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.