"Europe and the world at large are going through a period of rapid change. The various economic, political and social crises and the new migratory flows test the results of sixty years of hard work for the construction of the European Union. Two different tendencies oppose, those who want to strengthen European unity and those who question the legitimacy of the Union and want to leave it (Brexit e.g.).Our project is aimed at rediscovering the initial values ​​of the EU and at promoting the development of the key competences of citizenship. By closely studying European issues, by discussing these issues, our students developed skills that will allow them to deal with complex situations, to understand them and to analyze them from different angles, in order to make appropriate decisions, respecting humanistic and democratic values. They learnt to avoid simplistic solutions, to give in to dangerous stereotypes or new forms of racism and xenophobia. This project cut through most of the key skills needed to flexibly address the political, economic and social evolution of Europe and beyond. The theme of the project aimed in particular at promoting social and civic skills (such as respect for other cultures, open-mindedness, curiosity in considering the difference as an opportunity for learning, discovery, socio-linguistic awareness, the feeling of empathy) that allowed everyone to acquire a culture of peaceful and harmonious coexistence, in the respect of democratic values ​​and within the framework of a European and world citizenship.Our project also aimed at promoting the development of foreign language communication, digital skills, social and civic responsibility, creativity, and also learning to learn, develop personal fulfilment, self-confidence and autonomy, as well as reinforcing the European dimension of our schools. During the two years, participating students explored the migratory phenomena through different perspectives, such as institutional, historical, artistic and human ones. They met migrants, listened to them, exchanged ideas, created together, to better understand their background, their history and thus developed their sense of empathy. They also screened in migration situations during playful experiences (role plays) and creative activities (creation of short stories, poems, songs, short films). They compared different integration strategies both in their own country and in countries whose integration model is well known (France, U.K., Germany), in order to better understand the institutional mechanisms.Through a simulation of a session of the Junior Parliament, they discussed new strategies to improve the integration of students from migrant families into their own schools. Finally, they drafted a charter for newly arrived pupils on European soil, which will be ratified and used in all the schools of the partnership and, hopefully, beyond. This charter has been drafted in accordance with the European founding values ​​of democracy, education, justice, equality, citizenship and civil rights, in consultation with the Council of Europe, which has agreed to lend us a hand.​Visits and exchanges Each time, seven students and two teachers visited one of the partner institutions to participate in training activities related to the project: meetings, workshops, visits, etc. Students were welcomed in the families of participating students.- LTTA 1: Spain, January 2018- LTTA 2: Bulgaria, May 2018- LTTA 3: Italy, November 2018- LTTA 4: France, March 2019The last exchange, which took place in France was completed in Strasbourg, where all the participants visited the European Parliament and the Council of Europe in order to present the ""Charter of Welcome"". Seven MEPs signed our Charter."