1. Assessment Evaluating the process
Evaluating some important activities (during the short exchanges of pupils)

3. entry-questionnaire about-the-motivation-expectations
Entry questionnaire for French students about the motivation- expectations
entry-questionnaire for Italian students about the motivation- expectations

4. Evaluating some important activities (during the short exchanges of pupils)
Project Objectives
to improve the knowledge of the essential tools needed to carry out literary studies;
to remove the anxiety associated with literature studies through drawing, sketching, painting, acting;
to enable students to express feelings, emotions, interpreting what they read through drawing, sketching, painting;
to promote creativity, imagination and transferable analytical skills
to produce material that can be reused by other students from the schools
to increase the quality of education and to prevent the risks of early school leaving, acccording to Europe 2020 targets
to promote human growth through team work
Report after 1st meeting
Report after 2nd meeting
Report after 3rd meeting
Report after 4th meeting

5. In the final questionnaire we asked:
Has this European project represented an enrichment for you?
If yes, specify from which point of view?

6. This project was a real cultural exchange, a share of cultures (60%)
In the final questionnaire all French and Italian students said that this Project PACE has represented an enrichment for them and many have indicated from which point of view (these are their expressions).
I would take part to another European project still (or in exchanges of students) (87%)
This project was important for the relationships, for the socialization (80%)
In this project I learned some expressions in the language of my new friends (80%)
This project was important for me because it gave me the opportunity to integrate myself in a new country with different habits (70%)
This project was really open-minding (I’ve become more open-minded) (60%)
This project was a real cultural exchange, a share of cultures (60%)
I visited many towns and cities (Venezia, Padova, Verona, Firenze, Canterbury, London, Versailles, Este, Monselice, Boulogne-sur-mer,…) (60%)

7. This project was important for my personal growth (60%)
I knew a lot of new people (50%)
In this project I improved my English level (< 50%)
It is important for my final exam, my final test (Shakespeare, Romanticism, Shelley, Byron…) (< 50%)
I learned more about literature (< 50%)
This project was important for the drama experience (< 30%)
The project was important for the idea of websites and the communication agency (< 30%)
Thanks to this project I learned a lot about myself (< 30%)

8. the online survey for all students who participated in the project in these two years
I would take part in another European project still (or in exchanges of students) (87%)
This project was important for the relationships, for the socialization (80%)
In this project I learned some expressions in the language of my new friends (80%)
This project was important for me because it gave me the opportunity to integrate myself in a new country with different habits (70%)
This project was really open-minding (I’ve become more open-minded) (60%)
This project was a real cultural exchange, a share of cultures (60%)
I visited many towns and cities (Venezia, Padova, Verona, Firenze, Canterbury, London, Versailles, Este, Monselice, Boulogne-sur-mer,…) (60%)
This project was important for my personal growth (60%)
I knew a lot of new people (50%)
In this project I improved my English level (< 50%)
It is important for my final exam, my final test (Shakespeare, Romanticism, Shelley, Byron…) (< 50%)
I learned more about literature (< 50%)
This project was important for the drama experience (< 30%)
The project was important for the idea of websites and the communication agency (< 30%)
Thanks to this project I learned a lot about myself (< 30%)

9. For the teachers
A SWOT analysis for a self-evaluation (Strenghts, Weakness, Opportunities, Threats) helped to identify possible trends which could have a positive or negative impact on the project

10. During the whole project the teachers kept under control:
Timing
Products (both material and intellectual such as projects meetings via skype and dissemination activities)
Project Impact on students, families, teachers
Students’ involvement before, during and after internatiional meetings
Project visibility
Dissemination: spreading products and ideas
Project aftermath

11. A table for a SWOT analysis
Strenghts
Weakness
Opportunities
What strenghts do we have and how can we use them to take advantage of new or existing opportunities?
What strategies are needed to overcome weakness so that we can take advantage of opportunities?
Threats
What strenghts can be used to minimize threats?
What strategies will minimize weakness and help us to cope with threats?

12. For the teachers: discussion topics
You had the opportunity to compare different ways of teaching, studying and analyzing literary documents. How is your DIDACTICS changed?
How do you think that this project has contributed to grow the interest (the knowledges) of your students in literature?

13. Entry questionnaire for French students about the motivation-expectations

14. entry-questionnaire for Italian students about the motivation-expectations

15. Report after 1st meeting

16. Report after 2nd meeting

17. Report after 3rd meeting

18. Report after 4th meeting