The first objective of the association was to provide the students with a complete and documented insight of the migration phenomenon. The historical moment demanded it and still demands it: attitudes of xenophobia, contempt, or lack of solidarity with people who are forced to leave their country and seek refuge in the northern Mediterranean abound in the continent and are based mainly on ignorance. Easy discourses, which we all know well, are often generated to confront complex problems. The education system must react to such a scenario.One way to approach the migration phenomenon was to contact older people (neighbors, relatives) who had been migrants in other countries. This group is numerous, as we know, in Galicia, significant in Iceland and endowed with very special characteristics in the region of North Karelia where the Finnish associates are located. It has been possible for these people to pour their knowledge and their vital experience in educational institutions, to open their minds and broaden the vital horizon of our students. The main idea is that we have also been emigrants: we have sought life in places where they have received us well and in places where they have not. Sometimes we have even entered countries illegally in search of a new life. The protagonists of these events are at our fingertips and we have put them in contact with the students. But the social consideration of the migratory phenomenon depends on the culture and history of each country. In this international project, and based on the same principles, we have gathered three countries with different histories and sensitivities around migration. That difference, which has been reflected in the work and research of the project, has enriched us all. It is interesting to note that each country has contributed with different approaches to the project, from emigration for economic and political reasons in Galicia to the existence of refugee migrants from World War II in Karelia, to the special sensitivity towards immigrant people developed by the Icelandic partner, as the other side of the own migration phenomenon we study. All these complementary visions have enriched the project.In summary, the phases of the project were the following:1. Contact with former emigrant persons.2. Preparation of a research work, in English and presented at Power Point, about the lives of these people.3. Presentation of the works to the group of participating students from the different countries.4. Collaborative writing. Writing, in pairs, of a fiction story in English, related to the topic of the project.5. Presentation of the story to the group of students.According to the objectives of the project, the concrete activities organized by each educational center have been very varied and have benefited an important number of students:• Organization of meetings with elderly people who have been migrants, both within educational institutions and in places outside them.• Meetings with refugees and asylum seekers.• Organization of several dynamic activities on the topic of emigration: Podcast competitions on migration research, radio interviews with older people with a past as migrants.• Several school visits with the participation of a large number of students to study the historical phenomenon of emigration in different countries.• Musical activities that affect cultural miscegenation derived from migratory phenomena.At the same time, mobility activities have been used for the organization of training sessions and exchange of good practices between teachers of the various centers and visiting teachers in each activity. A special effort has been made to ensure the impact and sustainability of the project. Dissemination activities continue to develop once the official period of validity of the project is over. The changes made in each educational center, mostly related to the participation of people and external entities and with the collaboration of a greater number of teachers in European activities, are being maintained.

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.