eTwinning “Let’s become friends” – Part 1

 

We are thrilled to take part in our very first European eTwinning project titled “Let’s Become Friends,” which our school has welcomed with open arms. Our learners and teachers are delighted to have started their collaboration with teachers and students from Italy, which is the coordinating country, Portugal, Turkey, and another school from Greece.

The project has been designed to bring together students from different countries and cultures in order to promote intercultural awareness and the acceptance and appreciation of diversity with a view to highlighting the value of friendship among peoples as an antidote to all forms of violence, as a cornerstone of an inclusive society and as a key pillar for harmonious co-existence and peaceful collaboration among nations.

Over the month of November our learners introduced themselves by creating their avatars, their online personas, in the school computer lab and wrote their presentation texts on a collaborative padlet in order to get to know each other. The teachers followed suit.

This simple activity has been more than just an introduction; it has been the opening of a door to new friendships, the spark that will connect classrooms across borders and the beginning of a dialogue where every voice matters. Through these first exchanges, our students will discover not only who their partners are but also how much they already have in common, This will set the stage for a year of collaboration, creativity, and friendship.

Below you can see a sample of learner presentations.

Board Games

 

Towards the end of the school year a brilliant way of revising the material covered all year round is to ask the learners to work in groups in order to design their own board games and play those designed by their classmates.

They are free to think of the concept of the game, sketch and craft the board destined for it and specify the process through which the winner will be declared as long as they include question cards in the game in order to achieve the target of revision. They are invited to search throughout their books or the photocopied material they worked on during the school year in order to formulate their questions and, depending on the level of difficulty, these can either be open-ended or multiple-choice ones. The focal point can be grammatical, lexical or even general-knowledge regarding issues of interest covered in the book. Furthermore, they have to write out clear and coherent instructions so that the other players can easily realise how the game is played.

Apart from thinking critically in order to come up with solutions regarding the goal of the game and the procedure to be followed, they also improve their communication and collaboration skills and develop their creativity. Therefore they cultivate their 21^st century skills but, what’s more, games undoubtedly enhance their motivation to the maximum.

In the photos you can see some samples created by sixth graders:

Weaving magic together: Learning through fairy tales

 Imagine a classroom buzzing with energy: small groups of learners huddled together, brainstorming enchanted forests, brave heroes, mischievous animals, or wise old grandmothers. In one corner, a dragon is born; in another, a clever child outsmarts a giant. As they craft these stories, the air fills with laughter, debate, and creativity. This is the power of collaborative fairy tale writing.

Fairy tales, with their timeless structure and familiar elements, provide the perfect foundation for learners to explore language and creativity. Once students have been introduced to the building blocks of a fairy tale—characters, settings, problems, and solutions, along with the classic conventions of beginnings (“Once upon a time…”), endings (“…and they lived happily ever after”), the concept of magic or the convention of symbolic numbers such as 3 or 7 which recur in the plots or motifs of some—they are ready to dive into the magical process of creating.

Process

The learners work in groups in order to brainstorm ideas about all the constituent elements of their fairy tale and they write down the first draft. After feedback is given –potentially by peers, depending on the amount of time allocated, and definitely by the teacher- they write the final version, divide the fairy tale in parts by negotiating in their groups, take into consideration the design of the cover and each group member undertakes to write out and illustrate one/two part(s). Finally all sheets are bound together into a “book” which is totally their own creation.

Tips: a) The learners can also be offered the option of using well-known fairy tale characters in new settings and adventures in order to give them a new dynamic.

b) Although, from my experience, I think it is good for learners to go through all the stages when dealing with their final version, they can be offered the chance to take roles within their group (if the teacher feels that some learners might feel embarrassed with their handwriting, for instance, but are good at drawing etc.) such as those of the  copyist, the illustrator, the cover designer or the editor of each page.

Benefits

·        Consolidating Language Skills
Writing fairy tales naturally reinforces the use of the past simple tense. Learners retell what characters did, what happened, and how the problem was solved. This authentic context transforms grammar from a dry exercise into a living, meaningful tool. Instead of filling out worksheets, students are weaving verbs into vibrant narratives.

·        Building Collaboration
Group storytelling nurtures teamwork. Each learner brings a unique perspective: one might invent an imaginative plot twist, another might focus on an interesting setting, while another one ensures the ending ties everything together. Negotiating storylines, compromising on character choices, and co-creating illustrations all sharpen social and collaborative skills.

·        Unleashing Creativity
Adding illustrations transforms words into books, making the stories tangible. Learners express their creativity not only through language but also through art—drawing magical castles, shadowy forests, or triumphant heroes. The illustrations also help visual learners anchor vocabulary and narrative flow.

·        Beyond Language and Art
The benefits don’t stop at grammar and creativity. Through fairy tale writing, learners practice problem-solving (How should the hero escape?), critical thinking (Does the ending make sense?), and even empathy (How does the villain feel?). When stories are shared and read aloud, the classroom transforms into a storytelling circle, strengthening presentation skills and confidence.

In weaving tales together, learners are not just practising grammar or drawing pictures—they are cultivating imagination, empathy, and team spirit. Writing and illustrating fairy tales becomes an enchanting journey where language, collaboration, and creativity meet. And in the end, both the heroes in the stories and the learners themselves live happily ever after.

Below you can have a look at sample covers of fairy tale books created by 5^th- and 6^th grade students and at a couple of their fairy tales.

Creation by a group of 5^th-grade learners: 

Creation by a group of 6^th-grade learners (written as part of a creative writing project):

Creation by a group of 6^th-grade learners, with well-known characters (written as part of a creative writing project):

Panhellenic Day against School Violence and Bullying

 

On the Panhellenic Day against School Violence and Bullying, which is celebrated on 6^th March, a creative activity can be carried out in the English class of 5^th or 6^th-graders in order to raise awareness against all forms of bullying, be it physical, verbal, relational/social or cyberbullying.

The learners are provided with a variety of anti-bullying slogans written in folded strips of paper and they are asked to pick one each but not show it to their classmates. They have to read it silently and illustrate it in the best way possible trying to convey the essence of the message through their drawing. They are informed in advance that they have to leave some space in order to write their message at a later stage.

The teacher sets a time limit for the illustrations during which he puts up the slogans on the classroom walls. When the time limit is over he/she shuffles the drawings and distributes them randomly among the learners, taking care not to leave any student holding his/her own creation. The learners, having been given a piece of blue-tack, have to walk around the classroom, read the slogans and stick the drawing they are holding under the one they think it illustrates.

A whole-class discussion follows to verify or disprove the learners’ hypotheses and finally the students are given their own pictures again in order to write down their slogan.

At the end all these drawings are put up on a school wall/noticeboard so as to draw attention to the issue in an attempt to sensitise all the learners of the school community.

International Children’s Book Day 2022

 What better way to spark imagination than a day devoted not just to stories, but to reflecting on the magic they awaken within us?

International Children’s Book Day, held every year on April 2nd to mark the birthday of the renowned storyteller Hans Christian Andersen, is a celebration designed to spark off imagination and creativity in young readers. The occasion encourages children to dive into stories, explore new worlds, and experience reading as an exciting, interactive adventure.

First launched in 1966 by the International Board on Books for Young People (IBBY), the event highlights the powerful charm of books and their ability to inspire a love of reading. Each year, one country is chosen to share a special message with children around the globe, along with a beautifully illustrated poster to mark the celebration.

This year Canada had the honour, represented by the poet Richard van Camp, and his poem “Stories are wings that help you soar every day.” (https://www.ibby.org/awards-activities/activities/international-childrens-book-day/2022-icbd-canada)

His poem was read aloud to fifth graders who reflected on it and, separated in groups, brainstormed relevant ideas trying to think of ways in which books transform our lives.

To add a pinch of suspense the whole process took the form of a competition since each team read the statements they had come up with and took a point only for the ones which were not included in the list of another group. The groups had to tick the common sentences so as to avoid repletion during their presentation.

Finally they made a class poster with their ideas. Together, their ideas formed a tapestry showing just how deeply stories can kindle creativity!

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Creative Christmas Activities to Spark Classroom Joy

Creative Christmas Activities to Spark Classroom Joy

When December arrives, classrooms transform into cosy hubs of excitement. Twinkling lights, decorations, and the hum of holiday songs create the perfect setting for festive learning. Here are two engaging activities – mostly aimed for 5^th- or 6^th-grade learners- which can bring that holiday magic alive in your classroom:

Activity A: My Own Christmas

This is a reflective, sensory-based project that lets children explore Christmas through their own unique lens.

Invite students to sit quietly for a moment and imagine their Christmas. Ask them to write about it using their five senses, guiding them with prompts such as:

• Smell: What scent do you notice most during Christmas? Gingerbread, pine needles, hot cocoa, snow in the air…?
• Taste: What flavors linger on your tongue? Sweet candy canes, buttery cookies, roast turkey…?
• Sight: a) What images come to mind? Sparkling lights, a star on the tree, snow-covered streets, stockings hung over the fireplace…? b) what faces do you associate this Christmas with?
• Sound: What music or noises surround your Christmas? Caroling, crackling fires, laughter, the tearing of wrapping paper…?
• Feeling: What emotions rise strongest? Excitement, warmth, gratitude, joy…?

Finally, ask each students to think of “the most important moment” of this holiday.” For some, it might be family gatherings; for others, it’s giving, tradition, or simply the magic of the season.

The Benefits

This exercise goes beyond holiday fun—it nurtures reflection, empathy, and creativity. Children learn to express themselves through sensory language, practise mindfulness, and appreciate the diversity of holiday experiences in their classroom community. Sharing their work aloud encourages confidence in self-expression and builds bonds as classmates discover the similarities and differences in each other’s Christmas traditions.

Decorating with Their Words

To tie the activity back to classroom décor, you can display their illustrated writings around the room:

By combining creativity, decoration, and personal reflection, “My Own Christmas” transforms your classroom into not just a festive space, but a gallery of your students’ imagination and hearts.

Activity B: Christmas Picture Dictionary

Words have their own kind of festive magic, and creating a class Christmas picture dictionary is a wonderful way to blend language learning with holiday fun.

How it works:

1.    Brainstorm Together – Ask students to call out as many Christmas-related words as they can (tree, star, sleigh, reindeer, candle, wreath, present, snowflake…). Write them on the board.

2.   Illustrate – Assign each child a word. Invite them to draw a simple, colorful picture to match their word.

3.   Label – Underneath the drawing, request that they should neatly write the word in big, clear letters.

4.   Assemble the Poster – Combine all the drawings into one big classroom poster: “Our Christmas Picture Dictionary” and hang on the classroom wall.

The Benefits

This activity strengthens vocabulary and visual learning in a playful, festive way. By brainstorming words and illustrating them, children improve spelling, word recognition, and artistic expression. Working together to create a shared dictionary poster also promotes teamwork and gives students a sense of pride in contributing to a collaborative classroom project. The final product becomes both a colourful decoration and a learning tool that reinforces language in a fun, memorable context.

Differentiated version for Younger Learners: 3^rd- or 4^th-grade children can be given the outline of certain Christmas words to colour, write the word and decorate a cardboard Christmas tree.

These projects turn holiday cheer into learning opportunities, ensuring that your classroom glows not just with Twinkling Christmas lights, but with imagination, expression and joyful connection.

Jobs in Art

 Professions can be discovered in unexpected and creative ways if perceived through a different lens: Reimagined through art. Each artwork is like a window opening onto other times and worlds, or even like a delicate thread interweaving our lives with the lives of people from past times, whose work, struggles, and dreams still speak to us today.

As a way of vocabulary consolidation and expansion 6^th-grade learners can be initially exposed to a presentation which showcases 30 professions as depicted in art. Beyond simple language practice, it can also become a springboard for speaking activities in two directions:

1.    Role-play games – Students can “interview” the figures in the paintings, asking them questions about their work: their working conditions, responsibilities, skills, income, and challenges. Thus, the artworks become interview settings, and the characters step out of the frame to tell their stories.

2.   Critical reflection on change – Learners can discuss how certain professions have evolved over time—or even disappeared altogether and how new ones have appeared. In this way, art becomes a mirror of social history, showing us not only how people worked, but how societies themselves transformed.

3.   To extend the experience and provide a form of vocabulary evaluation, the project is complemented by a Kahoot quiz with 20 multiple-choice questions based on the presentation. Saved in practice mode, it sets no limits on time or number of participants. The quiz can be played together in class for lively interaction, or the link can be shared for individual self-paced practice.

Thus, paintings transform into teachers, storytellers, and playful tools of discovery, opening a dialogue between past and present, between art and language learning.

Have a look at the presentation below:

Jobs in Art από Theofani Iatropoulou

Click on the following link to play the game:

Jobs in Art - Kahoot Quiz by Theofani Iatropoulou

European Day of Languages 2019

 The European Day of Languages, commemorated on 26^th September, is the perfect excuse for students to unleash their creativity while playing with words, colours, and ideas in an attempt to celebrate communication and diversity.

When young learners come together in groups to write words like “mother” , “thank you” or “peace” in different languages, they do much more than simply practise vocabulary — they get a glimpse into cultures, values, and traditions from around the world. Working in groups allows them to explore, exchange knowledge, discover linguistic similarities, and appreciate differences while fostering teamwork and mutual respect.

Designing bookmarks with their favourite English words, which is another such creative activity for even younger learners, turns language learning into a personal journey. By choosing words they like and decorating them with colours or drawings, learners make a personal statement and build a deeper emotional connection to the language.

Such activities cultivate imagination, collaboration, and intercultural awareness. They help learners see language not just as a school subject, but as a living bridge between people. Celebrating the European Day of Languages in this way promotes joy in learning, boosts confidence, and reminds us all of the power of words to unite communities across borders.

International Day for the Elimination of Racism

 March 21^st serves as the date for numerous global commemorations such as World Poetry Day, World Down Syndrome Day, International Day of Forests, International Colour Day and International Day for the Elimination of Racial Discrimination.

To celebrate the latter during a session of English at school you can devote a teaching hour in order to raise learner awareness against racism, especially if you work in an intercultural school or if you have multicultural classes.

A task which taps on learner perceptions, imagination and creativity is to provide half the students with the first part of anti-racist slogans and the other half with the ending. Learners will have to find their match, with whom they will form a pair, by asking around, something which will help them practise vocabulary and syntax at the same time. Once feedback is provided by the teacher, the learners in each pair will work individually to illustrate their slogan according to their perception. This means that there will be two illustrations of the same slogan, something which will bring to light similarities or differences in human perception and creative expression.

In the photos you can have a look at some samples from two different schools, the first one being an intercultural school mainly with Roma learners.

Dreaming in the Present: Creative Writing in the Present Simple

Language learning thrives when imagination and structure intertwine. One of the most engaging ways this can happen is through group-writing projects such as by asking learners to co-create a book about a recurrent dream while practising the present simple tense.

Process

1.    Form groups of learners.

2.   Ask them to brainstorm ideas about a shared dream: What is the setting? Who are the characters? What strange/surreal events happen? How do they get back to reality at the end??

3.   Note down ideas together. Then each learner undertakes one/two scene(s) which he/she illustrates, too, but all scenes have to be written in present simple.

4.   Compile the pages into a “dream book.” Use A4 cardboard sheets for the cover and ask each group to think of an appropriate title, write it and design the cover.

The Learning Benefits

• Grammar in action: Learners internalise present simple by using it to narrate imaginary recurrent events, not just to describe prosaic daily routines.
• Collaboration: Negotiating ideas for a dream pushes learners to use English meaningfully while planning and writing.
• Creativity & ownership: Because the content is theirs, learners become emotionally invested. They want their book to sound right—and that drives attention to the form.
• Memory hooks: Linking grammar to surreal, memorable images makes the rules “stick.”

When learners share their dream books aloud the present simple becomes a living tool. They are no longer completing textbook drills; they are storytellers, creators, and dreamers who happen to be mastering grammar along the way.

Below you can have a look at some book covers of recurrent dreams created by 4^th-grade learners and leaf through two samples.