"Water is one of the most essential elements of any kind of life on Earth and we are facing a difficult period in the upcoming decades. Clean water bases are diminishing while the demand for water is increasing. Water is a cross-cutting issue that affects all aspects of development, including health, food security, economic development, ecosystem services and biodiversity. The particular focus on water, climate and resilience aims at cooperation and initiatives in the area. The latest objective of the United Nations' Sustainable Development Goal 6 is about ""clean, accessible water for all"". The teaching and training activities in the project and their outcomes were to set a standard for this very important goal. We wished to show how educational institutions and the local communities behind them across Europe could promote Goal 6.As teachers we could not sit back and watch the future of water, we had to be proactive in its preservation for the upcoming generations. The educational methods and approaches we used in our project were varied and as modern as possible as we felt the traditional classroom methods may not be sufficient for such a wide topic. That is why we aimed at creation of a multidisciplinary and hands-on approach to teaching that could only be achieved when discovering the various spheres that our partners could offer based on their special skills/expertise.The basic priority behind the project was to lay the methodological foundation of ‘good practices’ together with the teachers involved in the project.We aimed to create a methodological model, which enabled us to make an interdisciplinary educational program for the ages of 13-17 at secondary level as this age group was the main focus range of our project activities. With the help of the programme students could understand the importance of water, and how much it intertwines all fields of life. It was also essential for students to comprehend the vulnerability of water bases and the diminishing quantity of resources as well as the need to find ways of sustainable water management. Furthermore, students also realized how important it is to work in a multinational project. They also learnt a lot about culture of other participating countries and found out that their peers from the other countries face the same challenges and problems as them. Great friendships were formed during the project not only among the students but also among the participating teachers. They had great possibility to talk to teachers from the other countries about their work and gain new experience in the field of methodology and teaching.The international work was called into life with a clear intention of seeing the participating teachers become better educators, as they shared the knowledge from their own expert area with others. The educational areas, subjects that we aimed to develop were language skills, language teaching, history, geography, biology, chemistry, economics, environmental studies, water management studies, and maths.Throughout the two years we have managed to create a set of MM teaching materials which were used in classrooms of participating schools. These materials are closely connected to water, water supplies in participating countries, water treatment and management. Students have learnt how similar and also different are approaches to water issues in participating countries. They have also learnt a lot about the ways we should treat water to ensure sustainable water management. That reflected in creating of the Water Charter that includes ideas from all participating countries. Apart MM teaching materials a set of playful materials was created. As all students enjoy games, it was the way how to motivate them to learn more about the project topics. They were able to enlarge their vocabulary connected to the project topics due to creating of the multi-language dictionary. The dictionary includes terminology we have learnt on international meetings. All the project results have been disseminated on e-twinning and school project website. In this way not only the schools but also the local community and local authorities have learnt about the project and its results."

For centuries, the Earth was thought to be at the centre of the universe. Today’s science now believes that everywhere is the centre of the universe and that it is, in fact, constantly expanding. The universe is, therefore, larger than it was when we started this project three years ago. Whatever your beliefs may be, astronomy is at the centre of everything. It poses the biggest of questions which have fascinated humans throughout history. Where do we come from? Who are we? How can astronomy help us to answer these questions? How can we persuade young people to look to the stars for inspiration? How can we use astronomy to foster a love of maths and science and deepen understanding? These are the questions we asked at the start of this project. Astronomy is a science discipline which changes rapidly, just look at everything we discovered between 2017 and 2020 which is recorded on the project’s Facebook page. Recording events as they happened has brought home to young people that scientific knowledge evolves and develops quickly and has helped them to prepare for life in a rapidly changing world. Through our multidisciplinary approach, we demystified some 'hard' science to make it accessible to a much wider audience.The main objectives of our project were to harness our pupils’ curiosity about the ‘big’ astronomy and physics questions and to use this to improve the delivery of science courses in our schools whilst developing a range of materials and expertise that we could share with colleagues across Europe and beyond. We helped young people understand the relationship between astronomy and other sciences and gave them skills required to develop their knowledge in their future studies. Through working with young people from other countries, linguistic competence, communication skills, cultural understanding and respect for their own culture and that of others were fostered amongst the participants. They gained an enhanced awareness of our shared European history and a sense of themselves as European citizens as well as developing an awareness of the interpretation of astronomical matters in other cultures by working with a partner school in India. Students and staff from nine schools from nine countries (Bulgaria, France, Germany, Macedonia, Portugal, Romania, Slovenia and the United Kingdom – and India as guest partners) took part in this project. A total of approximately 8000 young people were exposed to the Erasmus experience through activities held in their schools, either as working directly with the project or in cascade events. Within each school, a core team of Erasmus pupils ambassadors and teachers led the work. Activities included pupils from the age range of 3-18, multi-age and multi-stage activities encouraged them to mix with each other.The holistic approach to the project meant that activities suited to all ages, stages and learning needs were offered. High level activities in astronomy and astrophysics were aimed at advanced students and these provided challenge for those intending to pursue their interest in astrophysics at university. Introductory activities for the youngest included the use of telescopes and star gazing. A group of severely autistic children were involved in the project through art therapy. Music, Art, Maths, Literature, Geography, History and Language departments included learning and teaching activities on the theme of astronomy in their programmes. Collaborative work and classroom learning took place. A mixed methodology approach was used. Wherever practicable, hand-on experiential learning was favoured. Working in international groups was encouraged as was the role of older students as workshop leaders and as mentors to younger pupils. The tangible results of the project include a project website, a Facebook page, a project TwinSpace on eTwinning and three smaller eTwinning projects based on astronomy and an online dictionary. We have produced a bank of learning and teaching resources and lesson plans and a range of spin-off outcomes from galaxy scarves to board games, embroidery to animated films. The impact of the project on pupils has been clear. Several have now decided to study astrophysics at university and some have decided to study abroad in one of the project’s partner countries. Language and communication skills have improved and pupils have greater confidence in new and challenging situations. Friendships have been cemented. Project activities have featured as examples of good practice in Erasmus+ publications, in the press, on radio and on television. The longer term impact of the project will only become apparent in due course as our astrophysicists and their Eurostronomia friends develop their skills further at university and in the workplace. One participant has attended NASA space school. Will her dream of being the first astronaut on Mars be realised? Erasmus+ encouraged participants to pursue their dreams and reach for the stars.

The most important aim of our project was to make our students be aware of the importance of sustainability and the career opportunities they have related to the topic. All the participating countries face the same problems such as pollution, waste, climate change and so on. Furthermore, we wanted to give them the opportunity to be able to choose different jobs in alternative to the most “regular” ones –posts that have already too many applicants and might not be needed so much in the future. Through hands-on activities, field trips and reflection instruments the students realized their potential and skills they may use while choosing their future careers. In our project there were five participant countries involved, namely Germany (coordinator), Portugal, the Czech Republic, Turkey and Italy. Our schools are different with regard to the age of the students, level of education, the economic background, but we face the same problem which is the youth unemployment due to various reasons: not enough motivation, no knowledge of new professions and job opportunities, not enough vacant posts in most countries, the students lack of insight into the own abilities and weaknesses.In order to find some solutions to part of these problems, every school shared its expertise. The Portuguese school has a focus on STEM subjects and has highly qualified teachers in this area. Since many professions in the field of sustainability depend on knowledge and skills on these subjects, its contribution was important in order to raise the interest and awareness of the students about areas of study connected with sustainability and technology in higher education. Its collaboration with Minho University and IPCA was crucial to carry out projects connected with these topics.The Italian school has its focus on the Feuerstein Method (learning how to learn). This unique educational approach combined specially designed instruments and mediation in order to identify and enhance an individual learning potential. It teaches people the art of learning; how to think, how to gather information, how to analyze. It teaches the knowledge which provides the skill set to become a superior learner. In Rimini students from Erasmus+ project practiced activities taken from Instrumental Enrichment. They worked with problem solving exercises that enhance planning behavior, focus on how people learn, which strategies people use and where these strategies can be useful in other domains. These activities were conducted on the principles of Metacognitive Didactics.Considering the fact that the Czech school cooperates intensively with Bata University Zlin and follows the long-lasting traditions of its region, it offered the possibility of training in film making and leather processing. With regard to the topic of sustainability the school also highlighted the importance of waste recycling through the wide range of field trips. Both was essential in order to enhance the students knowledge and to develop their personal skills as well as to learn how to document their researches with the use of modern media.The Turkish school emphasizes science, biology and arts in recycling waste and paper. The school is located in the metropolitan area of Istanbul where environmental problems are much more visible and urgent than in rural or smaller urban areas. That means that the problem of waste is appealing and many local companies deal with this. Therefore excursions to those companies were organized and they allowed the students to do research on processing the waste.The German school concentrates on the performance of professional orientation measures: analyzing students strengths, potentials in cooperation with partners from vocational training and the chambers. It also started working with a new instrument of potential analysis, that can be carried out by schools independently from other institutions. Hereby the focus is on soft skills like the ability to work in a team, creativity, problem solving.The main activities carried out were:-Work on Project portfolios/language portfolios-Creating an Online-Dictionary-Doing research and workshops-Presenting results-Interviewing experts-Analysing potentials and data- Maintaining the project's twinspace on the e-twinning platform The following results were attained: The products mentioned in the application were produced as planned. Our initial goals were met. The impact on the students was profound in terms of awareness of environmental problems and in terms of developing their personal skills.By cooperating with each other, sharing the experience and various procedures, the participating schools are now more conscious of the areas and fields of the study which should be developed and improved. Furthermore the schools implemented the use of the language portfolios as an important learning tool in Foreign Language lessons.

"In view of increasing European disenchantment and increasing nationalism in the political and social discourse, it is precisely the schools that are required to anchor the achievements, values and opportunities of the EU more firmly in the consciousness of the pupils. This Europeanization, which in our view is necessary, can only succeed if we counter this renationalisation in the classroom too. Work on a common collective memory should therefore form the basis of a stronger and more sustainable identification with Europe.National Curriculums and teaching materials, however, continue to often rely on national collective memory instead of forcing a much more European interpretation. This becomes clear, e.g. in the subject of history, the reference to non-historical historical events only partially integrated into the national understanding of history. The same applies in the area of first language teaching, which rarely takes into account the literatures of other nations or refers to other languages in the field of language analysis, though it could be enlightening.The project works on how a European dimensioning of the curriculum and content can be implemented. Intercultural learning should not remain a marginal aspect here, but rather take place in the individual subjects. The project work focuses primarily on the topics of literature, history, philosophy / ethics, music, fine arts, social studies and history, because these humanities or arts-oriented subjects contribute most to the collective identity formation. But the project also gives attention to the contributions of national natural sciences to the development of Europe.Knowledge about the European Community and its structures also helps students to realize the benefits of European integration. However, this knowledge does not help if Europe's current problems are left out. The project focuses on the EU as a community of peace and values the connecting elements between our nations, but it does not want to leave out differences (EU skepticism, national stereotypes).In all these areas, therefore, the project identifies the national contribution to the common heritage and examines its importance between globalization, Europeanization, renationalisation or hybridisation.Our objective is the student-centered, action-oriented and production-oriented development of the European cultural heritage in order to raise the students' sense of a common social identity . In concrete terms, this means that we present the different aspects of European cultural identity on material (buildings, paintings, books), immaterial (fairy tales, oral traditions) and digital levels in boxes, to which each country and every subject delivers its own contribution. In this way, in every box (music, literature, folk tales, politics, biology, pedagogy, etc.) an intercultural dialogue about commonalities and differences arises. Each individual box depicts a Europe that is ""united in diversity"" on the different levels.The stated objective makes it necessary to work internationally, as the second priority, Promoting Internationalization, aims at overcoming national perspectives on cultural heritage. Such an overcoming exists e.g. when the students prepare texts that belong to the canon of national literature history for the SuS from other countries: translate, play, summarize. The result is a new canon of European literary history that can be understood, experienced, read in the appropriate box.The same applies to the fields of art, architecture, music, fashion, history, biology, medicine, film, philosophy etc.The third priority chosen, Open Education in the Digital Age, was chosen because some products are based on digital media anyway, but more important was the idea of having the contents of individual boxes, which should be deliberately haptic in character, and represent in their entirety the European cultural heritage, also digitized, so that a virtual museum / cultural memory emerges, which can also be visited by others and continuously increased beyond the project duration (Digital Museum of Culture).The project starts with an overview of the national cultural heritage. To this end, the individual learning groups, select the topic they want to work on from the fields mentioned above .The choice of subjects is followed by a survey on the 10 books, films, songs, etc., which are representative of their own culture and which one should necessarily know abroad. After the evaluation of the survey results, the concrete work on the topics follows. The task of each learning group is the research on the chosen topic and the preparation of a varied presentation of the results. In order to fill the box, which contains the respective topic, the learning group should proceed in a division of labor in order to create a multitude of products with the help of various media. Power point presentations, card games, quartets, music recordings, posters and many more are possible."