CONTEXT/METHODOLOGY OF THE PROJECT A necessary project Our project aims to encourage young people to develop a European civic awareness through the formation of collective initiative groups in each partner country. The European exchange framework is essential so that young people become aware that this problem is shared in different countries wherever they live. Each country has its own reflection on this subject, but we share common values and it is a force to fight against injustice and respect the other, to defend our environment, to be more tolerant, to make the best use of modern communication tools such as digital technology, to be curious towards a different culture. The goal is to evolve humanely in a way for each student to say: I AM A EUROPEAN CITIZEN In societies where young people are increasingly confronted with multiple forms of violence, we have thought that school should be the place to educate them on better ways to prevent such violence, in order to prepare them to face the world with humanity and conscience. On a planet where the question of the environment is becoming a matter of human survival, it is essential that young people position themselves as responsible citizens, in order to participate in the creation of a better world that believes in its future. On the other hand, knowledge of the values that European citizenship represents is a crucial issue for being with the other. When we know the limits and think about them, when we realize the violence of certain words towards one being or the selfishness of certain actions towards our daily environment, we think better and we care more about the other. In the face of unacceptable behaviour, the method must be constructive, ambitious and creative educational; its sustainability depends on it. That is the ambition of this project. A project and collaborative pedagogy In an educational context where it is increasingly necessary to refer to reality in order to better understand human issues, it seemed essential to us to implement a project pedagogy in which the young person is an actor in the objectives of the process, which is why the evaluation must be developed with him/her so that he/she can understand both the successes and the remediation to be provided. This pedagogy is therefore based on a collaborative diagnosis between young people, teachers and local and educational partners. The creation of an initiative group, a pilot group, also makes it possible to perpetuate this project. Bring together students with different skills (the student profile focuses on early school leavers and students with learning difficulties. They are associated with students who are more academically comfortable) helps to create a constructive and balanced heterogeneity. Group work must allow the open circulation of speech by giving value to the lexicon, a fundamental fact in a world where young people's vocabulary is getting poorer. Finally, the activities imagined make it possible to create new spaces in the school by implementing fun and effective workshops that give pride of place to knowledge and know-how. An obvious project In this way, we want to give meaning to learning by disseminating the actions to the students of each school for all partners. Exchanging, sharing, modifying, re-evaluating, optimizing are the axes of this project. Because we believe in the transmission of values by the students themselves, because it seems essential to us to communicate differently and to use knowledge, this project is for us a matter of course. In the long term, this project could also be extended to other European countries through publication on the Erasmus platform. Number and profile of participants The total number of participants is about 5000 people. The profile of the participants is varied: students, teachers, parents, head teachers, educational staff, business leaders, cultural guides, legal representatives, journalists, community workers, etc. Activities / Results / Impacts The results are three ORDERS / Knowledge, Know-how, know-how, interpersonal skills: 1. create simple and universal communication tools (logo, posters, leaflets, presentations) 2. use demanding forms of writing (interview, summary, synthesis) about civic values 3. create an objective communication tool: a panel for disseminating information and creating a citizen notebook 4. create sketches in English on the theme of school violence 5. create the front page of the newspaper 6. work in a team and enhance your skills 7. enrich / use his/her knowledge of citizenship and the culture of other countries 8. fight against inclusion to make the young citizen an actor and make him want to mobilize.
This project made it possible to improve cross-curricular skills taught at school in order to develop civic awareness, autonomy and consultation in collaborative workshops. Through the creation of various dissemination tools towards a common objective - the citizen's notebook - the promotion of Europe has been achieved for all partners as an actor of citizenship. Through collaborative work - within each school and communication between partners - the sharing of common values on European citizenship was made possible. Each student has succeeded in finding his or her place in an autonomous and collaborative way, through the creation of a pilot group in action in each country, and during the mobilities, through strong and beneficial exchanges, reinforcing this civic awareness, in an anxious world context, where the fight against prejudice is essential. The permanent use of ICT has made it possible to exchange on a national and multinational scale. The language was enriched, the culture developed: the heart was strengthened! The values of respect, justice and tolerance were discussed. Digital technology as well as oral and written language were used to affirm together “I am a European citizen” with a common goal: the creation of a citizen's notebook and its dissemination, a concertation around its elaboration between all the partners, with activities produced in each school, with a certain flexibility. The ambition of the project was exceeded, in particular by strong and long-lasting exchanges which served to reflect on the notions of citizenship: respect for others and our environment. The collaboration between partners allowed them to help each other in a positive dynamic and to develop a richer lexicon, while using a bridge language: English. The results: 1. partner countries cooperated to create simple and universal communication tools (logo, posters, leaflets, presentations). Each country had democratic logo competitions, the winning logos of which were brought over to Laval for a final international democratic logo competition. The Croatian team was distinguished for student creativity. In the same vein, each country created posters, leaflets and presentations which were shared on Twinspace for further use during local and European events. 2. students were taught how to use demanding forms of journalist writing about civic values (interview, summary, synthesis). For instance, they carried out an interview with the school cleaner in an environmental frame of context / they also wrote the questions for an interview with the President of Consulta Della Pace of Palermo used in an international setting during the mobility in Sicily / they also had an interview with the President of the local European House in Slavonski Brod. As for synthesis and summarizing, students were taught how to compose reporting texts, photos and videos in a communicatively effective group context. 3. we created an inclusive and objective communication tool: a collaborative e-book for disseminating information that can be used in multiple formats (pdf, printed, e-book) within the academic or local communities. It will be uploaded on Twinspace, school websites, school facebook accounts and as an educational material for next-year students. 4. to introduce students to the topic of non-violence, they had to discuss the aspects and forms of violence such as bullying, answer a school survey, discuss its results, create posters announcing educational lectures by expert speakers, create sketches in English, watch relevant movie clips, make animated stories, figure out a scenario for a relevant short film 5. to enhance critical thinking, students learnt how to read between the lines and distinguish between reliable sources and fake news, compose newspaper articles, create newspaper headlines, realize the significance of spreading good news (volunteering, donations, acts of service) 6. students worked in small local groups, which were further expanded to include members from all countries and enhance teamwork and inclusion skills. During the mobilities, groups were international in all learning and entertaining contexts (citizenship workshops, sports activities and computer labs). 7. students made research on partner countries and cultures and used their knowledge to reflect on commonalities and differences within an atmosphere of tolerance and respect for diversity. This was strongly supported by a task requiring students to find relevant quotes by writers and poets from partner countries, reflect on them and write down their impressions. 8. inside the school community, inclusion was enhanced in the choice of students with special needs On a social level, students fought in favor of inclusion, as they were motivated to be active participants. In more detail, with reference to sustainability, students visited an association that recycles old clothes to raise money for and include immigrant women.