- The first objective was to bring our students face-to-face with reality in the field. We wanted to get out of the classroom and away from theories, to truly encounter cultural diversity, to observe it in the field, to meet the people involved in migration issues (migrants, but also people in charge of migration, political figures, NGO representatives). - We wanted this experience to take place on both sides of Europe: in Cyprus and in Brussels. The aim was to confront these two realities, these two European crossroads, each with their own particularities. The aim was to raise students' awareness of European cultural diversity. - In addition, by meeting representatives (political and administrative) of the European Union, the aim was to introduce students to European policies (on migration issues, but also on the general workings of the institutions). - Last but not least, the mobilities were also designed to challenge students' language and communication skills!
We set up this Erasmus+ project for several reasons. - Our school, Singelijn Secondary School, is an active learning school. We place students at the heart of their learning. Going out into the field, meeting people, questioning them, means starting from observation, putting field experience at the heart of learning. - On the Cypriot side, the teacher coordinating the project had previously taught at Singelijn Second'air. Our pedagogical approaches were similar, and were therefore common to both schools. - Singelijn is a new school, and taking part in a project of this scale enabled the pupils to envisage a European ambition, and to get out of the school district. - The project focused on migration and cultural diversity within the European Union, themes that are not only part of our educational programs, but also reflect the values of both schools. - Our aim was also to share our views and experiences on the issue of migration within the European Union (students from both sides of the EU, from two different "crossroads", and of different ages, who therefore have different points of view).