# data[].attributes.body
Today we talked about international projects. The first step towards the realization of an international project is of course the project idea whichever should be chosen by our interests. Then we need to make sure on the one hand that our headmaster is willing to support us and on the other hand try to involve some of our colleagues. I made the experience that this can be a real problem- when your colleagues don't want to jump on the boat because they are afraid of having more work it's difficult to realize any project. Sometimes it's just needs some conversations and explanations to motivate them or to realize one small project on your own and then tell your colleagues and show them fotos. It's a slow process through which we need to go but I'm sure it will be worth it in the end.

# data[].attributes.body
In our school we teach students orientation in social and political events, communicating in different situations, expressing their opinions and beliefs, accepting opinions and beliefs of others; negotiating and compromise; cooperation in a group; acting as a leader in the group, civic competences; how to help others; work for the local community; social activity. We do all this with students working on local and international projects. Despite the adversities, we must keep doing so.

It was another fantastic day here ...

# data[].attributes.body
Another day full of impressions. Fantastic cliffs and ocean waves at Pointe des Chateaux. The grill near to the ocean was great -  wonderful fish, rice, refreshing coconut water and delicious bananas ... I still smell fragrances and flavors of Creole cooking. It was another fantastic idea to give us mini Creole cooking lesson.

During session 8 we discussed activities to develop key competences: 1. Communication in the mother tongue; 2. Communication in foreign languages; 3. Mathematical competence and basic competences in science and technology; 4. Digital competence; 5. Learning to learn; 6. Social and civic competences; 7. Sense of initiative and entrepreneurship; 8. Cultural awareness and expression.

All the issues raised by the participants were very valuable.

After the lunch break, we were talking about working on projects in school, the characteristics of projects and project-based learning.

# data[].attributes.body
International projects at school are enormously important. Students and on the long run our society as a whole will profit a lot from them. A successful management of international projects however requires certain framework of conditions:

-      My fellow headteachers should by all means support it. I know that this is not always easy because “normal” lessons will sometimes have to be cancelled. Parents, companies, teachers who are not involved and sometimes even students might complain and then the headteachers will have to justify it and will have to point out why these projects are important. Sometimes it’s just the easy option to give in.

-      The organisation has to be done by a team and not by an individual teacher.  We have to be aware of the fact that it means a lot of work, too much for a lonesome cowboy.

-      We must not be frustrated if it sometimes takes a hell of long time until a project is properly prepared and can be started but better late than never.

-      We should avoid to do too many projects at the same time. Sometimes less is more.

-      We should work like the little crab in the video: slowly but constantly.

# data[].attributes.body
In a wonderful environment we discussed practical examples of the 8 key competences developed by the EU.

We found out that we have and implement many similar ideas.
The perspective of the other colleagues was very interesting and broadened my horizon and my ideas.

International projects have to be implemented step by step, we don't always have our seven-league boots on, sometimes it's just a small step forward. This should not discourage us. Even if the political situation in the countries changes, even if the governments are more or less in favour of Europe - it is worth fighting.

It is important to find out which idea attracts you the most. Only for an idea you are passionate about can you inspire colleagues and students and save this idea even over periods of lean periods.

Another great experience was the joint preparation of a Creole BBC, everyone worked together on the same project - and the result was a wonderful meal.

# data[].attributes.body
The definition of competences and skills mostly mean a mix of knowledge, abilities and attitudes. you You need them for example to act in a certain situations in your job..
The European Union has identified 8 Key Competences that should make every citizen able to adapt to changes of science, work or society. They are important for the personal development, for work, for learning new things and for. Young people need them to get ready for the life, adult people for Lifelong Learning improve their skills and knowledge. The 8 Key Competences are:
1. Communication in mother tongue
2. Communication in foreign language
3. Mathematical competence and basic competences in science and technology
4. Digital competence
5. Learning to learn
6. Social and civic competence
7. Sense of initiative and entrepreneurship
8. Cultural awareness and expression.

Any of several generic skills or competencies considered essential for people to participate effectively in the workforce. Key competencies apply to work generally, rather than being specific to work in a particular occupation or industry. In our group we explained these 8 competences and what we understand respectively in our own background. The beautiful landscape and the wonderful wheather was complete different from the day before an gave us  good inspirations.
What competences need this wonderful crab to survive

# data[].attributes.body
Today our lesson took place in a magnificent setting: Point de Chateaux.  Pointe des Châteaux is a cape located at the eastern end of the island Grande-Terre. It consists of a wide bank of coastline which is a refuge for a very rare fauna and flora.

The group analysed the key competences for lifelong learning on the basis of the European Framework of Reference.

Then we analysed the planning of a project aimed at the acquisition of these competences:

1)   Learning and reasoning skills,

2)   Information, communication and technology expertise,

3)   Transversal capabilities.

The evaluation is divided into two parts:

1)   Evaluation of the intervention: the teacher compares the learning objectives set with the results of the group work, identifies any objectives not achieved and tries to explain the causes of failure.

2)   Pupil evaluation: each individual presentation is evaluated (by the class and the teacher) on the basis of clarity, consistency and correctness.

# data[].attributes.body
Today we went to Pointe de Chateaux. At the eastern point of Grande Terre we discovered the great rock formations created by erosion where huge waves come crashing. Wild beauty!

Our lesson was about the project plan. Project-based learning is a dynamic classroom approach in which students actively explore real-world problems and challenges and acquire a deeper knowledge.

My school has been encouraging the use of project-based learning (PBL) for many years, especially in some Italian classes.

Pupils brainstorm all kinds of big issues, including school bullying, Rights of the children, environmental issues as well as local issues like school problems.

Next they have to brainstorm possible resources and questions they need to answer. Therein lies the beauty of PBL: Since teachers can’t anticipate their every need, they have to take responsibility for their own learning, and solve problems as they encounter them.

PBL is behind the Erasmus projects I write too.

“Follow, follow the sun

and which way the wind blows

when this day is done.

Breath, breath in the air.

Set your intentions.

Dream with care.

Tomorrow is a new day for everyone,

a brand new moon, brand new sun.

So follow, follow the sun,

the direction of the bird,

the direction of love.

Breath, breath in the air,

cheerish this moment,

cheerish this breath.”