eTwinning Through the Eyes of Former Pupils

As part of our school's ongoing eTwinning activities, I invited my former pupils Lara Avramov, Ana Vojvodić and Aljoša Felbab to share their experiences in international projects and reflect on the impact eTwinning had on their learning and personal development.

During the panel discussion, they talked about what it was like to participate in international projects, what they had learned, and why they would recommend eTwinning to other pupils. The audience also had the opportunity to watch project videos and explore several digital products created during previous collaborations. The discussion was moderated by Mila Marić, my Class 6 pupil, who encouraged both the guests and the audience to engage in a lively exchange of ideas.

The event offered younger pupils valuable insights into the opportunities eTwinning provides and inspired them to consider taking part in future international projects.

Welcome Back!

My Class 3 pupils have started the school year with this catchy song:

It's good to see you all again.
Welcome back!
Enjoy your English class again.
Welcome back!

10, 20, 30, snap,
40, 50, 60, tap,
70, 80, 90, slap,
It's good to see you all again.

11, 22, 33, snap,
44, 55, 66, tap,
77, 88, 99, slap,
And now 100, clap, clap, clap!

It's good to see you all again...

European Day of Languages 2026

 To celebrate this year's European Day of Languages, my pupils enjoyed a range of fun activities that helped them discover new languages and cultures.

Class 2 pupils learned how to say "We are friends" in Italian, French, German, and Hungarian. They also learned and wrote kind words such as friendship, love, happiness, and hello in Italian, Spanish, and Portuguese. As part of the celebration, we held an online meeting with our eTwinning friends and shared this special day together.

Working in teams, the pupils created drawings showing why learning languages is important. 

They also received Talk to Me stickers and used a key to find out which languages they represented. Then they searched for the countries on a map and drew their flags.

Classes 6 and 7 went on a virtual journey across Europe. Using their Talk to Me stickers, they discovered interesting facts about different countries and languages. 

Class 6 pupils took on a challenge and tried to complete as many activities as possible, while Class 7 pupils enjoyed taking part in fun language quizzes.

Through these activities, my pupils learned more about Europe's languages and cultures and discovered that learning languages can be both useful and enjoyable.

Hands Passport

 As part of our Hands Passport activity in the From Small Hands to European Dreams project, I first showed my Class 3 pupils how to create their own hand passport by drawing an example on the board.

Then, each pupil traced their hand on a piece of paper. On the fingers, they wrote their hobby, favourite music, colour, animal, and a wish. In the palm, they wrote their nickname, and on the wrist, they drew the flag of our country.

After everyone had finished, we looked at our hand passports together and compared our answers. We counted how many pupils chose blue as their favourite colour, dogs as their favourite animals, and which hobbies and types of music were the most popular in their class.

Later, we compared their results with those of our project partners from other countries. We discovered many similarities and a few differences, but most importantly, we found that children from different parts of Europe often have the same interests, favourite things, and dreams. It was a fun way for children to learn more about themselves and our international friends.

From Little Hands to European Dreams

 My Class 3 pupils have recently joined the From Small Hands to European Dreams eTwinning project to learn about other European countries, make new friends, and explore art and creativity together.

Before starting our project activities, we completed pre-surveys and shared our first ideas about the project. 

Pupils also learned more about Europe. Thanks to a Google Earth slideshow, they travelled across Europe and visited the places where our project friends live.

Later, they introduced themselves by creating avatars and had fun making them look like themselves.

They also suggested ideas for our project motto and logo. After sharing their ideas, they voted for their favourites and eagerly waited to see which motto and logo would be chosen by all partner schools.

These first activities helped us get to know one another, learn about our project partners, and prepare for our exciting European journey together.

The Alphabet

My Class 2 pupils and I have recently covered the English alphabet in our lessons, thanks to this lovely song:

NQL 2026

Our eTwinning National Support Organisation has just awarded 171 Serbian teachers with 228 Quality Labels for their international projects. I'm proud and delighted to share that the projects I started and collaborated on with my pupils have also received the recognition:

- A Year of Friendship & Discovery:

The project is clearly and well‑structured, thoughtfully designed, and engaging. Your inclusion of pupils of different ages in project activities is praiseworthy. The organization of the TwinSpace platform shows that every detail was carefully planned to support partners in navigating and managing shared documentation. Particularly commendable is the involvement of pupils on TwinSpace and their active participation in carrying out joint tasks. It is also highly positive that you used the platform’s features for communication, idea exchange, and collaboration with project partners. 

- The Seagull and the Cat:

The project set as its common goal raising pupils’ awareness of the importance of friendship and responsibility towards others. Through story work, reading, writing, and participation in a series of creative activities, pupils improved their use of the foreign language, acquired words from the partner schools’ languages related to the theme, and developed compassion and care for others. On the project platform, they presented themselves with drawings and texts, supported by their teachers, which was entirely appropriate to their age and abilities.

The project had a clear implementation plan, and the activities and methods applied encouraged creativity, were multidisciplinary, and required active involvement from participants. The use of digital tools facilitated interaction and collaboration among project partners, as well as content creation, while also enabling pupils to learn and practice basic digital skills.

The project’s content and activities were clearly linked to the development of the planned competences and skills. Particularly significant was the emphasis on strengthening pupils’ ecological awareness of the importance of protecting the environment, specifically the marine world, which was also connected to the project theme.

Evaluation of pupils and analysis of results were prepared and presented on the project platform, contributing to the project’s overall high rating.

- Green Pages: Growing Minds, Saving Earth:

The project “Green Pages: Growing Minds, Saving Earth” fully reflects the core values of the eTwinning community: innovation, collaboration, inclusiveness, and sustainability. It demonstrated how stories and books can inspire pupils to take concrete steps in protecting the environment.

By linking literature, ecological action, and modern technologies, the project offered a comprehensive response to contemporary educational challenges. Abstract themes such as sustainable development, climate change, and environmental protection were presented to primary school pupils in an educational, inclusive, and motivating way.

Pupils carried out valuable ecological activities, including making bird feeders and planting trees. 

- Skills 4 Life in My Hat:

The project “Skills 4 Life in My Hat” is excellently designed and implemented, with clearly defined goals, carefully planned activities, and strong partner collaboration. Its special value lies in the choice of relevant, student‑friendly topics such as financial literacy, healthy lifestyles, digital safety, sustainability, and active citizenship, successfully addressed through CLIL, project‑based learning, and the “Six Thinking Hats” method.

Through these activities, pupils developed linguistic, digital, civic, social, and other key competences, as well as critical and creative thinking. The high level of teacher engagement in planning, coordination, and leadership is particularly noteworthy, along with the effective use of diverse ICT tools, which pupils actively and independently used for communication, collaboration, and creating quality digital products.

The project was fully integrated into the English curriculum and successfully connected multiple subject areas. Results were well documented and clearly linked to the set goals, with numerous joint outputs confirming its successful implementation. Overall, the project represents an example of high‑quality eTwinning practice, and we encourage you to continue participating in international eTwinning projects.