The initial 3 main objectives of the project were: 1/Observe European education systems renowned for their excellence and/or offering some food for thought about happiness at school, innovative pedagogical approaches linked to the difficulties analysed: inclusion, failure at school, school climate, intercultural education . . . and compare our practices with those of the host partners in order to initiate a dynamic of innovation and to continue on a longer term the european openness begun in the past. 2/Collect,share, analyse didactic and pedagogical materials in order to create a European collaborative resource bank, allowing to explore or reinvest pedagogical paths, related with the analysed difficulties: inclusion, school failure, school climate, intercultural education . . . 3/Develop our intercultural and linguistic skills through mobility to promote the sense of citizenship, European identity and common values (empathy, openness, tolerance, solidarity, etc. ) which are necessary for the successful inclusion of all pupils.
Located in a semi-rural area, the Tordo school was - at the time of the application - an elementary school with 10 classes and 1 SEN class. In September 2019, the school was transformed into a large primary school with 5 additional nursery classes. Many students have identified difficulties (DYS disorders, attention deficits, hyperactivity, medical problems). Over the past 12 years, the institution has led several European actions and has totaled some 20 eTwinning projects , 4 Comenius Multilateral Partnerships and 2 Erasmus Partnerships successfully completed. The Tordo School has been awarded the eTwinning School label in 2018 (valid until 2022) and the Euroscol label in 2020, demonstrating that its policy of international openness is part of a dynamic of innovation and pedagogical creativity that is perfectly integrated into its school’s project and the academic project . The ERASMUS + “BONI” project reflects the desire of the teaching team to train differently in order to continue this strategy by placing at the centre of its thinking: happiness at school as an inclusive factor, the school climate and intercultural education to better manage the encountered learning difficulties