"The project “Show me where you live ! : (Re)Discovery, valorisation and transmission of the heritage of a European territory by its young inhabitants” (MOMVI) concerns Montdory High School in the Livradois-Forez national park (rural territory with medium mountains, not valued as much as it deserves to be by tourists/inhabitants). It's public is rather fragile, with little financial resources. The school is willing to take part in a European project to develop the learning of a 3rd language and allow access to culture for a public not used to in their families. ""Monna Agnese"" High school is an urban and privileged Italian school from the centre of Sienna, in the very touristic/frequented Toscane area. It runs a lots of European projects and wants to develop it since it brings a lot for students and teachers (new ideas to collaborate, exchanges, new activities…). MOMVI's starting points : these two different territories have common touristic points. Some students never have the chance to travel abroad, and those who have usually go far away and don’t even know what is worth visiting near their territory. Our goal is to open their minds towards at the same time their own territory and a bordering country, and make them become culture/language ambassadors. We hope being a relay to discover a territory will be motivating, rewarding and rooted in student’s everyday life. Initiated by Italian/French teachers, MOMVI will use new information and communication technologies (internet, social networks such as Instagram, on-line quiz, video/sound editing, digital photography, video calls, interactive posters…) to promote a “living” learning of languages. From 2019 to 2021 MOMVI will allow about 80 students (17-18 years old) to take part in cultural/linguistic exchanges which will help them improve their foreign languages' skills and teach them a new way of being a tourist : visit less-known places, prefer meeting interesting people instead of following classic touristic paths, care for the environment. These new touristic skills could be reinvested and shared. The classroom's knowledge will be reinvested in MOMVI producing written work/oral conversations in order to make students understand that learning a foreign language properly at school is requested to communicate at a European scale. Topics of the curriculum will be dealt with related to a concrete reality, vocabulary will be learnt using it directly, and all of this should convince students that learning a language is more efficient by practicing it actively. MOMVI’s results : posters/texts (presenting a territory, a knowledge, a local way of life/craft, an industry), video/audio guided tours, on-line quiz (to reinvest knowledge an pass it to other people in a funny way). Students will make videos during the project : a « travel diary » to explain the discovery of an area and its specificities, and a « commercial advert » to promote it. MOMVI's website will show all the results of the project and all its activities, be a relay to promote the project in local medias (newspapers, radio, webTVs…) and ensure its visibility for parents, other schools, students, teachers, tourists offices, local partners… MOMVI will work through a constant digital contact (emails, 4 video calls/years) and physical encounters (4 mobilities) with immersion in another school system and in host families, “off the beaten tracks” tours of the area. The main idea is to discover a territory, its typical craft, its people and natural resources. Using the social medias students already use every day (instagram, skype, whats app) will insure their commitment. At each step of MOMVI teachers will fill an on-line file to follow its progress. To secure an efficient cooperation students will work in pairs: 2 french + 2 italian. MOMVI will include self-assessment for students regarding motivation/commitment, evaluation forms and questionnaire about « what kind of tourist are you ? ». Volunteers will take the certification in Italian/French. After MOMVI : Some students may consider going abroad for their studies, or make a carrier in tourism jobs or interpreting. They still can communicate with each others. Some could become « greeters » (keep on taking guided tours to introduce their territory to foreign tourists), or MOMVI could have triggered the wish to follow such guided tours by inhabitants when they travel for themselves. MOMVI may be the starting point of a beginning partnership which can go on for many years between our two schools. Our experience in this European project could be used to begin others, with other countries/languages. We also hope that the visibility of this project will increase the number of students choosing to begin a 3rd foreign language in both our schools. The videos made by students during MOMVI will be very useful to highlight the teaching of italian/french and the new ways of teaching with Information and Communication Technologies at school (TICE)."

The main purpose of our project was to offer students leaving adolescence the opportunity to broaden their cultural and intellectual horizon by dealing with the culture of the host country that is likewise part of the European Union. We wanted to emphasise on the history and the cultural assets of the respective region focusing on ancient and medieval history in Italy and medieval and early modern history in Germany. We slightly had to adjust the topics due to organizational changes, but especially because the students’ interests were mainly focused on short-term political or current cultural topics (politics in general, environmental policy, StreetArt). However, the bottom line was that these slight changes enriched our project and made us reach our aim even more. 22 students from each school had the chance to get to know the different culture and way of living in detail and to deal with the historical background of certain places in both regions. Especially with regard to the aspects mentioned first, the mobilities made an outstanding contribution to reach our goals in the field of intercultural education.Project, mobilities and activities, but particularly the exchange that lasted one year, have promoted the participants’ personal and social development.By experiencing everyday life on the spot, attending school together etc. the interaction between the partners was even intensified. Therefore, the strategic partnership has essentially contributed to the informal and formal learning broadening the students’ horizons, strengthening their personality and encouraging their social development.The shared activities during the mobilities were a good content-related foundation for gaining historical awareness inasmuch as the participants visiting Herculaneum got an excellent impression of the temples, thermal baths und private houses and therefore an idea of how life was in ancient times. Although we had to face restrictions concerning the comparison of the city layouts and the city planning, the students, by exploring and researching for their joint projects and by composing their texts, on the one hand realised the value of historical culture and its diversity and on the other hand became aware of the strong links between both countries being part of Europe. Composing their journal challenged the students’ practical and critical handlings of media and therefore clearly helped them to raise their media literacy. Although slight changes had to be made, the stays in Airola respectively in Uslar were used to gain insight in the cultural root with the help of mobilities to historical places in these areas.The resulting journal was not only provided to the participating schools but was also distributed in the area. The content of the journal is already used in the classroom context and will also be used in the long term.Actually, we were planning on using the journal in History classes but in practice it turns out that Politics lessons benefit especially from our results.Thus, a sustainable product has been created, that already contributes to the historical and political awareness not only of the participants but also of the readers.Beyond the journal, our partnership has a lasting and valuable influence on our classes: when temples were dealt with in Art lessons our participants were asked to respond as experts; in Latin classes, information about Herculaneum and Pompei were presented; during the school project “Umweltschule”, dealing with environmental issues, our students provided knowledge gained in their projects and during our partnership.

"This project takes part in a partnership between the Esabac sections of Michelis highschool in Amiens and G. Luosi highschool of Mirandola. The objectives for the pupils are numerous. It should allow them to improve themselves in their linguistic learning process and in educational subjects such as history, geography or litterature. Pupils will also learn to implement concrete projects with foreign pupils and acquire skills and savoir-faire in several fields (digital use, problem solving in several linguages, organizations of events). The project will also allow them to deal with interdisciplinary themes, such as migrations and historical memory, which is necessary to understand our present times. Finally, this project will be able to picture a more concrete approach of the European Union. The pupils will have to organize an exhibition about ""travel experience"". The exhibited items will be diverse, whether it be materials used in class (historical documents, works of art, literary extracts...) commented by pupils, or artistic creations, such as photos...The first year of the project allowed direct on-the-spot cooperation thanks to mobilities whereas the final exhibition was made through a distance cooperation, due to the sanitary context. This project associated local partners, such as cultural and educational institutions and local administrations. It will promote Italian and French languages among secondary-school pupils as well as at a local level."

"This project is a long collaboration between the Institute of Higher Education ""Alberico Gentili"" of San Ginesio with the French high school ""J.F. Millet"" of Cherbourg. The general objective that we propose is to enable young people from all social backgrounds to personally identify with plays and musicals produced by European writers and musicians over a period of several centuries, which are all a reflection of universal feelings and emotions. Over the course of two years about fifty Italian and French high school students from the third year of the two schools will be involved. Activities, methodology and expected results:- Motivate students to understand theatrical and lyrical plays and operas as a cultural resource of their respective territories; - To assess the differences and similarities between literary works and theatrical operas and between the staging of theatrical and musical performances. performance; - Discover the staging of performances through the participation in theatrical events and visiting the various venues where the shows are held (ex. The ""Lauro Rossi"" theatre of Macerata and the Italian theatre of Cherbourg); - Participate in conferences hosted by experts on the awareness of the importance of music as a universal language; - Personally experiment with the elements of drama, using songs from ""Le Mariage de Figaro"" by Beaumarchais and ""The Marriage of Figaro"" by Mozart, ""Le roi s'amuse"" by Victor Hugo in relation to ""Rigoletto ""by Verdi, ""La Dame aux camélias"" by Dumas, and ""La Traviata"" by Verdi."

This would have been our first partnerships with schools from other European countries. Our school organised an exchange project with a school from Mezzolombardo, in the Italian region of Trentino two years ago. The project’s respective weeks in Italy and Austria would have been the actual goal in themselves: one week with 11 students and two teachers from the HAK Lienz going to Italy in March 2020 and 11 students and three teachers from Italy going to Lienz for one week in May 2020. The main purpose of the partnership was to introduce Italian and Austrian students to each other’s country’s local traditions not only from a cultural point of view but also to let them experience the daily routine, with a special focus on human and environmental sustainability. Teachers from both schools would have got a chance to become acquainted with sometimes very different school organisation methods, pedagogical approaches and urban structures. The language exchange between teachers and students from two different partner countries should have fostered cross-cultural curiosity. Collaboration should have further been enhanced through various projects linked to the Erasmus+ School Exchange Partnership and the ensuing contact generated. Other schools from the region as well as the public would have had the opportunity to learn more about our project. Schools could have advertised and promoted their international activities using different means of communication. The teachers involved in the partnership program could have improved their organisational abilities and management skills. Moreover, they would have had the rare opportunity to get to know their students outside the usual school environment. We started a close cooperation between our school and the ISIS Mattiussi-Pertini, not only to gain new educational and pedagogical insights but also to promote the cultural exchange of ideas. We would have liked to gain a better understanding of both schools' organisation, as well as the regions' rich cultural and economic offer, and how students are involved. We would really have appreciated a long-time partnership, the geographical proximity of the two schools would certainly have helped.Unfortunately, shortly before the beginning of the pandemic, the only activity which was possible was the kick-off day in Lienz, where students and teachers met each other and spent one day together exchanging ideas and expectations. All further activities were blocked by the evolving of the pandemic.