Water is one of the most essential element of any kind of life on earth and in both quality and quantity we are facing a difficult period in the coming decades. Clean water bases are diminishing while the demand for water is increasing which unpleasant fact is recognized even by world leaders. This led to serious and strict commitments at the Paris Climate Change Conference last December. The climate agenda clearly states that climate change threatens to undermine the ability of countries to achieve sustainable development. Similarly, 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 during the Paris Climate Conference aims to encourage cooperation and initiatives in the area, both between countries and between different civil society actors. The latest objective of the United Nations' Sustainable Development Goal 6 is about "clean, accessible water for all". The teaching and training activities and their outcomes are to set a standard for this very important goal, and we wish to reach the High-Level Panel. We wish to show how educational institutes and the local communities behind them across Europe can promote Goal 6. As teachers we cannot sit back and watch the future of water, we have to be proactive in its preservation for the upcoming generations. The most influential way we can act is to create a meaningful educational program/project that educates students about its strategic role in life. However, the educational methods and approaches should be varied and as modern as possible as we feel the traditional classroom methods may not be sufficient for such a wide topic. Thus we aim to create a multidisciplinary and hands-on approach to teaching that can only be achieved when discovering the various fields of area that our partners can offer based on their special skills/expertise. The basic priority behind the project is to lay the methodological foundation of ‘good practices’ together with the teachers involved in the project. We aim to create a methodological model, which enables us to make an interdisciplinary educational program for the ages of 14-18 at secondary level as this age group will be the main focus range of our project activities. With the help of the program students will understand the importance of water, and how much it intertwines all fields of life. It is 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 will also realize how important it is to work in a multinational project, as the very same rivers and water bases are often handled by other countries as well, as they pass through borders. However, water does not recognize borders or political treaties, and by approaching this vital element of life from various perspectives the school subjects covered in this application hopefully become a real, tangible experience which might help with a better understanding of sciences that otherwise may look too abstract for students. The international work is called into life with a clear intention of seeing the participating teachers become better educators, as they share the knowledge from their own expert area with others. The educational areas, subjects that we aim to develop are language skills, language teaching, history, geography, biology, chemistry, economics, environmental studies, water management studies, and maths.
At the begining of the project a detailed project timetable and the partner countries responsibilities were put forward by the coordinator.During the 2 year time each activitiy was implemented according to the timetable that we have discussed . Responsibility for the outputs and activities were delegated between the members of the project, and the contact person in the partner schools have been responsible for coordinating and collecting evidence of their assigned outputs. Each school assigned a member of staff (usually the contact person for the project) to take responsibility of collecting and collating data and evidence on the individual activities of the Project. Participant surveys has been applied. We had no difficulty in implementing the project due to the strong collobaration and communication of the partner schools. 1-ITALIAN SCHOOL - Professional, communication and financial coordination of the whole of the project - Quality assessment of meetings, creation of assessment questionnaire, conducting the survey, and analysis of the survey, creation of improvement plan, and supporting solutions on a consensual basis - Pre-press preparation and distribution of the educational final product 2- PORTUGUESE SCHOOL - Registration of project website, web hosting for 3 plus 3 years, assignment of administrator and establishment of the site's physical layout, maintenance of the site. We have published all our 2 years work and the digital dictionary and the digital lesson plans on the website. 3- POLISH SCHOOL Preparatory work of the water protection charta to be signed by the partners in the Italian meeting, coordination of collecting supporting signatures 4- GREEK SCHOOL - Development and preparation of non formal educational materials before the Greek meeting,implementation of them with students, uploading materials and instructions on the website 5- TURKISH SCHOOL - Compilation and distribution of the 5 language thematic dictionary and lesson plans. This dictionary includes compilation and distribution of Italian, Turkish, Greek, Polish and Portuguese language thematic dictionary on the topics like influence of global warming on the water system and regional tourism, water as a fountain of life, as a way of communication, as lifeline for humanity, Forming green thinking in schools and local community, water's representation in arts and drama.5 language dictionary on the topic is both printed and published as electronic versions in our Project website. All the words and phrases were discussed and agreed on during the mobilities where participants have studied and faced the facts of the present situation and find solutions for the threats and challenges of our future . The lesson plan booklet includes lesson plans from the very partners participated in this project “Water Sources and Sanitation”, and is a methodological model which enables us to make an interdisciplinary educational program for secondary level students at age 14-18 (main focus range of our project activities.) No single template has been followed, so each partner presented their own and unique lesson structure, also presenting country-based differences in methodology and style. Partner countries using these lesson plans, will be able to help students to understand the importance of water, and how much it intertwines all fields of life, 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. All partner schools have created their own water games like water taboo, water motion games, anagram crosswords, goose game,the pollution battle games,save water memory games, story telling games. The participants created them and played at schools to boost the multiplier effect of the project. Audio-visual recording of meetings, editing and publishing them on the website and video sharing sites. We have disseminated our project results via different tools so far as a result of this a wider mass of people were affected. We made the presentaion of our project to our staff at school, families and the neighbourhood schools.The parents also had knowledge about our ongoing project as they had pupils either in the mobilities or during the implementation period of the project . Local newspapers were the most effective resource tool to disseminate every kind of activity local/regional/national/international level by means of published articles in media. The project activities and mobilities were published in school magazine which was an effective tool. After the TM and LLTs online qustionnaries were sent to both the participants and the teachers by the Italian team in which every mobility has been evaluated in different aspects. Erasmus+ corners were created in every partner school and all the project activities became visible as they were created in places where students could easily notice them and follow relevant information about our ongoing project.