Class 2 pupils revised the names of animals and then worked in teams to create posters showing farm, forest, jungle, and ocean animals.
They sang songs connected with each habitat, which made the activity fun and gave them ideas to improve their posters. Each team carefully labelled the animals they had drawn, so the posters became colourful and easy to understand.
As part of our project activities, Class 2 pupils explored SDG 14: Life Below Water.
We began by watching a short video and discussing what we saw, especially how the sea animals felt when surrounded by things that do not belong in the ocean.
To make learning fun, we sang a song and played games to revise and learn the names of underwater animals.
Next, we joined forces with our international partners to create a collaborative story about animals, pollution, and hope for a cleaner ocean. Each school chose a situation, added a drawing to illustrate it, expressed an animal’s feelings, or suggested a solution.
I invited my pupils to create a poster together. Each child drew a sea or ocean animal and labelled it, so the poster became a colourful collection of marine life.
Finally, we agreed on our own rules for protecting the ocean and added them to a digital poster.
This way, the pupils not only learned about underwater animals but also shared their ideas for keeping the underwater clean and safe.
Together with our project partners, we recreated the title of The Seagull and the Cat eTwinning project.
My Class 1 pupils had just finished learning the Cyrillic Alphabet with their class teachers. In our English lesson, they enjoyed colouring the letters that are the same in the Latin Alphabet, using ScrapColoring.
Class 2 pupils joined in by making the letters N and S with their bodies, showing how teamwork can bring letters to life.
Finally, we used Copilot to design the letter T, inspired by the story itself.
Each international team contributed in a different way, and the whole activity showed that unity really is strength.
In our first lesson after the winter break, I read The Gingerbread Man with my Classes 1 and 2 pupils. Before starting, I asked if they had heard the story before, and reminded those who had to keep quiet so they wouldn't reveal anything.
First, Class 1 pupils drew the characters and then watched a short video of the story. Then, I asked them to number the characters in the correct order. I also asked them simple comprehension questions and whether they liked the story, what they enjoyed, or what they didn’t.
Class 2 pupils also drew the characters in their notebooks, but they labelled them as well. We read the story together and did some fun tasks that they really enjoyed.
It was a lively start to the term, and both groups showed great enthusiasm for the story and activities.
