With an estimated population of 9 billion people by 2050, « Food For All » is a real issue of the 21st century. It is also a matter of sustainable development.During the first year, the participants of the project will be invited to work on the importance of food in literature and cinema throughout the ages, on dietary transition and the sharing of ressources.During the second year, the focus will be on food supplies, young people's health, consum'action, solidarity and the consequences on biodiversity.The topic of this project arose after a phase of investigation and consultation of the school's students and staff members. The French steering committee created the initial project and decided to include digital media and to answer the students' growing demand to improve their skills in foreign languages.Once the topic and the language used for the project had been decided upon, numerous contacts were established. This procedure started in October 2018 and was extremely profitable.The objective was to find diverse schools - in terms of profile, number of students, origins of the students, social diversity - but with common points :- the same observation as France as to young people's diet and their growing concern for the environment,- the teaching of various foreign languages,- the increasing use of digital tools and the wish to improve in that field.The project aims at :1) demonstrating that food is more and more linked to sustainable development in Europe and that quality prevails over quantity when dealing with young people's health.2) getting the participants involved in actions of solidarity and responsible consumption.3) raising awareness about the relationship between biodiversity and human nutrition.4) getting a certification in digital skills by the various government departments and also in language skills for the staff members and students alike.Groups of teachers (5 to 9 per country) teaching various subjects and with diverse skills will escort groups of 14 to 18-year-old students (20 to 25 per country). Each student will have a penpal in each partner country and they will communicate in English, French or Spanish. First, students will be able to communicate in the language they feel more comfortable with, and then they will use the language they wish to get a certification in. Most of the project activities will involve tasks which will enable both students and teachers to develop their digital skills as well. All the students will work on the same activities at the same time in order to share information. It will help to make an assessment and plan future actions, help to reflect on stereotypes and contribute to the building of a European citizenship.The assessment of the project (video reports, collaborative blogs, surveys, articles...) will be regularly put on line on the project's website and presented during Erasmus receptions. We do hope the diffusion of the assessment will not be supported only by the students and teachers working on the project but also by other teachers, students' parents or school boards.We expect the project to have an influence on the school's internal dynamysm, students' motivation and competitiveness. Moreover, this kind of project enables students' parents and the local population to get invoved on a broader scale. It is also a good way to make the school better known in the town/city or in the region. Finally, it is a great opportunity to bring teachers, students and their families together.An Erasmus project can only succeed if all the planned actions and activities pave the way to a real European dynamic, future partnerships and real or virtual mobilities.

During the period of two years, 70 students from five European countries worked together on the project entitle 'Music Shapes Europe'. These students have had the chance to display their talent and creativity while familiarizing themselves with their own folk music, as well as finding out about their partners‘ heritage of folk music and language via their created project website www.https://mseur.wordpress.com/, common rehearsals, discussions, creative group work and live performances in multinational teams.During the first year, students in each country, worked in groups, chose the national songs that would be sung during the concerts (4 by country)and created a project website, in which they uploaded:- their profiles - a glossary of everyday sentences in their mother tongue - videos of sketches displaying these sentences - the scores, lyrics and videos of the songs that would be sung during the concerts The uploaded materials were reviewed and discussed by all partner schools.Each group learnt their 4 national songs as well as 4 songs from their partners (1 per country) : these song were rehearsed to perform internationally at the final year mobility - concert in Spain. Language teachers helped their students with pronunciation of the lyrics of the partners songs, and workshops were organized by Italian, Spanish and French teams to introduce their partners with the particularities of their language, phonetically speaking (sounds, rhythm and stress). At the end of this mobility, the students performed their first concert, each team singing 3 of their songs on their own and one with their partners (so 5 songs were sung in international groups). Europass mobility tool was used to validate the outcomes.To achieve a more sophisticated project result – to sing as many songs altogether as possible - a transnational meeting was held at the beginning of the second year,in Slovakia. During this meeting Music and English teachers from all partner schools worked on all the songs of the projects. Each national group taught their songs and their pronunciation to the other groups. During the meeting, the teachers also decided to improve the quality of the final concert by involving the musicians of the Italian school orchestra. Each music teacher decided on the songs that would be accompanied by the orchestra and sent the scores for the different instruments provided by the Italian school. After this meeting, teachers were able to teach all the international songs to their students. The second year was thus devoted to the learning of international songs. The students met on a second occasion in Denmark to attend workshops on Danish and Slovak language, as well as to perform a second concert during which they sang their national songs and 10 songs altogether. Once again, Europass mobility tool was used to validate the outcomes.The students met for the third and last time in Italy to perform the final concert, which was the outcome of the two-year-project and was recorded for the final product. Students sang only 5 songs in national teams and 15 songs altogether, thus reflecting the evolution of their work.Throughout the two years, we had an artistic contest to choose the best logo The logos from all partners were uploaded on the website and the teachers at the initial teachers‘ meeting in France voted for the best one, which became the project logo. Groups of IT students worked on and prepared the videos . Each concert was recorded and uploaded, so that it is possible to see the evolution and improvement of the quality of the work. Students also edited videos of each mobility .Their full videos can be watched on the project website as well as in the DVD released by the Italian school .Students with their teachers also went to the concerts of folk music or met the folk singers. Ours students are to become active European citizens, and Europe is rich of many different cultures. We strongly believe it is important for them to discover other cultures, to be curious of their neighbours, to accept differences as a strength. Thus, through a common theme, folk music, our young European citizens fostered creativity, co-operation,communication, usage of ICT , foreign languages, which are crucial skills in modern society. Teachers were also fostered to use and exchange innovative teaching methods (parts of CLIL), especially in preparing and carrying out international teaching/learning activities and the workshop; teachers of Music, IT, foreign languages and headmasters successfully cooperated among themselves and with their own students, with colleagues and students from abroa