"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."

"On September 25, 2015, 193 countries adopted the 2030 Agenda for Sustainable Development at the United Nations, which sets out 17 sustainable development goals (SDGs) that must be reached by 2030 to eradicate poverty, protect planet and guarantee prosperity for all.Education for Sustainable Development (ESD) allows us to understand the complexity of the world in its scientific, ethical and civic dimensions (example of STEM). Transversal, it figures in the teaching programs of primary school.In France, several themes, such as the inclusion of people with disabilities or the fight against dropping out of school, have been identified as priorities. In 2020 is added: the role of education in the fight against global warming and the environmental transition. 2020 will also be the year of climate change and environmental challenges for Etwinning in support of the ""Green Pact"" for Europe.The Primary School of Mouguerre in the Basque Country, coordinator of the project, has the desire to strongly commit to a sustainable development approach (E3D labeling in progress) and eco-citizenship to train European citizens capable of leading an ecological transition in the face of climate emergencies. Italy will be the first country in the world to make compulsory at the start of the 2020 school year in primary schools, the study of global warming and sustainable development up to one hour a week.The Canary Islands are implementing a proactive policy in renewable energies (wind power in particular).In Greece, the issue of pollution from ancient archaeological sites is a major concern of citizens as well as the issue of waste sorting and recycling.In Guadeloupe, the preservation of marine biodiversity, the issues of marine pollution (scourge of Sargassum algae) but also the multiplicity of hostile climatic phenomena call for urgent and collective decisions.The 5 schools of the project thus have a strong common aspiration to appropriate these environmental questions and to develop Education for Sustainable Development (ESD), transversal in the school programs, so that the students are actors of their own eco-citizenship.The fight against school failure, help for the most disadvantaged students but also the exchange of good practices around STEAM disciplines (Sciences, Technology, Engineering, Arts and Mathematics) associated with a dynamic and lively pedagogy through the use digital, the Etwinning platform and out-of-class education (LOtC) are also the objectives and themes of our project.The 5 establishments are:- The Elementary School of La Jaille in Baie-Mahault in Guadeloupe (France), 228 students from 6 to 11 years old.- The Istituto Comprensivo Giuseppe Lombardo Radice from Syracuse in Sicily (Italy), 922 students from 6 to 13 years old.- CEIP Tostòn d'El Cotillo in Fuerteventura in the Canaries (Spain), 98 students from 3 to 12 years old.- The Elementary School of Desfina, community of Delphi (Greece), 60 students from 6 to 12 years old.- The Bilingual (French-Basque) Public Primary School of Bourg de Mouguerre in Nouvelle-Aquitaine (France), 267 students from 3 to 11 years old and project coordinator.The 5 partners have built an inter-cycle project from Kindergarten to College. All the educational communities will be associated with it (pupils, teachers, families, municipal officials and elected officials, associations, NGOs, local producers, etc.). Also, because some of the pupils received come from disadvantaged social backgrounds, from migrant populations or have failed at school, the dimension of integration and social and educational inclusion will be at the heart of the project.During these 2 years, whether in our classes, during the Etwinning virtual meetings or during the 5 mobilities, we will implement a whole series of activities so that our students understand the challenges of preserving the Planet:-Mobility 1 (Baie-Mahault): short-term adult training: ""The construction of methodological tools in the toolbox"". -> education for sustainable development through ICT, STEAM and LOtC learning.-Mobility 2 (Syracuse): group exchanges of short-term students-Mobility 3 (Mouguerre): group exchanges of short-term students-Mobility 4 (El Cotillo): group exchanges of short-term students-Mobility 5 (Desfina): group exchanges of short-term studentsAll these activities will be an integral part of the school programs and will be put into perspective and widely disseminated locally (press, elected officials, exhibitions, etc.). To perpetuate our project beyond the funding period, social networks and the Etwinning platform will be used to publicize the activities carried out, to maintain twinning and cooperation between our 5 structures during future Erasmus + projects."