Our schools aim to foster a culture of collaboration, innovation, and inclusivity by integrating STREAM (Science, Technology, Reading/Arts, Engineering, and Mathematics) into cross-curricular learning. By working together as a community of teachers and students, we strive to develop critical and creative thinking, enhance digital literacy, and prepare students to become active, responsible, and innovative citizens in a rapidly changing world.

OUR STUDENTS

eTwinning Schools Mentoring Scheme – Action Plan

Duration: October 2025 – June 2026

The focus was chosen because both schools identified the need to strengthen cross-curricular collaboration among teachers and to integrate innovative pedagogical practices through STEAM/STREAM projects. By combining subjects such as computer science, physical education, biology, chemistry, native language, and English, teachers can model interdisciplinary thinking and create authentic learning experiences. The schools also aim to promote inclusivity by ensuring that all students, regardless of background or ability, can participate in hands-on projects that foster creativity, problem-solving, and critical thinking.

1. Purpose of the Meeting

The meeting held on 16 December 2025 marked an important step in the implementation of the eTwinning Schools Mentoring Scheme – Action Plan. Its main purpose was to establish a shared pedagogical vision, strengthen collaboration between mentor and mentee schools, and initiate the first joint student project within the mentoring framework.

2. Shared Vision and Focus

Selected Mission Statements

☑ Teacher collaboration
☑ Inclusivity & innovation

Rationale

During the meeting, participants agreed that both schools face similar educational challenges related to: the need for cross-curricular collaboration,
the integration of innovative teaching practices, and the development of inclusive learning environments.
Teachers emphasized the value of STEAM/STREAM approaches, where disciplines such as Computer Science, Physical Education, Biology, Chemistry, Native Language/Romanian, and English intersect. Such integration allows teachers to model interdisciplinary thinking and helps students engage in authentic, real-life learning experiences. Inclusivity was highlighted as a core principle, ensuring that all students—regardless of background, learning style, or ability—can actively participate in hands-on activities that promote creativity, problem-solving, digital competence, and critical thinking.

3. Interactive Activities Conducted During the Meeting

To model innovative pedagogical practices, teachers took part in several collaborative activities:

Google Survey:
Teachers completed a shared Google Form aimed at practicing digital collaboration skills and reflecting on prior experience with project-based learning.
Word Cloud Activity:
Using an online tool, participants created a word cloud with key concepts related to SMART projects, innovation, collaboration, and inclusivity.
Personal Introductions:
Each teacher introduced themselves through a Canva template presentation, sharing professional background, subjects taught, and personal motivation for joining the mentoring scheme.
These activities fostered a friendly atmosphere, strengthened mutual trust, and demonstrated practical tools that can later be used with students.

4. Outcome of the Meeting: Launch of the First Student Project

As a concrete result of the meeting, participants agreed to initiate the first joint student project entitled:

“Healthy Body, Healthy Planet”

This project reflects the shared mission of promoting student well-being, environmental responsibility, and interdisciplinary learning.

Disciplines Involved: Physical Education, Biology, Chemistry, Romanian / Native Language, Computer Science
Activity 1: Move Green – Healthy Body Challenge

Subjects: Physical Education + Biology
Objective:
To raise awareness of how regular physical activity improves personal health while reducing environmental impact.

Interactive Activities: Students track one week of eco-friendly physical activity (walking, cycling, outdoor sports), Results are shared in a common Google Sheet, Partner schools compare and discuss outcomes during an online meeting.
Activity 2: What’s on Our Plate?

Subjects: Biology + Chemistry
Objective:
To understand the relationship between nutrition, body health, and environmental sustainability.

Interactive Activities:

• Students analyze daily meals, identifying healthy and processed foods, Chemistry teachers guide discussions on food additives and sugar content, Students create infographics illustrating the idea: “Healthy food = Healthy planet.”
  
  

Activity 3: Words That Inspire Healthy Living

Subjects: Romanian / Native Language
Objective:
To develop communication and language skills while promoting healthy and eco-friendly lifestyles.

Interactive Activities:

• Students write short slogans, poems, or mini-texts related to health and nature, Contributions are compiled into a joint digital booklet, Students comment on peers’ work to build a positive feedback culture.

Activity 4: Digital Health & Green Habits

Subjects: Computer Science
Objective:
To promote responsible use of digital tools in support of health and environmental awareness.

Interactive Activities:

• Students create a poster, Canva slide, or short video on:
  “One digital habit for a healthy body and a healthy planet.”
  Activity 5: Healthy Body, Healthy Planet – Reflection Forum

Subjects: All disciplines
Objective:
To encourage reflection and critical thinking through interdisciplinary learning.

Interactive Activities:

• Students respond to three guiding questions in a TwinSpace forum or Mentimeter:
  What did I learn about my body?
  What did I learn about the planet?
  What habit will I change?
  Teachers facilitate reflection during an online session.
  
  

6. Expected Outcomes

Increased student awareness of the connection between health and the environment
Development of digital, communication, and scientific competencies
Strengthened international and cross-school collaboration
High level of active student participation across multiple disciplines
Enhanced teacher confidence in implementing innovative, inclusive, project-based learning

7. Conclusion

The meeting of 16.12.2025 successfully laid the foundation for effective collaboration within the eTwinning Schools Mentoring Scheme. Through shared vision, interactive modeling, and concrete planning, mentor and mentee schools initiated a meaningful partnership focused on innovation, inclusivity, and student-centered learning. The project “Healthy Body, Healthy Planet” represents a strong starting point for future collaborative actions planned until June 2026.

General Objectives of the Meeting

• To strengthen interdisciplinary collaboration among teachers

• To align learning objectives across subjects for integrated activities

• To clarify roles, expected outcomes, and assessment strategies

• To ensure activities are feasible, engaging, and pedagogically sound

Meeting Agenda

1. Opening and Context Setting (10 minutes)

Facilitator: Project Coordinator / Deputy Director

• Brief presentation of the project theme: Healthy Body – Healthy Planet

• Emphasis on experiential learning, real-life data, and student engagement

• Overview of the five proposed activities and their interdisciplinary nature

Expected Outcome:

• Teachers understand the educational rationale and overall vision

• Shared understanding of project goals and cross-curricular links

2. Activity Planning and Pedagogical Alignment

Activity 1: The Bio-Mechanical Breakdown

Subjects: Physical Education + Biology

Activity Objective:

• To help students understand how the human body responds physiologically to physical effort, using real-time data.

Activity Description (Teacher View):

• PE teacher leads a short HIIT activity (2 minutes).

• Students measure heart rate before and after.

• Biology teacher explains circulatory and respiratory system responses.

• Results are visualized via shared screen (chart or table).

https://docs.google.com/document/d/1ous5281TmlHR2xrDFiNGoAAQ-6HcC4DkvVIKkzsS_Zg/edit?usp=sharing

Discussion Focus:

• Adaptation of body systems to stress

• Comparison between indoor exercise and “Green Exercise” (outdoor activity)

• Mental health benefits of physical activity in nature

Expected Student Outcomes:

• Students can explain basic physiological responses to exercise

• Students interpret simple biometric data (BPM)

• Students understand the link between physical activity, environment, and mental health

Activity 2: The “Label Detective” Lab

Subjects: Biology + Chemistry

Activity Objective:

• To develop students’ ability to analyze chemical components of food and drinks critically.

Activity Description:

• Students present a sports drink or juice label via camera.

• Each student identifies one complex ingredient.

• Ingredients are categorized collaboratively on a digital whiteboard.

Discussion Focus:

• Electrolytes vs. preservatives vs. artificial sweeteners

• Comparison between industrial drinks and natural alternatives

• Health and environmental implications of consumption choices

Expected Student Outcomes:

• Students identify and classify chemical substances

• Students develop consumer awareness and critical thinking

• Students justify healthier, eco-friendly alternatives

Activity 3: Neologisms of the Green Era

Subjects: Romanian / Native Language + Computer Science

Activity Objective:

• To explore how environmental and digital concepts influence language development.

Activity Description:

• Students submit “green” and digital terms via Mentimeter.

• A live word cloud is generated.

• Linguistic analysis of neologisms, anglicisms, and correct usage follows.

Discussion Focus:

• Language evolution in the digital and ecological context

• Proper use of new terminology in formal writing

• Role of technology in spreading environmental awareness

Expected Student Outcomes:

• Students recognize neologisms and borrowed terms

• Students use new vocabulary correctly in context

• Students understand the link between language, technology, and society

Activity 4: The “Green Tech” Pitch

Subjects: All Integrated

Activity Objective:

• To synthesize interdisciplinary.

Activity Description:

• Students work in answering the questions.

Expected Student Outcomes:

• Students demonstrate scientific and digital knowledge in real-life scenarios

• Students improve communication, persuasion, and teamwork skills

3. Expected Global Outcomes of the Activities (10 minutes)

• Increased student motivation and engagement

• Development of transversal competences:

  • Critical thinking

  • Digital literacy

  • Health and environmental awareness

  • Communication skills

• Strengthened interdisciplinary teaching practices

• Concrete evidence for projects, portfolios, and eTwinning platforms

4. Organizational Aspects and Responsibilities (10 minutes)

• Agreement on:

  • Digital tools to be used (Mentimeter, shared whiteboard, polls)

  • Documentation methods (photos, screenshots, student outputs)

  • Teachers responsible for coordination and reporting

Expected Outcome:

• Clear task distribution

• Smooth implementation and documentation

5. Reflection and Closing (10 minutes)

• Teachers share:

  • Anticipated challenges

  • Adaptation ideas for different student levels

  • Suggestions for improvement

Final Outcome:

• Shared commitment to collaborative, innovative teaching

• Readiness to implement activities effectively

Conclusion

This meeting plan supports integrated, modern education, encouraging teachers to move beyond subject boundaries and create meaningful learning experiences that connect health, science, language, technology, and environmental responsibility.

On 13 February 2026, the Mentor School IPLT “Onisifor Ghibu”, in partnership with CEITI (Centre of Excellence in Computer Science and Information Technologies), organized the first joint eTwinning activity planned within the collaboration framework for the 2025–2026 school year. The event marked the beginning of a series of interdisciplinary projects designed to promote green education, health awareness, and responsible citizenship.

The meeting was opened by Cernei Kristina, who introduced the students and teachers to the objectives of the collaboration and presented the agenda of the day. She emphasized the importance of interdisciplinary learning and active student participation in international projects.

The first project implemented was entitled “Move Green – Healthy Body Challenge” The activity combined physical education, biology, chemistry, and language education in a practical and interactive format.

Mrs. Mihniova Oxana, Physical Education teacher, guided students in measuring their pulse rate before physical effort in order to determine their resting heart rate. Students then performed a 30-second physical activity session and measured their pulse again to observe immediate cardiovascular changes. 

Following this, Mr. Mîndru Alexei, Biology and Chemistry teacher, explained the physiological changes occurring in the body during physical effort. He also discussed the influence of nutrition, room temperature, fresh air, pollution, and environmental factors on human health. The interdisciplinary approach helped students understand the direct connection between ecological responsibility and personal well-being.

Mrs. Mihniova Oxana then guided students in measuring their pulse for the third time, observing how the heart rate gradually stabilized. Students clearly saw the changes and became more aware of their physical condition. In one case, the results were concerning, and the PE teacher responsibly recommended a medical consultation, highlighting the importance of preventive health care.

The activity continued with Mrs. Sîrghii Olga, Romanian Language teacher, who addressed the frequent use of English terms when speaking about health and well-being. She emphasized the importance of respecting and preserving the Romanian language, encouraging students to use appropriate Romanian terminology and avoid unnecessary overuse of naturalized English words.

The meeting concluded with an interactive assessment game on Blooket, prepared by Mrs. Gîrlea Elena, through which students’ comprehension of the interdisciplinary content was evaluated. The results were analyzed together, encouraging reflection on health, environmental responsibility, cultural identity, and self-respect.

The activity proved to be highly engaging, educational, and meaningful. Students actively completed tasks, demonstrated curiosity, and developed a deeper understanding of the relationship between body, environment, and language. This first collaborative project set a strong foundation for future eTwinning initiatives during the 2025–2026 school year.

În data de 13 martie 2026, în cadrul proiectului „Mentor and Mentee, School, 2026”, a avut loc o nouă activitate de colaborare între elevii participanți din IPLT „Onisifor Ghibu” și CEITI. Activitatea a fost dedicată prezentării produselor realizate de către elevi cu genericul „What is on your plate”.

În cadrul sesiunii, cele patru echipe mixte, formate din elevi ai celor două instituții, au prezentat rezultatele muncii lor collaborative. În procesul de lucru, echipele au elaborat sondaje și chestionare menite să investigheze obiceiurile alimentare ale tinerilor din prezent. Elevii au analizat ce tipuri de alimente sunt consumate cel mai frecvent de către adolescenți, dar și care sunt factorii ce influențează alegerile alimentare.

Un alt aspect important al cercetării realizate de elevi a fost compararea costurilor unei alimentații sănătoase cu cele ale unei alimentații nesănătoase. În urma colectării și analizei datelor, elevii au prezentat concluzii relevante privind impactul economic al alegerilor alimentare și modul în care prețul produselor poate influența stilul de viață al tinerilor.

După prezentările echipelor, participanții au realizat o activitate de evaluare formativă utilizând platforma Slido. Prin intermediul acesteia, elevii au răspuns la întrebări bazate pe informațiile prezentate, reflectând asupra rezultatelor obținute și consolidând cunoștințele discutate în cadrul activității.

Activitatea s-a desfășurat într-o atmosferă interactivă și colaborativă, iar toți participanții au fost implicați activ atât în prezentări, cât și în etapa de evaluare și reflecție. Elevii au demonstrat interes pentru tema abordată, dezvoltându-și abilități de lucru în echipă, cercetare, analiză critică și prezentare.

Prin această activitate, proiectul „Mentor and Mentee, School, 2026” a continuat să promoveze colaborarea între instituțiile partenere și să stimuleze implicarea elevilor în explorarea unor subiecte relevante pentru sănătatea și stilul lor de viață.

Activity Report

Project: “Mentor and Mentee, School, 2026”

Date: 13 March 2026 

On 13 March 2026, a new activity took place within the framework of the “Mentor and Mentee, School, 2026” project. The session brought together students from IPLT “Onisifor Ghibu” and CEITI, who collaborated and presented the products they had created under the theme “What is on Your Plate?”

During the activity, four mixed teams consisting of students from both institutions presented the results of their collaborative work. As part of their research process, the teams designed and conducted surveys and questionnaires in order to investigate the eating habits of young people today. The students aimed to find out what types of food teenagers most commonly consume and what factors influence their food choices.

Another important focus of the students’ research was the comparison between the cost of a healthy diet and the cost of an unhealthy diet. After collecting and analyzing the data, the teams presented their findings and conclusions regarding how financial factors can influence dietary choices and lifestyle among young people.

Following the presentations, the participants took part in a formative assessment activity using the Slido platform. Through this interactive tool, students answered questions based on the information presented by the teams, allowing them to reflect on the results and reinforce their understanding of the topic.

The activity was conducted in an interactive and collaborative atmosphere, with all participants actively involved in the presentations as well as in the evaluation and reflection stage. The students demonstrated strong interest in the topic and developed important skills such as teamwork, research, critical thinking, and presentation abilities.

Through this activity, the “Mentor and Mentee, School, 2026” project continued to promote cooperation between the partner institutions and encouraged students to explore topics that are highly relevant to their health, lifestyle, and everyday choices.

REPORTING SESSION 

23.04.2026

Mentor and Mentee eTwinning Project 2025–2026

The final reporting session of the Mentor and Mentee eTwinning Project 2025–2026 was successfully organized with the active participation of students and teachers involved in the project. The session aimed to reflect on the activities completed throughout the project, evaluate the knowledge gained by students, and celebrate the progress achieved through collaboration and teamwork.

The event began with a presentation of the activities carried out during the project period. Students were informed about the main stages, learning tasks, teamwork experiences, and the objectives achieved. The official project platform was presented as evidence of the work completed and the international cooperation developed throughout the project.

A key moment of the session was the viewing of the students’ final video products created in groups on the topic Healthy Eating. Each group presented creative and informative videos promoting healthy food choices, balanced nutrition, and positive daily habits. The videos reflected students’ teamwork, communication skills, creativity, and understanding of the project topic.

After the presentations, students took part in an interactive Kahoot quiz, coordinated by Rencheci Ala, where they answered questions related to healthy habits, sleep, nutrition, and wellbeing. This activity served as a final formative assessment and demonstrated that students had successfully understood the importance of healthy eating and maintaining good habits.

The next stage included a Mentimeter interactive activity, where students responded to questions regarding the importance of having a healthy lifestyle. Through live responses, students shared their opinions about exercise, balanced meals, mental health, and positive routines. The activity encouraged reflection and participation from all students.

The final part of the meeting focused on project evaluation through the activity Feelings Thermometer, coordinated by Sîrghii Olga, alongside the assessment stage guided by Popovici Diana. Students expressed how they had felt before and during the project. Many mentioned that at the beginning they felt shy, sad, uncertain, or confused. However, by the end of the project, they described feeling confident, motivated, happy, and proud of their achievements. They emphasized that teamwork, collaboration, communication, and engaging tasks helped them grow personally and socially.

In conclusion, the final reporting session highlighted the success of the project and the positive impact it had on students’ knowledge, attitudes, and emotional development. The project not only promoted healthy lifestyles but also created a supportive learning environment where students developed confidence, friendships, and valuable life skills.

How did the partnership develop?

The partnership developed step by step through regular communication and good teamwork between all the teachers involved. From the start, everyone was interested in making the project successful and giving students useful and enjoyable activities. We met online with the teachers around two times for each project stage to discuss what had been done, what needed to be prepared next, and how to organize the students better. We also created a Viber group, which became very useful during the whole project. There we shared ideas, reminders, materials, deadlines, and solved small problems quickly. This constant contact helped us stay connected and work closely together.

How did collaboration evolve throughout the year?

At the beginning, collaboration was more focused on planning and getting to know each other’s working style. We communicated around three to four times every month to organize tasks, agree on deadlines, and prepare student meetings. As the months passed, teamwork became easier and faster because everyone already knew their responsibilities. We also had four online meetings with the students, which helped them communicate better and feel more comfortable with one another. Students became more active, more confident, and more willing to share ideas. By the end of the project, both teachers and students were working together much more naturally.

Key moments, highlights, or turning points?

One of the most interesting moments was when students had to work together on their final products. They did very well when creating Canva presentations because they could divide tasks easily, add ideas separately, and edit together. However, making the final videos was more challenging. Since each student had to record personal input and send their part on time, some misunderstandings appeared in the group chats. There were moments when some students were slower to respond, some were unsure what to do, or tasks were not divided clearly. Because of this, teachers had to monitor the chats closely, guide students, and help them communicate better. In the end, the groups managed to finish their videos successfully, and this showed real progress in teamwork, patience, and collaboration skills. 

Mentee school perspective

• How did the mentoring process help your school?

• What new capacities, practices, or mindsets were developed?

• What challenges did you overcome?

Please use this space to answer to the questions above.

1. How did the mentoring process help your school?

The mentoring process gave us valuable access to the experience of Theoretical Lyceum “Onisifor Ghibu” in managing European educational projects. Their guidance helped us better understand how to apply eTwinning quality standards in our daily school activities.
Working with an experienced partner increased our school’s visibility and reputation both locally and internationally. It also created new opportunities for our teachers and students to become part of an active European educational community.

We learned how to use digital tools and collaborative platforms more efficiently, which saved time and improved the planning and implementation of project activities.

2. What new capacities, practices, or mindsets were developed?

Teachers and students strengthened their digital competences by using tools such as Canva, Padlet, and AI-based resources to create attractive and meaningful project results.
We moved from working individually to working more as a team. We understood that successful projects depend on clear communication, shared responsibilities, and constructive feedback.
We became more open to innovation and change. Instead of seeing technical difficulties as problems, we started viewing them as opportunities to learn and improve.

3. What challenges did you overcome?

At the beginning, it was not easy to synchronize activities between two schools with different schedules. We solved this by creating a shared calendar more effectively.

Final reflections

·       What advice would you give to future mentor or mentee schools?

·       What has been the most valuable takeaway from this experience?

·       What are your suggestions for improving the mentoring scheme?

Please use this space to answer to the questions above.

Our advice to future mentor or mentee schools is to build strong communication from the very beginning and keep regular contact throughout the project. Clear planning, realistic deadlines, and shared responsibilities make collaboration much easier. It is also important to stay flexible, because changes and unexpected challenges can appear during the year.

Teachers should involve students actively in every stage of the project, not only in final tasks. When students feel ownership of the activities, they become more motivated and responsible. We also recommend using simple digital tools for communication and collaboration, such as shared platforms, group chats, and online meetings. Most importantly, create a positive atmosphere based on trust, patience, and mutual support.

The most valuable takeaway has been the power of collaboration. This experience showed that when teachers and students work together with common goals, they can achieve meaningful results and create a positive learning environment.

We also saw how much students can grow through international teamwork. Many became more confident, improved their communication skills, developed digital competences, and learned to work responsibly in groups. For teachers, the project provided new ideas, stronger professional connections, and valuable experience in project-based learning.

One suggestion would be to offer a clearer timeline with milestone checkpoints during the year, so schools can monitor progress more easily. It would also be useful to provide short training sessions or ready-made resources for mentors and mentees at the beginning of the project.

Another improvement could be creating more opportunities for direct student interaction between partner schools, such as extra online meetings or small mixed-group tasks during the project. This would help students build stronger connections and collaborate more naturally.

Finally, regular reflection sessions for teachers could be included, where schools share challenges, successful practices, and solutions. This would strengthen the mentoring process and make the experience even more beneficial for all participants.