Discover Projects

Students conduct interviews with peers from partner classes worldwide about games, sports, and football they play, enjoy, and have access to in their schools and communities, while exploring barriers like disability, gender stereotypes, cultural differences, economic challenges, and facility access. After comparing interviews across countries, students collaborate to identify shared experiences and unique perspectives, then collectively develop practical ideas and solutions to make sports and games more accessible and inclusive for everyone. Los estudiantes realizan entrevistas con compañeros y compañeras de escuelas de distintos países para conocer qué juegos, deportes y actividades relacionadas con el fútbol practican, disfrutan y tienen disponibles en sus escuelas y comunidades. También exploran las barreras que pueden dificultar la participación, como la discapacidad, los estereotipos de género, las diferencias culturales, las dificultades económicas o la falta de espacios e instalaciones accesibles. Luego, comparan las respuestas obtenidas entre los distintos países para identificar experiencias compartidas y perspectivas diferentes. Finalmente, trabajan de manera colaborativa para proponer ideas y soluciones que ayuden a que los juegos y los deportes sean más accesibles, inclusivos y participativos para todas las personas.

This is about how the students can express their english skills by telling the story with using a mapp as a tools to make the students easier to tell their story ,as a media that can help students describe their stories in sequence, and help students imagine as well as expand their vocabulary.

Students design and moderate a live debate tournament where mixed international teams (local and remote students) argue assigned positions on a global issue, requiring them to think critically under pressure, negotiate differing viewpoints in real time, and defend or challenge opinions with evidence. They reflect on how imagination, confidence, and cultural perspective shaped their arguments and listening.

Students read picture books from their own country and share their thoughts and feelings about the stories with international partner classrooms. They exchange drawings, illustrations, and posters related to the books, then explore picture books with similar themes from different countries to naturally discover how stories reveal both unique and universal experiences across nations.

Students conduct research on relaxation and stress-relief strategies in their own communities and compare findings with international classrooms through surveys and interviews. They analyze different approaches to mental and physical health recovery after the school year, create comparative reports, and participate in reflection forums to understand how various cultures and age groups approach reloading and rejuvenation.

Student delegates engage in a full UNEP simulation with live video sessions where they negotiate, debate, and collaborate across all participating classes to co-author a Draft Resolution that proposes concrete solutions to the water crisis. Teams refine their arguments based on feedback, build coalitions with other nations, and present their final resolution reflecting compromises and innovative approaches developed through the entire diplomatic process.

Students explore and document how water is used in their daily lives, then share photos, drawings, or short voice recordings (no identifying images) with a partner class to compare water practices across different countries. They discover similarities and differences in how families rely on water, building initial curiosity about global water realities.

Students research and document climate change impacts and water access challenges in their own communities, then share findings with partner classes globally to compare local environmental issues. They explore how these challenges differ across regions and discuss what they discover together.

Each class chooses one concrete change they can make to feel more welcoming, such as creating a welcome poster, rearranging a reading space, or starting a daily greeting ritual. Students carry out their change, document it with photos or drawings, and share results with their partner class to show what difference their action made.

Students participate in the weekly Speaking Club sessions, engage in facilitated conversations about cultural exchange and the (Sustainable Development Goals) SDGs. They explore and figured out how their participation directly supports Green Valley Child Care Primary School in Uganda through transparent impact reports. We are seeking volunteer teachers to teach English to students aged 13 and older. There are 12 classes held on Saturdays from 9:00 to 10:00 AM (Peru time). While teaching all 12 classes is preferred, it is not mandatory. Volunteer teachers can indicate which dates they would like to teach and which group they would like to teach. We have two groups of students: one group is for students at a level between A2 and B1; and the other group is for students at a level between B2 and C1. The 12 class dates are as follows: August 22 and 29; September 5, 12, 19, and 26; October 3, 10, 17, 24, and 31; and December 7. Support and guidance will be provided to volunteer teachers, and Bioenglish will issue a certificate as a volunteer English teacher. The Volunteer Teachers will be receiving a Certificate with the number of hours of participation. https://www.instagram.com/p/Db3YN7EETIw/

Students create a personal introduction video or digital profile sharing their name, passions, and daily routines, then exchange these with a partner class to discover similarities and differences across cultures. They compare what they learned and discuss what surprised them about students their age in another part of the world.

Working with their international partner class, students co-create a practical, month-long personal growth guide that combines their most powerful daily practices, household routines, and self-discipline strategies. They pilot their roadmap in their own school and community, gather authentic feedback from parents and teachers about visible transformation in self-control and responsibility, and refine it into a shareable resource that demonstrates how mindful daily mastery builds global citizenship.