<< Background >>As a European School with AbiBac branch, it was important to us to strengthen the European idea and to establish it even more strongly in our school community. Above all, the desire for networking and the associated stronger digitalisation was in the foreground. We see ourselves as a school with a classical humanistic educational ideal and have seen the project as an opportunity to transport these ideals into the 21st century.<< Objectives >>On the one hand, networking with European partners was important to us in order to make Europe tangible for the school community. We wished not only for a collegial exchange, but also for the concrete establishment of an English-language exchange program. On the other hand, our goal was to strengthen and expand our competences in various areas. First and foremost, digitalisation should be mentioned here. Since we have had two tablet classes since the 2021/22 school year, which are to be expanded to further grades, further training in this area was particularly important to us. Furthermore, we have pursued the goal of expanding our variety of media and methods in order to enable our students to have holistic teaching and to be able to take appropriate account of the requirements of differentiation and inclusion (e.g. language support for refugees).<< Implementation >>Due to the pandemic, we were unfortunately unable to successfully achieve all our objectives. We particularly regret that, despite the parallel implementation of Key Action 2 (joint project on the Camino de Santiago with a school in Valencia), it has not been possible to establish a lasting English-speaking partnership. As a result, attendance of structured training courses was essentially limited to only one school semester. Due to this time constraint, we therefore focussed on the area that seemed particularly important to us when choosing the training courses: digitalisation and media and method diversity (see Activities). We presented the results of the training courses at the corresponding specialist conferences and made the material pool available digitally so that the widest possible distribution within the college could be guaranteed.<< Results >>Due to the great practical relevance of the training courses, we were able to implement the new methodological and media impulses directly. These have not only contributed to a greater efficiency of teaching, but also to a stronger motivation of the pupils. These effects were particularly noticeable in the tablet classes. This made it easier to exchange results and revise media texts (e.g. with the help of the Kialo app). However, we have also made the experience that too many new things can lead to excessive demands on the learning groups and that new methodological and digital impulses should be introduced in a well-dosed manner and with a time delay. Even the non-digital content (e.g. group games to promote creativity) could be quickly tested in the context of class leader lessons. We regret the often inadequate equipment with digital hardware in German schools, which unfortunately slowed us down in some places. This became particularly clear to us in comparison with the equipment of other European schools.

Roland Garros High School is located in Reunion Island which is unique in that it is part of both the Indian Ocean and the European Union. However, geographical distance and insularity are strong obstacles to the students ambition and to international openness. Our project is part of sustaining and developing our first experiences of European openness for the teachers and the students.Our school must continue to make it clear that international openness is not only a project or a temporary goal, but a regular source of enrichment from organisational, professional and educational points of views, as well as a constitutive element of our school's policy. We want to develop and promote innovative practices in language learning building on the skills acquired during staff mobilities. The teachers selected and trained according to their subject will be the driving forces of this innovation. This team will have to develop co-working, colaborative strategies and teaching in a foreign language, but also teaching in non linguistic subjects with the help of innovative activities in the three schooling routes (general, technological, and vocational). To do so, our staff must get an efficient training, thanks to mobilities in language schools (one in in Spain and two in Ireland), in training centers for teachers (two in Italy and three in Finland) but also two job shadowing in Germany. The teachers will have to observe and analyse european professional practises concerning innovative projects and how the other countries deal with school dropout. Some of the teachers will sit for a language certification that would enable them to teach their discipline in a foreign language. Our internationalization strategies must be enriched from exchanges with European partners. Through mobility, we want to improve our ability to carry out projects to consolidate our openness and outreach to the world.

"The project ""The Saint James Way - the oldest European cultural way - yesterday and today"" is a bilateral Erasmus+ project between IES Benlliure in Valencia, Spain and the Humboldt High School in Trier, Germany. In times of nationalism and anti-European feelings in the media, we consider it important to strengthen the cultural heritage and thus counteract the tendencies that lose sight of the common cultural heritage and the feeling of solidarity in Europe. The Pilgrim's Way to Santiago as Europe's first cultural route and as a link between European countries, people and cultures seems to be the appropriate topic here. The project should thus bring to the fore what we have in common in the past and present and thus lead to a ""tolerance of ambiguity"" in today's Europe.The concrete goal of our project is the creation of a virtual pilgrimage book as part of a website and the planning and implementation of a pilgrimage to conclude the project. These final products will be successively worked towards during the two-year project phase. On the one hand, the core group of participants, i.e. year 9 and 10 students of both schools, will work interdisciplinary in different subjects on topics related to the Way of St James: Landscapes, Climate, Cuisine, Legends, Multilingualism, History (Spanish / History), The Golden Section (Mathematics / Physics / Art), Gothic Cathedrals and Churches (Mathematics / Physics / Art/ English), The Saint James Way in Literature and Film (German / Spanish/ Religion), Geographical Data and Consequences for Pilgrimage (Geography) and many more. We orientate ourselves on the concept of ""problem based learning"", in which questions and problems arising from the lessons are posed by the students of the other country to be solved as a task. In addition to the lessons, the students learn to efficiently use digital media for information procurement and research and the possibilities of TwinSpace for the exchange of ideas and products, i.e. for collaboration as a whole. In terms of teaching, about 150 students will be integrated into the project on the German side, and about the same number of Spanish students. Students that are particularly interested and committed to the project will then be able to participate in the project meetings. On the other hand, the project meetings prepare for the final big pilgrimage on the ""Camino de Levante"". In spring 2020 we want to spend a week in binational groups intensively dealing with the theme of the Way of St James. Among other things, web quests about the Way of St James will be solved in binational teams, ""Spanish-Valencian-German for Beginners"" - courses will be held in groups of three, the Ruta Matemática in Valencia will be passed through, workshops on the topic of orientation in the terrain with maps and compass and the sky as orientation will be held and, in addition, a day on the Levante Way will be pilgrimaged. The method of collaborative work will be introduced and work on the digital book will begin. At the second project meeting in autumn 2020 in Trier, the following workshops are on the agenda: Man as Homo Viator/ Mindfulness, shooting a short commercial about the Way of St. James in Trier, designing one's own cathedral and replica in model size, writing a short play, investigating church architecture in Trier. In addition, the work on the digital book will be continued in binational teams. Finally, the preparation for our final pilgrimage should not be neglected; planning and organisation will be tackled (route, accommodation, equipment, luggage). In this context we want to spend another day together on the Way of St James, this time around Trier.After having spent almost 24 months on the Pilgrim's Way to Santiago, we will conclude the project with a five-day pilgrimage on the Camino de Levante.During the project meetings and the pilgrimage on the Way of St. James, the students develop determination and resilience, having to overcome difficulties and crisis situations. They must be proactive and work independently in a team. They become aware of themselves and develop a strong, self-sufficient self. In summary, the competences aspired to in this project are a prerequisite for young people to develop into independent and tolerant people who feel at home in Europe and connected to one another. For this reason, we will ensure that the project ""works"" beyond the project time by passing on the developed teaching series and continuing to develop them, that the pilgrimage becomes an integral part of our schools and is promoted and supported by external organisations and that the digital book is made available to an online travel agency."