Our School, Our Life

Teacher presents Activity 1 by explaining the project purpose, goals, and the exciting opportunity to connect with students from another country, showing students how they will share their school life and culture through fun, simple activities.

Students review the project timeline together, exploring a visual roadmap that shows what they will do each week and how the exchange will happen.

Teacher explains the communication tools students will use (Padlet, Google Slides, videos) and establishes expectations for respectful, kind intercultural exchange.

Students discuss what they already know about other countries and what they are curious to discover, building excitement for connecting with international peers.

Students participate in Activity 2 by creating digital 'cultural passports' that include a photo of themselves, their name, age, favorite hobby, and one interesting fact about their country.

Each student presents themselves creatively using Google Slides or a short video (30-45 seconds), speaking clearly in English to introduce who they are.

Students post their cultural passports on the project Board so the partner class can view them and begin getting to know everyone.

Students watch the partner class's cultural passports and write down 3 questions they want to ask their new international friends, noting interesting things they learned.

Teacher facilitates a live video call or asynchronous Q&A session where students ask and answer questions with their international peers, building personal connections.

Students write 2–3 simple questions they want to ask their international peers after viewing their cultural passports.

Teacher launches Activity 3 by asking the class, 'How do our daily lives reflect our culture, and what can we learn by comparing them with students from another country?' and writing this question on a collaborative board.

Students brainstorm in small groups what this question means to them and share ideas about what daily life looks like in their own homes and schools.

Class discusses what they already know about other cultures and what they want to discover, with teacher documenting all ideas on a shared poster or digital board.

Teacher refines the driving question based on student input and shares the finalized question with the partner class to ensure both classes are exploring the same theme together.

Students begin Activity 4 by working in pairs or small groups to collect photos and videos of their school environment, classrooms, playgrounds, and special features that make their school unique.

Each pair interviews family members about daily routines, favorite meals, clothing they wear, and what their home looks like, recording notes and taking photos to capture these aspects of their culture.

Students organize their findings into themes (School, Daily Routines, Food, Clothing, Housing) using a template provided by the teacher, creating a clear structure for their documentation.

Teacher guides students to reflect on their documentation by asking questions like, 'What is special about your school?' and 'What do you think students from another country might find interesting about your daily life?'

Students compile their photos, videos, notes, and reflections into a shared Google Doc or folder that will be used to create their final presentation.

Teacher reviews student documentation and provides feedback, helping students identify the most interesting and representative materials to include in their creative product.

Students select 2–3 key aspects (e.g., food, school life, or home) to focus on rather than documenting everything.

Students begin Activity 5 by transforming their documentation into a creative product such as a video, infographic, or digital poster using Canva or Google Slides, highlighting key aspects of their school and daily life.

Each team practices presenting their work to the class, speaking clearly in English and explaining what they want their international peers to know about their culture.

Teacher facilitates peer review within the class where students watch each other's presentations and provide kind feedback, suggesting improvements before sharing with the partner class.

Each team prepares 2-3 questions they want to ask their international peers about their daily lives, helping to spark deeper conversation and exchange.

Teams finalize their talking points and ensure their creative products are clear, engaging, and ready to share on the project Board.

Students post their creative products from Activity 5 on the shared platform (Padlet or Project Board) with clear guiding questions: 'What surprised you about their daily life?' and 'What similarities do you notice?'

Partner class views the posted materials over the next 5-7 days and responds with comments, questions, and observations about what they learned.

Students read their international peers' responses and note interesting similarities and differences they discover between their cultures (e.g., 'We both have school uniforms!' or 'Their lunch is very different from ours').

Teacher moderates the discussion by highlighting key intercultural insights and encouraging students to dig deeper with follow-up questions.

Each student responds to at least one partner's post with a question and one comparison statement, actively participating in the global conversation and showing respect for their peers' cultures.

Students use the group chat feature on the platform to ask clarifying questions and share reactions in real-time, building connections with their international classmates.

Students prepare for Activity 7 by organizing all exchange materials, including videos, photos, infographics, and comparison charts that show what they learned about both cultures.

Class hosts a local exhibition showcasing all materials where students present key learnings to other classes, families, or school community members, explaining what they discovered about their international peers.

Students create a final comparison poster or digital artifact that visually represents the similarities and differences they found between their culture and their partner class's culture.

Final products are published on the Project Board as a shared international gallery, allowing both classes to celebrate their collaborative work together.

Teacher facilitates a discussion about why cultural diversity matters and how connecting with students from other countries helps us become global citizens who respect and appreciate different ways of living.

Students engage in Activity 8 by responding to guided reflection prompts in their journals or through group discussion: 'What did I learn about another culture?', 'What did I discover about my own culture by sharing it?', and 'How has my understanding of cultural diversity changed?'

Each student completes a simple self-assessment evaluating their communication skills in English, creativity in their presentations, and openness to learning about other perspectives, using a checklist or short reflection form.

Class exchanges thank you messages with international peers, with each student writing a personal note celebrating the connection they made and what they appreciated about their partner class.

Teacher facilitates a final group discussion where students share their most important learning, favorite moment from the exchange, and how they will remember their international friends.

Students post their reflections and thank you messages on the project Board so the partner class can read and celebrate together, closing the exchange with warmth and mutual appreciation.

Students are evaluated based on their participation, clarity of communication, and depth of cultural understanding.