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Hello, I am Emilia Zafirova Petkov, special educator and rehabilitator. I work in regular high school Goce Delchev Valandovo, North Macedonia. I am a pioneer in Ethnining projects and I want to learn how to develop them.

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I am a teacher of Biology and Geology. I am particularly interested in working on the change towards a sustainable development model: initiatives in water management.

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Boriana, Bulgaria ESL/ELE "personal choice and responsibilities/opciones y responsabilidades" could be a nice grounds for a project on values with upper-secondary students... In a global world they need to know their peers share similar thrives and doubts...

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Boriana, Bulgaria ESL/ELE "personal choice and responsibilities/opciones y responsabilidades" could be a nice grounds for a project on values with upper-secondary students... In a global world they need to know their peers share similar thrives and doubts...

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GOALS 3 AGENDA 2030_Liliana Pilon (Italy)

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GOALS 3 AGENDA 2030_Liliana Pilon (Italy)

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My project idea is to know the 17 goals of Agenda 2030, particularly the 3rd goal towards well-being and healthy life style for all, starting from young people's eating habits. Let's join our sustainable project! We are ready to start working with you sharing ideas, languages and suggestions!

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I am a teacher of English and English applied in the domain, in a VET school in Moldova. I am interested in developing projects on the following topics: Travelling, Hospitality and Cuisine, Ecological tourism, Protection of Environment.

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I am English teacher and I am interested in initiating a book club for students. I consider that in this way I can improve students' language skills and their love for books.

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I am an English Language teacher in a high school with students aged 15-18 years old. I've been implementing national and eTwinning student-centred projects on Sustainability and resilience with focus on  certain SDGs (e.g. SDGs 3,4,5,8,10,11,13), HRE, active and digital citizenship as well as cultivation of skills by employing  various reference frameworks such as RFCDC, DigCom, GreenComp. My objective is to help my students become more aware, engaged, active and autonomous learners as well as future resilient citizens. My future projects will be on AI, GDPR/ copyright, sustainability/ resilience media literacy and IoT. Hopefully, my students will find them interesting and engaging, since I always take into consideration their needs and interests.

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I teach English in an upper secondary school. As much as I myself love reading, many of my students avoid reading books wherever they can. So I thought, why not let them learn English from the media they prefer, e.g. films and series. I would like to create a film club, similar to a book club, in which students are assigned a film and then they can exchange their ideas or carry out tasks in an international team.

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I am an English teacher and I'm interested in nature based solutions.Maybe I can create or participate in a project both language and environment.I can improve my students' language skills and create awareness about nature.

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Mi alumnado es de formación profesional de grado superior: Integración Social. Los temas que más me interesa trabajar con ellos y con otras escuelas son: resolución de conflictos, educación emocional, defensa ante el acoso escolar y prevención del suicidio entre adolescentes y jóvenes.

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I am drafting a project  that will explore values such as love, friendship, empathy, respect, generosity. Students will show how they care about their friends, neighbours, people in need, the environment. They will share ideas and apply them to build a happier community.

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I teach English to students aged 15-18 with levels ranging from A1 to C1. I also teach English literature. Our curriculum includes sustainability, city life, culture of English speaking countries, innovation, the worl of work... So there are many subjects that can be worked on in en etwinning project

For my literature class the best thing would be to work with a school where students are assigned the same book to read as required reading.

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I teach English for 11th graders studying restaurant and food subjects in Norway. My idea is to have students discuss sustainability within their future professions in collaboration with another class in Europe using etwinning. What are the issues, what are potential solutions, how can they be part of solving the problem when they start working etc.

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Hola!!! Como profesor de Biología en ESO y Bachillerato, me interesan los temas relacionados con la Biotecnología, pero también la parte histórica de la ciencia, los descubrimientos, sus aplicaciones,...

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Multiperspective in history teaching
I would like to start a history project in which students would get to know different perspectives in different countries on the same events in the past.

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Hi! I teach English in an upper secondary school and for two years I've used films, short videos and tv series to teach English. I'm also running two projects about this subject and I'm getting more and more into it. The idea is gradually to have students watching films in original language on a daily basis and to create and implement activities involving scripts analysis, role playing, creating and answering questionnaires about films, learn new idioms and vocabulary.

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I teach Tourism to high school classes, specializing in Tourism Technician. My students are preparing to become hotel workers, travel agents, receptionists. It would be interesting to take a virtual trip to another country or to be able to present the beauty of their own country.

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As a nutritionist who teaches Food Technolgy and Nutrition, almost all my project ideas are related to nutrition and health, eating habits and environmental impact, one health approach for both humans and environments, etc. I would like very much to implement a project related to eating disorders as my studentsare interested to focus on anorexia and bulimia but also to malnutrition. Unfortunately, those included on the official curriculum but time given for implementing the topics is only 4 hours ... ):

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I am Math teacher and i am trying to make them love  math like i love. I am doing some projects and trying to make theorily things on practic.I am doing this because i am seeing that my students getting to love math too.

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Carrying out VET projects outside of language classes is quite complicated and there is little to choose from. However, sharing experiences and activities enriches the training and skills of students. I like projects in which students from different countries collaborate to face a common project or challenge.

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health and wellbeing
sdg

Goal 3 from SDG is adapted to my profile school. We had many projects on SDG ideas and the students were fulfilled wiht new information, knowlwdge , practices procedures and benefits at the end.
Healthy eating and new menues and dishes for better health.

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Juan Bosco Camón SPAIn digital heritage as a learning tool in young Adults Education

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Juan Bosco Camón SPAIn digital heritage as a learning tool in young Adults Education

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I teach Foreign Languages to Adult learner in a Public State funded adult training institution based in Murcia.
My goal is to implement effective ways for using digital heritage as a learning tool among adult education population (from 17 up to 50 year of age).

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Exploratory math in 10th grade (Denmark)

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Exploratory math in 10th grade (Denmark)

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At our school, we work a lot with exploratory mathematics. Our students must use mathematics to solve the mathematics they encounter in their everyday lives and can relate to.
We have helped develop our own book system and web site, and collaboration is a necessity when students work with mathematics.
We see mathematics as an universal language, and it would be interesting to exchange experiences from other countries on how to approach the work with exploratory mathematics.
Lars Giversen, TCR Roskilde , DK

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European Women Writers at War Times: Voices for Humanity- Arangoya (Bilbao, Spain)

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European Women Writers at War Times: Voices for Humanity- Arangoya (Bilbao, Spain)

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This started as a simple activity to celebrate next 27 March European Authors' Day. But I guess it could certainly become much more than that. Women Writers are yet to be discovered, not only throughout History, but also in our contemporary and, somehow, difficult decade.
I am an English and History teacher of 16-17 students who learn about the importance of Literature in English (a language in whch most well known European writers publish) and its connection to 20th centry and 21st century European conflicts (focusing on First WW, Second WW and the recent Ukranian conflict).
Through reading different extracts and books from a selected bunch of contemporary women writers, youngsters approach conflicts, peace, inner fights and historical events.

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Ümit from Türkiye,                                                       My task is on self adequecy of a group of sts. The chosen group selects a topic to achive at least three main objective. For example the first objective is to have picnic organisation. Every single person of a group has at least one duty for the organisation. Transportation, selecting proper place, preparing the table, preparing barbecue, cooking, serving and etc. As a second duty they will feed some animals in the forest or in the streets. In Turkey we feed birds, cats and dogs that live in the streets. As the last duty they will visit an old person and help him/her at home. After all of these they will write a paper that they achieve and share with their e-twinning partners.             

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Ümit from Türkiye,                                                       My task is on self adequecy of a group of sts. The chosen group selects a topic to achive at least three main objective. For example the first objective is to have picnic organisation. Every single person of a group has at least one duty for the organisation. Transportation, selecting proper place, preparing the table, preparing barbecue, cooking, serving and etc. As a second duty they will feed some animals in the forest or in the streets. In Turkey we feed birds, cats and dogs that live in the streets. As the last duty they will visit an old person and help him/her at home. After all of these they will write a paper that they achieve and share with their e-twinning partners.             

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Schools for sustainable development
It is a challenging project but it could inspire and motivate students to read and study more about a specific topic and teachers to collaborate.

The project may contain activities that can help our students acquire knowledge, values, and skills needed to promote sustainable development, sustainable lifestyles, human rights, gender equality, peace and non-violence, global citizenship, and appreciation of cultural diversity, such as:
1. Become aware of SDGs - read texts, stories, and researches, analyse, do researches, make presentations on the topic, make videos
2. Incorporate the SGGs in different subjects - collaboration between teachers at school is needed
3. Exchange ideas and take actions to promote sustainable development - school management support is needed

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Virtual guiding in your town, Mari Finland

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Virtual guiding in your town, Mari Finland

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Would you like to know our town? All students learn to know own towns attractions, make a video and present it to partners.
Meet partners online where they can present the videos to partners (also online direct guiding possible), after presentations Q&A session
Short project for students in tourism

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In the project we will focus on happiness.

First, we will discover what the project participants mean by happiness. Students will exchange their thoughts. They will create posters and presentations.

Then, students will learn about the results of psychological research on what makes people happy. Based on positive psychology, we will learn about the eight key elements that make people happy.

The students will work out a joint presentation on the topic.

Then they will implement eight key elements that make people happy in their everyday life. They will report on the activities and exchange their observations connected with those eight strategies in their life.

In the meantime, the students will look for and learn  songs about happiness. Then they will work together and they write new lyrics for one of them. Willing students will record a video clip.

Finally, the project members will create a magazine on how teenagers can be happy "by doing what happy people do".

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I would like to deal with "Security in the net". I think students need to get information and also training/formation about the use of the apps and internet in general.
It would be interesting to learn about other teenagers' use of apps, time they are allowed to be connected, what they use more, ... Students would also learn about "phubbing", "fake news", "socialization", ....
Learning about new concepts and giving name to some actions they usually do,will make them more aware of the risks and the advantages of internet...

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I teach English in an Italian upper secondary school. I am partner of a eTwinning project and  together with my school team we want our students to communicate, collaborate, develop ideas and share knowledge and our rich heritage being part of an exciting European community.

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Reading and understanding authentic German texts

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Reading and understanding authentic German texts

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I teach German as a foreign language in Norway.  My students are in year 11 and 12 and aged 16-18.

I would like my students to colaborate with other students learning German as a foreign language, preferbly in year 11 and 12.

Our students should be able to "read and understand different 'German' text types, also authentic, about personal and actual topics".  I would like my Norwegian class to read authentic German texts together with the cooperating students, preferably texts that the students hav elected according to personal interest.

Task that lead to thorough understanding must be made by the colaborating teachers.

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I am a Spanish teacher and for my students to get a authentic place to practice their language, I would like to have a "language café" with native speakers.
In this language café, I as a teacher would prepare talking cards/themes for the students in English and Spanish. The idea is that they talk about some of the questions in Spanish (my students' weakest language) and some of the questions in English (my students' stronger language).
Having bilingual language cafés gives the native Spanish speakers an incentive to participate, while also providing my students with opportunities to speak and communicate in a more relaxed manner.
The difficult part of this would be to find a time slot that is available for the school/classes participating.

/ Linnéa, Stockholm (Sweden)

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This project would involve creating "a chain of restaurants" that share similar characteristics in the various partner countries. In international teams the students will have to deal with the different aspects that should be taken into consideration to start a restaurant (therefore various subjects will be included: economics, law, cookery, restaurant service, food science, citizenship, foreign language...) and make a website of the chain where all its features will be specified. To achieve this goal the students will have to rely on the knowledge, skills and competences acquired.

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I work a lot with literature in my English classes, and one way to enrich that in my English classes would be to have international book clubs with my students that are 17 years old.

The students would be divided into groups of 5-7 persons, and read a book about a relevant theme for young adults. They would then have regular scheduled book clubs.
The difficult part of this project would be to find a school and class that has their lesson the same time so that these book clubs can take place.

/ Linnéa, Stockholm (Sweden)

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As one of my passions is reading, I would propose an eTwinning project for the development of literacy skills, skills necessary for all study subjects. It would be interesting to exchange experience with our partners regarding strategies and methods for understanding texts.

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We work with these topics in eTwinning projects with students from different educational leves.
My students are adults and have worked with eTwinners who are on the age of my students' children.
Project examples are: how to take care of your dental health to prevent from cavities.

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I'm thinking of doing a project about moral values common to all societies. My purpose in choosing this topic is to show our project partner teachers and students the similarities and differences of the common moral values found in all societies.

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I have no real idea. I teach mechanics and healthcare.
I also teach English to 1st years (14-15yo) at an artistic high school. - maybe a project on something related to one of the various labs they have: art, sculpture, architecture...

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As a teacher in a school for tourism I would propose a guidebook with an itinerary in the partner schools' region or area together with a sort of cookbook with the recipes of the best traditional, local dishes.

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Great Personalities - Daniela Balosache, Romania

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Great Personalities - Daniela Balosache, Romania

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Each team can choose one historical personality, one writer and one scientist -- great personalities who shaped the destiny of their nations.
Teaching - learning activities: power point presentations, quizzez, team games, guessing games, essays, role-plays.

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Sustainability at school            Romina Marchesani

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Sustainability at school            Romina Marchesani

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Make recycling a game.

Create an infographic about sustainability.

Use recycled materials for collaborative art projects.

Make your own cleaning products at home and share the process

Decorate your own tote bags.

Challenge your family to walk instead of drive.

Join a Green Team. Joining school clubs is one of the best ways to connect with others and meet lots of new people, while also making a positive difference

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Briana Belciug, Romania       Literature ambassadors      

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Briana Belciug, Romania       Literature ambassadors      

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I love reading and I use all opportunities to make my students read. Therefore, I am thinking at an eTwinning projects where the students in different European countries could talk about their favourite national writers and make presentations/posters/invitation to bookclubs for students in other countries.

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Fake news in our history
Fake news have always existed and have served to sow doubts and falsehoods on enemy lines for centuries, fulfilling their function of manipulating society.
Students will create a scratch.mit.edu (an interactive story with animation) including facts from history that, over time, have been discovered to be false, narrating them as "anecdotes" from our history.
OBJECTIVES:
1. To offer students the experience of a collaborative and interactive activity through a scratch animation with false facts from our history.
2. To develop critical thinking in order to identify false historical facts.
3. To increase students' ability to work in teams.
- To improve linguistic competence, both in Spanish and English.
- Actively use TwinSpace to share work and experiences.
- Improve the level of digital competence with the use of different applications.

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Core curriculum: My students have to learn to talk about everyday topics in a foreign language and to apply digital tools according to the situation. This is what we do with partners from all over Europe.