This project has two main objectives: to consolidate a partnership which already exists between two schools of the EU and, more importantly, to help students to reach the level of the CEFR they are supposed to reach in Bachibac, European Section or for the Cervantes or Certilingua qualifications, erasing the economic or social issues which usually keep some students out of these sections or projects.The project also focuses on the international opening of these schools in a difficult social and economic context. It is aimed at 50 students from 15 to 18 years old, involves 6 teachers for the organization and more for the activities.The basis of the project is a pedagogical and multidisciplinary program, which will allow to show that we have a common past, to give meaning to the knowledge and to seek the development of closer ties between the students.During the mobilities, the chosen method will combine courses, field trips and hosting by families so as to get the best possible synergy around the themes of study. For the rest of the year, students will develop a website used for preparing and exploiting all the aspects of the program, as well as acquiring new IT skills, because the website’s development will be one of the operational objectives.Participants will improve their language skills, both in the target language and their native language (because the preparation of exercises for the partner means a reflection on the native language and its differences with the target language), enrich their knowledge in varied and complementary areas, give practical knowledge "in situ".The impact on the partner schools is strong because the project contributes to the improvement of the teaching practices, it greatly involves parents too and on the long run will allow the schools to sustain their recruitment and their international classes.
The two schools already had a partnership to help students to reach the level of the CEFR they are supposed to reach in Bachibac, European Section or for the Cervantes or Certilingua qualifications, but some economic and social issues used to make the organisation of this partnership difficult and to keep some students out of the projects. The aim of the project was so to allow all the students, whatever their social o economic context, to participate to an exchange and to pass these qualifications. The multidisciplinary program was articulated around the theme of the common past of the two regions and allowed to work several skills (cultural, historical, artistic and digital). Two schools participated: Jules Mousseron highschool (North of France) and the IES Condesa Eylo (Castilla y Leon). Jules Mousseron highschool is located into a disadvantaged area, which has a high unemployment rate. The IES Condesa Eylo is located in Valladolid, which is a dynamic city and has a mixed population. The activities mixed courses, field trips, artistic and digital activities as well as hosting by families. Different historical, artistic or cultural themes have been discussed in France and Spain, creating a pedagogical continuity. For example the students discovered the baroque music during a class in France, they visited the music museum in Brussels, attended an organ concert in a spanish church and finally they participated to a baroque dance class in the spanish school. So they could consider the baroque music into all its aspects. The results are very positive: the students from both schools improved their linguistic skills and several french students will apply or applied to the european certification Certilingua. The project also helped the students to improve their cultural knowledges, and some students (particularly the french one, due to the social and economical context) visited more museums thanks to the project than they did these previous three years. Finally, the students also acquired some new IT skills thanks to the project and the website's development. The long-term benefits are varied in many ways. First of all, we notice a benefit for students, who open up to the world and, from a personal point of view, gain self-confidence by realizing that they can communicate (and make themselves understood) in a foreign language. The benefits are also positive for the teachers of the participating organizations, who have consolidated their partnership. Finally, the Erasmus + project and its dissemination on social networks and in the press should help to change the often negative image that the French partner has in his region, because of the unfavorable context of his city.