Astronomers searching for life on other planets generally look for water. Water in the liquid state represents the basic for all life on our earth. Although 2/3 of the earth’ surface is covered with water, only 2.5 % are available potentially as freshwater and only 1/3 of that part as potential drinking water. Upon the World Water Week 2017 it was underlined that 770 – 880 million people of the world do not have any secure access to drinking water. In December 2017, the catholic organisation started their annual call for donations also under the topic “No life without water”. Moreover, the international solution of this drinking water problem will become fundamental for the future universal peace [Symposia of World Water Week, 2017]. Of course, the rising sea levels may not be visible nowadays, however, climate change also goes hand in hand with increased extends of flooding all over the world, destroying houses and infrastructures. “So much water and nothing to drink” a speaker of the World Water Week Symposium citing an affected person. The affected regions have to be supplied with bottled water by helping organisations. The consequence: A rising amount of plastic bottles, to support another current global problem, i.e. the plastic pollution of the oceans. To look at this problem from different perspectives, six schools that are located at different seas and in different areas of Europe have come together to take a deeper look into such an important and multifaceted topic. The project will consist of different modules with each school specializing in a different topic, thus becoming an expert in this topic. During the mobilities activities will focus on that topic and after the mobilities, each school performs a follow-up course and compares the results to the situation in their country. The expert groups will be as follows: Germany - climate change and virtual water, Italy - water in art and literature, the importance of water for peace on earth, Turkey - energy gained from water, water purification, Portugal - water and tourism, UK - water and economy, Norway - microplastic in the sea and on the coast.Additionally, each school analysis water samples of their own area according to agreed methods each year and puts the results into a database. Thus, we diskuss at the end of the project whether there has been a change - to the better or the worth - and whether programmes introduced by the governments work. Furthermore surveys are going to be designed and conducted at several stages of the project in which the inhabitants of the towns interviewed. Evaluating these surveys we want to find out whether the awarness of a need of sustainable water use has changed within the three years of the project and whether campaigns show success or not. We also want the students to start their own campaigns to increase awarness among their fellow students and the wider community (web-site, blog, social media challenge, petition, designing and producing coffee-to-go cups, designing lables for local companies that produce bottled water, ... - depending on the students' own ideas).The overall outcome of the project is going to be a jointly written scientific report that coveres all the different facets as well as art exhibitions and digital products (blog, web-site, ...)

The United Nations Convention on the Rights of the Child (1989) states that children should be brought up in the spirit of peace, dignity, tolerance, freedom, equality and solidarity. Article 29 states that the education of the child shall be directed to developed respect for the pupil’s cultural identity, language and values and for cultures different from his or her own and to prepare them for a responsible life as an adult in a free society in a spirit of understanding, peace, tolerance, equality and friendship among all people. Children start to notice differences between people and to learn about them in very early age. At the same time, they develop attitude towards people who are different from them. Therefore it is very important that tolerance is handled with children at very early age. Sometimes bullying is invisible or when it does happen, not everyone is aware of it. It can ruin children’s lives, research shows that its effects can last well into adulthood in terms of impact on emotional, physical and mental health. Bullying was a common problem for all partners although in different ways; Turkish partners have problems with boys fighting (physical bullying), the Greek school is experiencing bullying against marginal groups such as disable and special needs, while in UK the main issues are cyber bullying and sexting, in Italian, Romanian and Portuguese school the main issue was a lack of knowledge and understanding form teachers and knowing how to best prevent and respond. In our planning application we identified common issues and then build themes to cover each issue. We also held a teachers training session to insure that whole school was involved not just students. This further promoted inclusiveness as one of the three topics focused in this project. We selected social inclusion as priority as the problems with bullying stem of excluding individuals as the bullying is essentially social problem. Schools are social environments and there will be times when there are disagreements, when relationships become strained and when conflicts arise. Sometimes this leads to bullying, sometimes the bullying is motivated by other factors including attitudes or values which may lead some children and young people to treat others negatively because of their appearance, gender, economic/social status or background. In the project we covered all those issues within our themes. For example, we addressed inclusion and gender inequalities in the theme two (C2) ‘All different, all equal’ and in the theme three (C3) we focused on SEND and disabilities. The six partners schools are diverse in size (number of students), location (three schools are in rural locations and three are based in the city), type of school (comprehensive/state, supported by business), student ages (ages from 9 to 18). The activities taken place in the two year project included: preparation that was shared on-line via eTwinning platform (https://twinspace.etwinning.net/65828/home ), international collaboration partner hosting Mobility and one teacher training event. We had four face-to-face Mobility and one virtual due to restrictions of travel because of Covid19. The main results were producing a set of training activities and strategies to train a core group of students to become Anti-Bullying Ambassadors. By the end of the project each partner had at least 15 students trained in the peer support scheme, in total 166 students have been trained and 26 teachers have been involved in the training of Anti-Bullying Ambassadors. These will be accessible for the future years, after the project finished. While, at the teacher’s training in C5, two teachers from each partner school and 15 local attendees were provided with the current pedagogy in preventing, reducing and responding to bullying.Other results were: •Applied most current pedagogy in order to prevent and reduce the number of incidences of bullying this also increased the knowledge and experience gained by all participants, learners (140 students directly participated in at least one theme/mobility, of these there were 251 students who were involved in mobilities and 104 local participants) and staff involved 68 in mobilities and further 24 teachers in the training event (C5); social inclusion (priority one), cultural heritage (horizontal priority), promote acquisition of skills and competences (priority three). •Production of training activities to teach a core group of students to become Anti-Bullying Ambassadors. In total 166 students have been trained in partner schools. They will provide integral part in reducing the number of bullying incidences and promote social inclusion (priority one). This had an impact on increased 21st Century skills, such as collaboration, communication, developing literacy skills by using media and technology showing life skills such as ability to lead and showing initiative.

Every Child Matters-Refugees and Immigrants in Education The rationale of this project is ‘Every child matters’ which is based on key values of social justice, fairness and diversity. The main aim of the project is to compare the school-education of refugees and immigrants between European partners: Adana in Turkey, Frinton-on-Sea in UK, Palermo in Italy,Petra in Greece and Lousado in Portugal. We are interested in exchanging best-practice in supporting immigrants and refugees, so that students, teachers and educators create a conscious society where there is cultural tolerance, social justice and the equality for all. The project will involve activities that will develop knowledge and understanding of each other’s cultures and language, raise the awareness of global issues such as inequality, conflict and sustainable development. Throughout students will be able to develop and increase skills in critical thinking, cooperation and teamwork, communication and having multiple perspectives. For example team work will be explored when students are visiting host countries and working on common activities such as creating a piece of art or music. Sharing ideas and experiences will enable students from all partners to learn from each other and create mutual respect. In particular it is hoped that experiences will enrich the lives of refugee students who at times don’t see education as valued. Learning will be extended to students who are not immigrants as it will enable to develop skills to combat prejudice, xenophobia and discrimination.During the project students will be exposed to at least one foreign language and they will be encouraged to learn words and phrases that will help them to communicate when on exchange visits. The result of this project will be published support manual with helpful methods for schools and teachers/educators. In this it will include immigrant stories which will also be a base of teaching resources of immigration and life as refugee. These resources will be available on especially created project website and free teacher sharing websites such as TES in UK long after the project finished. Dedicated website will include all published materials created by students and any resources, ideas that might be useful either in teaching refugees and immigrants or as awareness of issues relating to this. The final project outcomes and resources produced will enable future refugees (such as with recent agreements or relocation between governments from UK and Turkey,18.March.2016),to settle easier as the expertise developed during the project will be available to share, on line as well as face-to-face (part of Ambassadorial work for the project). 71 students and 29 accompanying persons will take part in the project. Two transnational meetings are planned in Italy on 20-21.October.2016 and in Greece on 01-02.June.2017. Our project will start on 05.09.2018 and end on 04.03.2018.

C.C.A. Climate Change Awareness has originated as a follow-up to an eTwinning project of the same name. It is directed at the students and teachers of six partner schools whose primary objective is to foster environmental education and European cooperation. The aims of the project are to expand our pupils' knowledge of climate change and sustainable development through participation in in-person and online learning activities centered around natural philosophy and ethics, geography, biology and scientific research. Students will increase their civic engagement, media literacy and ICT competences. They will improve competence in soft skills with emphasis on communication, teamwork and adaptability. Last but not least, they will enhance linguistic competence and increase motivation to learn foreign languages. The teachers involved will get acquainted with new methods of teaching and learning and exchange ideas and experience. All the participants will learn about the cultural heritage of partner countries and increase tolerance towards other cultures and citizens of other nations. We will strengthen the European dimension of participating schools.During the twenty-four months of the project there will be six international meetings, each hosted by a different partner. We have planned 120 student and 60 teacher mobilities, five short-term exchanges of groups of pupils and one short-term joint staff training event. In between international mobilities all participants will be using Twinspace as a platform for communication and cooperation.To help our students gain a deeper insight into the topics of air pollution, biodiversity and food equality, global water security, rivers and flooding mitigation, oceans as a global system, sustainable energy systems, eco-innovation and the ethical implications of climate change we are planning to use formal and informal teaching methods. The students will participate in research lab work (air quality measurements and weather data collection), workshops (topics ranging from the Italian Arte Povera and upcycling to forest ecosystems and their impact on air quality), talks and lectures with experts, ICT coding activities, visits to institutions and companies such as the Thames Barrier, the Cascais Tide Gauge, the European Maritime Safety Agency in Lisbon, the Food and Agriculture Organization of the United Nations in Rome or Volvo group. By exposing students to good practices and meaningful ways to improve the natural environment, we aim to boost their confidence and interest in STEM subjects. Making science fun and interesting, with experiments and apps, we will make students aware of the relevance of science in our daily lives as well as in the fight against climate change. Due to experience exchange in the field of methodology teachers will develop their teaching skills and by this will increase the level of education in the respective workplaces. All partner schools will enhance international cooperation and integrate good practices from partner schools into daily activities. All the effects and products resulting from the project will be shared and made available to the communities of participating schools. They will include: an app, a mathematical model, a project website, a project Twinspace and E+ CCA Toolkit for European Teachers with lesson plans, activity ideas and teaching tips.Potential long-term benefits: Boosting the level of education and educational offer of the schools, increasing the quality of international cooperation, strengthening tolerance, openness and respect amongst employees and students.