Visibility of eTwinning Projects Group July 2026 Newsletter tailored to the project’ s requirements, whilst aligning with the targeted competences. The pupils worked in small groups on the plant study activity( the inquiry method) but presented their findings to their classmates and received feedback. Within the larger group of pupils, they were able to analyse and compare both the information and their working methods, in a genuine exchange of experiences.
Their interaction in the virtual environment was based on interactive working methods. When assessing their knowledge, they used individual worksheets. There were also periods of independent and individual study – for example, when they used the electron microscope of their own accord. Or when they observed, analysed and illustrated … the snowdrops brought into the classroom from their garden. In the logo design competition, as well as in the photography competition, the pupils first worked individually, then collaborated to select the top three entries. Afterwards, they voted alongside their peers from other countries on the selected pieces( three from each class). It was a democratic exercise, and they learnt to assess a piece of work according to specific quality criteria. The same approach was taken for the collaborative story: each pupil wrote a literary text that also included scientific information( discovered during the research phase). The texts were then collected and a representative one was chosen. The illustrations were created by the pupils and selected by them as well. As my pupils were in Year 3, I placed emphasis on scientific observation as well
as on written communication. We highlighted the usefulness of scientific information and texts, as well as the importance of writing imaginative texts accurately and creatively – as part of whole-class activities. The analysis of the data and information collected(“ Snowdrop Diary”) enabled the use of methods such as systematic observation, direct measurement and the learning diary. Creative methods were also applied, such as personifying plants and reflective creative writing.
Throughout the project, the pupils learnt through international cooperation( pupil presentations, Kahoot! quizzes – which served as assessment tools, writing a collaborative story, the snowdrop diary, the photography competition,‘ Art and Craft’, studying a part of the same plant, etc.) Self-assessment was also included – pupils reflected on how they felt and what they had learnt during the project( Pupils’ self-assessment, page 5). They were able to develop these ideas by completing the final evaluation questionnaire. The analysis of this highlighted the positive impact of the project on the pupils’ academic and social lives.
My pupils are 10 years old; they work in small groups and as a team, and are able to follow a code of conduct and the stages of an activity. The methods used in the project emphasised guided learning, the responsible and creative use of technology, remote collaboration, the ability to engage in their own learning process, emotional development, motivation and the completion of assigned tasks. They enthusiastically engaged with
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