"Within the scope of ''2018, The official year of European Cultural History"", our school made a decision to create over a period of 2 years, this project ''Share'itage"" in line with 3 other schools and in tune with the theme : ''The promotion and sharing of European Cultural Heritage''. Cultural manifestations and festivities have always abolish borders. To study and compare them is a way to verify that they are a common heritage, with cultural differences but also with a coherent approach in regards to education and social behavior. In addition, the computerization and this soft struggle against the scolastic switching off tend to reinforce our determination to engage collectively in this ambitious project: to regain confidence for student dropouts, new teaching skills and methods are essential. While augmenting student's opinions of themselves, this will encourage them to encourage awareness and desire to perpetuate their heritage they will be proud of. The investissement for each one in such an innovative European project will contribute to his or her apprentissage. The 4 schools concerned are : -The Jaille at Baie-Mahaut Elementary School located in Guadeloupe (France) 228 students, from 6 to 11 years old. -The Institu Comprensivo Giuseppe Lombardo Radice at Syracuse in Sicilia (Italy) 922 students, from 6 to 13 years old. -The CEIP Toston d'El Cotillo at Fuerteventura at Canary Islands (Spain) 98 students, from 3 to 12 years old. -The Bourg de Mouguerre Public Bilingual Primary School (French- Basque) (New Aquitaine, France) 257 students from 3 to 11 years old, project coordinator. The 4 partners have built this project based on inter-cycles from kindergarden through college.Their cultural histories are very rich with a common factor in that they are all close to the sea. Together these education institutes have a lot in common (students, teachers, families, elected representatives, associations, artists, craftsmen, local farmers, etc...) In any case, because certain students come from under privileged families, often the recent migrant population, they may well be behind with their education level. Accordingly, the integration and inclusion both social and educative will remain at the heart of this project (this problematic will be worked during the first mobility for training adults). During these 2 years of study, whether it's in our classes or during computer assisted meetings or during the 5 mobilities, we will implement a lot of activities in which the students will discover their own personal heritage along with that of their new friends, and so will learn to enrich it, transmit it as part of the creation of a European citizenship. - Mobility 1 (Mouguerre) permits the adult members of the pilot commitee to study various, traditional cultural differences in an attempt to reduce new and inherited social discrimination, unequal education opportunities along with poor student performance. During this session, the adults involved will be introduced to the program over the next 4 mobilities. - Mobility 2 (Baie-Mahault) will propose the activities tied to the Guadeloupéen patrimony along with their African, Indian, Syrian or Lebanese roots which participate in a common base of today's European culture and history. - Mobility 3 (Fuerteventura) will demonstrate the value of having a common ground through traditional folklore (songs, dances and music) and of course the importance of tasty Canary island's cuisine . - Mobility 4 (Syracuse ) will open the eyes and minds of the participants to an incredible architectural history whereby the archeologists have demonstrated the inborn ties between the people of this region as their inherent factor in peace. - Mobility 5 (Mouguerre) finally for our participants. The students will discover the rich and colorful history of Basque country tied to their traditional and historic language (original roots, being Indo-Caucasian), local food, the mountains, traditional houses, local fairy tales and legends, village fairs along with traditional Basque sports. Between each mobility, the students will transmit their cultural ideas to create together a giant painting with the theme being based on the integral ideas of all the various cultures and patrimony involved. This historic piece of art will be displayed in Mouguerre during the closing ceremonies. All of the activities outlined within will become an integral part of each student's scolastic subjects and will be transmitted to the public via various means (newspapers, elected representatives, exhibitions, etc...). To perpetuate our project and after the initial financing, an internet site will be created expressly for this project (www.shareitage.edu ), so that all parties involved will be kept current with ''Live info''. At the same time, this will help us and all our twinned partners to cooperate together along with the possibility for future projects."

"""Making the future grow"" is a project born from the necessity of sharing pedagogical experiences with other schools using the English language, related to the world of wine and wine tourism.We want our students, from different schools and countries but who share a common rural environment, to improve their linguistic, enterprising, scientific and creative competencies, using ICT as useful tools for communicating and managing information and promoting solidarity and respect.We strongly believe in this project and we have designed it as a way to work globally from real experiences and life lessons and in an innovative and competencial way.Sharing experiences with European schools will improve the learning of the English language in a real and significative way. Working as a net is good because we will enrich the cooperation between the partners and it will give us the possibility to exchange our tasks and to improve all the competences.200 students from 9 to 12 years old will participate in the project. The planned work consists in organizing and cultivating a small agrarian exploitation where children can experiment vineyard cultivation and the use of its products, with the help of their families, local farmers and our companion.We want our students to live how to manage an agrarian exploitation, to learn the specific works of a vineyard, to deal with possible problems, to elaborate products and to entrust with their commercialisation. All these tasks will be done cooperatively with the help of farmers and establishing relationship with the partners from the other schools using English. To have the opportunity of working directly on the land, develops experiences that allow students to understand concepts and carry out learning that would be impossible to develop in a classroom.To work the land, to grow, to lop, to harvest, to make wine, grape-juice and jam….assists children to be competent in discovering, knowing and interacting with the world, having personal initiative and autonomy, and improving the creativity, the entrepreneurship and the values of respect.Apart from that, we also want to understand the landscape in an artistic way, we want that our students interact with their environment. The vineyard will be a scene where we can participate in it.We also want our children to work their vineyard because we want them to implicate with the environment because we think that in our towns the vineyard has a great projection for the future, despite this moment of economic crisis. We have noticed that jobs related to the vineyard have increased their value and they have been reinvented. Nowadays, the ecologic cultivation and the wine tourism have taken a lot of importance. The cooperation between farmers, companies, wineries, institutions and artists from different countries will allow us to motivate the students, improve the enterprising and work beyond the school.As a conclusion, the result of the project will be its incorporation to the schools daily life and it will be included in their curriculum, improving the students’ competences.On the one hand, we will improve the English language and ITC skills and competences of our students and teachers. And we will develop mathematical, social, scientific, artistic, autonomy and initiative competences. On the other hand, our schools will be reinforced because the cooperative work makes stronger links, generates a shared hope and provides cohesion. Institutionally, schools will be able to approach education to work environment."

Five primary schools from five different countries have participated to this project. They have similar kind of pupils : from middle and low class families and an important amount of pupils issued from emigrant families. These pupils have worked together in a field of education able to federate a great interest among the participants : the artistic education. The project had various objectives : it has developped the skills of creativity , raised the pupils's awareness of the artistic trends, involved them as actors in various artistic projects, improved their writing skills. Through messages, video conferences and transnational training and teaching activities all participants have developped their skills in foreign language as well as their ICT abilities.The teachers have worked on various aspects of artistic education :- practicing of visual arts such as painting, architecture, sculpture, photography, film- musical education and body expression- acting - knowledge of artists and history of art movements.They have exchanged teaching methods and created teaching aids offered on the eTwinning platform.All schools have first researched separately on a common topic and then have summarized their works , exchanged them and created jointly a final result. On top of many different activities in the fields of visual art, music and acting , the participants have worked on the creation of booklets and quizzes concerning a museum of each participating country and destined for the young visitors. The different art works created all through the project have been displayed on eTwinning as well as in local exhibitions. Some monumental art works remain in the schools:- In Spain a sculpture in style of Miro- In France four mosaïcs in style of Chagall, Matisse, Miro and Klimt - In Austria, three mural décorations assembling small paintings in style of HundertwasserThe children got involved enthusiastically in all the activities by offering creative ideas. Some of them were lucky to participate in the learning teaching and training activities and exchanged a lot with the foreign pupils. The exchange with teachers from other countries have constituted a long term benefit as an improvement of teaching methods. The various teaching aids will be used again and again by european teachers willing to build up artistic projects.On various occasions, during meetings organised for the teacher community, the participant teachers have disseminated the different actions of this project and also explained the benefits of getting involved into Erasmus project.

Project Background: The six project partner schools are located in an environment that is clearly affected by the effects of global warming, but have difficulty working on the concept with students due to the lack of local resources available.Objectives: 1- Create a digital teaching resource on the theme of global warming, 2- develop digital and linguistic skills, 3- develop the training of teachers in the process of investigation, 4-develop the feeling of belonging to the European community.Number and profile of participants: 6 participating schools (two schools in Poland, one in Bulgaria, one in Spain, one in Italy, one in Bulgaria). These schools are located in different corners of the European Union (Guadeloupe for the tropics, Spain for the south of the European Union and forests, Italy for the south of the European Union and the mountains, the Bulgaria for the mountains further to the east and Poland to the east: a school near the forests and another near an industrial zone).Description of the main activities implemented: creation of a digital educational resource with credits (student reporters, cameraman, actors, training of teachers in the investigation process, realization of a digital teaching resource, project and resource evaluations , educational outings, trips for pupils and educational advisers and inspectors in partner countries).Long-term benefits: Development of digital and language skills, development of a sense of belonging to the European community, knowledge of global warming and environmental consequences, discovery of the environment, discovery of a country of the European Union, its culture, its traditions ...

Across education, it is accepted that an approach which supports both boys and girls to grow and learn beyond the traditional limits of their gender is best. Some even feel that gender, in part at least, is a construct which can limit the progression of individuals as they develop throughout their school life. Approaches that remove such limitations are inconsistent, (in relation to practices which expand the chances for girls to develop analytical skills and do well in STEM subjects and for boys to develop good communication and emotional intelligence.) Cultural aspects and traditional educational styles need challenging. Specific policies or cultural attitudes need further development and learning. Sometimes, change is evident in one EU country or one education sector but not in others. Our project allows a mix of partners from different sectors in different EU countries, with different cultures and different approaches, to share their experience and propose better ways for introducing practice that supports any and every gender. Our cross sectoral approach allows 6 partners from early nursery years through secondary education from 4 countries to examine and share their practice and polices around topics like gender neutral education through to supporting girls into traditionally male career paths (and vice versa). We don’t believe this topic can be limited to only nursery years education or to only secondary school and above-- by which time gender roles and learned preferences can be ingrained. We think that looking at the issue at every level is important and our choice of partners reflects this.However, all 6 schools we have chosed to collaborate on this project have a commitment to equality and ensuring we have an equal playing field for all students to succeed, whatever their gender. We will share our experiences and train each other in good practices we already have in this area, while also evaluating and comparing them so that a new, comprehensive approach can be developed to support pupils to have the widest possible aspirations and opportunities throughout their educational life, regardless of gender. Our 2 year partnership project will develop around 2 Short Term Training Events each year (-- 4 gatherings in all over the life of the project.) One Event will take place in each country so that every partner has the chance to contribute to hosting the others. We expect a core group of learning leaders from every school (5 per school) to attend each meeting and develop work during the exchanges that they then share with their full teaching team on their return home for the benefit of their entire schools. Some senior representative from each school will take part each time.Our partnership will be led by the UK Nursery School which initiated linking this consortium and collaborates with London local governement in areas relating to our project theme... along with a local primary they have collaborated with previously. A Swedish upper secondary which contributed to hosting both UK schools for a Key Action 1 course on Inclusion a year ago will also take part. We have found 2 additional partner regions dedicated to nurturing more positive education practice around the theme of gender. The French territory of La Reunion is in the early stages of this exploration and have provided a nursery and a secondary school who believe positive change will result from this exchange. Meanwhile, our final partner (from Gran Canaria) is a leading school that works with their local authority to promote diversity and gender equality. The Authority have developed an outstanding program for all schools and train them to value diversity and reduce gender inequality and and they can inspire us with their success. In year 1, we will audit existing practice in all 6 institutions and compare what works and what might be improved. We will assess the training available in each of our regions around our project theme and share it. In year 2, we will also work with outside partners such as our local in-service training centres and local authorities to disseminate good practice. We will develop a set of guidelines applicable to schools of all levels to inform and support them to improve and launch these at a conference during our final Training Event. Throughout, our work will be documented on ETwinning and we will evaluate progress together in an ongoing way and at the end of the project to measure improvements we develop.Our coordinating school will be responsible for achieving the goals of the project and keeping to schedule, but we will share the management roles required for the project to maintain momentum.We are excited about the possibilities for exchanges on this theme between each other and for others outside our partnership, which will potentially widen opportunity and remove barriers for our pupils to learn and develop throughout their time in school.