Three schools are involved in this project. The lycée Saint Exupéry from Fameck, The collège Hurlevent from Hayange, two secondary schools from Moselle in Grand Est region, France ; and the Istituto Carafa Giustiniani, a secondary school from the Benevento province in region Campania in southern Italy.It was a two school years project, which aimed at analysing the bonds between Italy and France (more particularly the Lorraine region, which has been home to many Italian immigrants for decades) through an Italian immigrant’s life story, set after the Second World War. To do so we created a comic book to show a young Italian man’s journey as he decides to emigrate to France. With the students from the first year, we explored his motivations and dreams, his journey, his life and work in France. With the students from the second year, we wrote the second part of the story which takes place several decades later. The main character takes his grandson for a trip to Italy. The grandson will therefore discover the land of his ancestors. This arouses curiosity and interest for his family history and for he country where his grandfather was born.For each year the work modalities were very similar. Each school first worked on a synopsis. Then during the first mobility we shared our ideas. After that, we wrote the scenario of the comic book in groups of French and Italian students and we cut the scenario in different chapters. Between the two mobilities we worked on the story-board of the comic book. Finally when we met for the second mobility we shared our story-boards, then we made the drawings, wrote and translated the texts. This organisation has been impacted be the COVID-19 crisis. Indeed we couldn't realise the second mobility to Italy. All the final part of the drawing work had to be done remotely, which was very complicated. Moreover the students often had to stay home as schools were closed, so they could not communicate as we would have liked. But we managed to finish the job and publish our comic book. Our goal was to highlight Europe’s cultural heritage and exchanges and to further explore questions which are still relevant today. The 113 students (60 from France and 53 from Italy) who took part of this project over two years embodied the values of the European Union. Moreover, their contribution allowed them to practice and develop communication skills, such as proficiency and fluency in a foreign language, as well as writing skills, by studying and using the codes of a specific literary form and genre (i.e. comic books). The mobilities to France and the mobility to Italy gave them the opportunity to share their research work and to enrich the project thanks to the workshops during which the three schools worked together. All the steps of the creation of our comic book were guided by professional writer and drawer Grégory Lê who accompanied the students both in person and by distance.At the end of the program, we managed to achieve our main goal as a 52 pages comic book in French and in Italian (which means a total of 104 pages) is currently being printed. Each student will own a copy of the comic book which the group will have spent two years making. The French and Italian students got deeply involved in this project. We think they gained in maturity and self-confidence. They progressed in foreign language and had the opportunity to discover a new culture and another way of living. We do hope these are benefits which will contribute to make them open-minded and curious European citizens.

"This Erasmus+ project ""Young Europeans for Sustainability"" in a partnership of schools from France, Estonia, Poland, Croatia, Italy and Spain aims at contributing to the Sustainable Development Goals, involving the young generations of our countries, future active citizens of the EU and the world.Our main objective is to promote civic engagement and participation of today's youth – tomorrow's decision makers - by promoting the contribution for achieving the 17 SDGs. The other objective is to enable our youth to play an active and visible part for the community and the environment on local, European and world-wide levels.The visible results include:- leaflets, posters, theatrical performances and videos promoting the 17 SDGs- practical knowledge workshops (eco-friendly menu and hygiene products, recycling and re-use)- events organized for youth with fewer opportunities in our communities- photo exhibitions promoting the need for collaborating for the 17 SDGs- fashion show promoting second hand shopping- charity concert to raise money for students with educational special needs- posters promoting a ""landscape design project"", urban designs and the Economy for the Common Good- fair trade and eco-friendly markets- donation campaigns- international students' conference- Hands On Activity for Earth- nominating ambassadors of 17 SDGs + awareness campaignsOur main methodology focuses on interaction, collaboration, team-work, inclusion and project-based learning.The project contains LTTAs in each of the 6 partner countries, each mobility focusing on 3 specific SDGs. The goals were distributed between the schools based on their profiles, strengths and the local opportunities and needs of their communities. All partner schools will work in collaboration with local organizations involved in the specific goals they are responsible for, including institutions and charities, as well as educational, social, environmental or cultural organizations implementing sustainable development in their agenda.The main target groups are students and teachers of the 6 partner schools, involving as many students (age group: 16-19) as possible from different sections making it available to all the volunteers, and some of the project activities are open to all the school community (exhibition, concert, photo competition). There will be at least 100 students and 5 teachers involved from each school. The other target groups are local communities - kindergartens, elementary and basic schools, secondary schools, day centers for youth with fewer opportunities and day care centers and senior homes for old or disabled people - which can benefit several project activities carried out, including the institutions mentioned before or by offering them support and help ensured by the means and partnership of this project.The project contributes to the development of all the 6 partner schools: it promotes inclusion, European citizenship and responsibility - important key words in our countries' and schools' curriculums. The project helps to overcome the 6 schools' challenges or to keep working for our main goals, as interdisciplinary approach, teaching social skills and promoting collaboration between students and teachers with different backgrounds and profiles.The 6 schools will join the UNESCO Associated Schools Network and The Green Schools National Network."

The project focuses on the heart of the European way of life, our shared cultural heritage, which defines who we are. Cultural heritage surrounds us in towns and cities as well as natural landscapes, in stories, music, literature, art, monuments, crafts, food, etc. lt has been passed on by our ancestors and it is our task now to keep it to design our future. Exploring cultural heritage of different countries will help participants recognise that diversity is our richness and strength. It will strengthen our sense of belonging to a common European family, which is important in times of nationalist movements rising all over Europe.The aim of the project is to encourage participants to explore Europe’s rich and diverse cultural heritage, to reflect on its role in our lives, and recognise how our different cultures are interwoven and complement, enrich and strengthen each other.Aim and methodology of the project are clearly stated in it's name: HIKE - Heritage, Identity, Knowledge, Exploration. Exploring and experiencing our shared cultural heritage inside and outside the classroom participants do not only expand their knowledge but also realise how cultural heritage contributes to building our identity. They understand that our various identities can enrich a European identity and thus strengthen social cohesion. The project links experiencing and appreciating biodiversity and natural heritage through a hike, i.e. short-term exchanges of groups of students, with exploring other forms of cultural heritage. Participants will learn about history through monuments and architecture, taste and prepare traditional cuisine, visit museums, dance and enjoy music together.In Reunion - HIKE 1 - participants will hike in Mafate, where slaves lived and visit the caves of the first French settlers and the volcano.In Sweden - HIKE 2 -...In Germany - HIKE 3 - participants will hike on the Rennsteig, a world-famous hiking trail, visit the birthplace of Johann Sebastian Bach and the Wartburg where Martin Luther translated the New Testament into German and the contemporary German language was born. To round up the project and reflect on European identity we will visit Brussels and European institutions during 'HIKE 4'Collaborative work during the hikes and the accompanying eTwinning project, reflection on activities and the creation of products, which can be used for future teaching and learning, help participants to improve several skills, e.g. critical thinking, creativity, collaboration, communication in native and foreign languages, digital skills. The project is structured in several steps, carried out in national and multinational teams:1) preparing the hikeParticipants reflect in national teams on their cultural heritage, choose topics to work on during hikes. They upload a presentation to eTwinning which will be used by the other partners to create a quiz. 2) hikeParticipants explore the cultural heritage of the host country/region. A combination of outdoor learning and developing digital and foreign language skills to collaboratively document and disseminate shared experience will enhance learning. Visiting European institutions in Brussels will contribute to participants' understanding of European identity.3) learning from the hikeParticipants collaboratively create e-books, magazine, games to document their learning experience and to be used for future teaching and learning.Pupils will be active in planning, implementing and disseminating activities and products, which will foster entrepreneurship. Pupils will also take responsibility for parts of the Twinspace as pupil administrators.Those three steps will repeat for Hike 1-3. Hike 4 will be planned by pupils after thorough research about Brussels and be based on what pupils have learned during the first three exchanges.In addition to short-term exchanges of groups of pupils three short-term staff training activities will help schools to stay innovative in their approach to teaching and learning. Each of the participating schools will host a training activity, according to their special expertise, outdoor learning, CLIL, digital learning with eTwinning.

Thanks to this project, we have raised awareness among the students of different European educational institutes, their families and the whole of the school community of the need to become more familiar with the river or the stream in their area, in order to understand the issues related to the use of water and change their attitude as far as the consumption of water is concerned.That’s why we have carried out various activities in each partnercountry. The students have cooperated closely and kept in constant touch through a blog which was enriched regularly. This work was divided into two parts: a technical, technological and practical part on the one hand and a more theoretical and creative component on the other. All the activities have been carried out in collaboration with local partners whose participation and skills in various areas are related to our thematic units. To be more specific our activities have resulted in the :- use and modification of drones equiped to do research on the river- study of the riversides and the ecological system of the stream/river- creation of a pack of playing cards having for subject the river and its environment- study of narratives about the river- creation and managing of a collaborative weblog, creation of a publicity, a song containing paragraphs in the different languages of the countries involved in the project.- creation of a photo album with images of the relief, the flora and the fauna caracteristique for each river, creation of a fictitious business related to the river- analysis of greco-roman remains near the river- realisation of an exposition : reminescence and creation of a catalogue of bridges- creation of a booklet with literary texts existing within the culture of each of the partner countries or created by the students- statistic analysis of variables of a bidimensionnel river- photo album with explanation about manufactural activities-geografical and historical studies of rivers' usage from the 7 countries Our aim was to share experiences, learn from each other and therefore make the European citizens ecologically responsible and focused on the protection of their environment.We have been able to exchange different practical approaches concerning teaching to understand the educational diversity of the other countries. This project has promoted a stronger European collaboration by reinforcing the bonds among the students, the teachers and the families of the partner countries. It allowed the creation of collaboration for future projects. The dissemination of this European experience has inspired more students to develop other projects or/and to open up their horizons. It encouraged people to be members of a community with a common aim and special features as well. This project had an impact on the school communities by its interdisciplinary approach, it also had an impact on a local level by changing the way the students and the inhabitants look at their river and their culture and by initiating good practices on an environmental level.We are continuing the discussions with the Dareic and the local education authority in order to make the exchange durable thanks to an optional course about European issues. We haven't come to an agreement yet.On the other hand, we are starting a student exchange programme for the new school year with 2 partner countries in a sort of prolongation and as a positive consequence of the project.

"Water is one of the most essential element of any kind of life on earth and in both quality and quantity we are facing a difficult period in the coming decades. Clean water bases are diminishing while the demand for water is increasing which unpleasant fact is recognized even by world leaders. This led to serious and strict commitments at the Paris Climate Change Conference last December. The climate agenda clearly states that climate change threatens to undermine the ability of countries to achieve sustainable development. Similarly, water is a cross-cutting issue that affects all aspects of development, including health, food security, economic development, ecosystem services and biodiversity. As teachers, we can not only look at the uncertain future of water, we must face the problem with an active approach to preserving future generations. The most effective way we can do is to create a meaningful education program that educates students about their strategic role in life. However, learning methods and approaches should be diverse, innovative and as recent as traditional methods may not be enough on such a broad topic. Therefore, our goal is to bring together methodological papers and supporting materials for related subjects, such as mother tongue, Geography, Biology, Art, ICT, Physics, Chemistry and English language. Topics related to WATER are to be developed: water in the arts, water and its cycle, water resources, global warming and its influence on the melting of the glaciers, water as an important source of life and its impact on Earth, what the water can do, water is a heritage for the next generation.The main priority of the project is the methodological basis of ""best practices"" along with teachers involved in the project for pupils aged 15 to 18 years. Using the program, students understand the importance of water and how many areas of life are crossing. It is also important for students to understand the vulnerability of water bases and the scarcity of resources as well as the need to find ways of sustainable water management.In addition, students will be aware of the importance of working in a multinational project, as water does not know borders between countries. The aim is to ensure that pupils do not perceive water in abstract vision, understand their meaning better and start actively saving it, changing access to it.International work is being introduced into life with a clear intention to see the teachers of the better educators participating, as they share knowledge from one's own field of expertise with others. They also increase their knowledge and language skills."