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My Life, My World and My Place on the Map
Our project is structured in line with the themes of ‘Me and My Home’, ‘My School and Friends’, ‘My City’, ‘My Country’ and ‘My World’ in accordance with the developmental levels of children.
Working in strong co-operation with 42 members from 11 different countries, we aimed for students to develop an awareness starting from themselves and extending to the world
In this presentation, we will share with you the stages of our project, the participating countries and the results we have achieved.
Participating Countries and Members
11
COUNTRY
42
MEMBERS
Participating countries Greece (12 schools), Turkey (9 schools), Poland (4 schools), Spain (4 schools), Romania (4 schools), Lithuania (2 schools), North Macedonia, Georgia, Croatia, Ukraine (1 school), Jordan (1 school)
This broad participation has brought a rich cultural diversity to our project.
Project Working Titles
Within the scope of our project, studies were carried out under various headings. These headings ensured that the project progressed systematically and that all participants were actively involved.
- Project Introduction and Planning
-Work Schedule and Task Distribution
-Curriculum Integration
-Project Rules and Parent Permission Documents
- Communication Studies (Online Meetings)
-Preliminary Survey Studies and Analysis(Teacher and Student)

Google Docs

MY LİFE MY WORLD 2024 \ 2025 PROJECT CALENDAR

MY LİFE MY WORLD 2024 \ 2025 PROJECT CALENDAR SEPTSEPTEMBER PAGES ON TWINSPAGE CREATION FOUNDER - CO FOUNDER GONCA EMİL AUDRONE KERSEVİCİENE VOTING ON PRELIMINARY INFORMATION AND SU...

Collaboration studies
My Place on the Map
At the beginning of the project work, we chose the activity called ‘My Place on the Map’ and evaluated the students' prior knowledge on the subject. In this way, by observing the current knowledge levels of the students, we found the opportunity to plan the activities we will do in the next stages according to their needs.
The activities carried out by each school according to its own functioning were compiled within the scope of a joint work and combined in an e-book. Thus, different approaches and experiences were gathered in a single source.
European Coding Week activities
As part of our project, an event called "My Home and School Route" was organized specifically for the European Coding Week. In this event, students created routes by considering their daily routes from home to school and developed simple algorithms using direction concepts (right, left, forward, backward). Teachers prepared various games using Web 2.0 tools, and students’ video and photo documents of these activities were compiled into an e-book using the OurBook tool.At the end of this process, the European Code Week platform gave participation certificates to the teachers and students who contributed to the project. These certificates increased the interest of students and teachers in coding and reinforced the visibility of the process.

Book Creator

"My Place on the Map"

Proje çalışmasının başlangıcında 'Haritadaki Yerim' adlı etkinliği seçtik ve öğrencilerin konu hakkındaki ön bilgilerini değerlendirdik. Bu şekilde öğrencilerin mevcut bilgi düzeylerini gözlemleyerek, bir sonraki aşamalarda yapacağımız etkinlikleri onların ihtiyaçlarına göre planlama fırsatı bulduk. Her okulun kendi işleyişine göre yürüttüğü faaliyetler ortak bir çalışma kapsamında derlenerek e-kitapta birleştirildi. Böylece farklı yaklaşımlar ve deneyimler tek bir kaynakta toplandı.

Padlet

My place on the map

Here you can pin your place on the map!

Canva

https://codeweek.eu/view/615341/my-home-and-school-route

“My Life My World” eTwinning project students will accompany the Coding Week activities with joint works. Coding activities in the themes of Me, My Home and My School will be combined in a padlet. Students will enjoy learning the basic coding concepts by having fun with various coding activities offered by teachers to their students throughout the week. Student work will be shared and disseminated on social media. At the end of the activity, the games prepared by our teachers can be combined with a collaborative tool.

Book Creator

CODE WEEK

Projemizin bir parçası olarak, Avrupa Kodlama Haftası için özel olarak "Evim ve Okul Rotam" adlı bir etkinlik düzenlendi. Bu etkinlikte, öğrenciler evden okula günlük rotalarını göz önünde bulundurarak rotalar oluşturdular ve yön kavramlarını (sağ, sol, ileri, geri) kullanarak basit algoritmalar geliştirdiler. Öğretmenler, Web 2.0 araçlarını kullanarak çeşitli oyunlar hazırladılar ve öğrencilerin bu etkinliklerin video ve fotoğraf belgeleri OurBook aracı kullanılarak bir e-kitapta derlendi. Bu sürecin sonunda, Avrupa Kodlama Haftası platformu, projeye katkıda bulunan öğretmen ve öğrencilere katılım sertifikaları verdi. Bu sertifikalar, öğrencilerin ve öğretmenlerin kodlamaya olan ilgisini artırdı ve sürecin görünürlüğünü güçlendirdi.

Canva

"European Day of Languages ​​Studies (26 September)"

Two separate teams were formed between the ages of 3-7 and 7-10. Students in the 3-7 age group made videos by singing the song ‘If you are happy’ in their mother tongue. All videos were combined to create a joint video clip. The 7-10 age group designed special posters for World Language Day and these posters were digitally uploaded to the Padlet platform. These activities both drew attention to language diversity and increased students' cultural awareness.

T

Padlet

Degustation sweets

https://padlet.com/embed/grnsid8tusoikzp2 An inter-school ‘dessert exchange’ event was organised. The event offered a pleasant and educational experience in terms of sharing and cultural interaction.

EART DAY WORKS
1-1- Within the scope of Earth Day, each school organises a tree planting activity according to its own possibilities. These activities can take the form of planting trees in the school garden, donating saplings or different practices with the theme of protecting nature.
2-Two separate teams were formed in the 3-7 and 7-10 age range. Within the scope of the event, a large poster, which was cut into pieces with the Blockposter tool, was distributed to each school as one piece. After the schools coloured and decorated their posters, all the pieces were assembled using the Canva website and a common digital design was created.

Canva

"Virtual Exhibition"

https://school-education.ec.europa.eu/en/etwinning/projects/my-life-my-world-my-place-map/twinspace/pages/6-9-virtual-exhibition#:~:text=https%3A//www.classtools.net/3D/202506_3myqCe

​ SAFE İNTERNET DAY WORKS

Canva

STUDENT ONLİNE MEETİNG

SAFE İNTERNET DAY

Two separate teams were formed between the ages of 3-7 and 7-10. The 3-7 age group created an album by drawing safe internet themed logos.
The 7-10 age group prepared their own albums by designing special posters for Safe Internet Day. Both studies helped students to gain awareness about internet safety in accordance with their age levels.full-blown

Canva

SAFE INTERNET LOGO DRAWINGS FOR 3 - 6 AGE GROUP

3-7 ve 7-10 yaş arasında iki ayrı takım oluşturuldu. 3-7 yaş grubu güvenli internet temalı logolar çizerek bir albüm oluşturdu. 7-10 yaş grubu ise Güvenli İnternet Günü'ne özel afişler tasarlayarak kendi albümlerini hazırladı. Her iki çalışma da öğrencilerin yaş seviyelerine uygun olarak internet güvenliği konusunda farkındalık kazanmalarına yardımcı oldu.

Canva

SAFE INTERNET POSTER DRAWINGS FOR 7 - 10 AGE GROUP

3-7 ve 7-10 yaş arasında iki ayrı takım oluşturuldu. 3-7 yaş grubu güvenli internet temalı logolar çizerek bir albüm oluşturdu. 7-10 yaş grubu ise Güvenli İnternet Günü'ne özel afişler tasarlayarak kendi albümlerini hazırladı. Her iki çalışma da öğrencilerin yaş seviyelerine uygun olarak internet güvenliği konusunda farkındalık kazanmalarına yardımcı oldu.

MIXED COUNTRY TEAMS
1.The team worked with the theme ‘My Home and Family’ in the 3-6 age group. The children collaboratively completed the story “My Favourite Activities at Home with My Family” by writing and illustrating it on their own school pages on the StoryJumper platform." They told the story on their own pages and turned it into a video. Then, using artificial intelligence, they created images specific to their own pages. These images were collected in an album on Jigsaw Planet and turned into a game. Children played the puzzles.
2. Team 2 again worked with the theme of ‘My Dream School’ in the 3-6 age group. Children collaboratively completed the ‘School in My Dreams’ story by writing and illustrating their own school pages on the StoryJumper platform. They turned the story into a video by vocalising their own pages. Then, they created visuals specific to their own pages using artificial intelligence. These images were collected in an album on Jigsaw Planet and turned into a game. Children played the puzzles.
3. Team 3 worked again with the theme of ‘City Trip’ in the 6-9 age group. The children collaboratively completed the story “City Trip” by writing and illustrating it on their own school pages on the StoryJumper platform. They turned the story into a video by narrating their own pages. Then, they created visuals specific to their own pages using artificial intelligence. These visuals were collected in an album on Jigsaw Planet and turned into a game. The children played the puzzles.
4.Team 4 worked again in the 7-10 age group with the theme "My World".The children collaboratively completed the story of 'My World' by writing and illustrating on their own school pages on the StoryJumper platform.They turned the story into a video by narrating their own pages. They then created visuals specific to their pages using artificial intelligence. These visuals were collected in an album on Jigsaw Planet and turned into a game. The children played the puzzles.
TEAM 1 (3-6 age)
"MY - HOME AND FAMİLY"
Leader: Gonca Emil
TEAM 2 (3-6 age)
"SCHOOL ve MY FAMİLY"
Leader : Audrone Kerseviciene
TEAM 3 (6-9 age)
"CİTY AND COUNTRY"
Leader : Murat Mustafa Çekiç
Takım 4 (7-10 age)
"MY WORLD"
Leader: Ivanka Tomić
Monthly Project Work
With the theme of My Home and Family, children recognised their family members, expressed their relationships with their families and developed their feelings of trust, love and belonging. In line with the
My School and My Friends theme, students gained a sense of belonging to the school environment, defined their relationships with their teachers and friends, and developed social skills such as sharing, cooperation and taking responsibility.
With the theme of My City, children recognised the environment they live in; they gained knowledge about important places, structures, services and cultural elements in the city.
Within the scope of the My Country theme, children recognised our national symbols and cultural values and gained awareness of national identity through activities.
Within the framework of the My World theme, students realised that they are a part of the world they live in, developed sensitivity towards nature, internalised universal values and respect for different cultures. In addition, their global awareness was supported through joint activities carried out with their peers from different countries.

"Who I am ? OCTOBER"

My Home and My Family NOVEMBER

My School and My Friends DECEMBER

Padlet

My City JANUARY

Made with Padlet

Padlet

My Country FEBRUARY

My Country

Padlet

MY World MARCH

My world

Common Products
PROJECT OUTCOMES
1 - 2025 Calendar
Three schools were assigned for each month. Each assigned school produced an original product through creative works such as painting, drawing and design and added this product to its own section. In this way, the unique approaches and creativity of different schools were brought together to create a rich and diverse body of work.

https://www.canva.com/design/DAGYavDWobU/zDA4hJ4nvGUYKdYg3dIP2w/view?embed&meta

2025 CALENDAR

An original calendar prepared by three schools for each month with creative paintings and drawings brought together the unique approaches of different schools.

2 - Earth Day Works
Two separate teams were formed in the 3-7 and 7-10 age range. Within the scope of the event, a large poster, which was cut into pieces with the Blockposter tool, was distributed to each school as one piece. After the schools coloured and decorated their posters, all the pieces were assembled using the Canva website and a common digital design was created.
- TEAM 1 \ 3-6 AGE
A large Earth Day poster was digitally assembled with the Block poster tool, which was cut into pieces and coloured and decorated by the schools.

Google https://docs.google.com/document/d/1r7eqCUwyEKq4e3yiqJbphk6eXNPTXQaWqazLCmBqN7o/preview?usp=embed_googleplus

TEAM 1 \ EARTH DAY - 2025 \ MIXED COUNTRY TEAMS \ JOINT PRODUCT

TEAM 1 \ 3-6 AGE A large Earth Day poster was digitally assembled with the Block poster tool, which was cut into pieces and coloured and decorated by the schools.

- TEAM 2 \ 7-10 AGE
A large Earth Day poster was digitally assembled with the Block poster tool, cut into pieces, coloured and decorated by the schools.

Canva

TEAM 2 \ EARTH DAY - 2025 \ MIXED COUNTRY TEAMS \ JOINT PRODUCT

TEAM 2 \ 7-10 AGE A large Earth Day poster was digitally assembled with the Block poster tool, cut into pieces, coloured and decorated by the schools.

3- e Twinning Day
On 9 May eTwinning Day, the letters and words in the block poster we prepared were distributed to schools. The poster was completed as a whole with the contributions of the schools.The children coloured the picture with boys and girls and then drew the flag of their own country on their hands. Thus, they both carried out a visually creative work and increased their awareness of their countries.This combination of flags representing countries on one poster symbolised the coexistence of different cultures and nations.

Canva

9 MAY e Twinning Day

9 Mayıs eTwinning Günü için okulların katkılarıyla hazırlanan blok posterde çocuklar kendi ülkelerinin bayraklarını çizerek ulusal farkındalıklarını artırdılar.

4 - "Our Country Name Poster"
The country names written and designed by the students were brought together around the project logo to create a visual design.The aim of this study was not only for students to use their creativity, but also to develop a sense of belonging to their own country and to recognise their cultural identity.
5 - Poem "OUR WORLD"
After each stanza of the poem ‘OUR WORLD’ was written by the Romanian students, each stanza was assigned to a different country and the countries combined their drawings, which consisted of pictures, photos, drawings and cropped works created with artificial intelligence, on the Story Jumper page of their country. Then, the poetry stanzas read aloud by the students were put together in a video.
Made with