We wanted to improve the cohesion of this group within our school by means of motivating, enriching and rewarding projects, to give it impetus, to get the Germanists to cooperate with each other and to create bridges with other languages in order to improve multilingualism and diversity. Cohesion was all the more important as some pupils were isolated because of their differences. Through this short mobility project, we wanted to gain experience in terms of project-based teaching and open up our pupils to Europe, highlight its importance in our daily lives and present it as a key to opening up to others. This notion is the basis of our teaching and can only be made more visible to our learners through meeting and working together, discovering other cultures and identities that are all too little known, by using art (one of the school's options) to achieve the objectives of citizenship and living together. The aim of bringing together young Europeans who speak or are learning the same language was to broaden their horizons and open them up to difference and diversity by getting to know each other in terms of what brings us together and what makes us different.
Our school already benefited from a degree of European openness, with Abibac and European sections in English and German, as well as Spanish and Italian. Unfortunately, the wide range of courses on offer meant that there were only a limited number of applicants for the European German section, despite numerous promotional campaigns in the schools, at open days and on the lycée's website. It was important for us to develop multilingualism and a balance between the modern languages, and this meant giving special support to this European section through this European section through the use of German as a passport to interculturality, linking it to the other languages studied in the school. It was this observation that led us to try to breathe new life into the European section in particular. This mobility project, which concerned the foreign language that needed it most, was easier to set up because the number of pupils was more limited, from seconde to terminale, and was a step towards accreditation, which now allows us to include all foreign languages by developing equity of access to mobility, an inclusion that this Erasmus + project makes possible.