“W-always” has been a two-year project developed by IES Azorín (Petrer-Spain), Collège Lycée Marseilleveyre (Marseille-France), Egri Pásztorvölgyi Általános Iskola és Gimnázium (Eger-Hungary) and Thomas-Mann-Gymnasium (Berlin-Germany) and their staff and students.The project arose from the observation of a need for a deeper self-understanding of our present reality through the values and the legacy of our past, and in the hope of tackling biases towards future global positions. Hence, the schools aimed to address EU-wide issues related to our heritage and the youth engagement in these matters.The main objectives of the project have been to reinforce the students competences by means of a multidisciplinary approach based on tasks and projects and to foster the knowledge and preservation of our heritage by developing expert ICT and promoting the synergy with other institutions. “W-always” contains in itself the essence of our goal. On the one hand, the expression “we always” summarizes the priority of our project: our heritage (what we were, what we are and what we will be). On the other hand, “W-always” encompasses the expression “WE ALL” as well as the elements “WALLS + WAYS”, two basic notions that served as the scaffolding of the project.The activities of the first year revolved around our “WALLS”, understood as our identity. We approached both our tangible heritage (remains of buildings, walls, archaeological sites…) and our intangible heritage (music, dances, cuisine, festivals etc.). The walls, which separate us in many senses, but which ultimately define who and how we are. The activities of second year were devoted to the “WAYS”, those that lead us to find about the others and to talk, share and agree on how to keep our heritage for future generations.We departed from a multidisciplinary and collaborative approach that provided our students with ITC knowledge and research tools. We researched and implemented the Design Thinking methodology, which served as a springboard to build a much more challenging working relationship among students and with local institutions. Besides, we applied the Universal Design for Learning (UDL), which helped us to create more inclusive and sustainable resources and to raise awareness about the importance of intercultural understanding. All this work has ended up in written and audiovisual tasks, oral presentations, exhibitions, games, numerous relevant authentic materials and useful educational tools. In this sense, the learning site and preservation proposal of a piece of the Berlin Wall found next to the Thomas Mann Gymnasium and praised by the Chancellor Angela Merkel is a powerful example of the objectives achieved by W-always.“W-always” will never end up on the scrap heap of history. On the contrary, most of its results are available for learners, their communities and anyone who may want to use them. Besides, teachers from all the schools have benefited from the training and methodological innovations and will continue to use this knowledge in class. “W-always” sustainability lies yet beyond these benefits since we are positive that this project has helped our students to become critical thinkers, committed youngsters and confident life-long learners. It has enabled them to develop transferable high- quality skills and has certainly helped them to become better EU citizens.

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.