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find useful? We tried to find answers to these questions, without forgetting our own interests and bearing in mind the questions that the school's educational system cannot answer or for which we'd like different answers and from different people: "Teachers know lots of things they don't teach."

We split into two groups, first only 4th-year secondary students and then the sixth-form students. Platoniq suggested making a map of everyone's skills. "Let's look at people's hobbies, good practices, interests, etc." We used board markers and pens to write down what we wanted (What do I want to learn?) on pink post-its, and what we could offer (What can I teach?) on green ones. We also used yellow post-its to suggest other interesting people with something to teach, from outside our working group or school (friends on other courses, family members, friends from the neighbourhood, etc.).
"I compare the Bank of Common Knowledge with Cash Converters: you sell what you no longer need and buy what other people no longer want. Once you know something, it's not that you no longer need it, but you don't mind sharing it and you might need something from someone else in the same situation", said Antonio (2nd-year baccalaureate) to his friends.

We asked each student to write at least five requests for knowledge and five offers of knowledge. When there were at least two matching requests, the group would get to work and look within the neighbourhood network for someone to satisfy this request. If there was already someone in the group who could satisfy the request, we would put them
in contact with each other.
Each group's map of interests took shape in the form of a notice board with the post-its organised by subject: sport, technology, society, humanities, the body, etc. We agreed to continue the exercise the following day with a smaller group, the motivator group, which would return to their schoolmates' classes to set up the knowledge market.

Second Session
The goal of today's session was to work with the motivator group. By Wednesday, everybody should be 'experts' on the Bank of Common Knowledge ; we should all know how to communicate the project to other groups, teachers, friends and members of our family or anyone else who asks us.
Up to now, knowledge had not been as important as teamwork, joint responsibilities, new ideas and internal organisation for communicating a project. Students threw themselves into the exercise, and the working environment flourished as motivation increased when they saw the first results. They were responsible for communicating the work they were doing in the Bank of Common Knowledge office.
We defined goals and tasks. On Wednesday the motivator group (about a dozen people, including 4th-year secondary and baccalaureate students) would go into some 2nd- and 3rd-year secondary classes to find 'assets' for the bank:
a) what people know and want to share and
b) what they want to learn.

Teamwork and commitment to each task is key. Students divided up into groups by interest and personal tastes:
- Communication Cell. This group decided which sentences and keywords explained the BCK simply, clearly and directly. In addition, they prepared a script to help structure the presentation to each class, decide what needed to be transported from class to class and determine what to do at each moment.
- Production and Design Cell. This group decided which format to use to get the ideas across: post-its, T-shirts, posters, murals, etc. The production cell was the coordination centre and gave shape to the work being done by their classmates in the Communication group.
- Audiovisual Cell. This group documented actions and used ads and short informative videos to express the ideas from the Communication group using the cameras and video cameras on their mobile phones. To make the ad, they had to prepare a technical script, decide on the shots and the necessary material and above all decide what they wanted to communicate and how to do it.

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