<< Background >>2021 must be the year for climate action – “the make it or break it year,” said United Nations Secretary-General António Guterres at the launch of WMO’s report on the State of the Global Climate 2020 which highlighted accelerating climate change indicators and worsening impacts. “This is a frightening report. It needs to be read by all leaders and decision�makers in the world,” Mr Guterres told journalists. “This report shows that 2020 was also another unprecedented year of extreme weather and climate disasters. The cause is clear. Anthropogenic climate change -- climate disruption caused by human activities, human decisions and human folly,” he said. “It is therefore important to invest in adaptation. One of the most powerful ways to adapt is to invest in early warning services and weather observing networks and hydrological services,” he said. Traditionally, STEM subjects have been regarded by some students as slightly more abstracted from day to day life when compared to humanities-based subjects. However, with the growing coverage surrounding climate change, younger generations are rapidly becoming aware of the relevance STEM subjects hold in everyday life. The climate crisis has brought science, technology, engineering and maths (STEM) subjects to the fore amongst younger generations – with millions of young people marching globally, asking the world to listen to Greta Thunberg and “unite behind the science”. As a result, we are seeing young people becoming increasingly aware of climate related issues.<< Objectives >>The Climax project Partnership brings together partners from across education, research and the wider STEM sector to support the delivery of climate change related school curricula and activities in formal and informal education settings. It aims to enhance educators’ subject knowledge and understanding, so that lessons are based on scientific evidence, and increase students’ understanding of the science and implications of climate change. The project will provide climate change stem courses, opportunities for schools to engage with STEM working within climate change settings, and STEM enrichment opportunities, such as competitions and challenges. The project introduces exemplary explicit teaching strategies as enacted by a school STEAM teacher. Through a -lesson climate change STEAM program, data will be collected to explore explicit teaching strategies. Data from teacher interviews and class observations will also used to identify and describe how this STEAM teacher will offer students opportunities to solve real problems in their community. Examples demonstrating three stages of STEAM education: understanding context presentation, performing creative design, and experiencing emotional touch are provided. STEAM programs will be presented with realistic issues arising from the community students belong to and that explicit teaching strategies that will give give students the opportunity to achieve core competencies and scientific literacy. The project will provide a piloting and implications about the need for systemic teacher training and professional development for STEAM education. The project is designed for teachers andschool students aged 8-16 years old.<< Implementation >>PR1 Toolkit for teachers and students Main activities are: A1 - a preliminary common background definition on climate change; A2 - a common definition of the methodology and the regional action plan (stem course and curriculum for teaching students about climate change) A3 - a regional assessment on regional awareness and existing actions in all partner's regions educational institutions - A4 - Transnational online workshops to train and directly improve the skills and competences of teachers about climate change awareness educational methodology A5 - Preparation of an online platform will be implemented for teachers experts and students. this platform will host training materials and tutorials that will be part of the toolkit (PR1) A6 - Each project partner will implement a piloting in regional schools PR2 Guidelines A7 Feedbacks and data from piloting will be collected, elaborated to validate the toolkit and create the guidelines (PR2). Project results (PR2 and PR2) will be then disseminated on: project partners website, eTwinning - advertised in social networks and websites.<< Results >>The project foresees two project results: PR1 a toolkit to implement and replicate the stem course for teaching students about climate change (PR1) and the guidelines to implement a curriculum for teaching students about climate change (PR2). Teachers and students will understand what climate change is and how we can mitigate it, will learn how to bolster knowledge of the subject, learn the difference between weather and climate, and investigate the causes and effects of climate change, learning about how the climate is affected by both geological and human factors.Moreover beneficiaries will l understand how to collect and interpret data from the Earth Observation satellite and other resources , using it to develop projects that engage and inspire students to investigate and communicate local climate issues and solutions. Teachers will work with other teachers to develop practice, how to develop a research question using data, and how to organise findings using the relevant scientific terminology. Topics covered will be: What is climate change? How climate change is measured using satellite data. How it will be possible to mitigate climate change. By the end of the course, teachers and students will be able to: Describe what climate change is and what it is not and improve subject knowledge of how space technology is used in climate science; Identify misconceptions within your class and approaches to teaching the science of climate change; Produce a plan to support students to undertake a climate change investigation; Apply the techniques used by scientists to collect and analyse data on climate change within the classroom; Evaluate the use of climate change and related careers as a context to teach science across the curriculum.