The project 'My roots, my country, our Europe' was developed and led by 5 schools (Portugal, Greece, Poland, Bulgaria and France). Project initially planned for 2 years and expanded to 3 years due to the pandemic to carry out this project as originally planned.The objective was to fight against school dropout by establishing throughout the 3 years a collaboration between families and the school and to share together our cultural wealth.We opened the school to those who came the least (allophone families, those with a painful school history, refugees, disadvantaged) so that families could discover the educational issue that takes place in the school from a very young age. Developing co-education projects have made it possible to strengthen the relationship of trust between parents/children so that the school issue is truly perceptible.We carried out 5 eTwinning projects where parents were invited to participate in the project by providing their know-how or their help to properly run the project in the classrooms.Approximately 1,100 families were involved in this project and our activities focused on discovering our origins, our country and our cultural heritage. We completed 5 eTwinning projects:- mascot+ : Traditional dances and costumes. Each school has made a traditional outfit for its mascot (democratically elected mascot by students and parents). The students learned and then taught a traditional dance of their country and a bookcreator of the dances of the 5 countries was realized. In addition, a project logo was also created by each school and elected by all school students.- European rest@urant: Our culinary richesness. We created a European cookbook and cooked the dishes of other partners. The students of the 5 schools also created a digital picture book of vegetables and a clip of a collaborative song (in English).- fairit@les Traditional storytelling. We made 2 board games: a “memory game” with the characters of tales) and a European fairytale box (a game to invent tales from images drawn at random)- @rts+ Our artistic wealth. Students worked with artists, musicians and monuments from the 5 countries. We have presented works and performances in our schools and created a European e--European herb@rium + Our environmental wealth . We created a European herbarium with the plants, flowers and trees found around our schools and created a «Happy tree» collaborative clip with the 5 schools.In parallel with these 5 eTwinning projects conducted in our schools with our students, 5 training meetings were conducted in the 5 partner schools. Thus, teachers were able to develop their skills in different areas:- Pedagogical adaptation for the reception of families and migrant students (C1 France)- fight against dropping out of school and improve skills for the inclusion of all (C2 Portugal)- Innovative ICT tools to improve student learning (C3 Poland)- Art therapy for the student (C6 and C7 Bulgaria)- learning by project to develop students' skills (C8 Greece)During the 5 meetings, the mascots (5 identical rabbits in their traditional dress) “wrote” a travel diary to share their trips with the students.This way, our young students could discover the partner schools and follow the travel experience of our rabbits.During these 3 years, the students learned English and the teachers shared their “tools” on a blog to work more effectively with young children. English was the language of communication for videoconferences with other schools. Thanks to the 5 eTwinning projects, the students worked collaboratively with their European friends and the families followed the progress of the project . In each of our schools, the projects were also presented on the school blog.We noted an improvement in the involvement of families in school for this project but also for other activities in our schools. Collectively, this project has improved the school climate and reduced school/family conflict. Work habits have also been established for both teaching teams and families, and this will allow co-education to continue in schools.Through this Erasmus+ project, the cultural richness of our students has been shared and valued. This project also enabled students, families and teachers to be valued (press articles, awards, professional recognition) and enabled teachers involved in this project to develop their professional skills.

Everywhere in the world , youngsters have always played. Playing for a child is part of the construction of the adult he/ she will become in the future. And this adult will have to take part in an always moving and changing world, with new forms of violence but also with new hopes. What is at stake for us, teachers, educators and parents and is both an immense responsibility but also an enthusing challenge.During those two years, our common project has focused on the quest of universal values that will make of our pupils responsible and respectful citizens.During the first year, a gathering or traditional games enabled us to share festive moments with pupils, parents and teachers. The children discovered that they had many games in common but also some more specific to each country. During the second year, sports were spotlighted, and sharing, collaboration, respect, surpassing oneself,equality boys/girls were highlighted.Some productions achieved by the pupils during this project can be seen on the website Cultura 5,others in the Twinspace of our eTwinning project.An exhibition composed of 13 panels is the result of the collective work of adults and youngsters. It is accompanied by a pedagogical training kit with books, games, two digital tables to browse the websites and decipher the mysterious QR codes for each games, files and flyers to explain the project.This enormous work could not have been achieved without the collaboration between the teachers taking part in the project, both during the international meetings and also during the training and learning periods when teachers from one country went to another partner school to teach games and sports to the children for the “week of games” or the “week of sports”.Our exhibition is mobile and available to anyone who is interested. Please contact Nadia Miri: +613542005 grainedp@yahoo.fr

"Convinced that equal opportunities must be effective and real for everyone, regardless of social or territorial origin, we carried out a strategic partnership project between teachers with the aim of improving the monitoring of students in priority areas.Our project lasted two years, we were four partners from three different countries: Bulgaria, Romania, France; two gymnasium schools, a nursery school and an elementary school.We are part of the priority projects at European, national, academic and local level.The first year we worked on ""Priority education networks"" and the second year on ""Governance"".To do this, four joint training events took place, including three face-to-face and one remote on the following themes:- Operation and governance of priority education networks-Fight against early school leaving and promote social inclusion- Integrate cultural minorities from kindergarten or success for all despite the difference- Governance and organization for the success of all studentsThe formalization of a training architecture at the start of the project ensured the relevance of each joint event:- academic knowledge: theoretical training (conferences, speeches by professionals, specialists in the topic addressed)- action knowledge: observation times of classroom practices, relevant or innovative devices followed by discussion time on what has been observed- time for reflection with stakeholders (students, parents, partners, municipality, institution, etc.) in the form of educational workshopsThese three times being balanced in relation to the overall hourly volume and the distribution over the week.Between each mobility, reinvestments of the practices observed and the concepts discussed during the conferences were carried out by the partners. Pupils aged 3 to 15 discovered partner countries through the project. Exchanges between students reinforced their involvement. They have thus been associated, like all the players, with a better knowledge of the European Union, the countries, the culture and the language of the partners.The association of educational advisers and Inspector provided expertise on educational implementations and increased the impact of the project.Knowledge of other education systems, operating methods and devices allowed each partner to take a step back from their practice in order to improve it.This project enabled better collaboration between school teams, the strengthening of the fight against early school leaving at school level and the increase in actions to promote inclusion. He highlighted the importance of good cooperation with parents and partners for academic success.Beyond these expectations, the richness of the differences and the commitment of each one to listen to one another, to share, to confront each other, have made it possible to put in place dynamics of co-construction and accountability.The partnership will continue beyond the duration of the project, in particular thanks to the pooling of educational and didactic supports and the maintenance of collaborative spaces.Good practices will continue to be reinvested.Together, we continue our actions to ensure a caring and demanding school for the success of each and a quality education."

"Climate change is a reality that affects the entire planet, but each region (country, continent, hemisphere) is responsible or victim to it to varying degrees and not yet sufficiently aware of its impact on the climate through its energy production choices. In the region of the coordinating school, the public authorities have invested in renewable energies (solar panels and wind turbines). However, an observation has been made that it is necessary to change individual behaviors in relation to our consumption of energy. At European level (European Commission reports), the same observations are made: fines, taxes, etc. have had an immediate influence, but it has been observed that it is individual behavior that must be changed. These behaviors can only be changed by educating everyone to take responsibility for their use of energy. With this project, we were able to have an impact on the behavior of students in our schools as well as on educational staff (teachers, educators, supervisors). This impact has been observed on a daily basis in the attention of pupils and adults to cut off the energy supply to unused objects and rooms. We were also able to make a measurable observation via the energy bills of schools, which have fallen sharply.Through our students, families have been made aware of rational use of energy and / or prevention by reducing their energy needs.We were able to observe that the fact of being informed, of having been able to observe in the field the visual and olfactory impacts of the production of electricity by thermal power plants on the environment (occupation of the territories by mines, smoke) and to compare it with the lesser impacts of wind, solar or hydraulic power has highly sensitized children and adults to the importance of the choice of energy production system but also of the little impact that individuals can have in these choices.Through research, having been able to observe that the use of energy has a direct impact on the production of Greenhouse Gas and therefore on climate change, has on the other hand encouraged children and adults to change their behavior: close radiators, turn off unnecessary lights and appliances, encourage loved ones to adopt the same behavior.Our schools encounter very divergent social fields (socio-cultural favored - rural environment - Roma public - traditional mountain target public - disadvantaged cultural and social). , By reflecting together during visits and field experiences, by sharing the results of research through awareness campaigns adapted to our target audiences (exhibitions, videos, conferences, poster campaigns, etc.), by taking taking into account each of the realities of the partners involved in the project, we were able to create a strong feeling of each being involved in the same ""quest"": all together that human energies reduce energy consumption for a better life on our planet !In the implementation of the project in the classes, we were able to observe that the children were able to demonstrate critical thinking, autonomy and creativity. By using different channels of communication and sharing of results, we were also able to observe the quality of the information conveyed, the computer skills / video / research / reading / writing / scientific attitude of our students. Finally, by working in an inclusive manner (favoring heterogeneous and multi-age groups) we observed the power of tolerance of empathy on the skills of our students to be CRACS (Citizens, Responsible, Active, Critical and Solidarity)Even if we have not created the planned wiki or used the e-twinning platform to its full potential, ... together each of the participants is proud of all the new skills, competences and above all attitudes that have been highlighted through the project."

The organization of the education(teaching) by discipline leads(infers) at many pupil's a difficulty binding(connecting) the learnings(apprenticeships) realized in each of them. The education(teaching) of the mathematics remains even today that of an isolated, very sour(turned) discipline on herself(itself), little worried about interactions with the other domains. The transfer of the knowledge is not made. The work in interdisciplinarity should favor him(it). To give meaning to the taught mathematical concepts is an objective of the project, by showing their use in situations met by the pupils. During the learning(apprenticeship) of a mathematical notion, round trips between situations allowing to study the notion for herself(itself) and other situations putting the same notion in position of tool produce sense(direction) for the pupils and contribute to his(her,its) elaboration. An interdisciplinary approach seems interesting for all the pupils, for stronger reason for the underachieving students, as far as it gives meaning to the approached mathematical notions. The experience of the interdisciplinarity at the school brings capital gains to the pupils: - develop the cognitive equipment of the pupils: operate links, mobilize knowledge - Build and give meaning to the disciplines - conjugate the disciplines in the service of an objective of learning - build an object complexe:prendre consciousness of the complexity, learn to arrest an object give a complex - develop and exercise transverse skills: capacity to analyze, to interpret, to synthesize, to operate links When the results of the last investigation PISA reveal an increase of the disparities in numerous European countries between pupils in the mathematical domain, it seems to us essential to get down to this problem. And for it, it seems essential to cross our looks of teachers, to exchange on our professional practices in this domain and to imagine together new ways to be explored. Our approaches and our teaching methods in mathematics are intimately bound to the history and to the culture of our countries. It is up to us to analyze them to develop them mutually. We wish to favor collaborative activities between the various schools. Every partner will be invited to produce works in the various themes to share them and present them, but also propose very precise challenges to the other partners. We also envisage the possibility of developing works in several hands according to constraints defined to finalize a choreography with mathematical constraints where every partner will imagine a part. To optimize the crossing of the mathematics with the other disciplines, we shall work according to themes so defined: - mathematics and Arts (visual arts, music, dance, architecture) - mathematics and Sport (sports games(sets) to be imagined, measure of performances, realization of challenges coopétitifs with implementation of granted handicaps, orienteering race) - mathematics and study of the language(tongue) (creation of poetries, mathematical riddles, to learn to understand(include) a text math, elaboration of books(pounds) to be counted, of mathematical challenges for the partners) - mathematics and sciences in the nature (observation of mathematical phenomena in the nature, the analysis of data, organized by breedings, by plantations, initiation into the coding and into the IT programming with the creation of a video game) - mathematics and citizenship Mathematics and history(story) (study the various systems of numeration, the former(old) various measuring instruments, the conception(design) and the realization of traditional games(sets)) - mathematics and geography (organization and structuring of the space, the scales(ladders) of card(map), realization of polls(soundings) with management of data concerning the life of our schools, our countries, realization of route(course), education in the sustainable development by the participation in a challenge of schools in the positive energies) - mathematics to the everyday life(daily paper) The interest will be to concern a mathematical look our environment and to clear(release) of it of problems. And it is by this way(bias) that we shall make discover to the certain partners aspects of our cultures. The impacts waited on the pupils participating in the project are: - Develop the desire for the mathematics - Improve the skills in mathematics - Make them active in their learnings(apprenticeships) and help them to establish links between the various materials(subjects) (interdisciplinarity). - Bring them to become young adults, aware(conscious) of their membership in Europe, having developed attitudes constructive citizens who will allow them to become actors of their future. - bigger control(master's degree) of ICTS(INFORMATION AND COMMUNICATION TECHNOLOGIES) to the everyday life(daily paper) in the life of the classes for the search(research), the presentation(display) and the communication of the works.