Our project concerns three Secondary Schools, Polish, Finnish and French, the communication language chosen is English which is not the mother tongue of the three partners. It is based on the learning of basic skills by the learners of the three countries like biology, physics, chemistry, landscape management, environmental topics and mathematics. It's the main objective of our project. The guide-line of our project's activities is the following : - First of all an inventory of water features will be made. It is the starting point. It is centered on three themes which will be studied during the first year of our project: physico-chemical analysis of an aquatic environment(middle), then an inventory of aquatic flora and fauna. - Then, a reflection on past actions that have led to this present situation: how was water used ? What legacy do we have? Three working fields will be defined such as restoring a eutrophicated aquatic environment, water as energy and tourism linked to water (more generally the economical aspect). - Finally, in the future, what actions can we have ? Our learners will answer these questions by justifying their answers. The project was developed during a preparatory meeting where all the partners were represented. We wish throughout the project to be able to work on the same themes, and therefore the same skills. Each participant, regardless of nationality, will be able to study each theme of the project. From a logistical point of view, each partner will deal with two themes of the project at least (one per year). Each partner will assess their learners through bilingual slideshows (use of mother tongue and English) and videos in English-. The various tasks and activities will be synthetised.The outcome will be reusable by all. A willingness to organize exchanges and develop open-mindedness of the learners is unanimous between all the partners: all the transnational activities are made with all the partners and every country is going to host two partners. It also allows us to reach another goal of the project: the improvement of educational and didactic teaching methods (another priority which is the support of educators). During this project, three topics will be tackled: - The first one is: which protocol of water physico-chemical analysis is used by each partner? For which educational purpose? Exchanges between partners, a method will be validated and applied during the project with our pupils. A synthesis of this experience will then be made by the referent country. - The second is based on the implementation of repositories and time left to practical and theoretical teaching activities for each school. How many practical/theoretical activities do you have in your teaching? What advantages and disadvantages do they have? Here are the kinds of issues teachers will be working on. - The third one concerns the development of our students' critical mind. Through specific examples, experiments, teachers will discuss the matter with them. This is essential for our students to become full citizens. In this part, aimed at teachers, each partner will refer to one of the three themes mentioned above. This choice was made for a better tasks sharing and a fairer investment. This seemed obvious to us to share the tasks according to the schools'skills: the French School will deal with writing, coordination and communication between the partners, the Polish school with media ( digital media like facebook, instagram and the project site, as well as the storage of all the results produced throughout the project) and the Finnish school with assessment as well as the impact of such a project .(assessment with questionnaires to all those involved in this project, directly or indirectly, from learners, to parents, but also to CHEF? for example the host school or guide during a visit). This project is for us the second one:the first one was a Comenius Project in 2012-2014. We have seen the benefits of a European project for our students, colleagues and institutions. But for us, it is first of all an educational guideline for our pupils towards an open-mindedness that seems essential to us: openness to the international, openness to unknown fields ,through the meetings of different people,the discovery of new places, knowledge acquired differently, gastronomic cultures tasted. These unknown territories will no longer exist after such a project.
Water : a heritage to protect. This is a project involving three secondary schools (Polish, Finnish and French, who have known each other for 10 years). The chosen language of communication is English, which is not the mother tongue of any of the partners. It is based on the acquisition of basic skills by students from the three countries, such as biology, physics and chemistry, land use planning, the environment and mathematics. This is the main objective of the project and is one of the priorities, despite the pandemic. The activities of this project can be broken down as follows: - First of all, an inventory of the water situation was carried out. This is the starting point that was seen by all the partners following the mobility in Poland in October 2019. It focuses on three themes that were studied in part by the partners: the physico-chemical analysis of an aquatic environment, an inventory of the flora and an inventory of the aquatic flora. - Then, a reflection on the past actions that led to this inventory: which uses of water? What legacy do we have? Three areas of work were addressed, such as the impact of water pollution (example of the Baltic Sea in Finland), the economic aspect of water as a tourist resource or as a source of energy (assessment made in France). This project was developed during a preparatory meeting where all the partners were represented. Throughout the project, we wanted to be able to work on the same themes and therefore on the same skills. Each participant, whatever his or her nationality, could, as far as possible, study each theme of the project. The willingness of the learners to exchange and to be open-minded was unanimous among all the partners: all the transnational activities were carried out with all the partners despite the health situation. This also helps to achieve another objective of the project: the improvement of teachers' pedagogical and didactic methods (another priority which is the support of educators). During the course of this project, this objective was partially achieved and in a more informal way. The division of tasks was easy to decide according to the competences of each one: the French high school is in charge of writing, coordination and communication between the partners, the Polish high school is in charge of the media (the realization, the follow-up of all the digital supports used such as Facebook, Instagram and the website of the project, as well as the storage of all the results produced throughout the project) and finally the Finnish high school is in charge of the evaluation as well as of the impact of such a project (evaluation in the form of questionnaires to all the people participating in this project, from the learners, to the parents, to the teachers but also the chef in the host school or the guide during an outing for example). This is our second project (the first was a Comenius project in 2012-2014). We have seen the beneficial effects of a European project on our pupils, our colleagues and our school. But for us, it is first of all a pedagogical support of our pupils towards an opening which seems to us essential (opening towards the international, opening towards the unknown whether it is at the level of the people met, the places discovered, the knowledge acquired differently, the gastronomic cultures tasted etc., this unknown which is not any more after such a project). Moreover, with the pandemic, the various lockdowns and sanitary measures, it seemed important to us that the human link be maintained as much as possible: the first mobility took place in October 2019 without restrictions, nor masks, but for the two others it was necessary to compose and be patient. The extension of the initial project made it possible for the other two mobilities to take place (October 2021 in Finland, December 2021 in France). They were very close in time, which was not initially planned, but this allowed for continuity in the project and motivation of the learners. There is always a positive aspect to any situation !