Don't be Social Amnesia towards Climate Change and Natural Disasters

<< Background >>The school is a small (110 pupils) and rural school. We are far away from the cultural places. Therefore, we are not well-known especially when our pupils want to integrate selective schools. Our pupils are very interested, involved and open-minded. And they ask for cultural projects to improve their language, to be connected with other people, other cultures. We want to propose them some projects linked to their wishes, to the themes they care for and above all, we want to valorise their involvement. Living far away from cultural places, our pupils are not used to going to the theatre. It’s another reason why we are so enthusiastic by this project. But the most important challenge is not to increase our visibility or to balance the distance from the cultural places. If some of our pupils come from very open-minded families, some others are from families who are afraid of foreigners. Indeed, a part of them tend to amalgamate and make discriminations. It’s the reason why the work we do with European partners and especially with Turkish partners is important. Tolerance and respect are values that we want to pass on. They are so important for us that they are written in the school project. << Objectives >>Our main goal is to provide as many people as in our towns to be aware of the CC&NDs by tackling our past experience in NDs and present results of CC. To achieve this goal, we will have some objectives that are : 1.Preparing the theatrical texts regarding the historical eventsin each country. And then pupils performe in a public place inviting local people and authorities 2. make the people penetrate the “ types of climate-related natural disasters”. The degree to which we can identify historical changes in extreme events, and link them to climate change, varies depending on the event and the location 3- make our students' overall cultural levels towards NDs and CC increase - encourage them to investigate the causes of various NDs occurring in different countries - promote students on defining the SDGs(Sustainable Development Goals) - apply some ICT tools to implement the workshops -communicate in English with their peers and teachers, -take responsibility of their learning4- For the adults : meet colleagues from participant countries - get information about different educational methods and strategies – enhance developing interdisciplinary approaches for teaching English - collaborate while creating new teaching materials.<< Implementation >>At OGEC Saint Guilhem Clermont L’ Herault, France was the opening of the project. We’ve met and planned the year in detail, and also to outline the activities of the second year. A a Seminar has been held and we shared ideas and knowledge which enabled us to review the whole education system in terms of CC education. The results have been: the realization of an interdisciplinary curriculum framework around the theme of CC, which integrate scientific, social, gender, economic, cultural and ethical dimensions; the integration of CC educatiion with the nomal of activities in order to develop students' attitudes and values that reflect respect for the environment and all its components. In Romania, at School No 7 from Botosani we have chosen to adopt an active learning and teaching strategy such as Role playing, which could incorporate drama, simulations, games, and demonstrations of real life cases related to climate change problems. We had a Conference about the extreme temperature highs impact on Romania. Topography and average conditions of Romania were introduced. Values, heat wave analyses, and their connection to the sea surface temperatures in the different sectors of the Mediterranean and Black Seas and to the forest fire occurrences in Romania were discussed. Students have written a report on the information gathered. Students performed a drama play in the city theatre with the participation of parents and local authorities.In Gdansk, Poland, we adopted an active learning and teaching strategy such as Role playing, which can incorporate drama, simulations, games, and demonstrations of real life cases related to climate change problems. We’ve had a Conference about Storms, including windstorms, hurricanes. Students have been directed to perform a theatrical text on an historical event regarding natural disasters in their territory. Teachers involved developed their abilities to organise their work in a collaborative way, which encouraged them to involve other teachers in school projects. They improved their competences linked to teaching methods, They had a greater understanding and responsiveness to cultural diversity, They increased their motivation and satisfaction in work, They also developed their English skills.In Bellereguard, Spain, we talked and learned about high level of precipitation and associated flooding. The Conference was about the intensity of rainfall in Mediterranean environments. Students have rehearsed the theatrical texts on an historical event regarding flooding in their territory delivered by the university partner. They conveyed people's feelings toward what occurred and their hopes in a better future. They’ve had a collaborative workshop regarding the agreement on the content of the text.In Giarre, Italy, students have also performed a theatrical text. We adopted the role play teaching technique because it alloweds students to come to feel climate issues and concerns and experience tension and conflict. We’ve also had a conference about Climate Change.We have learned how to integrate, consolidate and enhance access to the existing knowledge in the proper context of local, regional and sectoral application. In Konya, Turkey , we’ve had the final mobility. The performances from the mobilities have been transformed into a short film, our project film. The short film story started to achieve the goals will contribute to the change of CC & NDs perspectives of all participants. They have popularized the film in the university website, We also had a seminar about CC&ND, a final one, with conclusions. << Results >>We produced a short film that will reveal the story of our project, which covers all activities, in a very striking way. Our highly experienced university partner of our project did a great job . Our project output was very easily accessible and transferable. In the digital environment, we have the opportunity to reach a wide audience using today's social media. All project partners did this dissemination together. Our university was responsible for producing dissemination formats. The scenarios of our project activities, which we realize with learning by doing technique using theatrical methodology, turned into an e book project output. The theater scripts had been translated in all partners language by the language teachers at the schools . Our Spanish partner, an IT teacher, contributed to our university partner to make these sessions e-books. This ebook have been used as a project output for popularization. Through our website and social media accounts, participants had chance to share the project outputs such as as logos , leaflets , all the works produced by web 2.0 tools etc ...