The present Project is based on the study of History and Literature according to the EsaBac and the BachiBac programs, the improvement of the student’s language skills and the deepening of the knowledge of the culture and the civilization of France, Italy and Spain, the European construction process and, as well, to change the methodology and the perception of the importance of these programs for each center.These objectives will be reached thanks to teacher’s meetings, exchange visits among the three High Schools and researches made by the students. Teachers will focus on the elaboration of didactic materials for the EsaBac and the Bachibac programs as to achieve the challenge that these programs imply, meanwhile students will analyse the European construction process in the three countries and they will work on a field study about the sense of the European citizenship in their respective countries. The vehicular language of the Project is French as it is the common one for the three countries.The three High Schools participating in this Project: Lycée Molière of Paris, Liceo Virgilio of Rome and the IES San Isidro of Madrid are pioneers in the implementation of the ESABAC and BACCHIBAC programs in their countries, clearly placing high expectations on the improvement of the language skills and the promotion of intercultural understanding. That’s why they are reference centers for other High Schools. Moreover the three High Schools have a lot of characteristics in common as they are located downtown with a rich historical and artistic heritage.

We are Filmakers is a project that brings together formal and non-formale ducation actors from Greece, Spain and France to initiate a European ambition of cooperation in the field of film education as a challenge of European citizenship. We are Filmakers, which will last 13 months, is aimed at students aged 16 to 17, mobilises the teaching teams of 5 schools and brings together four international film festivals. It is structured around four key events taking place in Thessaloniki, Madrid, Cannes and Marseille.For digital natives, the overwhelming majority of information, leisure activities and creative investment is disseminated through screens, in the form of film stories. This reality influences considerably the construction of representations of the world and therefore of citizenship. We believe that simple image education is not enough to increase awareness and the development of critical thinking among students. There is a need for a greater articulation between the reception and creation of filmic narratives in order to enable students to increase their critical competence.European education systems have in factvariously taken up the issue of the construction of representations, of which the teaching of cinema is a formidable witness. Therefore, thanks to the exchange of practices, Jobshadowing sessions completed by exchanges with experts from outside the educational world, We are filmakers wishes to lay the first foundations for a harmonization of the practices of cinema/audio-visual teaching, to draw up the expectations and to enrich the respective pedagogies. We are Filmakers has two convictions, relevance we want to demonstrate.Firstly, the need for a European vision. Not only because awareness of the citizenship issue cannot be reduced to the national space, but also because We are Filmakers needs to be embodied in an ambitious project to support the efforts of students. The objectives communicated to them at the beginning of the project have a strong potential for valorization. To be able, at the end of the process, to be part of a jury of critics at an international film festival. And, to make a collective documentary and poetic film, based on three filming sequences in each of the countries. This work would be a metaphor for a shared cultural ambition of European citizenship.The second is that citizenship and culture require as soon as possible a shared work between formal and non-formal actors, in order to promote and multiply access to it and make a continuity of public in time and space. We are filmakers wants to be an accelerator of collaboration and bring schools/cultural organizations into the culture of co-teaching. To do this, it will actively associate three international film festivals (Thessaloniki, Madrid, Cannes and FID Marseille), as an educational film programmer and to supervise the production of the collective work by making film professionals available.This combination also responds to a professional perspective. The film industry and, more broadly, the audiovisual industry are growing and become a major source of opportunities. For students, festivals, through the density of the works shown and also the activity of their markets, testify to this reality and dynamism. Finally, for the territories concerned, festivals are also markers of identity and development. By associating them in the same project, the project feeds a possible synergy in terms of European inter-festival cooperation.Based on precise, qualitative and quantitative indicators, built on the contributions of the participants and supported by the state educational authorities, We are filmakers has multiple ambitions: educational, cultural, artistic, professional and territorial in the service of an active Europeancitizenship thanks to cinema.

"Despite the difficulties encountered during the period of implementation of this Erasmus + project entitled ""The development of Common Curricula in Upper Secondary School Education and Baccalaureate in Europe: towards the Creation of a Common European Framework for Upper Secondary Education"", henceforth denominated EUROBAC project, we can consider this project to have been successful, since the objectives we had set in the presentation of the project have been achieved and most of the planned activities have been carried out.The Eurobac 2018-2020 project has been the continuation of another Erasmus + project that took place between 2015 and 2017, based on the development and consolidation of the binational programs Esabac and Bachibac, which involved the participation of the Lycée Molière de Paris, the Lycée Virgilio of Rome and the IES San Isidro of Madrid. The positive results that the previous project gave, encouraged us to involve the Romain Rolland Gymnasium in Berlin, which joined the three previous partners in the implementation of a new project and made it possible to include all the binational programs, with the addition of a secondary school that had the Abibac program, the equivalent of Esabac and Bachibac in Germany. Our project was meant for students between the ages of 15 and 17, most of whom belonged to these binational programs.As things stand, we are four educational centers located in the cities of Paris, Rome, Berlin and Madrid that have carried out the development and implementation of the project.With this project, we meant to encourage the joint effort of students and teachers for a better knowledge of the binational programs of our centers and to face a common study topic that we considered essential for the development of our collaborative work. Regarding the latter, we saw that an issue common to our four cities was that of urban transformations and gentrification processes, so from the beginning we dedicated ourselves to designing the objectives and features of this common study.All the meetings shared three types of activities in accordance with these objectives, albeit the original contributions given in each of them. First of all, city tours guided by the students of the host schools on the theme of urban transformations, followed by surveys among the population on the perception of these realities. Secondly, meetings with universities to have a deeper knowledge of their international programs. Finally, activities to promote European citizenship and a better knowledge of the EU, through workshops, such as the one held in Paris in December 2018, debates, such as the simulation of a debate in the European Parliament that was also held in Paris in December 2019, and institutional meetings. All these activities have been developed successfully and they have contributed to achieve the project objectives. These topics had already been designed in the presentation of the project, more concretely defined in the initial meeting which took place in Paris in October 2018 and then updated in the intermediate meeting held in Rome in June 2019 to define the calendar for the 2019-2020 academic year and to establish the priorities of the meetings in that year.Unfortunately, of the meetings scheduled for the 2019-2020 academic year, only the one in Paris could be held in person in December 2019. The following meetings were scheduled to take place in Rome, Berlin and Madrid between the end of February and mid-May 2020 but could not be held because of the health crisis. However, given the unforeseen and unprecedented situation, some activities continued to be carried out online, as far as possible, and the contact between the teachers was steadily maintained.In June 2020 we asked for an extension of the project, in the hope of being able to cover, throughout the 2020-2021 academic year, what had not been possible to be completed in the previous year, although the Romain Rolland Gymnasium withdrew because they were afraid that the German authorities were not favorable to this extension. Our partnership was granted this extension; even so, we did not manage to complete the face-to-face activities. However, after some initial moments of uncertainty, an improvement of our activities online allowed part of our program to be carried out.Moving on to another aspect, some local and international activities were carried out to disseminate the project:- Lycée Molière, with the material produced in different meetings, held a virtual meeting with the Universidad Nacional Autónoma de México (UNAM), of great importance in the dissemination of the project.- At IES San Isidro, a monthly film forum was held in accordance with the objectives of the project, until the school was closed on March 11, 2020 due to the health crisis, and consequently it was impossible to access the center in order to continue with this activity."