探索项目

Students compare the lunch cards from partner classes and write questions about the foods, meal times, and customs they want to learn more about. Together they sort the findings into similarities and differences and explain what surprised them most.

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.

Students dive deeper by analyzing where their misconceptions came from, examining how media and limited experiences shape cultural assumptions, then conduct interviews with their partner class to understand everyday life, values, and diversity within that culture. They evaluate patterns in what was myth versus fact and reflect on why certain stereotypes persist.

Students choose a god, hero, creature, or sacred object from their own mythology and prepare a short illustrated profile to share with a partner class. They then compare matching figures from both cultures, such as creation stories or sea monsters, and highlight similarities and differences on a shared digital map.

Students create illustrated stories and collect images of their school traditions, daily routines, special activities and special spaces, then share these with partner classrooms internationally through a collaborative digital gallery. They explore and compare peer contributions, celebrating similarities and differences in how students experience school around the world.

Students interview classmates and family members about what childhood means to them, then analyze the responses to identify common themes about play, learning, and rights that matter most to children worldwide. They prepare findings to discuss live with their partner class.

Students draw, write, or describe their favorite time of day and what makes it special, then share their choices with a partner class through simple photos or written descriptions. They read what students from other classrooms shared and spot which favorite times are the same or different across their group.

Students introduce themselves in short English self-introductions during a live video call with a partner class. They ask each other questions about daily life and practice speaking with people from different countries.

Introducing Our Community: A Cross-Cultural Exchange Project Students will work collaboratively to introduce their local community by creating brochures and digital resources highlighting local landmarks, culture, traditions, and everyday life. Through Padlet, students will exchange their work with a partner school, compare each community's characteristics, and discuss similarities and differences. They will present their projects, ask meaningful questions, and provide feedback to their international partners, fostering intercultural understanding, communication, and global citizenship. Curriculum Connections: Social Studies, Art, and English.

Students create and share simple profiles of their own communities, describing daily routines, school life, and local traditions, then compare what they discover with peers from partner classes. They explore similarities and differences in how young people spend their time across different countries.

What helps every child feel heard, respected and ready to learn? Explore children's rights and write a class charter together. Share it with classrooms in other countries, try their ideas and see what changes. Take part from October to December. Exchange on the project wall whenever your class is ready, or join an optional live session. Teachers share for the class and contributions are reviewed before publication. Show children's ideas without names or identifying images.