LOL8 / the last international coordination note of the "TERRE DE LÉGENDES" project: BEFORE THE FINAL REPORT SUBMISSION

 My dear colleagues

I have to send the final report of our cooperative project before Thursday and there are still some birthday details missing in the beneficiary module (about Turkish boys on outing mobility in Cluj-Napoca and Kwidzyn).

Concerning the impacts, I would like to add to the report the results of the surveys completed by the students in order to show the learners' feelings on this point. You can read about it below. Surprisingly, English is not the only course offered to E+L.o.L students. which they think that their participation in the project can help them to be more efficient in this subject: this is also the case for History! (and in one case: Latin). I believe that this unexpected result is the result of the good work done by the teachers to introduce local heritage to the participants involved in the mobilities.

In addition to this report on the responses to the satisfaction questionnaires given to students, please look at the list of our objectives and please tell me for each of them whether, in your opinion, it was targeted or not ( or partially) through relevant activities. This is to allow me to provide more precise answers. Please specify what type of indicator allows you to respond? (for example, exam grades have increased and this is proof of effectiveness for you).

This is probably the last international note before acceptance by the National Agency is notified. Fingers crossed and hope that it will be made very soon and that we will get all the remaining funds from the promised grant.

BEST REGARDS

P-L Vanderplancke / plvanderplancke@gmail.com

SUMMARY

OBJECTIVES REMINDER and a QUESTIONNAIRE  pp 1-2

REPORT ON STUDENTS SATISFACTION QUESTIONNAIRES pp 3-6

Reminder about our intentions

I - Most relevant horizontal priorities according to the objectives of the E+ L.o.L. partnership.
HORIZONTAL: Inclusion and diversity in all fields of education, training, youth and sport
II - Additional priorities according to the objectives.
HORIZONTAL: Common values, civic engagement and participation

(I think we can add the Biodiversity protection, a goal in the C3 mobility and in the 3^rd pedagogic phase)

SATISFACTION QUESTIONNAIRES

completed by students taking part in the mobilities

IMPACTS SYNTHESIS

All the study travels were a good ooportunity according to the learners, who did enjoy these activities and most of the times gave the judgement:excellent ! to the organizers. 6% are a liitle bit less enthusiastic but it's a satisfaction none thought one of the mobilities was « bad » or even « normal ». This confirms the eminently mobilizing nature of European cooperation and, within this type of partnership, the importance of concrete meetings.

GOOD EXPERIENCE. Tous les voyages d'études ont été une bonne opportunité selon les apprenants, qui ont apprécié ces activités et ont la plupart du temps donné le jugement : excellent ! aux organisateurs. 6% sont un peu moins enthousiastes mais c'est une satisfaction qu'aucun n'ait trouvé une des mobilités « mauvaise » voire « normale ». Voilà qui confirme le caractère éminemment mobilisateur des coopération européennes et, à l'intérieur de ce type de partenariats, l'importance des rencontres concrètes.

Les porteurs de projet se sont efforcés de trouver un équilibre satisfaisant entre les ateliers faits en classe, les moments de convivialité dans l'école et hors de celle-ci, les travaux scolaires et artistiques, et il sont tâché de présenter le patrimoine local à leurs visiteurs : on doit considérer que, du point de vue des lycéen.n.es concerné.e.s, interrogé.e.s après chacune des mobilités, le résultat est atteint, comme l'atteste les chiffres mentionnés dans le graphe ci-dessus.

DIVERSIFIED ACCOMODATIONS. On a expérimenté dans le cadre de ce projet des pratiques dont beaucoup de partenaires n'étaient pas familiers, ou vis à vis desquelles ils avaient des réticences : c'est notamment le cas de l'hébergement dans les familles, qui pose a priori le problème des élèves internes ou peu désireux de recevoir en réciprocité un correspondant étranger, et paraît devoir casser la dynamique de groupe entre visiteurs (souvent réunis ans le même hôtel). Tou.te.s les lycéen.n.es n'ont pas été systématiquement impliqué.e.s par le dispositif, mais au total 67% du public scolaire ayant pris part aux mobilités. On a demandé à tous les élèves leur opinion sur la réussite de l'échange (du point de vue de ses bénéficiaires) mais recueilli aussi l'avis de tous les apprenants sur la conséquence induite par des hébergements différents. On s'aperçoit que près de 100% des élèves placés en famille ont trouvé la pratique « excellente » (une infime minorité l'a qualifié « seulement de « plutôt bon » système e t personne ne s'est plaint (voir le graphique ci-dessous). Par ailleurs, les apprenants n'ont pas pensé que le fait d'héberger certains dans les familles et d'autres à l'hôtel n'avait eu d'effet pervers oui discriminant, contrairement à ce qu'une partie des professeurs avait redouté.

As part of this project, we experimented with practices that many partners were unfamiliar with, or had reservations about: this is particularly the case of accommodation in families, which a priori poses the problem of internal students or those unwilling to reciprocally receive a foreign correspondent, and seems likely to break the group dynamic between visitors (often gathered in the same hotel). Not all high school students were systematically involved in the system, but in total 67% of the school population took part in the mobility. We asked all the students their opinion on the success of the exchange (from the point of view of its beneficiaries) but also collected the opinions of all the learners on the consequence induced by different proposals. We see that almost 100% of students placed with families found the practice “excellent” (a tiny minority described it as “only a “rather good” system and no one complained (see the graph below - Furthermore, the learners did not think that the fact of accommodating some in families and others in hotels had had any perverse or discriminatory effect, contrary to what some of the teachers had feared.

ENJOY IT. Les élèves, interrogés sur la qualité de leur hébergement, s'en sont tous déclarés très satisfaits ou satisfaits (le petit quart d'élèves se déclarant heureux est à peu près constant et la fait ne peut être corrélé à une qualité effectivement moindre de tel ou tel lieu d'hébergement puisque la répartition des réponses varie très peu d'une mobilité à l'autre).

The students, questioned about the quality of their accommodation, all declared themselves very satisfied or satisfied (the small quarter of students declaring themselves happy is more or less constant and the fact cannot be correlated with an actually lower quality of such or such place of accommodation since the distribution of responses varies very little from one mobility to another).

Les différentes sorties de terrain ont fait réellement consensus puisque les apprenants ont trouvé que toutes étaient effectivement en rapport avec les thématiques du projet (à 100%) mais également qu'elles étaient intéressantes. Seuls 6% des participants ne les ont pas toujours appréciées de ce point de vue, encore leur avis est-il nuancé et fondé sur des arguments parfois étranges – cuisine locale suspectée a priori, temps trop chaud ou trop froid, présence de trop d'insectes, etc. de sorte qu'il s'agit apparemment de sentiments dont l'objet même du partenariat est d'en réduire l'importance et la manifestation.

The various field trips achieved a real consensus since the learners found that all of them were indeed « relevant' – it means related to the themes of the project (100%) but also that they were interesting ? Only 6% of participants did not always appreciate them. although their opinion is nuanced and based on sometimes strange arguments – local cuisine suspected a priori, weather too hot or too cold, presence of too many insects, etc. so that it is a question apparently feelings of which the very object of the partnership is to reduce their importance and manifestation.

ICE BREAKERS. L'un des défis pour le partenaire accueillant une mobilité est d'arriver à créer une ambiance conviviale entre les apprenants des différents pays afin que leur cohabitation se passe au mieux et qu'ils en arrivent à travailler ensemble sans contrainte. Il est toujours intéressant de recueillir l'impression des élèves à ce propos, quand ils reviennent de voyage.. car c'est une impression qui peut différer sensiblement de celle des enseignants.e.s

One of the challenges for the partner hosting a mobility is to create a friendly atmosphere between learners from different countries so that their cohabitation goes as smoothly as possible and so that they can work together without constraints. It is always interesting to collect the students' impressions on this subject, when they return from a trip... because it is an impression which can differ significantly from that of the teachers.

ANTALYA FEEDBACK / ICEBREAKERS

CLUJ-NAPOCA FEEDBACK

C3 BEST ICEBREAKERS

1. Turda salt mine and subterranean games

2. Turga gorges, zip line, walk and « mici »

3. Visit in the old Cluj

SAINT-JEAN-DE-LUE FEEDNBACK

C2 BEST ICE BREAKERS

1 Basque Dinner

1 Songs workshops

3 Library games and Meeting with the Dolphins

KWIDZYN FEEDBACK

C1 BEST ICE BREAKERS
1 Cooking together

2 Pizza Party

3 City Tour Game

IMPACTS. En dehors de la prise en compte par les professeurs des effets sur les indicateurs prédéfinis dans la cadre du projet, les changements produits par le partenariat sont d''abord ressentis par les élèves ; il est donc utile de leur demander leurs impressions à ce sujet, quitte à ce que l'équipé pédagogique ne valise pas forcément tous les points mentionnés par les apprenant.e.s

Apart from teachers taking into account the effects on the indicators predefined within the framework of the project, the changes produced by the partnership are first felt by the students; it is therefore useful to ask them for their impressions on this subject, even if the teaching team does not necessarily cover all the points mentioned by the learners (« Free speech »).

TARGETED OBJECTIVES ACCORDING THE SPONTANEOUS DECLARATIONS MADE BY THE PARTICIPANTS

ERASMUS+ PROGRAMME :

1. is a good tool to increase sociability, empathy 80

2. is a good tool to increase open-mindedness, give interest to foreign cultures 80

3. is a good tool to increase the English level of participants 75

Take part in the E+L.o.L. mobilities and project was

1. AN ENRICHING EXPERIENCE 100

(a way to meet new people and have new friends : 60 / the best experience of my schooling : 50)

2. A WAY TO INCREASE MY KNOWLEGE IN HISTORY 80

3. A WAY TO MAKE MY SELF ESTEEM AND/OR CONFIDENCE GROW 65

LOL INTERNATIONAL COORDINATION NOTE IC7

 

Note de COORDINATION INTERNATIONALE n°7/ E+L.o.L. IC7note

Terre de Légendes : Partager des Mythes pour construire ensemble librement un destin commun 
2021 - 2023 le 29/11/22

E+L.o.L. ERASMUS+ LAND OF LEGENDS

C3 AND C4 scheduling

WE NEED TO FIX asap the two remaining mobilties.

According to brainstormings we have made in Kwidzyn, the plan was:

To do C3 in Cluj-Napoca from the 24^th to the 28^th of April (or one week later) / To do C4 in Antalya the last week of september (not earlier) or even the first week of october.

Please to confirm it

Since I think it may be a good objective to be sure of C3 planning before the end of January (and the same thing for C4) but it is possible only if both Romanian and Turkish team are sure of the local scheduling.

MAKE MORE?

Perhaps we can think to implement some rewriting workshops in oder to forge a new legend from the local traditions of all the partners in order to have an intellectual output to show at the end of the partnership and make this job in relation with the study trips and values we did explore in each city. Solidarity and dance in Poland (mermaid), Empathy / Fraternity and song in France (lamina) and so on.

We are not obliged to do that according to the applicant but it's a lead for us to be more efficient.

BEST REGARDS

E+ L.o.L. INTERNATIONAL COORDINATION - IC 4 quatrième note de coordination du projet TERRE DE LÉGENDES

 

Note de COORDINATION INTERNATIONALE n°4 / E+L.o.L. IC4note

Terre de Légendes : Partager des Mythes pour construire ensemble librement un destin commun 
2021 - 2023 le 20/06/22

E+L.o.L. ERASMUS+ LAND OF LEGENDS

I – C2 SCHEDULE IS FIXED

REMINDER: The second exchange (E+ L.o.L. C2) will be implemented in France from the 10th to the 14th of october, 2022

Please think on the following meetings' dates. You can check its easyly using the long-term schedule made at the beginnings of the project (our monitoring page is available online: http://nbeplus.franceserv.eu/LOLplanning.html). We need to have a conversation about C3 and C4 dates during C2, since the planning must be definitively consolitated as soon as possible. According to the plan, we were supposed to organize C2 event in France in October, 2022. Then C3 study travel to Romania in april, 2022 and C4 mobility in Türkiye in October, 2023. Do not forget, if you wish to make any change in this agenda, that a postponement may be very complicated (for instance: French students taking part in the partnership will have next year some exams in may-june, so that delaying C3 mobility may be concretely impossible).

II – C1 DISSEMINATION IS DONE

You may find many pictures or movies on Facebook (NBE+ closed group) and also  on the Kwidzyn High School's website.

The official report is available on the NBE+ website (NBE+ is a special space dedicated by the coordinator High School to brainstorm and shares beween participants) http://nbeplus.franceserv.eu/LOLC1.html/

Some videos were edited also in the website done for public propaganda (on the welcome page, then clicking on the TERRE DE LÉGENDES tab https://legendplus.franceserv.eu/

III – ABOUT QUALITY CONTROL

As you know the coordinator has to transmit to the Erasmus+ Agency some information on the process of implementation. I will have to explain the changes beween our promises and reality. As an example: according to the applicant form, a satisfaction questionnaire is to be filled before and after each mobility by participants, but I shall explain that C1 event was very late in the school year, reason why we decided to make pupils complete this forms during C2 exchange.

I pray you to compare the goals defined in the application with the things we actually did during the first school year and the mobility in Poland in order to help me to make a “check point” and ensure the efficience of the follow up. Thats is necessary to write reports good enough for the EU give us all the grants we claimed for (only 80% were paid) but also for us to obtain or to keep our label of Good Practice (a key to be accepted more quickly in the future programs the EU does fund). You ll find the first sketch of the presentation of CP1 results. The page (http://nbeplus.franceserv.eu/QCLOL.html in NBE+ ) will be updated from your answers; my hope is to obtain before July). Thanks a lot for filling asap the following chart (next page 2 /2)

Best regards to all of you.

P-L Vanderplancke / plvanderplancke@gmail.com

OPEN DOORS THE 5th of MARCH at lycée Ravel High School, two international notes written to our partners (eVE+ and E+L.o.L.)

 

IC8 eVe+

Energyplus QUINTESSENCE Erasmus+

SCHEDULE

Next study travels:

to France C1 from the 10^th to the 16^th of April (agenda was given earlier, see IC7).

to Romania C2 from the 30^th of may to the 3^rd of June/ or if it's a problem for some of you: from the 23^rd to the 27^th This mobiliy cannot be located elsewhere if the politic situation remains difficult (cause Latvia is also in eastern Europe): if we are not able to maintain C2, it means we'll have to postpone it to next school year wich would be a bad solution.

Second transnational meeting in Cluj R2: could be done in June (very late in the month).

LOCAL ACTIVITIES

Our pupils wil take part in the International Festival of Cartoons (FIBD in Angoulême the 18th of March). The visit can be considered as a workshop for helping eVe+ implementation. Give us informations of cultural activities you can do at home in order to make a dissemination in our common website http://quintessence.franceserv.eu/ We are waiting from you some drawings or portfolios about Nature and Energy to publish its and to valorize your local productions. We plan to show during C1 to your students how to upload some contents by themselves in the spot.

DRAWING CONTEST

Please ask to pupils in your school to imagine and do a drawing about the theme of your country (air in Turkiye, water in Latvia or Fire in Romania). Thez must do it on a A4 paper with only one colour (yellow, blue or red). If you can obtain the drawings before april ans scan its or come with, we'll mix the results to do a coat of arms during the "ice breaking" day.

POST SCRIPTUM we can do a videoconference to make a deal about some of these points if it isnecessary.

Best regards

POLISH DREAMS: preparing E+L.o.L. C1 meeting

 

Note de COORDINATION INTERNATIONALE n°2 / E+L.o.L. IC2 note

Terre de Légendes : Partager des Mythes pour construire ensemble librement un destin commun 
2021 - 2023

E+L.o.L. ERASMUS+ LAND OF LEGENDS

My dear colleagues

I – INFORMATION

Our accountant is now ready to expedy you your contracts (then to give you 80% of the funds the EU has promised you, as soon as your boss will have signes the contract and sent it back to us). But our winter holidays are finishing only the 28th of february, so I believe you will have to wait a little more the documents till... very early in March.

II – SCHEDULE QUESTION

Please Angela give us the best moments you think you can choose to do C1 in Kwidzin. In may, in our case, we are free enough but we would prefer to block the very first part of the month (week 2 for example) or the farest end, to avoid a not suitable coupling with another mobility we have to do (in another partnership's progress) during the same month.

III – PEDAGOGIC ISSUES TO PREPARE C1

The first exchange main goal is to study common moral values the legends may help to be understood and shared by people. We think every school may present a power point made to prepare the meeting. A debate about would be a sort of ice breaker ?

Concerning the French future participants, they have made in classroom some works dedicated to both greek latin myths (Apulée, Artemis, Daphné, Narcissus ) and some have to study Icarus and Dedalus. So it would be interesting for them to make a brain storming with your pupils to find all the qualities and flaws and ethical values ​​conveyed by these narratives. And each of the other school could try to do the same from another type of legends ?

We (Séverine and me) wish to make you a videoconference in March (if you do agree) to fix the things with you (pedagogic preparation)? Do not dare to give informations about the weeks you cannot move to Poland in order to make easier the design of the exchange by Kwidzin team !

TERRE DE LÉGENDES première note de coordination internationale IC1 E+.O.L

 

Note de COORDINATION INTERNATIONALE n°1 / E+L.o.L. IC1 note

Terre de Légendes : Partager des Mythes pour construire ensemble librement un destin commun 
2021 - 2023

E+L.o.L. ERASMUS+ LAND OF LEGENDS

My dear colleagues

It's a real pleasure to confirm the French National Agency has select our project. Congratulations to Mustapha who is the instigator of this Partnership and did initiate our cooperation.

I ll send you as soon as possible all the papers we may have for you. I do believe we may begin a brain storming about the planning and the agenda of this first school year of common works after the 8^th of november, since it's little holidays for us from next Friday to the 8^th of november.

You 'll be interested in the evaluation report on our applicant form, transmittted by Erasmus+ advisers. A good point is always to pay attention to the critics to solve them.

Best regards to all of you.

P-L Vanderplancke / plvanderplancke@gmail.com

NOTA BENE coordination notes will be a tool in order to ensure the Quality Control by the Project holders, as the NBE+ (not a phone friendly) website (http://nbeplus.franceserv.eu/).

__________________________________________________________________________________

Evaluation : Total score 77.00 / 100
Summary of comments
Led by the Lycée Maurice Ravel, the “Terre de Légendes” project, which brings together four establishments schools from four program countries (France, Romania, Poland and Turkey) aims to contribute tothe education of pupils from 14 to 18 years old and their socialization through the study of the myths and legends of each country. It is about using myths and legends to teach values, traditions, customs and to facilitate the learning of other school subjects and therefore academic success. He signs up in two horizontal priorities of the program.
Strong points
The objectives are specific, measurable, achievable, realistic and time-bound.
The European added value of the project is well described in terms of better cultural cohesion and universality.
The means and methodologies to achieve the objectives of the project are clearly defined.
Target audiences are identified.
This cooperative project is innovative both in its approach and in the methodology that it will implement.
The monitoring of the project progress (both schedule and activities) is convincing.
The partnership is of good quality.
The modalities of cooperation are effective.
The impacts are considered on the participants, and their evaluation planned.
Weak points
The proposal suffers from the lack of a solid analysis of the needs of the various target groups (high school students, professors, administrative staff) such as, for example, the inclusion of this theme in a
specialty teaching, in a workshop or in Moral and Civic Education.
The means to achieve the objectives are defined, but sometimes lack precision.
The learning activities are not very formalized; cultural visits not clearly justified by
relation to learning activities.
The distribution of tasks and responsibilities between partners is summary.
The impact at national, European, international level is not satisfactorily anticipated. The impact
eventuality of the project is therefore limited to the longer term and on a larger scale.
Page 1/2

Recommendations
To carry out this project within the framework of KA220, it is recommended that partners:
- Refine the needs analysis of this project and better identify the impact on organizations;
- To define more precisely the learning activities in their content including visits
cultural;
- To proceed with a precise distribution of the responsibilities of each partner according to their
expertise;
- To promote educational practices and results at least in France (Grand Oral, theater workshop,
Cordées de la Réussite, theater or dance options at the baccalaureate, etc.);
- Consider transferability of project results to other sectors according to a well-defined plan.

__________________________________________________________________________________TEXTE ORIGINAL (en Français)

Score total 77.00 / 100

Synthèse des commentaires

Porté par le Lycée Maurice Ravel, le projet « Terre de Légendes », qui réunit quatre établissements

scolaires de quatre pays du programme (France, Roumanie, Pologne et Turquie) vise à contribuer à

l’éducation des élèves de 14 à 18 ans et à leur socialisation à travers l’étude des mythes et légendes de

chaque pays. Il s’agit d’utiliser les mythes et les légendes pour enseigner les valeurs, les traditions, les

coutumes et pour faciliter l’apprentissage d’autres matières scolaires et donc la réussite scolaire. Il s’inscrit

dans deux priorités horizontales du programme.

Points forts

Les objectifs sont spécifiques, mesurables, atteignables, réalistes et temporellement définis.

La plus-value européenne du projet est bien décrite en termes de meilleure cohésion culturelle et

d’universalité.

Les moyens et méthodologies pour atteindre les objectifs du projet sont clairement définis.

Les publics cibles sont identifiés.

Ce projet coopératif est innovant à la fois dans sa démarche et dans la méthodologie qu'il va mettre en

oeuvre.

Le contrôle du suivi de l’avancée du calendrier et des activités du projet est convaincant.

Le partenariat est de bonne qualité.

Les modalités de coopération sont efficaces.

Les impacts sont envisagés sur les participants, et leur évaluation prévue.

Points faibles

La proposition souffre de l’absence d’une analyse solide des besoins des divers groupes cibles (lycéens,

professeurs, personnel administratif) comme par exemple, l’insertion de cette thématique dans un

enseignement de spécialité, dans un atelier ou en Enseignement Moral et Civique.

Les moyens pour atteindre les objectifs sont définis, mais manquent parfois de précision.

Les activités d’apprentissage sont peu formalisées; les visites culturelles pas clairement justifiées par

rapport aux activités d'apprentissage.

La répartition des tâches et responsabilités entre partenaires est sommaire.

L’impact au niveau national, européen, international n’est pas anticipé de façon satisfaisante. L’impact

éventuel du projet est donc limité à plus long terme et à plus grande échelle.

Recommandations

Pour mener à bien ce projet dans le cadre de KA220, il est recommandé aux partenaires :

- D’affiner l’analyse des besoins de ce projet et de mieux identifier l’impact sur les organismes ;

- De définir plus précisément les activités d'apprentissage dans leurs contenus y compris les visites

culturelles;

- De procéder à une répartition précise des responsabilités de chaque partenaire en fonction de son

expertise ;

- De valoriser les pratiques et les résultats pédagogiques au moins en France (Grand Oral, atelier théâtre,

Cordées de la Réussite, options théâtre ou danse au baccalauréat, etc) ;

- D’envisager une transférabilité des résultats du projet vers d’autres secteurs selon un plan bien défini.

Page 2/2

NOVEMBER WAVES, GOOD NEWS FOR Lycée Ravel AND FRIENDS

GOOD NEWS FOR Lycée Ravel AND FRIENDS

I - Our amendment to the eVe+  contract was accepted today by the French Erasmus+ Agency. It means the end of the QUINTESSENCE partnership is now officially postponed from August 2022 to August 2023 and also that the new agenda fixed in R1 (Riga) is definitively approved ! Congratulations to our fellows from Rigas.18 vidduskola in Latvia, colegiul economic "Iulian Pop" in Cluj-Napoca, Romania and Bilgic  High School in Cesme, Turkey. We are just waiting news from Riga in order to implement a drawing workshop as soon as the pupils will come back to school...

II - Our E+ corner will be renewed in a couple of days to make more efficient the publicity and dissemination of our two current projects : KA 201 QUINTESSENCE and KA 220 LAND OF LEGENDS

III - The second ERASMUS MOB event will take place from the 22nd to the 27th of November, made to celebrate international and european engagement of the High School. Some remote workshops will be implemented with our foreign partners involved in the eTwinnings WATER.WOR(L)DS and NOAH and some videoconferences will be done between the schools carrying together the Erasmus+ projects eVe+ and E+L.o.L. 

IV - The students will take part in the EUROSCOLA session organized by the Europarliament the 26th of November

V - Romanian project holders of eVe+ partnership will be probably present in Saint-Jean-de-Luz from the 24th to the 27th (and we hope they could play a role in the final ceremony, the 26th).