For students: - Invest in their school in all its dimensions so that it is a place of learning and a civic aim. Expected results: students will be able to talk to their European classmates about their school and present the information collected on how the school works, the rules of life at school, the school's missions and its values, the missions of the staff. - Learn to know their territory and its riches to present it to European classmates with different media (videos, exhibitions, drawings, texts, interviews, etc.) --> students will be able to discuss their territories (geography, economy, populations, remarkable and official places, issues of the territory, etc.), which will allow them to put into action the skills related to interculturality. - Start practicing a foreign language to communicate and interact with European classmates. --> Students will thus be more comfortable in practicing oral language and more motivated in learning languages. And then encourage teaching teams and local authorities to get involved in European projects.
The diagnosis prior to the development of the project highlighted three important points: 1. Low exposure of students to international openness The students of the school, located in a disadvantaged neighborhood, very rarely have the opportunity to discover other European countries, contacts with foreign classmates are still an exception for them. 2. Difficult investment in school learning The students are for the most part distant from school culture; they do not always find meaning in what they learn and learning the English language sometimes seems devoid of interest. 3. A fragile link between families and the school For the students, the project has produced real and tangible motivation in the area of the practice of English but also in well-being at school with the development of exchanges that modify usual practices, in particular those of cooperation. The Lentini establishment welcomes students of whom 40% are from disadvantaged social backgrounds for Alba Iulia and Gdansk 15%, that of Valognes welcomes 39% of students from working class/inactive parents and of whom only 45% enter a general second year.