The main purpose of the project is to strengthen and to develop an already existing partnership between two EU high schools (Lycée Mousseron and IES Condesa Eylo) and to establish a new long-term partnership with an Italian high school (Liceo Scientifico E. Fermi). The main goal is to bring students to the required CEFR level for the BACHIBAC and ESABAC sections as well as for the CERVANTES, CERTILINGUA and DELF certifications, without letting economic and social obstacles prevent some students from reaching these levels and diplomas. It also aims to facilitate a more open international perspective for the three high schools, which have placed these exchanges at the heart of their school projects and development strategies. The working languages will be French, Spanish, Italian and English. The project involves approximately 90 students aged 15 to 18 and at least 7 teachers, and mobilizes the rest of the educational communities through the activities, which are multidisciplinary. The project consists in a multidisciplinary pedagogical program based on a historical axis which highlights a common past in order to give meaning to the subjects studied and to bring the participants closer together. It also aims to encourage the creativity of the participants while bringing historical, literary, artistic and scientific knowledge. During mobility, the chosen method combines courses, visits and accommodation with families in order to obtain an optimal synergy around the themes studied. The rest of the year, it consists in developing a website which serves to prepare and operate all aspects of the programme, and to acquire new computer skills, with the design of the site being an objective in itself. The participants will improve their language level not only in the target language but also in their mother tongue (preparing exercises for their partner implies a reflection on his or her mother language and its differences with the target language), enrich their knowledge in various and complementary fields, and put this knowledge into practice "in situ". The long-term effect on the schools is expected to be highly important because it contributes to the renewal of teaching practices and encourages greater involvement of pupils and their families. In the long term, it enables the schools to maintain their recruitment levels and their international courses.
This project aimed at an exchange of high school students between three countries, we wanted to achieve the following objectives: - The first objective was to improve the language level through total immersion in the different host countries and to make the students aware of multiculturalism. In order for the students to progress in language, we envisaged the use of new technologies. All this was accompanied by the development of constant contacts with foreign schools, with the aim of establishing long-term partnerships. - The second objective was to foster the creativity of the participants, to allow them to actively participate in the creation of permanent artistic works, while bringing computer skills, historical, literary, artistic and scientific knowledge. - The third objective was to encourage the sharing of cultures, mutual understanding and the strengthening of a European identity among the teenagers through the discovery of different countries and immersion in the host families. - The fourth objective was to reinforce mobility among our students.
For the three centres, the project meets a need for language practice, openness to the outside world and the development of a sense of European belonging. For the Italian centre, the population is relatively isolated from the major urban centres and participation in an Erasmus+ programme provides privileged access to rich but distant cultural resources. In addition, the programme develops the pupils' ability to outside a region where local employment is scarce. This was their first Erasmus+ project and the need to improve their skills was great. For the French high school, it is much more a question of a distance from mobility, culture and knowledge in general for socio-economic reasons. Pupils often lack ambition, projects and initiative. For the Spanish centre, located in a provincial city rich in resources and open to cultural tourism, it was more a question of maintaining the already well-established vocation of international openness of the school. Finally, the project met the need to learn how to design and implement programmes that were more ambitious than a simple language exchange, by taking advantage of the experience of the French centre.