesamtschule-eifel.de/internationales/erasmus), from TWINSPACE (https://twinspace.etwinning.net/9450/home)

"This project is designed to explore and use the positive effects the digital world offers with regard to learning modern foreign languages, particularly as it has become obvious in recent years that French and German are losing ground in being foreign languages of choice for students in other countries. Hence, the Collège des Fontaines in Poix de Picardie (France) and the Liceul Teoretic ‘Johannes Honterus’ in Brasco (Romania) have joined the project coordinator, Gesamtschule Eifel (Germany), and embarked on a European simulation for pupils aged 12 to 16 years.The pupils use the eTwinning media platform Live, which provides a wide range of digital tools, to take on the roles of inhabitants of a virtual European shared house. The people ‘living’ in the house are representative of societal structures in Europe; hence, there are a housekeeper, a self-employed person, a young couple, two families with children, an elderly lady and many more people.These virtual characters meet, chat, fall in love, argue with each other and master challenges together. This experience provides the opportunity for the pupils to communicate ‘in real terms’ and to get to know not only the languages of their counterparts but also to gain invaluable insights into each other’s cultural backgrounds, including socio-cultural as well as economic characteristics of the respective home countries Romania, France and Germany.The simulation works is set up as a role play, a form of game that is particularly popular with young people. Every month, the inhabitants of the house have to solve tasks that range from them moving in and getting to know the character they portray to setting up house-rules to celebrating a street party to receiving a strange letter addressed to them. In order to master the challenges, the members of the house community have to show intercultural awareness and tactical prowess. Obviously, the cultural background as well as the diversity and similarities within European society are mirrored in the behaviour of the house community and sharpen the participants’ senses for the characteristics of a European identity and democratic structures.To complement their virtual roleplay with real-life experience, the pupils will visit the respective ‘other’ countries and can do their own ‘reality check’.The first project meeting in Blankenheim aims to set out the first scenes of the European house community. It is indispensable that the pupils as well as the teachers are involved in this process; luckily, the project coordinators have managed to acquire journalist and EU speaker Claudia Hoffmann from Brussels and illustrator Jan Hillen from Bedburg to turn the adventure into a novel. This process of adding new chapters to the ‘story’ will continue in further meetings in France and Romania. At the end of the two years assigned to this project, the ‘story’, or rather, novel of a virtual European house community will be complete.The entire experience will then be presented to the wider public not only in a 15-minute-long documentary devised and filmed by participating pupils but also by readings of excerpts of the novel at the LitEifel-festival in Nettersheim (Germany), in the German Centre of Culture Kronstadt in Brasov (Romania) and in the ""Département d’Allemand"" of the ""Université de Picardie Jules Verne"" in Amiens (France) ."