CITE 18 (Circulation of Ideas and Technologies through the 18th century Europe) CITE 18 is a project which purpose is to lead students to become European citizens able to know, to promote and to defend European values thanks to the discovery of the works of the Enlightenment Philosophers who lived in Haute-Marne. Students are going to understand that these values are a LEGACY from the 18th century and from the Enlightenment philosophy. This project intends to make our students work on core competencies : document research, working groups of writing , working on written and oral presentations. We want to make the students aware of European COMMON VALUES through cultural visits, readings, and through the team works that will lead to the production of gazettes: these productions will highlight their culture and their creativity. We are aiming to work on democratic and political science skills. The students will understand that these values were built on a long time. They will identify the importance of REASON in the philosophers’ considerations. The students will have to understand the universality of these values as well as their fragility. We wish the students to develop some organization and adaptability skills to make them informed citizens, able to take decisions and to agree on a consensus as a working team, to reach a common goal : writing gazette articles. We want to make the students responsible for the project and for their schooling, and thus, to lead students to become European citizens able to get involved for themselves and for others. Project CITE 18 combines remotely preliminary works to get to know each other and to plan the realisation of the project. We are organizing two periods during which the students will be able, first, to create the gazette and then, to spread their works to everyone who took part in the organisation. The Slovakian pupils will be coming in November 2020 in France and the French pupils will go to Slovakia in March 2021. Learning and teaching activities will be based on the history, humanities and arts history curriculums and on general knowledge from both schools. These activities will enable students to practice several languages: Slovak, English, French to spread our work widely. During those activities, the pupils will use transferable skills: writing and talking, using digital and computer-based tools, managing information and working in teams. The productions will be spread through different means: a gazette, posters, articles in the regional press. They will be published to the general public but also to other pupils, to parents, to school staff and to local elected representatives. The blog of our project will also be a showcase to show the students’ productions. This project is going to help us make our first exchange of students durable. It started thanks to a call for applications led by the French embassy in Slovakia and by the Centenary Partnership Program. Its topic was “Mémoires héritées, Mémoires partagées.” This durability would be beneficial for both schools in order to increase the European opening. Our students will be able to become aware of the diversity offered by Europe as well as its common values that we all share. Zilina bilingual high school has an advanced experience and knowledge of the Erasmus curriculum and the teachers of this school decided to support this project to help us improve our professional knowledge. Therefore, they helped us as well as other participants to create this project and to submit it. Then, we would like Charles de Gaulle high school to benefit from this experience to increase the opening of the high school to European programs and exchanges. Finally, this project will be beneficial to pupils. Project CITE 18 will be the opportunity to go than further the French class of citizenship education. This project is about training pupils to become European citizens, aware of the values that gather member countries. The pupils that will take part in this project will have to show that they are responsible citizens capable of defending freedom, equality and democracy’s values through diversity. They will show these skills through their commitment, their involvement and the decisions they will have to take to reach the targeted objectives. This project is more than a school subject, it is a European society project through which pupils will become more aware to be real members of a community of European citizens.

"Five secondary schools from Luxembourg, Spain, Germany, Slovakia and Poland developed HOPE as a project specificly fostering high quality skills and civic competence through a strategic partnership. They had realised that young people struggle to fit into society, to find the active place as responsible citizens and to meet labour market expectations in a Europe seemingly falling apart in front of our eyes. A growing social gap, refugees crises caused by civil wars and right-wing parties winning ground in many countries convinced them to adequately adapt their school policy plans. We had found that education systems have a crucial role in building the right 21st century skills and competences and strive for a dynamic combination of knowledge, skills and attitudes appropriate to the many and varied real-life contexts on which people need to use them. The idea of HOPE - Human Opportunities for Peace in Europe - was born. As objectives, the HOPE project included not only the key competences that relate to traditional school subjects but also cross-curricular ones that enable people to pursue learning throughout their lives, contribute to democratic societies and to succeed in today's and tomorrow's world of work with its demand for high skills combined with creativity and the ability to innovate. Following this concept, the five schools installed students' work groups called HOPE clubs for voluntary, motivated students aged between 15-18 (in group sizes between 8 and 20 students at each school) being interested in making a change in society. The students were coached by committed teachers from different subjects such as languages, biology, history, geography, philosophy etc. The wide range of project activities addressed not only the HOPE clubs, but practically the whole local school community as described in the following: In order to make our students engage themselves in European peace development, the HOPE project carried out three core pillars at the weekly HOPE club meetings at each school:1st pillar: We fostered our students’ political knowledge / awareness by preparing them for MUN conferences (""diplomatic competence""). We introduced and practised debating with them, produced guideline booklets and interacted with the clubs from the other HOPE schools. We worked with methods like role-plays of debating sessions simulating the United Nations and situational games, discussion events with (local) politicians and the school public, world café, and organised exhibitions for the whole school community. During the project period, apart from conducting local Mock MUNs at each school, all HOPE project schools participated in several international debating events/MUNs, of which LuxMUN served as a MUN premiere in the country:ToMUN 2017 (Warm-up) , MEC Zilina 2017 (kick-off), LuxMUN 2018 (Mock MUN practrice), ZaMUN 2018 (C1), ToMUN 2018 (C2), ZaMUN 2019 (C3), ToMUN 2019 (C4), Megalux 2019Apart from those, some schools even participated in more MUNs and MEPs. Each of these events involved the local school's whole school community as well as other schools from abroad. 2nd pillar: The HOPE clubs promoted and initiated more social action in society. The made students understand themselves as active potential of change in society by initiating charity projects, some of which were conducted in paralel at each school (Christmas basar) and others individually. They comprised events such as fund raising (teachers' car wash, second hand basar, cake sale...) as well as ""time donation"" / social services at old people's homes, nurseries and animal shelters.The 3rd pillar concerned ""peace action"" in school by training students to become active ambassadors of mediation. Having the peace mediator project at Wittekind Gymnasium / Lübbecke and IES Miguel Catalan / Zaragoza as models, the Lycée Michel-Rodange in Luxembourg developed and implemented a group of over 20 ""students patrons"" in charge of their well-being of younger classes (year 7) in particular in conflict situations into our school policy plan. These peace ambassadors started with the new school year 2019-2020 at the LMRL. Summing up the project impact, it is obvious that after the HOPE project period the world still has to face crises of war - we had not expected that to be any different. However, our group of schools is proud to see that the HOPE project has brought both feasible and sustainable longterm benefits to our schools by teaching valuable skills to our students and by having been able to implement peace-enhancing structures into our schools. HOPE has inspired and taught students to think as responsible peace ambassadors in their environment as well as all over Europe. Regarding school education as a precious factor of influence in society, we are positive that such achievements can lay the fundament for change for more global peace in the future."

Three secondary schools from Finland, Spain and Slovakia interested in developing a project on students´ long-term study mobilities decided to apply for funding as a strategic partnership. They realise that young people struggle to fit the society, to find the active place as responsible citizens and to meet labour market expectations. Throughout the combination of long-term study mobilities abroad and virtual cooperation, students are given the opportunity to improve their communication skills in a foreign language, digital competences, collaborate together in the virtual space and face-to-face in the multinational teams created at schools with multilingual setting. Study stays abroad are considered a life-time experience and enrich all the participants (students, hosts and school communities). The methodology applied envisages long lasting impact of the project results on wide school community thanks to involvment of the teachers and their activities in form of short-term joint staff training events. Nowadays, we see as very important to promote a comprehensive approach to language teaching and learning and offer innovative pedagogies and inspiring learning environment. The partcipating schools organise school meetings, local public discussions, share best practices with the others also after the official end of the project and what is the most important continue with individual mobilities. All the materials developed in the project are published through school webpages, e-twinnig site and made available as a source for others who want to conduct a similar project.

"In these days in March 2019, the Brexit showdown has been keeping both Europe on tenterhooks and EU parliamentarians concerned over the stability of Europe. Simultaneously, on Fridays for the Future, students in more than 100 countries walk out of school into the streets to demand that the adults running the government start fighting back against climate change and shouting for a future on a habitable earth. The figurehead for the strikes is 16-year-old Greta Thunberg, a student in Sweden whose climate protests just earned her a nomination for the Nobel Peace Prize. Europe falling apart or / and (?) the youth sticking together on a unifying issue? Anyway, Thunberg's commitment fueled our students' own concerns about their future. Today's youth does not buy ""Trump truths"", neither on climate change nor on raising monocentric international politics - instead, they want to make the ENVIRONMENT great again! They want to make that difference in their own way. But why should that be outside school only; and why not connect them internationally?! Education systems play a crucial role in supplying the necessary 21st century skills and competences for the young generation while practical problems’ solutions need to be discussed from countries from various angles. Today's pupils need a combination of knowledge and skills appropriate to the varied real-life contexts they are facing. The idea of MEGA - ""Make our Environment Great Again"" was born, the title being a bit populist? - Maybe. A catchy slogan? Hopefully.The project though well-intended and thought-through? Definitely and for sure. The project includes not only the key competences that relate to traditional school subjects, but also cross-curricular ones that enable people to pursue learning throughout their lives, contribute to democratic societies and to contribute to sustainable development goals. The project aims at fostering environmental commitment at school in skills and actions. Thus, the applying schools are promoting to adequately adapt their school policy plans: 6 secondary schools from Luxembourg, Belgium, Spain, Germany, Slovakia and Poland developed the MEGA project idea in order to foster high quality skills and ""green competence"" in school in a strategic partnership. They feel that kids are increasingly concerned about environmental issues, yet also want to define their role as responsible citizens and at the same time need to meet labor market expectations in a wavering Europe. The concept wants to install youth clubs for voluntary motivated and open-minded students (group size between 8 and 20 students at each school) being interested in leaving a greener footprint in society. They will be coached after school by committed teachers from different subjects. The project addresses practically the whole local school community as the wide range of project activities touches not only the lives of the MEGA students but that of many others, too.These newly implemented youth clubs run debates on environmental issues that are then discussed at international MUN (Model United Nation) conferences, where the schools act as ambassadors of a country. Secondly, the applying schools wish to develop a guideline for sustainability teaching that is applicable to any school in Europe. Third, the ecological action at school and in society by making students understand themselves as active potential of change in society through initiating green projects. Kids need to realize that demonstrating for the climate while buying 3-Euro throwaway clothes, eat takeaway food in plastic containers, drinking from non-returnable plastic bottles or upgrading their mobile phone model every second year do not match. Imaginable MEGA projects can for example be alternative waste disposal concepts, newly opened greenhouses and planted vegetables in school yards or raised numbers of students using bikes, public transport or at least share car rides to school. If 40 students start using sustainable drinking bottles that is a start - a tiny but nourishing runnel of an idea. However, if over 4000 students at MEGA schools or more will do that it will be a stream that is hard to stop again and will matter. In this regard, the MEGA project can create a trunly feasible impact and guarantees long-term benefits for the individual as well for the the community.Implementing youth clubs can serve as a best-practice example to other schools elsewhere as it develops methods that can be effectively used by others schools all over Europe. The publication of results and material (guidelines) on the involved schools' websites, the Europroject website (www.europrojectnet.eu) as well as on Etwin will demonstrate how the best-practice exchange can enrich many school's individual school policy program. The access to the MEGA project work via those channels / platforms ensures the international dissemination and fruitful use beyond the MEGA project partnerschools."

"In recent times, Euroscepticism and a growing sense of nationalism have become new realities which we need to confront. Misinformation spreads like wildfire and leaves the European Union vulnerable at the face of a population which lacks knowledge and understanding of the true purpose of the EU. It is therefore vital to familiarise the younger generation with the advantages of such a union of nations, advantages which should not be taken for granted. Schools need to take responsibility and teach students the fundamental ideas and values of Europe, all the while promoting a sense of critical awareness and belonging. Before this is possible, one needs to ask a set of guiding questions:How deeply is the idea of Europe / the EU ingrained in our students' minds?What ideas / values can we convey to them for their future?To what extent do they consider themselves as Europeans?The aims of the schools should be to raise awareness among students of the diverse cultures and values that surround them and identify them as “European”. This will allow them to gain substantial knowledge and understanding of the EU and simultaneously reflect critically on Europe’s history.Every school will select four student participants, aged 15 to 18, regardless of their grades. They should have a certain level of English, be motivated, open-minded and interested in the EU and what it represents.There will be four project meetings, laid out as workshops, on different topics. Meetings C1 (Netherlands) and C3 (Denmark) will be for teachers only, C2 (Austria) and C4 (Luxembourg) will be for both students and teachers.C1 will focus on the theme of ""Teaching Europe - a project-oriented approach"" with the intention of comparing teaching approaches, sharing best practice examples and developing new didactical methods. The workshop will centre around its keynote address on ""The importance of teaching European related topics in education towards the development of a European identity"". C2 will circle around the definition of Europe and whether or not a European identity exists in the students' minds. One aim during this part of the project will be to do a schoolbook analysis to see if they feature Euro-political content and, if so, how much significance is it given. The (re)construction of one's own identity will also play a special role in the workshop, as will the role of the media and their influence on identity formation.The Danish assembly (C3) will work on communicating our common European values. The teachers will plan a workshop entitled “Film & Media”. The aim here is for the students to make a three-generation short film based on different experiences of European history, culture and values, and what it was / is like to be a European. This will allow them to develop a sense of the historical development and reception of Europe in their country. The C4 conference in Luxembourg will aim to answer the question of a common cultural European identity. We will first try and establish to what extent today’s students have a sense of cultural awareness. Then we will establish if they believe themselves to have a cultural identity. Finally, we intend to determine if the students are familiar with the concept of European values and, if so, how important these are to them. To do so, they will exchange ideas during a workshop entitled “European Cultural Products” in order to familiarize the students with the historical and cultural links between the various European countries. Finally, we will take a creative approach towards our fundamental European values. The students will be split up into five workshops, where they will focus on one particular value and express their ideas and vision on that subject in an artistic way.The results we would like to achieve are as follows:New and improved skills related to a European identity;A better understanding of the European ideas;A stronger identification with European values;Material developed by students and teachers and made available to others, so that more people can benefit from this project;Students who see themselves as European citizens; Bilingual teaching and more wide-spread use of the CLIL method;A sense of community as a school, a generation and a European.All in all, the students will learn about fundamental European values and creatively engage in a hands-on approach in a variety of workshops. Not only will these activities convey essential knowledge, they will also develop a whole range of skills the students can benefit from.The long-term results will take the shape ofschools adopting two weekly sessions on the topic of Europe and the EU;motivating other schools to join the EPAS Programme;publishing newsletters after each meeting to keep all project members up to date;organising the main Europroject Network conference entitled “Education without Borders”, which will include a travelling photo exhibition to allow the people involved to present their findings."