First of all, I'd like to welcome you to my blog. My intention's to make it a place for cherishing great memories of working with school children.
Here you'll find some tips, projects done by my pupils, their essays and poems, video clips (I don't know if it's me, but my pupils really enjoy singing), and things that can be interesting and useful.
All the photos, videos and pupils' work are published with permission.
All media are either original, free for use, or include credit to the source.
Class 5 pupils joined forces with their friends from the Year of Friendship & Discovery project to create a presentation about our environment. Together, they explored both the good sides—like clean air, trees, and recycling—and the bad sides, such as pollution, littering, and cutting down too many trees.
After sharing ideas, the pupils made their own promises for a greener future. They pledged to plant more trees, save water and energy, reduce waste, and protect nature in everyday life.
This activity showed them that even small steps can make a big difference.
Class 5 pupils worked together on a presentation about daily routines. They chose a Canva template and discussed how to describe a typical day, deciding which activities to include. They agreed on the text and illustrations, then shared their presentation in the Year of Friendship & Discovery project.
As part of the English Quest project Secret AI Mission: Routine Detectives, pupils helped an AI robot named AURA understand human life and traditions before it travels to different countries. They used Canva and Copilot to design their own robots. Soon we had both human‑looking and animal‑looking ones. Class 1 pupils examined all the designs and voted for the best. Marina’s cat robot dressed in white was chosen to represent our school.
In the forums, Class 5 pupils shared interesting details about their school life—their shifts, subjects, and facilities.
As part of our Art Class project, Class 2 pupils researched plants connected to Serbia and discovered that the lily of the valley, ramonda, and several other flowers have been considered national symbols. They drew the flowers presented on our state coat of arms, carefully cut out the pieces, and then joined them together to complete a shared vase.
Vases and flowers were paired with different countries and compiled into an e-book
This catchy song is another favourite in Class 1. It is perfect for practising food vocabulary and simple questions. My youngest pupils always enjoy it. This time, they made it their own by adding new foods and answers.
They used playdough to make the food, which made the activity even more fun and creative.
Soon we had watermelons, lemons, spaghetti, muffins, cookie, pizza, and lots of “Yes, I do!” and “No, I don’t! Yukky!” echoing around the classroom:
This song is another favourite with my younger pupils. It’s great for revising food vocabulary in a fun way. The rhythm is easy and the funny food combinations always make the children laugh.
Tommy's in the kitchen, Come and take him out! Tommy's in the kitchen, Come and take him out!
I've got an apple in my sandwich. I've got milk on my peas. I've got juice on my sausage. Help! Oh, help me, please!
Tommy's in the kitchen, Come and take him out! Tommy's in the kitchen, Come and take him out!
I've got carrots on my pizza. And a banana on my cheese. I've got chicken with my cake. Help! Oh, help me, please!
Tommy's in the kitchen, Come and take him out! Tommy's in the kitchen, Come and take him out!
Class 6 pupils read The Last Bear, reflected on its message of caring for nature, and checked vocabulary with Quizlet.
As Change Makers and Future Savers, they joined forum discussions and suggested ways people can help animals and nature: not throwing rubbish, recycling, planting trees, keeping places clean, being kind to animals, and saving water.
As Eco‑Connectors, they linked the story to real life and proposed actions to protect the environment.
One group used Suno (Seasons in My Hands) and another the MakeBestMusic app to compose eco‑themed songs, including one about April and the bear (Love the Bear).
Through these activities, pupils discovered how reading can be fun, creative, and meaningful, while connecting literature to real‑life themes of sustainability and responsibility.
Think about your favourite season. Describe it in 50-60 words,
Organise your writing in paragraphs. These questions might help you:
Paragraph 1: Which is your favourite season? Why do you like it? Paragraph 2: What's the weather like then? How does nature look in this season? What do you usually wear? Paragraph 3: What do you like doing then? What's your favourite activity? Paragraph 4: Where do you usually go? Who with? Paragraph 5: Why is this season the best for you? How does it make you feel?
My favourite season is summer. It is my favourite because of the warm and sunny weather. I enjoy wearing light, casual clothes and flip-flops. When I’m bored, I go rollerblading or swimming in the pool with my friends. During the summer holidays, I don’t have school, so I can relax and sleep longer. Sometimes I travel with my family. My birthday is in summer, so I can celebrate it outside in sunny weather, playing with my friends. Summer makes me feel happy, free, and full of energy.
Milijana Stankov, V3
My favourite season is summer. In summer, it’s hot and sunny. I love going to the swimming pool with my friends. On hot days, I like eating ice cream. In summer, I usually wear T-shirts, shorts, and flip-flops. I love spending time outside with my friends. In summer, my family and I usually go on holiday. I love summer because I feel relaxed and happy.
Nevena Mirkov, V3
My favourite season is spring. I love spring because of the colours. In spring, I can wear T-shirts, tights, and Crocs without a jacket. I love when it’s a sunny day, so I can play on the playground all day and eat ice cream. When it’s dark, my friends and I play hide and seek. I really like riding my bike or walking everywhere. My birthday is in spring, so I usually celebrate it outside. Spring is my favourite season because of the sun and flowers.
Sara Menda, V2
My favourite season is summer. I love summer because the weather is sunny and hot. There is no school, so I can play outside with my friends all day.I usually go to the seaside with my family. I love eating a lot of ice cream. In summer I wear my T-shirts, shorts and flip-flops. Summer is the best season because everyone is happy.
Dunja Dragan, V2
My favourite season of the year is summer. In summer, I can go everywhere I want because there is no school. I can wear my T-shirts, shorts, and flip-flops. Outside, it is very sunny and hot. I can ride my bike, go on picnics, spend time with my friends, and go to the beach. At the beach, I eat ice cream and watermelon or drink lemonade and cold juice. My favourite activity is swimming. Every time I think about summer, I start jumping and screaming because I am so excited. I love summer so much because I am always with my friends, and it makes me happy.
This year, three groups of my pupils—12 in total—joined the preliminary round of the Hippo Contest. For some it was a familiar challenge, while for others it was their very first time. All agreed the tests felt easy, so we’re hopeful for good news in the weeks ahead.
The local round took place on 22 March at Đura Jakšić Primary School.
Within the Skills 4 Life in My Hat project, Class 6 pupils explored healthy lifestyles in creative ways.
First, pupils completed the eating habits survey and showed what they usually eat and drink.
They read Alex’s story carefully and analysed the situation using the Six Thinking Hats method. With the White Hat, they searched for facts about healthy eating, discovered how much sugar is safe each day, and designed a colourful infographic called Fuel for Our Bodies! Then, with the Red Hat, they explored how emotions affect eating habits. They made an emotion map showing what they eat when they feel sad, happy, or bored, and wrote kind messages to remind themselves that healthy foods can cheer them up for longer. Next, they used the Black Hat to spot energy‑stealing foods like sodas, chips, and instant noodles, creating friendly warnings. With the Yellow Hat, they discovered the superpowers of healthy eating and made a superhero poster with fun slogans. Using the Green Hat, they invented healthy alternatives to fast food, creating “Power Balls” called Brain Boosters. With the Blue Hat, they created a healthy meal table with three main meals and two snacks.
Finally, pupils worked individually and in teams to design healthy menus, infographics, and posters in Canva.
One followed a Greek recipe for dakos salad and filmed the process.
As part of the English Quest project, Class 5 pupils collaborated on creating a cooking dictionary. Each school wrote several sentences with imperative verbs. My pupils wrote: Sprinkle the sugar on the cake, Grate the cheese for the pasta, and Flip the pancake in the pan. Pupils then illustrated their partners’ sentences using AI‑generated images in Canva.
To complete the activity, they chose a traditional local dish, prepared a short recipe card with ingredients, and filmed step‑by‑step cooking video instructions. This way, they practised English in a fun, creative way while sharing their local food traditions.
