Schools from Czech Republic, Lithuania, Portugal, Iceland cooperated in gaining knowledge and skills working on the topic of water and investigating it in four aspects:1) geographical location and its influence on the cultures and traditions;2) the role of water (bodies) in historical events, stages, movements;3) discoveries through water (waterways, new lands, inventions);4) sending messages in bottles-creative approach to the information/knowledge acquired within the work on the previous three project topics.First the partners established a project web after they had been schooled in the use of the platform Weebly. Later they produced and voted for a project logo. While working on the individual topics the participants produced a major outcomes each term: 1) 3D map of waterways depicting also how the countries are connected; 2) presentations; 3) visuals; 4) real exchange of messages in bottles along with maps, posters, albums, exhibitions, performances; they took part in workshops etc., met in person in short term students exchanges. Min. 6 students from each visiting school per a meeting were hosted by their fellows. 3 such meetings were organised and the partners took turns to host once and then visit all the others. The last learning activities could not take place due to the COVID-19 pandemic. The partners did their best to substitute it by a meeting online and they sent the outcomes by post.The teachers were presented new teaching methods, techniques, broadened their awareness on different related topics and transformed the acquired knowledge and skills in meaningful support for their students helping them achieve the same: broaden their awareness, extend their knowledge, gain and develop skills and competence (language, personal, social, cultural etc.). Joint staff trainings were organised and attended by 2-3 participants from each school per a session. The 1st one dealt with the creation of a project web; The 2nd planned at the application stage was not approved and was organised just as a project meeting. The 3rd training was dedicated to conducting surveys and data processing; and the last one planned to present Adobe connect platform could not take place due to the COVID-19 pandemic (substituted by 2 online meeting). The schools relied on further students and teachers who took part in local activities and events; some with fewer opportunities. All the meetings (trainings and with students) were designed so that all partners could always meet, regarding this as a method how to build a good partner team able to complete a good project-that intention was could not be fulfilled due to the cancelled meetings in relation to the COVID-19 restrictions.The schools provide general education and are non-profit public bodies; they included their secondary level students aged 11-16. The Czech school's size: 220 students+25 staff, located in Bechyně, a small town in the south. The Icelandic is from Reykjavík with 300 pupils+50 staff; the Lithuanian is from Siauliai and is profiled as catholic with 500 pupils+36 staff; the Portuguese has several education bodies with about 1000 students, located near Castelo Branco.The project objectives were: acquiring knowledge on the topic while elaborating the results and outcomes and in an international cooperation, including different learning and teaching methods; improving the language level of the students and staff; developing/improving the ICT skills of teachers and students; teachers’ and other staff professional development.Impact+long term benefits: the fulfilment of the objectives stated: acquisition of skills and competences together with acquiring new knowledge; along with impact on the organisations: strengthening the schools' positions in their regions, gaining prestige; profiting from the team building as a result of the experience from the team work on the project.Teachers shared personal experience and could adopt new ideas and methods of teaching while working across the curriculums, incl. team work and integrated learning including broadening the awareness about the subjects and countries involved. They could strengthen their individual organizational skills and became more motivated to work in teams.Pupils learnt more about the importance of water following the project topics scheme. Exploring different cultures lead to promoting a higher level of tolerance and understanding of the differences and similarities throughout the EU. It was a motivation to work in teams with individual contribution to the issues and accepting the opinions of the others in order to reach the aims of the project. It helped develop a sensible competitiveness among students as they contributed in the outcome releases which were further evaluated if they could become parts of outcomes. All this made learning beyond the traditional curriculum, participating in school activities, attracting and engaging students who would want to be included in future projects possible.

"The project was based on intercultural and interdisciplinary exchange of ideas, experience and knowledge. Studying water in its various aspects provided opportunities for complex researches including the meaning and importance of water to life, the environmental aspects of the problem, investigating the social and anthropological aspects of water (establishing settlements and the influence of water on their development) and searching for water connotations in arts. All the institutions involved in the project preparation are situated by a significant body of water – rivers, lakes, seas, the ocean.The teams hopefully managed to show the students the complexity of such an essential thing like Water hoping that continuous examining the aspects, and especially in an international context, reflected in more responsible attitudes of the young people as well as the adults to the environment and the cultures. Furthermore, using English language as a communication means raised the students´ interest in studying English and possibly other foreign languages. The work on the project and the partner meetings enabled the children to improve their foreign language skills gained at school as well as to acquire new ones in practice while working on the project (either on the outcomes delivery or directly during the partners´ meetings).The interdisciplinary study and intercultural exchange of ideas on a topic of a global meaning and importance provided opportunities for the implementation of a wide variety of activities – firstly, part of the project work was concentrated on activities held in order to elaborate project outcomes and results: 1) locally at the individual schools (including some pre-teaching and preparation work, conducting the researches themselves and the work on the products as well as dealing with their final completion and presentation to the other partners by means of ICT or directly on partners meetings), and 2) in transnational cooperation including comparative surveys based on the individual approaches from the local researches, complex issues involving works of all partners gathered at one (such as exhibitions of arts and crafts works of all the partners, studies comprised of the contributions of each of the partners, i.e. the presenting of the biodiversity in the regions represented by the institutions involved in the project, the various approaches in the presentation of a work of Arts with Water connotations etc.).Another important part were the short-term exchanges of groups of pupils and transnational project meetings which involved teachers and students where the representatives from each of the institutions worked on common outcomes during workshops and other activities, visited places in relation to the project issues in order to get acquainted with the specifics of the host partner´s country, region and school, exchanged ideas about the problems and issues addressed by the project, promoted different approaches and shared different experience.The partners released: Multilingual Dictionary – a cross-project outcome; presentations, a booklet, videos, performances, exhibitions.Profiles:Základní škola Fr. Křižíka Bechyně is a primary school situated in the south of the Czech Republic and is attended by about 200 pupils providing education into two levels: primary (pupils aged 6 to 11) and secondary (11-15) with about 20 teachers and other staff.IES”Albaida” is a comprehensive school located in Almería. It is attended by about 1,000 students and offers secondary education to students aged 11-18, secondary education for adults and intermediate and advanced vocational training in audiovisual studies, nursing, and health studies - clinic laboratory, dental hygiene, radiology and environmental health. ""Sandoros"" progimnazija is a catholic school in Siauliai. It has got 38 teachers and 556 students, aged 7-15; 200 of them are Lithuanian emigrant students who live abroad but study at the school via a distant learning. There are also some students with special needs. Agrupamento de Escolas José Sanches e São Vicente da Beira is in Alcains. It has 1270 students from kindergarden to secondary level. It has lots of projects for all the students, aiming to improve the students’ experiences, including sports, Europeans club, eco school, theatre etc.The project had a great impact on all participants such as perfecting the language and social skills, teambuilding, interdisciplinary approaches and gaining new knowledge, raising the intercultural awareness, enhancing civic competences. As long as the long-term benefits are concerned we hope the students are motivated to study languages and approach different cultures; after two years of studying water in its various aspects the students are more environmentally conscious and have implemented the ecological aspects into their daily lives. Thanks to the project realisation the children and the teachers are still in touch due to the social media and ICT."

The originator of the project From every day to sanctity is our partner school Tarsus Sehit Halit Ozdemerin Fen Lisesi from Turkey. In the era of such high intolerance for other cultures and nations, we want to make students aware of common roots that unite us in Europe. These are elements with a cultural, social and religious dimension. We want to learn the relationship between daily life and religion in partner countries, talk about their influence on everyday attitudes, on the system of values in schools, in educational work and discuss the spectrum of issues in the area of broadly understood humanities. The project's partners are schools from Turkey, Lithuania, Romania and Italy, which have expressed interest in educating and deepening knowledge about the religious culture of Europe, and places of religious worship related to chosen saints in the countries concerned.During the programme 30 students aged 13-15 will participate in the international exchanges. The project includes two areas: cultural - social and language. The main tasks of the project are:●shaping students' attitudes in a spirit of mutual understanding and tolerance, ●promoting the need for learning foreign languages as a basic communication tool in Europe, ●raising the prestige of the school in the local environment, ●improving the language skills of teachers, gaining new teaching experiences, methodological tools and sharing their own good practices,●activation of the institution in dissemination of the project in the school newsletter, on the school's website, in the local press. During short transnational exchanges there will be meetings organised that will bring closer the habits, culture, religion and everyday life of the host country's peers. Activities will be supported by local organizations operating in the cultural and religious area in all countries. The essential part of each meeting will be learning about the place associated with the cult of the saint of a given country. In the periods between meetings, students will work on a multilingual dictionary related to the subject and share knowledge through the presentation of developed materials. It is planned to organize meetings and spread the project among local communities (kindergartens, schools, libraries, educational centers, local authorities).In the language area, students will improve their competences through participation in German language classes, extra-curricular activities in the European Circle. They will use the German language while working in international groups. We will also use distance learning opportunities through: teleconferences, Internet, facebook, WodsatsApp. The project also includes tasks in the field of history, culture, religion and art. The results, such as presentations, posters, multilingual dictionary, game, telephone application, will be based on work in German and English. Students will collect materials on the history and culture of their countries, in particular they will deal with the history and teaching proclaimed by the chosen saints of their country.This project will also bring new opportunities for all interested parties such as: further cooperation on the e-twinning platform, on which we’ll work with new projects and share long-term changes and advances in our students' life, implement new experiences, ideas, methods and forms derived from international workshops in curricula in our schools.In the future, we want to implement a mobility project for teachers and non-teaching staff that will enable them to improve their language, IT skills and social competences and implement modern teaching and working methods. It will also contribute to the personal and professional development of teaching staff and administration. We want to prepare students for exams in German A-1 and A-2 levels in the Examination Center of the Goethe Institute and TOEFLiBT in English Language Examination Center.We also believe that our project will create an opportunity for our local authorities to establish international cooperation with each other.

Since the time when ancient man recognized himself as a thinking creature and directed his eyes to the sky, he awarded the greatness of the Universe and asked questions about relationship of celestial events with natural phenomena and their influence onto life on Earth. Addressing such possible connections, ancient people have started regular observations of the sky luminaries, attempting to explain and to predict future events and their development. Thus, the astronomy was one of the first and most important sciences in the ancient world. The sky, our common and universal heritage, forms an integral part of the total environment that is perceived by mankind. Including the interpretation of the sky as a theme in World Heritage is a logical step towards taking into consideration the relationship between mankind and its environment. These material testimonies of astronomy, found in all geographical regions, span all periods from prehistory to today. There are lot of stories that can be considered traditional myth stories about astronomy and lot of art creations inspired from Astronomy too.This project is a model network of schools in delivering comprehensive outreach program which can inspire and attract as many school students as possible and reach a point where a large group of young future scientific generation is going to be created, geared and attracted to Science, Technology, Engineering, Arts and Mathematics (STEAM) by incorporating Astronomy as spice under the school network.We will focus on the triangle: Astronomy – Tradition – Art and we will give our students the possibility to discover by themselves the connection between these three different studying fields. It would be very useful to explore how traditions differ between several cultural environments around the globe and to what extent they influence the local folklore.Our main objectives will be to:-enhance the transversal key skills in students from European schools through collaboration and exchange of best practice.-develop skills of teachers from European schools for using innovative approaches in learning, based on using ICT and focused on creating a more active learning environment. -enhance the quality of education and enrich the school-offer of the European schools, by developing innovative didactical materials based on interdisciplinary approaches. -draw Connections to Real Life. When will I ever need this? This question, often heard in the classroom, indicates that a student is not engaged. If a student does not believe that what they’re learning is important, they won’t want to learn, it’s important to demonstrate how subjects relates to them. -improving the language level of the students and the staff - results and outcomes elaboration in English.More than 120 students at age 13-15 will be involved in the project and more than 40 teachers. Except them all school communities and local authorities will be informed about the project activities and results. All participants will:-visit archeological sites related to astronomy-have lectures from experts-prepare presentations-work on art creationsAll the project activities, concentrating on collaboration and communication, critical thinking, problem solving, peer learning, concern the development of transversal soft skills in students. The activities proposed for testing the methods by creating a more active learning environment involve actively students in all the project phases. Through project methodology we will:-motivate pupils, by stimulating interest and enjoyment -teach laboratory skills -enhance the learning of scientific knowledge -give insight into scientific method and develop expertise in using it -develop 'scientific attitudes', such as open-mindedness and objectivity-learn European traditions-express feeling with art as a vehicle -make them understand that our differences are less than our common interestsA booklet with all activities, methodology and questionnaires will be created at the end of the project. Except that, all the above will be continued uploaded in twinspace and our school websites.Dissemination will start from the very beginning of the project implementation by designing the dissemination strategy and the dissemination plan with measurable and realistic objectives, the timetable, target groups, resources, responsibilities, expected results and indicators on partnership and local level.This will be done inside the partnership, in our local communities, in the wider public, in Facebook groups – monthly, in the target group outside the school communities.At the end of 2003, the UNESCO Centre of World Heritage (United Nations Educational, Scientific and Cultural Organization) has announced the beginning of new project directed to reveal and preserve the objects of archaeoastronomical and astronomical nature of historical and cultural 9 value all over the world and the strategy of thematic program “Astronomy and World Heritage”.