The project Improving Language Learning (ILL), derives from an on-going educational exchange program involving eight upper secondary schools from Rogaland County Council and the Academy of Grenoble to promote the acquisition of better oral skills in French and English respectively. Since the initiation of the exchange in 2013, both parties have expressed a desire for didactic enrichment to improve the teaching of oral skills.ILL thus seeks to assist the participating teachers in the motivation and training of learners in improving their oral skills by first identifying specific teacher needs and then organizing in-service-teacher training courses. The aim was that the contents of the training courses should be considered relevant to the teachers, and should be possible to carry out in their every-day work in the classroom. After the training course the teachers should be challenged to leave their comfort-zones in the classroom situation to try out the newly acquired didactic methods. Following a trial period in the classroom, both the training course and the practice period would be evaluated, leading to the final output of the project, namely a sustainable in-service-teacher training course that promotes the acquisition of oral skills in the classroom and which can be used in various situations and for various languages. The long term benefits of ILL are found both in the development of the in-service-teahcer training course and in the promotion of innovative and reflective teaching practices that lead to an improvement in oral skills acquisition.The partners of the project were on the French side: The Rectorat Academie Grenoble, Lycee du Gresivaudan, and the CUEF of Universite Stendhal Grenoble III, now Universite Grenoble-Alpes. The Norwegian partners: Kopervik and Sandnes upper secondary schools (Sandnes replaced by Bergeland upper secondary in the project), the Teacher Training Institute at the University of Stavanger, UiS, and Rogaland County Council's Educational Department as leading partner.The project formed two separate strands after a thorough Start-up workshop where all agreed on the objectives, the work to be carried out, and the methods to be applied: One strand to develop the in-service-teacher training course for teachers of English in the educational region Academie de Grenoble, and the other to do the same for teachers of French from Rogaland. The interim groups heading each strand consisted of representatives from the partners of the project: The English course interim group consisted of one Inspector of English from l'Academie Grenoble, two English teachers from Lycée du Grésivaudan, and two teachers form the Teacher training Institue at the University of Stavanger, UiS. The French course interim group consisted of the leader of the institue for teaching French as a Foreign language, CUEF, at the University of Grenoble, three teachers of French from Rogaland, plus the project manager. The interim groups met to discuss the contents of the training courses, and this process showed very useful for all partners involved. The teachers got a strong ownership to the course, and the university staff got a better conception of what the teachers actually needed. Both training courses were successfully carried out in November 2015, first at the CUEF and the week thereafter at UiS. The participating teachers were inspired to try out the new methods explained in the courses, and the English teachers actually documented their classroom activities in the form of videos. The results of the try-out period was evaluated, and some adjustments of the course contents made accordingly. The course for teachers of French will be repeated in November 2016 with participants also from other Norwegian counties in addition to Rogaland, all with Erasmus+KA101 funding. The course for teachers of English will be repeated in 2017, and will also be subject for the same funding. Both courses will in the future be announced at the European School Education Gateway, and will thus be available for any teacher of French or English as a foreign language in order to pursue the aquisition of oral skills.

Context : « Learning territory » is a pedagogical and global educational project concerned with teaching and assistance provided to teachers based around three different territories in three countries of the European union. The starting point is a triple, shared diagnosis of the present situation: inequalities in relation to the acquisition of knowledge and difficulties for pupils to keep up; teaching programmes which are cumulative and concern a single discipline rather than having a horizontal and collaborative character; the absence of links between the worlds of education and research.Aims: The project is based on a triple challenge: the priority given to developing teaching methods has a positive impact on the students’ learning; the opening up of schools to their local environment and territories provides a favourable context and sense of purpose for the acquisition of knowledge; and the comparison and exchange of viewpoints between different stakeholders (teachers, researchers, pupils, students and parents) will allow appropriate procedures to be developed. By coherent actions within a given territory, by the mobilisation of resources both within and outside educational establishments and by joint leadership of projects, lasting knowledge and skills will be acquired by both pupils and teachers. In detail, the proposal consists of certain specific objectives:-For teachers and the educational team, it concerns reflecting on and analysing professional practices based on co-operation and networking between organisations (primary and secondary schools, research laboratories, universities…), experimenting and introducing innovative methods.-For pupils, joint actions, territorial based procedures and initiatives will facilitate the identification and validation of acquired knowledge, aptitudes and skills, as well as enriching and giving a sense of purpose to school work. These actions will allow those in most difficulty to reinvest in fields of learning by introducing new types of knowledge and skills (research, partnerships, local authorities…), by organising a dialogue between those inside and those outside the school, between ‘school time’ and ‘free time’ and between teachers and the families and relatives of pupils.-For the pedagogical community, the actions set out in the form of new situations or as themes with a territorial context aim to achieve better preparation and accompaniment so as to then diffuse these initiatives amongst educational and teaching professionals.-For the university with its links through teaching and research, a twin objective exists. From a pedagogical point of view, the aim is to associate students with educational and territorial projects and to allow them to use their knowledge and skills in vivo in the field with different partners and groups. With respect to research, the aim is to understand better the life styles of pupils.-For local authorities associated with the project, the goal is to integrate better young people into their environment and to develop new forms of citizenship and participation in the dynamics of territories.-For society as a whole, it is a question of responding to problems of equity, diversity and of inclusion within the different fields of learning.Participants: This innovative project brings together pupils, stakeholders in school education (teachers, training officers, school heads) and university lecturers and researchers as well as advanced students and different territorial actors. It will be carried out in the same way in the regions of Milan, Craoïva and Grenoble, based around schools. The project will be undertaken by a total of seven structures. In each case it brings together the same triptych: university-school-education involving initially 90 people at different scales: school (micro); territorial partnership (mezzo); dissemination (macro).Description of activities: The stakeholders will build together, at the scale of the territory surrounding the educational establishment, different situations, activities which form part of a teacher-orientated route and a pupil-orientated route which are wider in scope than those of a normal citizen who knows how to make use of his immediate environment and who contributes to its development.Methodology: The project is based on the same teams of teachers and is organised over three years in six phases: incubation; exploration; sedimentation; restitution; discussion-evaluation-improvement and dissemination.Impacts: We see that the development of professional practices of teachers at the micro level, of education and of greater territorial involvement of schools at the mezzo level and, at the macro level, of educational systems towards a new context of learning supported by the project’s approach.Long term advantages: The aim is to ensure the inscription of schools and learning within a territorial context ensuring the right to education for everyone.

"<< Objectives >>This project is based on opening up the school to its environment in order to promote learning. Our objective is to build a local and contextualised strategic management, and to model it in the form of training modules for extended teams. We have chosen to focus our attention on the change of postures of teachers and management staff in the implementation of work groups within the territories.<< Implementation >>In order to support the professionalism of teachers and management staff, we propose activities of :1. implementation of work groups in the territories of partner countries2. identification of territorial strategies to bring out training modalities to model them3. sharing practices, processes and methods 4. production of intellectual products, in particular training modules and scientific articles<< Results >>Available to educational teams and partners for a national and European impact, tools for initial and ongoing training:A ""FITBOX"" supporting several training modules based on these 4 entries: 1. setting up collective working environments 2. rethinking management3. working with partners4. supporting the most vulnerable pupils A book of scientific articles to validate the proposed approaches and process."

The image of Europe is constantly changing: its cities perfectly illustrate this fact. A change witnessed by their inhabitants. The 21st century is facing unprecedented waves of migration and their fluxes, internal or external to the European Union, constantly increase and enrich the local multiculturalism . The 21st century school is above all a school of diversity and one of its challenges is the inclusion of students with special needs. Whether it is in the case of students with disabilities, highly gifted students, or pupils suffering from disabilities to learn, their inclusion remains one of the major issues of today's school. Our project “Pixels on Tour” aimed at tackling, over a two years period, these inclusion issues by providing necessary means and training for teachers through including artistic projects. Pixels on Tour (later referred to as POT) has been working on two lines. The first one concerned a global including photographic project which was used as a basis to create sufficient generic resources and helps for teachers willing to develop such projects. The students (60 to 80 in each partner country in primary, secondary and high school, including pupils with special needs) were guided by teachers following a specific protocol. They were asked to think about the look they have upon their city. Just like an open-air museum, thanks to its architecture and its cultural heritage, the city, shall appear then, as one of the main topics to think about in this project. They took one spontaneous picture, they were then offered technical courses with a photographer to learn how to improve their first shot. They were then asked to take again the same picture using their newly acquired skills. Then, they wrote or recorded a note explaining their work and it was eventually sent to a European partner who had to take a third shot, to complete this tryptic, inspired by the note received. The whole was presented in a series of exhibitions that toured around the different partner countries in Europe. Our second line, tackled simultaneously with the first, aimed at training teachers and supporting them in the development of including projects through art. POT offered teachers participating to this project, two training seminaries which allowed them to get acquainted with all the aspects of the project and helped them to develop the competences and tools needed to face such a project. They were also involved in the testing phase of a MOOC ( IPenser l'inclusion artistiquement/ Thinking Inclusion through Art) that was developed over the two years by the members of the project before being launched on a larger scale at the end of the project. Additionally a committee of experts met up virtually over the period to think about specific questions and produce pedagogical notes on the subject. Both of these resources and the MOOC will ensure a global spreading of the project, even after the end of the partnership. Finally, two large-scale dissemination conferences were held online, organised by the Portuguese and French teams, at the end of the project (February 2021), in order to allow a global reflection on inclusion through photography and the presentation of the different tools produced. The whole project was supported on the social networks of the project and the partners. Each partner was associated with a city/municipality to support the project locally. The coordination was done by France - by the GIP FIPAG, Groupement d'Intérêt Public de l'Académie de Grenoble, administrative coordinator, and the DAAC (Délégation académique aux arts et à la culture) of the rectorat de Grenoble, technical and pedagogical coordinator. The partners in this project were ECL - a language and culture association in Poland; Eagle Intuition - an association focused on adult education and new technologies - and the Emidio Navarro school group in Portugal; the DOM association in Ukraine, which works in favour of displaced persons; and finally, in Italy, CEM - an association focused on media education - and the municipality of Pavia. Our objective, to target areas with a heterogeneous school population and to allow the project to spread at local level - and on a larger scale, depending on the situation - seems to have been achieved. The experimentation of the protocol in the classrooms has led to a new group dynamic among the pupils with an openness towards difference and multiculturalism. The teacher training activities and resources produced will support teachers in developing inclusive projects through art and applying new practices such as project-based pedagogy targeting inclusion.