The activities supported the transdisciplinary themes How We Express Ourselves and How the World Works, allowing students to explore how digital media, technology, and communication influence individuals and society.

During English lessons, students practiced reading, writing, speaking, and listening while engaging in meaningful inquiry-based learning tasks. For example, students analyzed advertisements and discussed exaggeration and persuasive language to develop critical media awareness.

They collaborated with international partners to design digital safety posters and campaign slogans promoting responsible screen use.

Students also wrote short reflections and acrostic poems about mindful technology habits, which strengthened their creative writing and vocabulary skills. In another activity, students used AI-supported tools to help generate ideas for a project song about digital citizenship, encouraging creativity and digital literacy.

They participated in international online meetings where they presented their work, asked questions, and compared screen habits with peers from other countries, which improved their communication and intercultural understanding.

Additionally, students created a collaborative “Think Before You Click” awareness campaign and contributed to a final project video summarizing their learning.

Throughout the project, learners developed key ATL (Approaches to Learning) skills, including communication, research, social collaboration, and self-management.

By integrating digital literacy, media awareness, and AI-supported creativity into everyday English lessons, the project enriched the PYP curriculum and supported the development of internationally minded, reflective, and responsible digital citizens.

a) Analyzes the positive and negative aspects of different information technologies.

Açıklama: Öğrenci; internet, akıllı telefon, sosyal medya gibi teknolojilerin faydalarını (bilgiye hızlı erişim) ve zararlarını (bağımlılık, zaman kaybı) karşılaştırarak düşünür.b) Classifies physical safety precautions according to the use of different information technologies.

Açıklama: Teknoloji kullanırken alınması gereken önlemleri (ekran mesafesi, doğru oturma, kablo güvenliği vb.) gruplandırmayı öğrenir.

c) Expresses in their own words the effects of using information technologies on physical and mental health.

Açıklama: Öğrenci; uzun süre ekran kullanımının göz sağlığı, duruş bozukluğu veya psikolojik etkiler (stres, yalnızlık) gibi sonuçlarını kendi cümleleriyle açıklar.

BTY.5.1.3. Classifying Digital Citizenship Practices

a) Identifies the concept of digital identity.

Açıklama: Öğrenci, internette kendisini temsil eden profil, kullanıcı adı ve paylaşımların dijital kimliğini oluşturduğunu kavrar.

b) Relates the effects of digital footprint to the areas of use of information technologies.

Açıklama: İnternette yapılan her paylaşımın kalıcı iz bıraktığını ve bunun eğitim, iş ve sosyal hayatı etkileyebileceğini anlar.

c) Groups digital citizenship practices according to their areas of use.

Açıklama: Güvenlik, etik, iletişim ve sorumluluk gibi dijital vatandaşlık boyutlarını sınıflandırır.

BTY.5.2.1. Being Able to Use Image Editing Programs

a) Recognizes the basic features of images.

b) Identifies the appropriate image editing program.

c) Uses the interface features of the selected image editing program.

ç) Evaluates the image editing program used in terms of its areas of use and efficiency.BTY.5.4.1. Interpreting the Rules and Principles of Information Ethics

a) Examines the basic concepts related to information ethics.

b) Transforms the rules and principles of information ethics into forms that can be applied in daily life without losing their context.

c) Restates the importance of behaving in accordance with the rules and principles of information ethics.

BTY.5.4.2. Managing Privacy and Security Measures in Digital Environments

a) Identifies possible privacy and security risks that may be encountered in digital environments.

b) Determines the privacy and security measures that can be taken in digital environments.

c) Distinguishes the basic components of information privacy and security in digital environments.

ç) Evaluates a situation encountered in a digital environment in terms of privacy and security measures.

ENG.5.3.L1. Students can get ready for the listening/watching-comprehension process for the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” carefully.

a) Students activate their pre-existing knowledge and experience related to the current theme and content by recalling their background knowledge imaginatively in her/his own language without speaking it.

b) Students identify significant relationships between their pre-existing knowledge and experiences and the clues to the current content without translation.

c) Students make predictions about the current content on “personal life” by using the relationships that they recognised accurately by looking at the provided realia, pictures, and context.

d) Students make predictions about the current content based on the surrounding audio/visual elements in relation to the current theme.

ENG.5.3.L2. Students can bring information about the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” together through significant details and main components while listening/watching it.

a) Students comprehend the topic of the current content by listening (to)/watching it as a whole.

b) Students recognise the significant details and components within the whole current content by listening (to) and watching it again in a careful manner.

ENG.5.3.L3. Students can make meaning of/derive meaning from the current content on “personal life with basic body parts and physical features; clothes; daily routines and activities” through significant details by listening/watching it carefully.

a) Students check any initial predictions related to the current content by being aware of the commonalities between self-predictions and clues provided as visuals surrounding the current content.

b) Students make important and necessary classifications in the current content that help them to understand it better with details.

c) Students make important and necessary comparisons in the current content that help them to understand it better with details.

d) Students recognise significant horizontal/vertical/spiral relationships (if any) within the generally perceived current content with the help of classifications and comparisons made earlier.

e) Students make significant inferences that contribute to the understanding of the meaning of the generally perceived current content.

f) Students construct the meaning of the current content in detail through the classifications/ comparisons/inferences made earlier in relation to it.

g) Students internalise the current content in an individualised and appropriate way according to age and language level.

Key elements of this approach include:

• Thematic Units: Organizing learning around broad themes (e.g., sustainability) to connect different fields of study.

• Interdisciplinary Projects: Involving collaboration across disciplines to solve real-world problems.

• Skill-Based Learning: Teaching core skills like research and critical thinking across multiple contexts rather than in isolation. 

  
  

It supports the priority of promoting digital hygiene and safe online behavior by developing students’ digital competence within ICT and media education. Pupils learn to use technology responsibly, critically evaluate online information, and recognize digital risks. At the same time, teachers apply modern, methodologically appropriate tools, including AI-based solutions, to enhance learning.

The project also reflects the priority of developing critical thinking, as students analyze online content, identify misinformation, and become more conscious digital users.

In line with the priority of promoting a healthy lifestyle, the project integrates elements of health and physical education by encouraging balance between screen time and physical activity, supporting mental well-being, and shaping pro-health attitudes.

Additionally, through international collaboration, the project strengthens language skills, social competences, and teamwork, making it a natural and valuable part of the primary school curriculum.

Overall, the project combines key curriculum requirements with national educational priorities, supporting students’ holistic development in a modern, digital world.

''Century of Türkiye Education Model" emphasizes not just linguistic competence but also the development of digital citizens. In the project; students watch videos and interact with digital materials to build skills. EBA is created as a result of it. The curriculum encourages performance-based assignments to foster responsible digital behavior. For example ''Toys and Games'' unit involves computer games and teacher integrate it to Safe Internet usage dialogues in the target language. Besides, students may discuss healthy habits in ''Feelings" unit in the curriculum.

In Portuguese, the project allows for the development of oral and written comprehension and production through debates, the creation of posters, slogans, and awareness campaigns about the responsible use of technology, as well as the analysis of media messages.

In English, it fits within the essential learning outcomes related to oral communication in real-life contexts, everyday vocabulary, and interaction with speakers of other languages, namely through video conferencing and international collaboration.

In Environmental Studies, content related to citizenship education, online safety, personal data protection, physical and emotional health, rules for using technology, and healthy lifestyles is explored.

The practice of mindfulness, relaxation, and self-awareness is linked to Physical Education, promoting well-being, emotional control, and stress management.

Artistic education is developed through the creation of posters, music, and creative digital materials, while Digital/ICT education reinforces skills in the safe, ethical, and critical use of technologies and digital tools.

Thus, the project contributes to meaningful, integrated learning aligned with the Profile of Students Leaving Compulsory Education.

Within English lessons, students developed their language skills (reading, writing, speaking, and listening) through inquiry-based and meaningful learning experiences. They analyzed advertisements to identify persuasive language and exaggeration, strengthening their critical media awareness. Students also collaborated with international peers to design digital safety posters and create campaign slogans promoting responsible and balanced screen use.

Creative writing activities, such as acrostic poems and short reflections on mindful technology habits, supported vocabulary development and expressive language skills. In addition, students used AI-supported tools to generate ideas for a project song on digital citizenship, enhancing both creativity and digital literacy.

International collaboration was further strengthened through online meetings, where students presented their work, asked questions, and compared digital habits with peers from other countries. This fostered communication skills and intercultural understanding.

As part of the final outcome, students contributed to a collaborative “Think Before You Click” campaign and participated in the creation of a joint project video summarizing their learning journey.

Throughout the project, students developed key Approaches to Learning (ATL) skills, including communication, research, collaboration, and self-management. By embedding digital literacy, media awareness, and creative digital tools into everyday English lessons, the project enriched the PYP curriculum and supported the development of internationally minded, reflective, and responsible digital citizens.

Lithuanian Language

Pupils read and discuss texts about emotions, the use of technology, and its impact on people. They create short stories, diaries, or reflections about their own experiences using smart devices. Speaking, listening, and writing skills are developed, while encouraging the ability to express thoughts clearly.

English Language

As the project “Mindful Minds, Smart Screens” is international, English becomes the main means of communication and collaboration. Third-grade pupils learn to use simple English words and phrases related to emotions, daily activities, and the use of technology (for example, “happy,” “sad,” “screen time,” “tablet,” “phone”). Pupils participate in joint project activities with partners from other countries: they create short self-introductions, write simple sentences about family agreements regarding the use of information technology, discuss what personal information is safe to share online, share their work (for example, drawings or posters), and present it in English. They also listen to and watch materials prepared by pupils from other countries, developing their listening and comprehension skills. The project helps pupils build confidence in using English in real-life situations, expand their vocabulary, and develop an interest in other cultures.

World Studies

The influence of information technology on human health and daily life is explored. Pupils learn to recognize healthy and unhealthy habits and discuss the importance of a balanced daily routine and physical activity.

Mathematics

Pupils collect and analyse data about their screen time (for example, how much time they spend using devices each day). They create charts, compare results, and solve simple tasks related to time management.

Art and Technology Posters, drawings, and digital works about responsible use of technology are created. Pupils express their emotions through artistic activities and design visual rules for “smart screen use.”

Ethics/Social Education

Discussions focus on respectful communication online, safety in the digital environment, empathy, and recognising emotions. Responsible behaviour and social skills are developed.

Physical Education

The importance of physical activity in reducing screen time is emphasized. Activities include movement games, relaxation exercises, and mindfulness practices to improve concentration.

Information Technology Pupils learn to use digital tools safely, participate in various surveys, and become familiar with the principles of responsible technology use.

The project “Mindful Minds, Smart Screens” is integrated into different areas of education, helping pupils not only acquire subject knowledge but also develop critical thinking, emotional intelligence, and a responsible attitude towards the use of technology in everyday life.