Method Book Erasmus+

After each meeting, ambassador students explained the activities implemented during their mobility

C5 : creativity and TICE to produce our own mascot. Creating a mascot was just another game but rules were changed : technology had to be taken into account. Students had to learn 3D printing design to turn their drawings into actual possible mascots and finally vote for the best one.

Transnational meetings Richness of thinking and working together to share good practices

Video conference between all the partners of the project once everyone was locked down because of the Covid-19 and the last meeting was cancelled.

Our high school has been selected by the Department of Education as a reference in the development of the Project Impuls de la lectura (Reading Boost) and has shared this experience and outcomes to other schools.

Our aim is to make of reading one of the main tools in the learning process of our students.

All the students are involved in several activities related with Sexual Information at school. This program also aims to develop teachers' knowledge, skills and confidence in teaching this issue and it has different activities for each grade. It is developed since primary school. Since 2009, the National Program for the Promotion of Oral Health has begun to cover children and young people up to the age of 16 who attend public schools or private social solidarity institutions (IPSS). Every year, our school gives a “dentist-check” for students to go to the dentist and have their teeth treated.

C5 : voting is part of the citizen role and it was dealt with after harsh debates.

C2 : European song contest Students were given an ambitious challenge : to create a song for the project. The results were much higher than all the teachers' expectations.

C5 : Science at work Mathematics are considered as a very serious matter...

Meeting after meeting, we discovered one anothers' methods to improve the motivation and increase the achievement of our students. We shared what each country offers to help students feeling better and succeed at school for their future life.

The day after visits, students had to write/draw to explain what they had discovered and understood. It helped correct, add information and remember.

Part three Best of short term meetings

Part one Learning, Teaching or Training Activities

France : Body percussion activity : students with social difficulties or learning disabilities followed music lessons for a whole year, resulting in a public performance. They gained self-esteem and gave an energetic show!

Institut Vil·la Romana - La Garriga - Spain (C5)

C4 : Discovering places and meeting city officials helps students becoming European citizens 

From all the hand written material the best stories were chosen and published together with works of art made by another mixed group consisting mainly of German students. In this workshop students read the stories and created paintings that fitted in with the stories. The result was a book part of which was published in the daily magazine and a lot of public lectures were organized. For the book the students got the first prize of Immigration. So in Poland we offered the book to all the participating teachers, hoping that this project might be imitated somehow. One fact is sure. The students with a migratory background were very proud and happy about their work and they gained respect and recognition. 

Visits are an opportunity to add meaning to class lessons. And they are much more efficient than virtual tours.

Students self-esteem was sometimes won when comparing their skills to teachers'

C2 : Trust, along with technical advise to protect the bodies, is an ingredient of the "Falcons". 

C3 : Once adopted, the logo was painted in the French workshop using skills taught at school.

Anne-Frank-Gymnasium - Aachen - Germany (C3)

C4 : Games are organised to make students active discoverers. Knowing one another, cultural heritage and discovering cultural places together&nbsp;

Misc texture 2

C5 : then games are treated very seriously

Lycée Frédéric Estève - Mont De Marsan - France (C1)

Fighting addictions means offering alternatives: nature is a solution close at hand

C2 : the Japanese garden and visit of Gołuchów park and castle.

It’s important to spend time with friends, doing outdoor activities, learning new things at school and outside school&nbsp;: first aids&nbsp;; Basic Support of life&nbsp;; healthy breakfast

C4 : Discovering the Portuguese school with its workshops&nbsp;(lab safety)&nbsp;&nbsp;

They bring their own books or they can choose any from the school library where a teacher may recommend books.&nbsp;Every often we hold Reading Clubs to allow students to express their opinions and feelings around a book previously read.

C2 : The Flamenco lesson was a mix of synchronization, discipline and fun.

After the lecture, perfect integration

Szkola Podstawowa im. Powstancow Wielkopolskich w Jankowie Przygodzkim - Poland (C2)

C1 : Showing the place where we live is an opportunity to watch it with new eyes and to rediscover our own culture.

Each meeting is an opportunity to arouse inquisitiveness: corridors are used as a direct medium to explain Erasmus+ values and let students feel like participating.

C3 : First meeting in the Anne-Frank-Gymnasium; creation of movable walls with information about the participating countries and general information about ERASMUS +

In France, "Guest" students were asked to take pictures of what surprised them in the school, offering a new gaze and pride on our everyday surroundings.

Part two Sharing Good Practices

Thanks to all the teachers involved for their work and their smiles!

Christelle Gazeau, Laure Barré, Stéphanie Lhéraud, Joëlle Brothier, Valérie Martin, Gilles Coureault, Eric Dechaumet, Pierre Carré for France Ruth Rebière, Diane Kanitz, Lars Welter, Gabriele Krämer, Anna von Fürstenberg for Germany Ania Nowicka, Grazyna Cannon, Kamilla Mucha, Hanna and Joanna Jankowiak, Iwona Piwonska for Poland Isabel Barbosa, Paulo Antunes, Odette Duarte, Albertina Ferreira, Paulo Costa for Portugal Lurdes Balmes, Mercè Barull, Neus Hidalgo, Gloria Sól, Marian Guerrero, Angel Badalló for Spain

Portugal&nbsp;: Throughout the year, we have a cabinet in our school where all the students can go and talk, discuss and solve all sorts of problems related with their personal life, like emotional or social issues, family... In this cabin, we have different people: teachers, a psychologist, a nurse, social workers… They also have direct contact with outside institutions like Youth Court, Youth Protection Association or the National Health.

"Our schools are in older buildings with limited space", Julia, Martinha and  Franka.

C5 : students validated activities and visits making the project successful.

Not only did the participants learn a lot about theatre, they also got a lot of self-confidence and were extremely proud of their success.

C3 : jobs forum to open new opportunities for the future Discovering jobs : experimenting job interviews and trying to be the best.

C5: discovering historical landmarks and visiting one of the most outstanding science museums&nbsp;

History explained in its surroundings : students could apprehend why we should all be happy with Europe securing a peaceful territory.

C3 : Aachen Townhall - Meeting the mayor, Marcel Philipp, who talked about the history of Aachen and the importance of the treaty of Aachen.

Spain: Every day, after break time, all teachers and students devote 30 minutes to silent individual reading in order to form good readers who can enjoy and learn by reading. Students read for pleasure and pick up practically all linguistic skills easily and without being aware they are learning.&nbsp;

France : The school has created a special group of students and teachers who can help fight bullying. Its name is SENTINELLES et REFERENTS.

Exhibition of the stories and the paintings

C5: host students becoming teachers (tutoring) : carrying out chemistry and physics experiments Team spirit : working together to find solutions and manipulating to check if it works.

In 2019 Anne Frank-Gymnasium students had prepared a theatre performance with 12 different scenes focusing on unhappy children with behavioural problems. The ideas were taken from Heinrich Hoffmann who actually was a pediatrician and a psychiatrist. The book was intended for his children as a present for Christmas. At that time he didn’t know that it would be such a success. It became Germany’s most famous children’s book and was used as a deterrent measure for children to behave politely. Characters from&nbsp;“Struwwelpeter” (= Peter with untidy hair)&nbsp; 1. Struwwelpeter= The guy who neglects himself 2. Paulinchen = The girl who loves risks 3. Friederich der Wüterich = The guy who is full of aggressions 4. Hans Guck in die Luft = The guy who is dreaming all the time and because of this having accidents 5. The child excluding black people 6. Flying Robert = the guy who didn't listen to his mother.......

The aim of the project "WE WANT HAPPY STUDENTS" was to motivate and increase the achievement of students with activities where students, being happy, gain self confidence, knowledge and skills. This book shows the activities we gladly share with others.

Coordinator : Lycée Frédéric Estève - Mont De Marsan - France (C1) Partners : Szkola Podstawowa im. Powstancow Wielkopolskich w Jankowie Przygodzkim - Poland (C2) Anne-Frank-Gymnasium - Aachen - Germany (C3) Agrupamento de Escolas de Moure e Ribeira do Neiva - Portugal (C4) Institut Vil·la Romana - La Garriga - Spain (C5)

The actors could choose their own characters and perform them. A youth choir of about 40 children of Anne-Frank-Gymnasium sang "Struwwelpeter songs" composed by the music teacher Gabi Kraneburg. All together there were 4 performances with more than 1000 spectators.

France&nbsp;: The French schools officially fight against early school leaving with councils dedicated to closely follow students with difficulties and adapt their education personally. Its name is GPDS for Groupe de Prévention du Décrochage Scolaire.

"Creative writing" project In the Anne- Frank-Gymnasium there is one international class where student from all over the world have the possibility to improve their German in very small classes. Teachers with special skills like "German for migrants" are teaching in these classes. In order to make more integration possible we started working groups in a creative workshop where students with a foreign background could write down their personal stories. Every weak the students met and wrote a story concerning a certain topic. These topics were: 1. Where I come from 2. Why I am in Germany 3. The friends I have 4. My family 5. My mother's role 6. My father's role 7. My life at school 8. How I feel here in Germany 9. Why I miss my country so much 10. Why I miss my grandparents so much

Poland : The Polish school is looking for the most effective ways to combat all forms of bullying. One of them is close cooperation with the police, which lecture to students on, for example, cyberbullying. In this way, they warn about the possible dangers and consequences of improper behavior.

We take measures to promote a healthy lifestyle and proper nutrition. One of these activities is breakfast together on the grass.

Germany :&nbsp;Theatre / drama course. A musical / theatre presentation was rehearsed showing the so called “Struwwelpeter” which is originally a children’s book from 1845. It shows the various types of children with a behavioural disorder syndrome (for ex: attention deficit disorder syndrome); so these non-conformist children have always existed. Today there are many more children going to school. Therefore there are many more problems and the pedagogical concept has changed a lot. Now, we do not punish these children like they were punished in former times. The consequences of non-conformist behavior are different : nowadays we try to help these children, while in former times they were expulsed from their families, they were severely hit by fathers and teachers and often came to die. “Struwwelpeter” represents the black pedagogy of former times. In our theatre play we presented an updated “Struwwelpeter” which means that there have always been disturbances among young people but nowadays we have a different approach to it.

C1&nbsp;: Knowing each other to start a meeting

Each meeting started with activities to introduce ourselves to others. Once they are together, all the students agree that languages are definitely not a barrier, only a source of great fun.

C3 : Cultural program in Cologne and Bonn&nbsp;: guided tour in the House of&nbsp;History.

C2 : sports competition - giving the best of oneself Sports are practiced everywhere : the project was an opportunity to discover new activities and to share values beyond gender limitation or fears to fail. Getting mechanics to dance was an experiment beyond clichés...

Special thanks to two great coordonators, Mercè Barull, Vil-La Romana - La Garriga, and Ruth Rebière Anne Franck Gymnasium - Aachen We all wish you the best for your new activities...

Agrupamento de Escolas de Moure e Ribeira do Neiva - Portugal (C4)

C5: thinking and working together in groups to solve mathematical enigmas (language is no longer a school subject and comes out without complexes)

We do our best to make nobody feel excluded in our school. In particular, we care about the integration of disabled students. One of those action is “Colorful socks day”

We teach students to care for our common safety through cooperation with the fire brigade.

Spain : The school corridor permanently shows exhibitions around a specific book or author, around a topic or to show the new purchased books for the school’s library.&nbsp;

C2&nbsp;: Improving motivation thanks to projects&nbsp;: logos were invented by students and one was chosen for the project. 

The creation of a common logo implied a reflexion about who we are, who others are and what we have in common.

It’s important to feel good at school&nbsp;: When showing to others what they learn at school, students become proud of their skills, of their school, of themselves.

C1&nbsp;: discovering the French school with its workshops

The school policy is to offer a large range of ambitious projects and whenever it's possible to participate in contest to enhance our students'work. For example, after the visit of Gurs internment camp, where refugees from Franco's Spain were detained as early as 1939 and other prisoners followed until 1946, a book was drawn by students thanks to an artist, Jean-Jacques Rouget, and their work won a special mention in the Annie and Charles Corrin Prize contest.

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