Visibility of eTwinning Projects Group July 2025 Newsletter
Literature, and Primary Education subjects.
Most activities were carried out during regular English lessons, where teachers introduced homophones through listening exercises, vocabulary games, and contextual reading. Project-based learning served as a framework: teachers explained clearly the purpose and structure of each task and guided students in documenting their process.
how similar words sound or differ in their languages, vote on the most creative student videos, and exchange cultural insights in mixed-nationality groups.
Pupils were not just passive participants— they actively shared ideas, gave feedback, and created final products, showing real teamwork across borders.
Use of Information and Communication Technology Technology played a key role in every phase of the project. Students used tools like Canva, Padlet, Wordwall, Google Slides, and LearningApps to create and present their work. TwinSpace was used regularly for uploading content, sharing feedback, and commenting on partners’ contributions. Teachers communicated using forums and live sessions to plan and coordinate activities effectively, ensuring smooth collaboration.
This helped learners develop key competences such as literacy, multilingual understanding, creative thinking, and learning to learn.
Collaboration between partner schools The project encouraged meaningful collaboration between all partner schools. Teachers and students from Turkey, Portugal, Poland, Moldova, Greece, Croatia, Lithuania, and Jordan worked together to create shared digital dictionaries with homophones, compare
Results, Impact, and Documentation All project activities, from planning to evaluation, were documented on TwinSpace, including activity descriptions and visual evidence( photos, videos, drawings), student reflections and peer
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