The HELLO project aims to make the pupils work in 6 transnational groups around environmental challenges. The project is organised around 4 themes: transport, ecoconstruction and thermal comfort, the production of electrical energy and the eco-responsible agricultural production for food supply. It meets the following analysis: -the indifference of the pupils in front of environmental problems - the lack of mobility of international pupils (isolated rural areas) - Impediments in language learning for fear of speaking in public. The project aims at developing language learning through exchanges on a concrete project and thanks to the travels that come come along with it. The oral presentations in English at each end of the period must make students more comfortable speaking in front of an audience and communicating with each other. Travelling to the different countries involved will demonstrate to participants that they have the ability to be mobile. We believe this will strengthen their ambitions for further study. For each gathering, 6 pupils will represent their country in each group to present the results obtained between the exchanges. Students will do their research and propose their solutions in a transnational group so that each country will benefit from the experience of others. This experience should show pupils the interest in sharing the contributions of each country, hence the interest of European integration. Each exchange will lead the teams to interact in English on technical topics, therefore developing foreign language skills. On top of increasing the students' autonomy and desire to discover other countries, thus opening them onto new horizons, the project will also give a significant meaning to the various subjects they study.at school. It will also definitely strenghthen the cohesion between the different teams of teachers , thus possibly generalizing this type of pedagogical practice to all subjects.
The HELLO project aimed to get pupils to work in 6 transnational groups on environmental challenges. The project is articulated around 4 themes: transport, eco-construction and thermal comfort, electrical energy production and eco-responsible agricultural production for food supply. The electricity production part was very shortened following the COVID. It responds to the following findings - Students' willingness to take action on the climate - Lack of international mobility for students (rural, disadvantaged and insular environments) - Barriers to language learning due to fear of speaking out The project aimed to develop language learning through exchanges on a concrete project and through mobility. The presentation in English at the end of each period helped to overcome fears about speaking. The mobilities have shown the participants that they have the capacity to be mobile. We believe that this will strengthen their ambitions for further study. We have seen this in previous projects with several students having very ambitious study paths. For each mobility, a minimum of 6 students represented their country in each group to present the results obtained between the mobilities. Pupils researched and proposed solutions in transnational groups so that each country could learn from the experience of the others. This experience showed the pupils the interest of pooling the contributions of each country, and therefore the interest of European construction. Each mobility allowed for an exchange in English on technical topics, thus developing foreign language skills. The project proposed practical achievements (old-fashioned orchards, vegetable gardens, experiments, etc.), both experimental and in the form of projects. This practice increased the autonomy and mobility of the participants. The project mode gives meaning to the different lessons involved (English, Spanish, technology and life and earth sciences). The work on digital technology increased their skills in these areas. As the project is cross-curricular, it has strengthened team cohesion between the various disciplines and has enabled these practices to be generalised across all the streams. Some teachers are going on personal mobility in multi-disciplinary work. In the long term, we hope that the project mode will be used in teaching with transdisciplinarity. The example of mobility should lead our students to increase their mobility in France and abroad, thus opening new horizons. This experience has enabled us to apply for KA1 and ECHE accreditation to continue the experiment.