"Our territories are isolated. So are our students.Feeling like a European citizen is more difficult for a young person who does not necessarily have the means (logistical, financial...) and opportunities (cultural, social blockages...) to leave the rather restricted perimeter of his municipality, or even his district. In these times when withdrawal into oneself is the general rule, when the rise of populism becomes the almost systematic reflex of our societies, openness to the other and to difference, the banishment of cleavages and the abolition of distances through the exercise of this citizenship becomes a necessity.In a context of partnership between the Rhône department and Romania, and more particularly the Judet d'Alba, the vocational school of Charentay has decided to initiate a partnership with a Romanian school and to organize a school exchange between the two establishments. The objectives are multiple:- enable young people in both countries to be aware and to understand their european citizenship, to grow it. - work differently, giving a concrete, practical and immediate aspect, language learning;- discover another history, another culture, see the country and introduce its own history, culture and country.- go outside their comfort zone, beyond their limits and thus grow up;- understand a different conception of people care, in another country, another culture and another context.Thus, the 2nd BAC PRO SAPAT (People care and territories) group, representing about thirty students, is participating in the project. Under the guidance of their trainers, they will benefit from a programme combining the discovery of the host country (history, culture, organisation of the social system), meeting Romanian students through a bilateral school exchange, and the production of various communication materials that will promote their action with all functional and institutional partners.The development of an exchange platform between the two schools will be a prerequisite for the organisation of the project: this platform, which will probably take the form of a website with a shared cloud, will allow easy communication between the two partners and could be considered as the project's ""show room"".The students will be asked to produce a written, individual and collective report, which will bring together all the activities carried out but also the various checking and assessment procedures organised throughout the project ; a photo exhibition, as well as a powerpoint presentation, will complete the range of promotional tools, and will serve as a support for the various project presentations that will be made at the end of the exchange (presentations to the Board of Directors, parents' meetings, federal and institutional partners, as well as neighbouring schools).Finally, this first exchange of the vocational school of Charentay aims to settle the Erasmus+ action on a long-term basis within the establishment and to place it at the heart of our training practices. As we see it, an Erasmus+ project can become a real driving force for training and will be a source of motivation and emulation for all our students. It is also a first in this type of project for school team ; the goal is to familiarise staff with these approaches in order to develop cooperation with European institutions and professionals in the world of people care, in order to organise individual mobility to enable our students to spend training periods abroad."

"The eVe + project (QUINTESSENCE) GOAL is to enhance the high school students' knowledge of global warming and its environmental impacts (priority 1).METHOD is first to target part of the question (Energy need and production) to reinforce the basic skills (priority 2) using digital tools (priority 3).AIMS are :To promote a pedagogic strategy based on the free expression of students. To arm future citizens with a view to their understanding of a major issue for the future...To strengthen the motivation and self esteem of a few hundred students aged 15 to 17 (or more) from France, Romania, Latvia and TurkeyTo promote for school education while promoting the graphic artsAGENDA (to be achieved in two years) "" knowing the forces of Nature and producing sustainable energy "" - Responding .. essentially by drawings or illustrations made in classroom.- Participating students do upload its in a portfolio online accessible to all partners, which will allow the reappropriation of prerequisites (for example, understanding that a climate dries up or warms up requires knowing what the climate is and having tools to represent it) and creating an easily accessible collaborative space.- In addition, the partner schools will organize an Erasmus + club practicing a quarterly videoconference to collaborate on a drawing made remotely by a transnational group.- Finally three graphic ""novels"" will be drawn to illustrate each of the three stages of the project.PLANNING: Three phasesENERGIES AND MYTHS (year 1) ENERGIES AND INDUSTRIALIZATION (year 2)SUSTAINABLE ENERGIES (year 2). OUTPUTS:Each phase is marked by experiences (field trips, conferences or short-term exchange) nourishing the information and imagination of the students, gradually brought to produce a synthesis of the knowledge acquired but above all three narratives in images designed and executed in the context transnational. The whole forming a Triptych made available to the public.IMPACTS:Valorization of ​​interdisciplinarity and European openness in order to prevent (or correct) dropping out of school by positively considering the skills and talents of learners and by reconciling free expression and popularization of science!DISSEMINATIONProject's agenda then outcomes on the school website http://nbeplus.franceserv.eu/Public portal for outputs http://quintessence.franceserv.eu/"

<< Background >>The role of myths and legends in terms of the principle of education spreading and continuing culture has been important because thesethings have gained a blessing by the society. It is a fact that the way that was used in the education of the child in societies is to explain thevalues in these narratives by telling the stories, myths and legends. These stories have importance such as the function of the tradition as wellas the opposing thoughts, the model function, the mirror function. It is possible to take advantage of these functions as well.Myths and legends are literary works that include love of nature, environmental awareness, joy of life. Myths and legends have creativethoughts and wisdom and intelligence. Due to these features of myths and legends , it is important to give them more attention in educationalsettings. It has been an important source of motivation for our project that myths and legends teach social values to school-age students,contribute to personality development, develop their creative intelligence, create an awareness of nature and environment, and increase theirlove for people and life. In addition, it is another source of inspiration for our project to make the whole process by bringing together the mythsand legends of different cultures and thus providing cultural integration.<< Objectives >>Our project aims to achieve:-To make participants be aware of myths and legends from different cultures-To contribute to the education of the participants through myths and legends.- To make participants learn social norms, social adaptation behaviors through myths and legends- To Contribute to the personality development of the participants-To contribute to the creation of awareness of nature and environmental protection through themes in myths and legends.-To make participants gain a positive stance towards life- To develop the sense of belonging towards their own society by learning the concepts of belonging such as the love of homeland and love ofthe nation in myths and legends.-To develop creative thinking, free thinking of the participantsTo create cultural integration among participants due to the fact that the participants consist of individuals from different cultures.- Improving linguistic skills in the participants- Contributing to the increase of the participants' ability to work together and to express themselves<< Implementation >>The project includes students between the ages of 14-18 who study at project partner schools and teachers and administrators working in these schools. Students and teachers and administrators will participate in country mobilities. The project is a 24-month project. During this two-year period, project mobility will take place in each project partner country. The duration of these mobilities will be one week and each mobility will have a sub-theme. According to the theme of the mobility, activities related to legends and myths will be carried out. These activities will be drama studies, musicals, theater plays, digital story making. Apart from country mobilities, these activities will also be held locally. In activities, methodologies such as learning by doing, acting, drama, showing, pair work, group work, watching, listening will be used. Within the scope of the project, project activities and project objectives will be shared in the project website, eTwinning page, facebook page,Erasmus plus project results an school education gateway. At the end of the project, legend myths, which are also a part of cultural heritage, will be revived. It is easier to give values education to students by using the legends and myths in education. Creative thinking skills of the participants will increase. By using myths and legends, the environmental awareness of the participants will develop and the participating schools will be environmentally friendly schools. Legends and myths will provide cultural fusion. Legends and myths will also make some lessons easier to learn. As a result, the use of legends and myths in educational environment will provide social, cultural and academic development for participants. With the dissemination of these long-term results, legends and myths will not only shape the educational environment, but also perform a social function. Participating schools will have made an important contribution to this social and educational impact with this project.<< Results >>At the end of the project, legend myths, which are also a part of cultural heritage, will be revived. It is easier to give values education to students by using the legends and myths in education. Creative thinking skills of the participants will increase. By using myths and legends, the environmental awareness of the participants will develop and the participating schools will be environmentally friendly schools. Legends and myths will provide cultural fusion. Legends and myths will also make some lessons easier to learn. As a result, the use of legends and myths in educational environment will provide social, cultural and academic development for participants. With the dissemination of these long-term results, legends and myths will not only shape the educational environment, but also perform a social function. Participating schools will have made an important contribution to this social and educational impact with this project.Summing up- Participants will be people who know their national and moral values.- Participants will be individuals who can cooperate internationally and who have achieved cultural integration.- Contribution will be made to the protection of the world cultural heritage.Participants' interest in the courses will increase and their academic success will increase.

"NBE+STRATEGIC PARTNERSHIP NUITS BLANCHES ERASMUS+Build a common cultural project ; Understanding old fears to better confront together Today's fears.Five different High Schools Lycée Ravel is located at spanish boundary in French Basque Country and is open to international studies but it is first a generalist school,Italian IPS Stendhal is a vocational school dedicated to tourism and art, included in a very big organization in Roma (IIS 97 Via Emery)Latvian Rigas.18 is a second chance school, helping pepole with specific needs.Romanian Colegiul ""Iulian Pop"" is an economic school in Cluj-Napoca, Transilvania.Turkish High School : Çeşme Ulusoy Denizcilik Teknolojisi Mesleki ve Teknik Anadolu Lisesi is a vocational and technical instituteCountries seem to be very different (religious and cultural traditions are unsimilar).STRATEGYPURPOSE: To build a common cultural project in order to found now an European Citizenship (based on respect of all the cultural heritages). Challenge our post modern society's failures.METHODS: Through theater, video, and popular science, practice ""living together"" beyond individual differences (investigation phase of the myths and festivals of the Night, rewriting phase of Dracula myth and public dissemination phase of the fruits of this work).EXPECTED MAJOR IMPACT: The development of skills for all students and developing their autonomy through a peer-to-peer learning strategy, the implementation of an evaluation by rewarding goals for learners and more relevant to teachers, the development of IT skills of students as personal and familiarity with ICTMAIN OBJECTIVE: The organization of an international festival in Saint-Jean-de-Luz at the end of the international studies ans rewrites.OTHER CONCRETE OBJECTIVES Realization of a central website / a linked blogRealization of geographical surveys of local traditionsConducting scientific investigations carried out by the partners to streamline mythsInternational meetingsProduction paperworkProductions costumes and objectsOrganization of a FestivalDramatic play and lectures by studentsMaking a DVD (for the report about terminal products, and in order to disseminate a new teaching method)ACTIVITIES REPORTINGA schedule timetable and a report online were made and published for all the study travels and meetings. You can find its, like the most part of the outputs, consulting both NOTRE BUREAU EUROPEEN (International Coordinator's website) and ILARGIA public portal online (made in order to present the ending Festival ""LES NUITS BLANCHES DU LYCEE RAVEL ET SES PARTENAIRES"" and to disseminate the intellectul outputs). Short-term impacts : outlook in French section (above)Good impacts and results : see 6th QuestionMore informations online about Erasmus+ programme activities implemented by Lycée Ravel and about the NUITS BLANCHES ERASMUS+ PARTNERSHIP in NOTRE BUREAU EUROPEEN http://nbeplus.franceserv.eu"

"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)"