Visibility of eTwinning Projects Group July 2025 Newsletter real tasks with visible final products: artistic compositions, digital applications, educational games, table plans and a collaborative magazine. The students worked both synchronously and asynchronously, they prepared in teams and made working groups for the collaborative magazine, they formed 3 international teams where they had different work tasks, but they also studied individually to create avatars and posters, logos, personal presentation and to create graphs, functions, math problems by associating images from the sports world.
The students found a comfortable learning environment and were able to offer a variety of products using their imagination, because they created their own products that increased their motivation and wanted to work as a team. They progressed through cooperative learning, and the strategies used were in line with the students ' developmental needs, establishing routines and norms, time management, building a community, immersive learning experience, communication, research, learning through discovery and practice, experimenting with new tasks, observation, interdisciplinary action method.
Curricular integration One of the most valuable dimensions of the project was the coherent and functional CURRICULAR INTEGRATION of several subjects. The project was not an activity separate from the school curriculum, but an extension and application of it, through an authentic interdisciplinary approach, which united
seemingly different fields in a common learning experience. The activities were based on contents and skills provided in the national curricula of the subjects involved: mathematics, physical education, art education, computer science, biology.
In the mathematics curriculum, the properties of polygons are used, perimeter and area calculations are made, plus analytic geometry calculations. In algebra, graphs of linear, quadratic and trigonometric functions are made. At the same time, the study of functions was carried out by calculating the derivative and determining the monotonicity and extremum of a function. From the physical education and sports curriculum, we used elements from acrobatic gymnastics( static and dynamic acrobatic elements, as well as jumping on gymnastic apparatus), athletics( running, jumping, throwing events), sports games: basketball( throwing the ball, alternate dribbling, passing the ball), volleyball( passing the ball forward and over the head, lifting the ball for attack, attack procedure with a right throw, low and high-front serve, two-handed reception from above, two-handed reception from below), football( kicking and heading the ball, stopping the ball with the foot and chest, dribbling) and elements of general / harmonious physical development.
Results and documentation At the end of the M. A. P. E. T. S. project, students were not only left with information, but also with concrete skills, clear values, and a profound formative
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