Although the project was very extensive, it was possible to complete most of the tasks, which

Students will use English as a communication tool through the four skills of listening, speaking, reading and writing to meet basic and direct communication needs in familiar and everyday settings. Students will develop knowledge of English, including pronunciation, vocabulary and grammar; have general understanding of the landscape, people and culture of other countries in the world, and at the same time have knowledge and pride in the values of their own culture; develop positive attitudes towards the subject and English learning, basically know how to use English to learn about other subjects in the general education curriculum; formulate and apply different learning methods and strategies to develop communicative competences in English inside and outside the classroom, manage learning time and develop self-learning habits; and, develop digital competences. This will lay a foundation for students to use English in learning and form lifelong learning habits to become global citizens in the integration period.      

The purpose of upper-secondary education is to provide students with training, intellectual and human maturity, knowledge, skills and attitudes that enable them to perform social functions and enter active life with responsibility and aptitude. It should also facilitate the acquisition and achievement of the competencies essential for their future training and professional life, and enable them to access higher education.

To achieve these goals, this stage must help students progress in the development of the competences that, according to the student profile at the end of basic education, must have been achieved by the end of compulsory secondary education. The key competences included in this profile are as follows:

Competence in linguistic communication;

Multilingual competence;

Mathematical competence and competence in science, technology and engineering;

Digital competence;

Personal, social and learning to learn competence;

Citizenship competence;

Entrepreneurial competence;

Competence in cultural awareness and expression.

These key competences are the adaptation to the Spanish education system of those established in the Recommendation of the Council of the European Union of 22 May 2018New window on key competences for lifelong learning. This adaptation responds to the need to link these competences to the challenges of the 21st century, as well as to the context of formal education and, more specifically, to the principles and aims of the education system established in Organic Law 2/2006 of 3 May on Education.

Our project, Another String in My Bow, has helped my students to develop all these competences in a higher or lower degree.

Baccalaureate for the Community of Madrid establishes in its article 4 that:

In the teaching of all subjects, students' ability to learn independently, work in teams, and apply appropriate research methods will be encouraged.

Special attention will be given to educational and professional guidance, particularly for students with specific educational support needs.

Honestly, I think this project has helped my students to learn how to work in international teams and we have given them some tools to be able to design their own academical and professional path.

What is more, they have developed an intense research work alone or with the help of other teammates.

This was one of the key objectives of our project, to give our students the opportunity to communicate with other European students as well as opening a new world of future opportunities in Europe for them.

This subject also enables students to function better in digital environments and access cultures conveyed through the foreign language, both as a driver of training and learning and as a source of information and enjoyment.

1. To understand and interpret the main ideas and basic lines of argument in texts written in standard language, seeking reliable sources and using strategies of inference and verification of meaning to respond to the communicative needs presented.

2. To produce original texts of increasing length that are clear, well-organised and detailed, using strategies such as planning, summarising, compensation or self-repair, to express ideas and arguments creatively, appropriately and coherently, in accordance with specific communicative purposes.

   
   

3. To actively interact with other people, with sufficient fluency and accuracy and with spontaneity, using cooperation strategies and employing analogue and digital resources, to respond to communicative purposes in exchanges that are respectful of the rules of courtesy.

   
   

4. To mediate between different languages or varieties, or between the modalities or registers of the same language, using effective strategies and knowledge aimed at explaining concepts and opinions or simplifying messages, in order to convey information in an effective, clear and responsible manner, and create a positive atmosphere that facilitates communication.

   
   

5. To expand and use personal linguistic repertoires across different languages and varieties, critically reflecting on how they work, and making explicit and sharing one's own strategies and knowledge to improve response to one's communication needs.

   
   

6. To critically assess and adapt to linguistic, cultural and artistic diversity based on the foreign language, reflecting on and sharing the similarities and differences

   between languages and cultures, in order to act respectfully and effectively, and promote mutual understanding in intercultural situations.

   
   

In this project we have highlighted the importance of using reliable sources of information (e.g. European institutions) and we have transmitted to our students the importance of respecting the netiquette rules in the forum.

Furthermore, the students have shared some cultural aspects of their country life with their project partners in the students' cafè and the cultural digipad.

The eTwinning project "Another String on My Bow" was integrated into the 12th-grade Citizenship and Development curriculum as part of a broader educational strategy to prepare students for life beyond secondary school. At this decisive stage—marking the end of their school journey and the beginning of adulthood—students are encouraged to reflect on their roles as future citizens, professionals, and individuals in an increasingly interconnected world.

This international project provided a meaningful and practical context for exploring topics such as identity, intercultural dialogue, human rights, and democratic participation. These areas are directly aligned with the goals of the Citizenship and Development subject, which aims to promote critical thinking, personal responsibility, and active civic engagement.

One of the most relevant aspects of the project was the exploration of the professional world. Students had the opportunity to reflect on their vocations, research different career paths, and create their own CVs, using English as the working language. This practical approach allowed them to develop useful skills for their academic and professional futures while also reinforcing their autonomy, creativity, and ability to plan ahead.

By collaborating with students from other European countries, the 12th-grade learners also strengthened key transversal skills such as communication in foreign languages, digital literacy, teamwork, and empathy. These competencies are essential not only for academic success but also for future integration into the job market or higher education.

"Another String on My Bow" gave students the opportunity to express themselves creatively, engage in open dialogue about global and personal values, and strengthen their sense of belonging to a diverse and democratic Europe. This experience added a valuable dimension to their final year of schooling, equipping them with another “string on their bow”—a new skill or perspective to help them face the challenges and opportunities that lie ahead after graduation.

The integration of this project into the curriculum clearly demonstrates the potential of international cooperation to enrich education, making learning more engaging, relevant, and transformative.

In foreign language lessons (English, French, Spanish and German), students used the target languages to communicate with their international partners. They exchanged messages on the eTwinning students forum, took part in online meetings, and created shared content such as presentations, posters, and other digital products. These activities helped students improve both their multilingual competence and digital skills.

In Geography, students explored the countries involved in the project, comparing geographical and cultural aspects. This deepened their cultural awareness, encouraged curiosity about Europe, and supported the development of citizenship competence.

In Mathematics, students worked with data and statistics from different European countries, created charts and graphs, and interpreted information. These tasks strengthened their mathematical and logical thinking, in line with the mathematical and STEM competence.

In Law and Economics, students discussed topics such as the European Union, sustainability, human rights and the world of work. They learned to express opinions, collaborate in teams, and participate in decision-making activities, which contributed to their social, civic and entrepreneurial competences.

Throughout the project, students also learned how to reflect on their own learning process, manage tasks, and take responsibility in a group, all of which supported the personal, social and learning to learn competence.

By combining different subjects and working in a real international context, the project helped students not only to improve their knowledge and language abilities, but also to develop the transversal competences needed for their personal growth and future professional life.

The eTwinning project supported the development of the following eight key competences:

1. Literacy competence

2. Multilingual competence

3. Mathematical and STEM competence

4. Digital competence

5. Personal, social and learning to learn competence

6. Citizenship competence

7. Entrepreneurship competence

8. Cultural awareness and expression competence