Visibility of eTwinning Projects Group July 2026 Newsletter the project, which is why their efforts were recognised and they enjoyed the learning experience. The project forms part of the national curriculum for Year 3, addressing key competences in mathematics and science( plant structure, observation, measurement, map-reading skills, environmental comparisons), language and literature( creative and functional writing), visual arts( drawing, modelling, illustration, practical skills), digital skills( creating digital content, online collaboration) and civic education( teamwork, emotional skills, following group rules, completing tasks, values, cultural expression). Throughout the project, we also adopted a multidisciplinary approach; for example, in the final product, where pupils combined literary text with scientific information and their own drawings. Another example is the‘ Snowdrop Diary’ activity – where pupils integrated elements of natural sciences( temperature, the calendar, the stages of a plant’ s development) with recording data in a table and comparing it( mathematics), with elements of geography( the geographical distribution of the countries involved in the project), and emotional development( appreciation of others, collaboration). At the end of the project, the pupils practised functional writing( a farewell letter, a snowdrop greeting card.
The key competences and skills developed by my pupils were: linguistic, digital, STEAM, cultural expression, social, collaboration, communication, analytical and investigative skills, the development of emotional wellbeing, teamwork and
responsibility, collaboration on secure digital platforms, and intercultural communication.
I evaluated the project by assessing the pupils’ behaviour, the outcomes of the activities, and the questionnaires that were designed, administered and analysed. The responses collected following the administration of the questionnaires highlighted the positive impact of the project on pupils, teachers and parents alike. The pupils expressed a desire to continue working with the same classmates, as they had become friends. At the same time, the project gave the pupils the opportunity to learn new things and develop their skills in an interesting and enjoyable way. Throughout the project, there was a sense of harmony and enthusiasm.
I played an active part in the entire project, went through all the proposed stages, contributing ideas, offering feedback and giving praise to my colleagues. I adapted the activities to my class and tailored my teaching materials; I created worksheets to help my pupils understand the content and contribute creatively; and I made the content accessible to the two pupils with special educational needs in my class. I supported the pupils when they logged into the project platform. I have prepared the presentation for the‘ Art and Crafts: 3D Snowdrop Model( Cotton Pads & Mixed Materials)’ activity – page 2.7. I drew up the final questionnaires for pupils, teachers and parents, and analysed the results – page 1.8, with sub-pages 1.8.1, 1.8.2 and 1.8.3. I proposed the activity
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