France

Dissemination

Creation and use of a Facebook Page to allow the students and the teachers to post pictures and comments about the mobilities, the seminars and their activities. We used this Facebook page as a simple and flexible blog for the project.
Creation and use of a Facebook Page to allow the students and the teachers to post pictures and comments about the mobilities, the seminars and their activities (Annex 1-b). We used this Facebook page as a simple and flexible blog for the project.

Facebook page

A group of 4 French students participated to a short mobility with the Netherland: they spent 5 days in the Netherland in April 2016 and welcomed 4 Dutch students in May 2016.
They worked together on the differences in their culture and their educative system and, as a result, produced 2 short videos.
The reciprocity in this short mobility allowed the students to develop strong bounds and to build a dynamic and efficient team.

Short Term Mobility with the Netherland

April 2016/May 2016

We tried to combine the short mobilities with Poland and Spain in order to prepare a day of Europe in our school. 3 students participated to the mobility with Poland and 4 students participated to the mobility with Spain.

For the mobility with Poland, we selected the students thanks a contest of articles about Lyon as a place of art (Annex 4-a). About 40 students participated to this contest and spent 5 hours with 3 different teachers to help them to write their article.

For the mobility with Spain, we selected the students thanks a contest of panels about sport, cooking and architecture in France. About 40 students participated to this contest and spent 3 hours with 2 different teachers to help them to do their panel.

This reward based on the merit of the students convey a very positive message for the students: all the students can hope to win thanks to their own hard work, independently of their family’s financial resources.

Our students went to Poland in September 2016 and to Spain in January 2017. We hosted in France in November 2016 the Polish and the Spanish students and we organized various cultural and teambuilding activities, workshops, an official dinner (where the local authorities and the press were invited) and a day of Europe in our school (Annex 4-b).

Short Term Mobility with Poland and Spain

September and November 2016/January 2017

3 students participated to a short term mobility in Finland with students from all our partner countries. Before they leave for Finland, they worked 2 hours with a teacher to study the French educative system and the postbac organization (Annex 6-b and 6-c). This work was used during their stay in order to build with the help of the other students the “perfect school” (Annex 6-a). This activity involved the budget of the school and helped the student to develop their entrepreneurship skills.

Short Term Mobility in Finland

Mai 2017

7 students participated to a short term mobility in England with students from all our partner countries. They could participate to various cultural and teambuilding activities and workshops with these other European students (Annex 7-a).

For this mobility, we selected the students thanks a contest of logos for the project. A large groupe of 20 students participated to this contest and spent 3 to 5 hours with different teachers to help them to do their logo. These logos were submitted to the vote of the teachers of our school (Annex 7-b).

This reward based on the merit of the students convey a very positive message for the students: all the students can hope to win thanks to their own hard work, independently of their family’s financial resources.

It was one of the first action of a large scale that we led in our school, giving an early and great opportunity to present and discuss about the project within our community.

Short Term Mobility in Enland

June 2015

8 teachers participated to a seminar in one of our partner countries (2 in Spain, 2 in England, 2 in Holland, 2 in Finland).

In order to measure the impact of these seminars, the teachers filled up a questionnaire (Annex 9-a and 9-b). 100% of the teachers think that the Erasmus+ project provided them with opportunities they would never have had chance to do before. The teachers really appreciated this experience and even if most of them weren’t involved in the project before (14%), all of them want to participate again. Through these seminars, they think they managed to develop different kind of skills: communication (100%), new technologies (43%), autonomy (86%), linguistic competences (100%), social interaction (100%), international culture awareness (100%), tolerance (100%) and confidence (71%). 71% think to will be able to use what they learnt through the seminar and 57% fell confident they should be able to form other colleagues.

After these seminars, one of our biology teachers felt now confident enough to take a certification to teach in English in European sections.

Impact of the Seminars

After the seminar about new technologies in England, one of our English started to use new smartphones for her classes. A head of studies (member of direction) and a bilingual physic teacher could take part to one of her lesson in September. She also presented the use of these tool to other language teachers. Thanks to her experience and this visit, several teachers started to use smartphones and our new digital platform for their class. For example, students can now shoot some short videos and drop them on the digital platform (classroom application). It’s a great opportunity for the teachers to evaluate orally a large group of students (Annex 10).

After the seminar about mediation in Madrid, one of our mathematics teacher set up various activities of mediation and tutoring in a 1st grader class. With the help of the head of studies of this level, they intend to develop these actions for the 1st grader and, later,  to extend them to the other levels.

Participate in one of our lessons

Short Term Mobility in Lyon

May 2016

In May 2016, we welcomed 31 students in our school and proposed a program mixing cultural activities and group work (Annex 3-a). 
In order to prepare this meeting, each school worked with their team of students and produced a video to present their school and their city (Annex 3-b to g): as an “ice breaker” activity, the videos were projected at the beginning of the stay before the workshops.
Workshops with groups of students from the different countries were proposed to work on 3 target groups: student with financial, health or cultural problems. The students shared their points of view and made a movie that presents their solutions (Annex 3-h to j). Through this activity, some of them were able to develop their digital skills.

Using the experience gained by one of our teachers who attended the seminar about new technologies in Poynton, we built 2 geocatching activities for the students: they downloaded a powerpoint that they could use on their phone with the Google Slide application to discover “le Parc de la Tête d’Or” and the city center of Lyon (Annex 3-k and 3-l). After forming teams from different countries, the students had to go for a treasure hunt and take pictures of the slides targets and insert them in the file: it gave them a good opportunity to know each other and to use new technologies.
The students could see some classes and attend a physic and a biology class to do some experimental work linked with the park visit (Annex 3-m), mixed with other French students. These 33 French students that weren’t involved in the project really enjoyed the experience: it allowed us to promote even more the project in our school.
An official dinner, where the press, the local authorities, the teachers, the students and the host families were invited, was organized in our school.
Some pictures of the workshops, the official dinner and the experimental class can be seen in the Annex 3-n.
In order to measure the impact of this mobility, the students filled up a questionnaire (Annex 3-o and 3-p). 88% of the students think that the Erasmus+ project provided them with opportunities they would never have had chance to do before. For example, 60% never had the change to take part to an exchange and 20% had never been in another country. The students really appreciated this experience and even if most of them weren’t involved in the project before (85%), all of them to participate again. Through this short mobility, they think they managed to develop different kind of skills: communication (98%), new technologies (53%), autonomy (80%), linguistic competences (98%), social interaction (98%), international culture awareness (95%), tolerance (88%) and confidence (83%).
 

With the help of the short term mobilities with Spain and Poland, we organized a Day of Europe the 17th of November 2016 in our School. All the students had prepared panels about sport, cooking and architecture in their country. During the workshops, the students could present their work, complete some panels and organize an exhibition for this day. The exhibition, with their panels and some productions that were made previously in the project (videos, …), was  presented first during an official dinner the 16th of November. The day after, several classes and teachers of our school visited the exhibition animated by the students of the 3 countries. It was a great opportunity for the students of these classes to meet and exchange with other European students and to learn more about the Erasmus+ project. It was particularly interesting for the youngest who discovered that they could apply to some short or long term mobilities later (Annex 5).

Day of Europe

17th of November 2016

Obviously, the biggest impact was observed for the students who participated to the long term mobilities.

In order to measure the impact of this mobility, the students filled up a questionnaire (Annex 8-a and 8-b). 100% of the students think that the Erasmus+ project provided them with opportunities they would never have had chance to do before. For example, 25% never had the change to take part to an exchange and 19% had never been in another country. The students really appreciated this experience and even if they weren’t involved in the project before, all of them want to participate again. Through this long term mobility, they think they managed to develop different kind of skills: communication (100%), new technologies (31%), autonomy (100%), linguistic competences (100%), social interaction (100%), international culture awareness (100%), tolerance (100%) and confidence (100%).

It was a very positive experience and most of them intend to go study abroad later. We had a very good feedback from the families about the exchange: some of them developed very strong bounds with the student and the other host family. For example, a Finnish family came in the French family in Lyon to celebrate their wedding marriage and a German student came back one year after in her French host family because she had found a summer job in Lyon!

Even if the experience was shorter, the impact of the short term mobilities was very positive too.

In order to measure the impact of this mobility, the students filled up a questionnaire (Annex 8-c and 8-d). 100% of the students think that the Erasmus+ project provided them with opportunities they would never have had chance to do before. For example, 33% never had the change to take part to an exchange and 17% had never been in another country. The students really appreciated this experience and even if they weren’t involved in the project before, almost all of them want to participate again (92%). Through this short mobility, they think they managed to develop different kind of skills: communication (100%), new technologies (58%), autonomy (100%), linguistic competences (100%), social interaction (100%), international culture awareness (100%), tolerance (83%) and confidence (92%).

These mobilities also have a positive impact on the other students of our school: once they came back, the mobilities participant shared their experience and convinced other students who had doubts about their capacity to study abroad that they could do it too. We are also very happy to note that more and more students wish to participate to the contests we organize for the short term mobilities selection.

After their mobility, most of the students passed a certification in language like the Cambridge Certification, the TOEIC and the BULATS (Annex 8-e to g).

Impact of the short term and long term mobilities

The 27th of June 2017, we organized a meeting in order to present the Erasmus+ project to the different educative actors of our area.

We invited teachers of European sections, representative of public and private schools (Annex 12-a to c), representative of local authorities (Annex 12-d and e) and all the students and families who participated to the long term mobilities. We also invited a journalist from “the PROGRES” but she finally couldn’t be there.

We started with a presentation about the Erasmus+ project, its interests and how to make it (Annex 12-f).

This presentation has been followed by a cocktail and an exhibition retracing all the work that has been done during these 3 years: panels with students and teachers article, panels from our Day of Europe and the videos produced (we prepared a small room of projection).

We kept the exhibition ready during the summer for the teachers’ meetings before the start of the year: they had the opportunity to visit it and appreciate all the work that accomplished during these 3 years of project.

Pictures of this event can be found in the Annex 12-g.

We are an Erasmus+ reference / Exhibition in our school