HOW TO PLAN A GOOD

QUALITY PROJECT
TABLE OF CONTENTS
Part 1: How to plan an eTwinning project
● An eTwinning project is
● General tips
● Plan your project
● Create TwinSpace accounts
● Apply the netiquette

Part 2: How to work on a project taking into account the Quality Labels Framework
● Collaboration
● Use of ICT
● Pedagogical innovation and approaches
● Curriculum integration
● Documentation and results

Part 3: How to apply for the National Quality Label

● Criteria
● Before applying
● Application
PART 1: HOW TO PLAN AN ETWINNING
PROJECT

www.etwinning.net
AN ETWINNING PROJECT
is online
involves partners from different countries
involves students
lays emphasis on online European collaboration
has measurable/tangible outcomes.
PLAN YOUR PROJECT
Decide with your students the topic they would like to work on
Look for possible partners in the partner finding forum
Decide on the project and the teacher who will register the project
If it is a European project, the two founders should come from different countries
Confirm, if possible, all the partners before registering the project
Inform the students and parents and make sure you have the parental consents
(including pictures and video use) for the students to participate in the project
Agree and share a work plan and time schedule with all your partners
Publish the work plan in your TwinSpace and modify the work plan if necessary
Brainstorm and discuss the different activities/approaches with your students
Plan your TwinSpace carefully.
GENERAL TIPS
Involve a limited number of partners to ensure real collaboration. Projects with 20, 30,
100 and more participants are not recommended.
Don’t be involved in many projects if you want to achieve real collaboration.
Involve at least 2-3 partners. In case one of your partners disappears, you can continue
your project.
In case you work only with one partner and this partner stops contributing, try to find
another partner. Please note: if you continue the project by yourself, it cannot be
considered eligible for a Quality Label as an eTwinning project.
In the case where you work on an Erasmus eTwinning project, use the TwinSpace to
continue working with your partners in online activities (before, during and after the
mobilities). Apply for a Quality Label, only when your Erasmus project comes to an end.
An Erasmus+ project should have only one TwinSpace.
PLAN YOUR PROJECT
CREATE TWINSPACE ACCOUNTS FOR YOUR
STUDENTS (8 YEARS OLD AND UP)
Ask your students to:
• Update their TwinSpace
profiles
• Choose a picture that
represents them (sports,
music, avatar) and not their
own picture
• Start interacting with their
partners
• Leave short messages on
their partners’ walls
• Log in regularly.
 APPLY THE NETIQUETTE
Netiquette is the use of courtesy and respect in the online environment

Agree upon the netiquette rules together with your project partners and students and
publish them on TwinSpace
Make students realise that:
• the online world is the same as the real world
• they should be polite and respectful at all times
• they should not use capital letters
• they should be aware of cultural differences
• they should use the agreed language of the project.
PART 2: HOW TO WORK ON A PROJECT
TAKING INTO ACCOUNT THE QUALITY
LABELS FRAMEWORK

Quality Label criteria

www.etwinning.net
Strategies for collaboration among
teachers

Strategies for collaboration among

students

Creating common products

COLLABORATION BETWEEN PARTNER SCHOOLS

Collaborative activities go beyond communication: the partners are not just recipients of
information; they are team members, co-authors and co-creators.
Collaboration means that both classes need the contribution of their partner class to
complete the activity.
Mixed - nationality teams are a very effective best practice for collaborative work. (small
group from one class + small group from another class = mixed - nationality team)
Collaboration is not just putting together content that each class has created to
produce a common output like an e-book or an e-magazine. Collaboration is working
together with your partners to create the different content (e.g., a magazine article can be
a joint effort of a mixed-nationality team).
IMPORTANT TIPS

In the assessment of the project and the interpretation of this criterion, circumstances
such as age, context and educational needs of the pupils must always be
considered.
The degree of mediation by teachers must be appropriate to the age and abilities of
the pupils and suitable for promoting pupils’ collaboration even among the youngest age
group.
This can be done by video communication between classes where they chat about
topics or where they choose aspects of each other’s’ work to be included in the final
outcomes.
 CHECKLIST

https://www.etwinning.net/eun-files//Criteria%20big/QL_checklist_DEF3.pdf
BREAK THE ICE
Plan team building activities where students will:
get to know each other
learn to work together
support each other
build strong relationships.
USE THE TWINSPACE COLLABORATION TOOLS

Encourage partners to use the TwinSpace tools to

communicate with each other. For example:

use the mailbox to send students important

information (reminders, clarifications, deadlines)
use the mailbox to communicate with their peers
initiate discussions in the forums and motivate
students to take part
use the polls
create TwinBoards to ask for contributions.
ADD A REGULAR LIVE ELEMENT
Live sessions provide true student interaction and efficient use of student-teacher
time
Plan webinars or live sessions that establish a culture of communication
Plan a live session at the beginning of the project to get to know your partners
Plan live sessions at the end of each activity to reflect/evaluate/let students share their
thoughts and their experiences
Provide students with questions to consider/prepare before the session
Prepare short collaborative activities (games, quizzes) or plan a less structured event.
INTEGRATE
COLLABORATIVE
ACTIVITIES INTO YOUR
eTWINNING PROJECTS
Team your students up in transnational
teams
Assign roles for each member of the
group or team students up according to
their interests/talents
Assign the role of team leader or pupil
administrator to some of your students
ENGAGE STUDENTS IN ACTIVE LEARNING
Students should be engaged in activities where they:
find and evaluate information
connect and collaborate
produce and share original content
plan fun, creative activities that offer self-
expression.
 EXAMPLE FROM PRE-PRIMARY PROJECT

PROJECT: SmartArt Nature

FOUNDERS​:
Natalia Szczygieł , Poland​
Students from each partner school Gaia Bevilacqua, Italy
created part of the hero and wrote a
collaborative story.
PROJECT: Storytelling leads to
robotics
FOUNDERS​: Murielle DUCROO,
France
Romina Baldacchino, Malta
 EXAMPLE FROM PRIMARY PROJECT
This STEM project focuses on
engineering & computational
science exploiting the flipped
classroom methodology to improve
the learners’ knowledge of
technological products
Vocational School students
(Greece) teach Primary School
children (Poland & Greece) through
blended learning in the form of
visual material which they prepare
themselves.

PROJECT: Robocode
FOUNDERS:Justyna Babiarz-
Furmanek, Poland
Kyriakos Kourentzis, Greece
EXAMPLE FROM SECONDARY PROJECT
This ICT project focuses ICT professions and
creation of games. Students worked in
international teams, which were changed
twice during the project to ensure better
collaboration. All teams had their own forum
for discussion and google document for work
process. Students made several collaborative
tasks in international teams. Students met
several times in zoom break-out rooms.

PROJECT: Change the game yourslef!

FOUNDERS: Ana Isabel Merchán
Leandro, Spain, Sandra Trošina, Latvia
The choice and use of ICT

Workspace management

eSafety and copyright issues

Technology can give an added value to the project. ICT tools should be used in such a
way that they ensure the success of the pedagogical objectives of the project and
show a responsible use of technology.
This criterion focuses on the good adaptation of technology as a facilitator of
authentic interaction and collaboration between the project partners, as well as of the
creation of content.
All issues related to privacy, security and copyright are taken into account and all
partners quote their material and resources that they use or produce.
Age-appropriate tools are used throughout the project and its activities.
eTWINNING CODE OF CONDUCT AND GDPR
Both teachers and students should follow the eTwinning code of conduct.
Be inclusive, respectful, tolerant, polite and friendly.
eTwinning does not tolerate bullying or harassm ent.
Make sure that communication and collaboration among students is safe. Moreover,
ensure that students know the steps to be taken in case anyone violates the rules.
eTwinning takes students’ privacy and safety seriously. Avoid posting pictures of pupils on
your eTwinning Live profile, TwinSpace, Groups, etc. In case you do, make sure you have
parents’ consent or that pupils are not recognisable.
Be thoughtful about the content you post that relates to others. You should not
publicly share your or other eTwinners' private information - such as personal phone
numbers and addresses, credit card details or other private information - or intimate
pictures and videos. Always think before you post!
When using platforms outside eTwinning make sure they are safe and
age appropriate for students. In terms of GDPR and Privacy Policy be reminded that all
participants need to be aware that some tools might transfer their personal data outside of
the EU.
EXAMPLE FROM PRE-PRIMARY PROJECT

During an online meeting,

students used their whiteboard to
make drawings that the students
from the partner schools had to
guess.

PROJECT: Busy bugs in my bag!

FOUNDERS​:Iolanda Moya, Spain
Magdalena Dybizbanska-Klinkosz, Poland
EXAMPLE FROM PRIMARY PROJECT
The project showcases
creative use of ICT. Both
TwinSpace tools and Web
2.0 tools have been used.
There have been 14
Videoconferences. Students
took an active part.

PROJECT: Matematika kroz strip i karikaturu mArt 2021

(Mathematics through comic and caricature March
2021)
FOUNDERS: Marica Brzica, OŠ Visoko, Croatia
Gordana Stanković, OŠ "Žarko Zrenjanin", Novi Sad,
Serbia
 EXAMPLE FROM SECONDARY PROJECT
The project uses ICT
creatively to respond to the
challenges of the project,
namely: making podcasts,
infographics,
questionnaires, genial.ly.,
games.

Project: Listen to my radio! Breaking news!

Founders: Arantxa Garmendia, Spain
Marie-Hélène Guérin-Hueso, France
Educational objectives
Pedagogical approaches and teaching
proposals
The teachers in the project have tried out a variety of pedagogical methods with their pupils to
achieve their objectives during the project such as posing driving questions for the pupils for
research and analysis, organizing collaborative teamwork, allowing the pupils to choose the
ways to find and display information, etc.
The objectives should be measurable, relevant and achievable and not abstract
The planned activities encourage the autonomy of the pupils, and many creative ideas are put
into practice
EXAMPLE FROM PRE-PRIMARY PROJECT

PROJECT: Our Erasmus Cats

FOUNDERS​:
Juan Carlos Garrido, Spain
 EXAMPLE FROM PRIMARY PROJECT
In this project,
students are put in a
true to life situation in
which they cannot but
take an active role in
activities. The setting
also serves as a
creative approach to
developing key
competences as well
as a variety of
educational
PROJECT: A wonderful journey objectives.
FOUNDERS: Alessandro
Ruffino, Italy
Isabel Reis, Portugal
EXAMPLE FROM SECONDARY PROJECT
The project adds to the quality of the
learning process by putting pupils in
learnig contexts in which they can
compare and contrast syllabuses in
nursing schools in several countries
in Europe.

PROJECT: How we practice

FOUNDERS: Emir Korkmaz, Turkey
Saša Uljančić, Rijeka, Croatia
Curricular integration in one or many subjects

Multidisciplinary approach

Key competences and skills

The project work is based on the school curriculum and syllabi. The main part of the
project work performed by pupils is done during school time.

The project demonstrates clear strategic efforts to try to develop pupil competences as
required in the various subjects (e.g., by linking them with the objectives and activities).
The project work is an integral part of the schoolwork in some subject/s.

The project follows a multidisciplinary approach where one or more teachers work on
different subjects. E.g., an eTwinning activity can involve different subjects like music, art,
geography, language etc.
 EXAMPLE FROM PRE-PRIMARY PROJECT

This project enables integration

of several educational points.

PROJECT: Water – our life

FOUNDERS: Nataša Vrapčević, Serbia
Rajna Maras, Croatia
 EXAMPLE FROM PRIMARY PROJECT
Project teachers integrate units of their national
curricula for different syllabi e.g. English as Foreign
Language, ICT, History, Science & Physical as well as
competences the syllabus intends to develop such as
curiosity, an understanding of science, a concern for
ethical issues and inquiry-based learning.

PROJECT: eTwinners as pros

FOUNDERS:Natalia Tzitzi, Greece
Anita Šimac, Croatia
EXAMPLE FROM SECONDARY PROJECT
• Interdisciplinary project incorporating
foreign language, drama education, ICT,
citizenship and education in the media
• Approach oriented to the action proposed
within the CERF (B2+ level)
through communicative tasks in the English
language

PROJECT: ImaginAction
FOUNDERS: Carmen Mellado,
Spain
Claudine Coatanéa, France
Achievement of the set objectives

Project evaluation

Dissemination and impact

The results of an eTwinning project should be documented so that evidence is given
about the outcomes and organisation of the project. In case of surveys' usage, teachers
should not forget to explain the results and draw conclusions (e.g., how it worked,
didn't work, lessons learnt, how to improve etc.)

The documentation involves both tangible and intangible results in the space of the
project (screenshots of meetings, evaluation of activities in different ways).

The dissemination of a project can be conducted with different ways and the purpose is
to showcase to the wider community the results and the different activities of the project.
PROVIDE FEEDBACK

Good feedback is always where the learning happens!

Motivate students to comment on each other's work
Update the public journal with the new activities introduced or the ones
accomplished and ask students to comment on their experience there
Integrate assessment activities not only in the end but throughout the
project
Polls/surveys can be used to get feedback from participants.
EXAMPLE FROM PRE-PRIMARY PROJECT

PROJECT:Through democracy
to literacy
FOUNDERS: Anna Krzyżanowska,
Poland, Anna Sofia Wahlström,
Iceland
 EXAMPLE FROM PRIMARY PROJECT
Evaluation island:
 Students' evaluation with:
• An answergarden
• A questionnaire
• A video
• A game in a chain
 Headteachers interviews
 Teachers' evaluation
 Parents' opinions
Project
Dissemination:
PROJECT: Nutrifit  Nutrifit walk with:
FOUNDERS: Angeliki Kougiourouki,  Teachers
Greece  Students
Fina Vendrell Vila, Spain  Parents
 Conferences
 Training Sessions
 EXAMPLE FROM SECONDARY PROJECT
Project dissemination can be done in many
ways:
• teachers' blogs
• partner schools' websites
• local media
Evaluation in • Erasmus projects
several ways:
forms, reflection,
cloud of words.

PROJECT: If climate can change, why can't we

FOUNDERS: Zvonko Gašparović, ETŠ "Mihajlo Pupin", Novi Sad,
Serbia , Ana Claramunt, IES FRANCESC TARREGA, Spain
PART 3: HOW TO APPLY FOR A
NATIONAL QUALITY LABEL

www.etwinning.net
BEFORE APPLYING FOR A QUALITY LABEL
A Quality Label (QL) is a label that evaluates the work of teachers in a project based
on 5 criteria. The aim is to award the QL to the projects that meet the criteria and
provide guidance to the teachers who need to improve their practices in the different
criteria.
A QL provides a framework to support teachers in ensuring quality in their project
work and thus it is not considered a form of rewarding for participation in the
project.
ALL NSO follow the same evaluation framework
The evaluation is referred to the reflection and work done by individual teachers and
their students involved in the project.
QUALITY LABEL CRITERIA

All projects are evaluated taking into account 5 criteria

To be eligible for a Quality Label (national and/or European), you need to achieve at
least the minimum points set in all the sub-criteria:
Strategies for online collaboration among pupils from the partner schools
The choice and use of ICT (all digital technological tools)
GDPR, copyright and eSafety issues.
BEFORE APPLYING:
Make sure that :
the project has finished
AND
you have contributed significantly to the project work

Please:
check the deadlines for QL, differs from country to country
be reminded that you can apply for up to 4 projects in a year for QL.
IN THE APPLICATION

Describe how you implemented the different criteria by giving exact examples/links from
your TwinSpace to justify your work
Describe your individual contribution to the project. This means that the applications from
each partner are different and not the same
Write you application in a Word document and then copy paste the application to the
form.
Check the number of characters you use. There is a limit.