In a context of environmental degradation more or less marked according to where people live, it has become essential to develop thinking and actions that will take care of places, in the broad sense, where our students live. We try to make them understand the whole of our planet, taking into account not only near the perimeter of his house, which is important, but also further places, those, for example, where there are other school European friends: "My neighborhood, your forest, her rivers, I take care".The ECOLIBRIS, it's learning to do its part, to be an actor of protection of his-her environment. It's also motivating and including his family, his neighbors and other students of the school in this project so that it touches potentially 7-8000 people.Paying particular attention to pupils in difficulty (cognitive disabilities, from families of refugees, social problems), giving them roles to the best of their ability, the involved teachers will allow them to have their place and find some appeal to school and get back to the basic skills they have not mastered.To start off with this philosophy which is to make students involved, they will choose all together, democratically, what common starting action will be retained for our five schools. This will be a first exercise in democracy.Early in the project, they will also present their school to students of other schools and all will be involved in a logo contest.There will be checkpoints in terms of actions (waste, energy consumption, the reception of refugees in our schools, ecosystems, water). Everything will be valued by posters, texts, awareness panels, videos, portfolios and presentation in our Erasmus + "corners" or "walls" in each school. This work of valuation will be made by the students and sent to peers from other schools by promoting cooperation.A common portfolio booklet of skills and knowledge for students, and identical to the five schools, allow pupils to share their thoughts, measure their progression throughout the project and to note their personal investments .The various transnational meetings serve teachers to refine programming, to assess actions, the preparation of reports and re-evaluate the sustainability of the project.Both learning activities planned will provide theoretical and practical tools to the participants, who will be able to disseminate them in their schools. These tools will be assets to the project's sustainability.The many impacts and results concern the students, teachers and schools:- Greater environmental awareness, greater awareness on Refugees, a assertiveness being able to take initiatives, greater openness to European citizenship, increased language skills (his language and English), improved creative skills, innovative and self-reliance, a better understanding of policy processes and an ability to make informed decisions, development of the ability to take initiatives, learning teamwork, to meet deadlines and become more tolerant, cooperative and a greater motivation to studies.- A commitment to work with local and European collaborative team, motivation for continuing education and enrichment of professional expertise, improving his spoken and written English and extra motivation for learning foreign languages.- Strengthening the image of the school in his town, strengthening the link with European schools, openness to new ideas from other European countries, the improvement of education in sustainable development and improving the school climate and relationships between students and teachers.In each school, the promotion of the project will be organized: open day, exhibition and local media.All documents will be shared and made available to other European schools.In the long term, the goal is that the students and the rest of the school community maintain this investment, expand, these environmental actions and the civic consciousness persist and develop. The full and real impact of this project will be evaluated only in duration.
In a context of environmental degradation more or less marked according to the places of life, it has become essential to develop the reflection and gestures that will take care of places, in the broad sense, where our students live. We made them understand the global nature of our planet, taking into account not only the close perimeter of his house, which is already important, but also more distant places, those, for example, where other European comrades live. : "My neighborhood, your forest, its rivers, I take care of it". The ECOLIBRIS, is to learn to do its part, to be an actor of the protection of its place of life. In general, the objectives have been achieved, particularly by the motivation, the seriousness and the investment of the pupils including those in difficulty. And this in the 5 schools of the partnership. They integrated, at their level, the environmental problem of their places of life but also global. The establishments are, for four of them, of a big city or integrated in the suburbs of a big city and another, Crevin, of a semi-rural zone. Each school made an environmental presentation of their school and neighborhood. We built it in Crevin as a portfolio. At the same time, a competition, won by a group of Greek students, made it possible to choose the logo of the project in a democratic way. In each school, there was also an Erasmus corner or wall dedicated to the project in which everything that was done by the different schools was exposed and available. Each Crevin student received a notebook dedicated to this project. At Crevin, we set up bird feeders and nest boxes and planted hedgerow trees to increase biodiversity at school. In January of each year, all the pupils of the 5 schools wrote and sent greeting cards for the planet to their European comrades. These cards were a way to see if our students' concerns were evolving and show them the connection with other countries. Another highlight was the writing and sharing of a song written by a singing teacher and her students and translated into other languages so that all students could sing it "we will change the world" The two learning activities in France and Greece have trained teachers in environmental education, in the concept of indicators for a sustainable school. In Crevin, part of the second year was devoted to work on ecosystems and the importance of biodiversity with outings and interventions by professionals. It was concluded by a magnificent artistic work durably displayed in the aisle of the school, works by students of Crevin classes assisted by a visual artist, Isabelle Bernier. The impacts have largely exceeded the scope of the school since the municipality, the association of parents of students have invested. Open House was a success. Some press articles explained this project. Interventions were made at a meeting of directors of the constituency, at the Regional Council, nationally with a video made by the French Agency. This project has allowed a future collaboration with the College of Crevin who has invested with us in a new Erasmus project. Posters on green gestures are also permanent in the playground and remind our students of what they can do by showcasing their work.