General Rules and Guidelines for Participation in the Interschool Competition on Literary Topics for the participants in the educational project “Scriitori pentru eternitate/Writers for Eternity”

1. Title: “Scriitori pentru eternitate/Writers for Eternity”

2. Context/Argument

“Scriitori pentru eternitate/Writers for Eternity” is an educational partnership facilitating the exchange of experience and best practices among lower secondary schools and upper secondary schools located in Buzău county in the 2025-2026 school year.

3. Main objectives of the project and purpose of the competition

The project seeks not only to leverage the students’ intellectual potential, creativity, and interest in reading, thus supporting the future graduates who will participate in national exams in English through both formal and non-formal activities, but also to inspire a passion for reading, and cultivate respect and love for female writers and literature in the extended school communities.

The literary competition aims at improving the literary performance and cultural awareness and expression competence of the participants by acquiring new knowledge about the three English writers, using various materials, digital resources and information based on their main literary themes, developing critical and self-critical thinking, and enhancing multilingual competence, emotional intelligence and communication skills in English.

4. Eligibility, target age groups and registration

Participants: the competition is open to students from all registered schools within Buzău county, without discrimination, in the spirit of inclusion, equity and cooperation.

Age groups: the participants will be divided into categories based on their age or grade level to ensure fair competition.

-        Lower Secondary Level: Grades 5-8

-        Upper Secondary Level: Grades 9-12

Coordinators: the coordinating teachers will select at least one class of students from each partner school to participate in all the project activities – not only in the final interschool competition on literary topics - and will provide evidence to the coordinating school for the implementation of the project activities.

Entry forms: each teacher will submit a completed participation form https://drive.google.com/file/d/1h3XE9u_aGjZDZ6OkTenhu4SmJFlQICid/view?usp=sharing for each of the finalists selected to take part in the competition, via e-mail ( ltrvp@yahoo.com ) , before 31 March 2026.

5. The Interschool Competition on Literary Topics will take place on 24 April 2026.

The participants will demonstrate a clear understanding of literary terms, genres, and concepts, as well as familiarity with the three key authors promoted during the project, including their literary themes, characters, and historical context https://digipad.app/p/1582971/a9556baabbdaa8. Additionally, they are expected to have knowledge of the three authors featured in the project, including their biographies, writing styles, and contributions to world literature.

The main activity of the project involves the organizing of a literary-themed competition in English. The competition will include various types of questions: objective items (e.g., multiple choice, dual choice, matching); semi-objective items (e.g., short-answer or completion tasks); subjective items (e.g., short essay-style responses).

These tasks are designed to evaluate the participants’ cognitive abilities at a higher level of complexity. The competition will assess both the participants’ knowledge of the featured writers and selected works and the skills they have improved through the prior activities conducted as part of the project.

6. Main event calendar

Registrations will be open until March 31, 2026, based on the participation form https://drive.google.com/file/d/1h3XE9u_aGjZDZ6OkTenhu4SmJFlQICid/view?usp=sharing, and should be sent to the following email address: ltrvp@yahoo.com  (for section B – the English language).

Date of the competition: 24 April 2026;

Venue: Liceul Teoretic “Radu Vlădescu” Pătârlagele (in-person, for its own students) and online, for the participants of the partner schools.

7. Competition organisers and evaluation

Organiser: Liceul Teoretic ,,Radu Vlădescu” Pătârlagele

Project coordinator for section B: Mrs. Frînculeasă Claudia Emilia

Competition organisers and evaluators for section B (English language): Mrs. Frînculeasă Claudia Emilia, Liceul Teoretic ,,Radu Vlădescu” Pătârlagele; Mrs. Neacșu Mihaela, Liceul Teoretic ,,Radu Vlădescu” Pătârlagele; Mrs. Teodorescu Violeta, Liceul Teoretic ,,Radu Vlădescu” Pătârlagele;

Code of conduct: the participants are expected to conduct themselves with respect and sportsmanship at all times; any form of misconduct, including cheating or attempted cheating, will result in disqualification.

Attendance: participants must be present at the designated venue at the specified time; late arrivals will forfeit their opportunity to compete.

Decisions: the decisions of the competition judges are final and binding; any disputes must be raised immediately with the project coordinators.

Judging criteria The competition papers will be judged according to the following criteria:

a) Adherence to rules and following instructions

The participants should strictly adhere to the competition rules, including time limits, formatting requirements for written responses, and any specific guidelines provided.

b) Accuracy of responses

Correct usage of grammar and vocabulary: inaccurate or incorrect use of the English language will affect the final score;

Factual correctness: answers should be factually correct and align with established literary knowledge; Precision: responses should be specific and precise, avoiding vague or overly general answers.

c) Depth of knowledge

Understanding of literary concepts: the participants should demonstrate a clear understanding of literary terms, genres, and concepts;

Knowledge of literary works: the participants should be familiar with the three key literary works promoted during the project, including their themes, characters, and historical context;

Familiarity with authors: knowledge of the three authors promoted by the project, including their biographies, writing styles, and contributions to world literature.

d) Creativity and originality

Innovative thinking: in subjects that allow for subjective responses or interpretation, judges will look for creative and original approaches to answering questions;

Insight: the participants who demonstrate unique insights or connections between literary works or concepts will score higher.

e) Critical thinking and analysis

Interpretation: the participants should be able to demonstrate a certain level of ability to interpret and analyze literary texts or quotations from the literary texts;

Reasoning: participants should be able to explain their answers or provide reasoning behind their choices, demonstrating deeper engagement with the literary texts.

8. Dissemination The project activities and competition results will be disseminated on the blog of the teachers of English on the Buzău Valley, https://englishteachingonthebuzauvalley.blogspot.com/ , as well as on the national platform www.iteach.ro 

9. Official certification

Scoring and Prizes - Diplomas (1st, 2nd and 3rd prizes) will be granted to the students whose papers have obtained the following scores: the 1st prize will be awarded for 9.50 – 10.00 points; the 2nd prize will be awarded for 9.00 – 9.49 points; the 3rd prize will be awarded for 8.50 – 8.99 points;

The highest-scoring finalists will be offered prizes in books by the coordinator(s). Digital diplomas will be granted for participation. 30 June 2026 is the deadline for sending the signed and stamped diplomas.

10. Final considerations

- No fees or financial support will be required from the project participants or the partner schools.

- Health guidelines: all participants must adhere to any health and safety protocols in place, as required by local regulations. The teachers are responsible for the safety of their students during all the project activities.

- Each teacher will inform his/her students about the General Data Protection Regulation (GDPR) and get the formal consent of the parents/tutors to use their personal data for this project.

..........................................................................................................................................

The subjects of the previous year's competition can be downloaded here: https://drive.google.com/file/d/1wo4_5rhrHz4V1gk3MD-d3sAoNodFtL13/view?usp=sharing

General Rules and Guidelines for Participation in the Creative Writing Competition within the Inter-County Educational Project “Dor de Eminescu/Missing Our National Poet” 17/04/2026

1.Title of the creative writing competition: “Dor de Eminescu/Missing Our National Poet”

2. Context/Argument 

Eminescu has been and will remain the poet of all Romanians. Every year, students and teachers all over the country organize various cultural events in honour of the one who was called the "Morning Star of Romanian Poetry," Mihai Eminescu, so that he will never be forgotten. The educational project “Dor de Eminescu/Missing Our National Poet” and the homonymous project and creative writing competition celebrate the genius and legacy of our national poet.

3.  Project goal and main objectives

The purpose of the project is to promote Romanian cultural and literary values within school communities, particularly the work and personality of Mihai Eminescu, while encouraging creativity, expressiveness, and a genuine interest in literature and poetry.

The main objectives of the project are:

• to get to know the the main biographical data of the national poet;
• to become familiar with Mihai Eminescu’s literary work;
• to reflect on the most representative Romanian poet’s verses and artistic creations;
• to create literary texts inspired by Mihai Eminescu’s themes of nature, love, and time;
• to develop key competences for lifelong learning: communication in Romanian and English, digital competence, learning-to-learn skills, social and civic competencies, a spirit of initiative, and cultural awareness and expression.

4. Eligibility and target groups

The students aged between thirteen (13) and eighteen (18) who are enrolled in a partner school are eligible to participate in the Poetry Writing Competition organized by Liceul Teoretic “Radu Vlădescu”, on 17 April 2026.

Age groups: the participants will be divided into categories based on their level to ensure fair competition (lower secondary level: Grades 5-8; upper secondary level: Grades 9-12).

5. Main themes to be considered for the competition

The creative writing competition will take place on 17.04.2026, at Liceul Teoretic “Radu Vlădescu” Pătârlagele and in the partner schools. All the poems and texts entering the competition must be inspired by Mihai Eminescu’s poetry themes of love, nature and time.

6. Competition Timeline

The participants must be registered for the competition by their coordinating teachers, each participation being accompanied by the submission of the student registration form https://drive.google.com/file/d/1qVtD7-EWCS8qKjVZlnb9EDiVemzYtUdE/view?usp=sharing which will also be secured by the coordinating teachers at ltrvp@yahoo.com before March 31.

Each contestant creates one poem or one narrative or descriptive composition inspired by the poetry of our national poet and dedicated to Mihai Eminescu. Each creation must be the entrant’s original work which must not have been published, self-published, shared on a website or made public on social media, broadcast or featured among the winners in another competition. All literary creations must include a title. Poems should contain 16 to 30 lines, excluding the title. Narrative and descriptive compositions should have 250–300 words for lower secondary level and 450–500 words for upper secondary level.

7. Competition Coordination and Evaluation

The coordinators will evaluate the original creations of the participants anonymously, based on the judging criteria below, shared with all the coordinating teachers in the partner schools at least two weeks before the competition. 

Judging Criteria for the poetry writing competition (10 points)

• Relevance to the theme (3 points)
• Creativity/Style and Originality (3 points)                                                             
• Coherence of form and structure (harmony of words, presentation) (2 points)
• Clarity of imagery and language (1 point)
• Accuracy-correct grammar and vocabulary (1 point) 

All entries will be judged anonymously so the author’s name must not appear on the creation itself. The judges’ decisions and marks will be final. 

The number of prizes awarded in the competition will not exceed 25% of the total number of participants.                                             

8. Dissemination 

The results of the main activities within the educational project “Dor de Eminescu/ Missing Our National Poet”) will be disseminated online, on the blog of the teachers of English on the Buzău Valley, https://englishteachingonthebuzauvalley.blogspot.com/  , and on the national platform www.iteach.ro . The winners of the 2026 edition of the inter-county creative writing competition will be promoted on https://englishteachingonthebuzauvalley.blogspot.com/  , the English teachers’ blog, before 20 April 2026.

9. Official Certification

Signed and stamped certificates will be submitted to the coordinators and/or evaluators, and diplomas (for the 1st, 2nd and 3rd prizes) will be granted to the participants whose creations have obtained the following scores:

• the 1st prize will be awarded for 9.50 – 10.00 points;
• the 2nd prize will be awarded for 9.00 – 9.49 points;
• the 3rd prize will be awarded for 8.50 – 8.99 points.

The most original competition entries will be granted book prizes and the participants will receive digital diplomas signed and stamped by the coordinating school, Liceul Teoretic “Radu Vlădescu” Pătârlagele.

10. Final creative writing competition regulations

- No fees or financial support will be required from the project participants or the partner schools.

- The teachers are responsible for the safety of their students during all the project activities.

- Each teacher will inform his/her students about the General Data Protection Regulation (GDPR) and get the formal consent of the parents/tutors to use their personal data for the purposes of this project.

"Dor de Eminescu/Missing Our National Poet" - Student Portfolio Presentation

In March 2026, as part of the educational project “Dor de Eminescu / Missing Our National Poet”, the 9th grade students enrolled at Liceul Teoretic Radu Vlădescu presented individual portfolios in front of their classmates, focusing on the life and literary creation of Mihai Eminescu. The activity was designed not only as an evaluation method, but also as a formative learning experience that integrated literary knowledge, personal reflection, and oral communication skills.

Each portfolio included a structured overview of Eminescu’s biography, emphasizing essential moments in his life: his childhood in Ipotești, his studies in Vienna and Berlin, his work as a journalist, and his contribution to Romanian Romanticism. The students highlighted the cultural and historical context of the 19th century, underlining how these elements influenced his philosophical depth and poetic vision.

A central section of the portfolios addressed Mihai Eminescu’s main literary themes: nature, love, and time. Nature was presented as a cosmic and protective space, often reflecting inner states of the lyrical self. Love appeared both as an idealized, absolute feeling and as a source of melancholy and existential suffering. Time was interpreted philosophically, especially in poems such as Luceafărul, where eternity contrasts with human fragility. Each student selected a favourite poem, offering a brief literary commentary that demonstrated comprehension of imagery, symbolism, and Romantic motifs.

Another important component was the personal reflection section: “What I like about Eminescu.” Here, the students expressed authentic responses to his sensitivity, musicality of language, and profound meditation on destiny and existence. This encouraged subjective engagement and aesthetic appreciation beyond theoretical analysis.

From a pedagogical perspective, the portfolio presentation generated multiple educational benefits. It fostered autonomous learning, critical thinking, and synthesis of information. The oral presentation developed public speaking competence, argumentative discourse, and self-confidence. Peer listening enhanced collaborative learning and interpretative dialogue. Moreover, the project promoted cultural identity awareness by reconnecting students with a foundational figure of Romanian literature.

Overall, the activity functioned as an integrative pedagogical strategy, combining cognitive, affective, and communicative dimensions in a meaningful literary learning experience.

Building Bridges Through Words: The Educational Value of a Collaborative Digital Bilingual Poster for the eTwinning Project "Bookfest 2026"

Within the framework of the eTwinning project Bookfest 2026, the collaborative creation of a digital bilingual poster in Romanian and English by students enrolled at  Liceul Teoretic "Radu Vlădescu" Pătârlagele (Romania) and Liceul Teoretic "Mihai Eminescu" Florești (the Republic of Moldova) represented far more than a graphic design task. It was a structured pedagogical intervention that integrated literacy development, intercultural dialogue, digital competence, and collaborative learning within a shared European educational space.

First and foremost, the bilingual format directly promoted reading literacy. In order to design a meaningful poster that encourages reading, the students had to engage critically with literary content: selecting representative quotations, summarizing themes, identifying authors, and articulating persuasive messages. The necessity of presenting content in both Romanian and English required deeper semantic processing. Translation is not a mechanical act but a cognitive negotiation of meaning, register, and cultural nuance. Through this process, the students refined their vocabulary, improved syntactic accuracy, and developed metalinguistic awareness in both languages, demonstrating that reading becomes an active, analytical practice rather than a passive activity.

Secondly, this project activity strengthened teamwork and collaborative competencies. Creating a shared digital product demands task distribution, role allocation (content creators, translators, editors, designers), and structured communication. The Romanian and Moldovan students had to coordinate deadlines, negotiate aesthetic choices, and reconcile linguistic differences. Because the partner schools operate in different national contexts, collaboration also involved asynchronous communication and digital project management skills. Such experiences cultivate accountability, leadership, adaptability, and constructive feedback practices, skills that are essential for 21st-century learning environments.

Equally significant is the intercultural dimension. Although Romania and the Republic of Moldova share linguistic and historical connections, the students bring distinct educational experiences and local cultural references. The joint poster became a platform for exchanging preferences, quotations, and discussing how reading can improve lives. Through dialogue, the students gained perspective on similarities and differences, moving beyond assumptions toward informed understanding. Intercultural dialogue in this context was not abstract; it was embedded in the practical act of co-creating a shared message that represents both communities.

The digital format of the poster added another layer of educational value. The students developed their digital literacy by using design platforms, integrating multimedia elements, ensuring visual coherence, and applying principles of layout and typography. They learned to balance aesthetics with clarity and to adapt content for online dissemination. Moreover, digital collaboration reinforced responsible online behaviour, data protection awareness, and effective virtual communication which are core competencies within the eTwinning framework.

As it can be easily observed, the poster functions as a public advocacy tool for reading. By presenting bilingual quotes, obvious benefits of reading, and visually engaging content, the students assumed the role of cultural ambassadors. They transitioned from consumers of literature to promoters of literacy within their school communities. This shift enhanced motivation and strengthened personal investment in reading practices.

In conclusion, the collaborative digital bilingual poster developed within the eTwinning project Bookfest 2026 exemplifies integrative education which simultaneously advances language proficiency, teamwork, intercultural competence, and digital skills while reinforcing a shared commitment to reading. Through the effective cooperation between Liceul Teoretic “Radu Vlădescu” Pătârlagele and Liceul Teoretic “Mihai Eminescu” Florești, the students did not merely produce a poster, they constructed bridges of communication, creativity, and cultural connection.

The digital auxiliary of ready-to-use classroom resources within the eTwinning project “A Song for Our Souls in an English-Speaking World”

Music for Emotional and Linguistic Development - A collaborative didactic auxiliary for eTwinning

In February 2026, a dedicated team of teachers and students from three European schools collaboratively designed and implemented a digital auxiliary of ready-to-use classroom resources within the eTwinning project “A Song for Our Souls in an English-Speaking World”. Rooted in music-based pedagogy and supported by interactive platforms such as LearningApps, Voki, Wordwall, Kahoot, and Livresq, the initiative fostered linguistic competence, intercultural dialogue, emotional literacy, and digital innovation. The project activity illustrates how carefully structured educational technology, when anchored in meaningful content, can enhance both teaching practice and student learning outcomes.

The methodological framework integrated transdisciplinary instruction, collaborative authorship, and formative digital assessment, offering a replicable model for contemporary European classrooms. The project set out to demonstrate that music operates as a complex semiotic system, bringing together language, emotion, rhythm, and cultural identity. In the context of foreign language education, songs were used to strengthen phonological awareness, enrich vocabulary, support pragmatic competence, and increase learner motivation. From a socio-constructivist perspective, the collaborative analysis of musical texts fostered dialogic learning and intercultural sensitivity, positioning the participating students as active interpreters rather than passive recipients of knowledge.

These principles were translated into structured, technology-enhanced learning sequences inspired by internationally and nationally significant songs. Each partner school developed resources based on culturally representative musical texts, reinforcing pluralism and shared European values. The digital auxiliary includes vocabulary enrichment activities through Wordwall and LearningApps, grammar consolidation embedded in authentic communicative contexts, Kahoot quizzes for formative assessment, and Voki avatars presenting both reflective and persuasive monologues. The design enables differentiated instruction: some learners can concentrate on lexical and structural analysis, while others can engage in creative, interdisciplinary, or transdisciplinary tasks, including video reflections, and class discussions. This flexibility increases engagement and strengthens communicative fluency, particularly in speaking activities framed by emotionally meaningful content.

The educational impact of the project is most evident in the students’ linguistic development and intercultural competence. Authentic musical texts provided rich and memorable input, improving lexical retention, refining pronunciation, and enhancing prosodic awareness through rhythm and repetition. The recurring structures of song lyrics facilitated implicit grammar acquisition, allowing the Romanian, Polish and Turkish students to internalize syntactic patterns naturally. At the same time, the inclusion of American, Romanian, and Polish musical repertoires encouraged comparative cultural analysis and deepened intercultural communicative competence. The learners did not simply practise English, they explored the values, metaphors, and collective experiences embedded in diverse cultural expressions.

Equally important was the project’s contribution to the students’ mental wellbeing as the music-centered activities created emotionally supportive learning environments in which the learners felt confident expressing personal experiences and viewpoints. Reflective discussions, interpretative tasks, and creative outputs enabled the students to articulate emotions in English with increasing assurance, thereby reducing the anxiety frequently associated with foreign language production. By integrating socio-emotional learning with language acquisition, the project positioned music as both a cognitive catalyst and a means of fostering resilience, empathy, and emotional awareness within the classroom community.

From a pedagogical perspective, the initiative exemplifies digital innovation grounded in methodological coherence. The integration of interactive platforms supported formative assessment, differentiated instruction, and gamified engagement without compromising academic rigor. Immediate feedback mechanisms, collaborative content creation, and structured digital tasks promoted learner autonomy and sustained motivation. The resulting digital auxiliary is reusable, adaptable and ensures sustainability beyond the initial project phase, allowing other educators to integrate the digital resources into varied curricular settings.

The collaborative dimension of the eTwinning framework significantly enhanced the project’s transformative potential. The teachers co-designed instructional materials, while their students co-created interpretative and creative outputs, fostering shared responsibility and intrinsic motivation. This distributed authorship model strengthened professional dialogue among educators and cultivated a strong sense of ownership among learners. As a replicable model characterized by interoperable digital tools, coherent methodological sequencing, and alignment with competence-based curricula, the eTwinning project “A Song for Our Souls in an English-Speaking World” can serve as an example for other school communities. By integrating art, language, technology, and intercultural exchange, it demonstrates that music-based, digitally mediated instruction can generate meaningful, memorable, and future-oriented educational experiences, reaffirming the school’s role as a space where creativity, innovation, and human connection converge with purpose.

The Second Romanian-Turkish Exchange under Erasmus+ Auspices 25/02/2026

The second online educational exchange, held on 25 February 2026, brought together students from Liceul Teoretic "Radu Vlădescu" and Etimesgut Şehit Kaymakam Muhammed Fatih Safitürk Anadolu İmam Hatip Lisesi in a dialogue that examined the strong cultural, social, and structural factors connecting Romanian and Turkish youth beyond the use of English as a lingua franca. Coordinated by their teachers of English, the students engaged in reflective discussions on shared historical legacies, family-centered values, and the role of extracurricular activities, identifying notable similarities in their daily routines and personal interests. Descriptions of school life revealed parallel patterns structured around classes, homework, and hobbies such as sports, music, films, and digital creativity.

A particularly engaging segment focused on culinary traditions. The comparison of sarma and mantı, alongside Romanian cheese pie, underscored common practices of hospitality and the social dimension of communal cooking within both cultures. These exchanges demonstrated how everyday traditions serve as meaningful expressions of collective identity.

From an educational perspective, the meeting enhanced the participants’ intercultural competence, critical thinking, and communicative confidence. By articulating their experiences and answering their peers’ questions, the students developed greater mutual respect and a deeper awareness of their shared regional context.

Ultimately, the exchange transcended academic objectives by fostering authentic friendships. The Romanian and Turkish students moved beyond institutional frameworks to discover shared aspirations, concerns, and even humour. The sustained interaction cultivated empathy, trust, and openness, transforming the intercultural dialogue into a genuine personal connection. This experience affirmed that such initiatives enrich educational practices and create lasting bonds, demonstrating that friendship remains one of the most significant and enduring outcomes of international cooperation.

“Scriitori pentru eternitate/Writers for Eternity” - The Life and Work of Anna Sewell, Charlotte Brontë and Christina Rossetti

The county project “Scriitori pentru eternitate/Writers for Eternity” is a large-scale educational partnership focusing on promoting national and world literature and strengthening the Romanian students’ reading, interpretation, and communication skills.

The project “Scriitori pentru eternitate/Writers for Eternity” brings together approximately 500 middle school and high school students from schools and high schools located in Buzău county and 20 coordinating teachers. The indirect beneficiaries include partner-school teachers, members of the Romanian and English pedagogical associations, parents, and local community representatives. The second edition of the project has already created a structured framework for interschool collaboration, constructive competition, and the exchange of good teaching practices.

The project addresses several identified needs of the participating school communities: increasing the students’ motivation for reading, improving exam-oriented competencies, developing critical thinking, and integrating digital and nonformal learning methods into literature instruction. The activities support both Romanian and English language learning and contribute to a better preparation for national examinations in Romanian and English.

The instructional approach is based on project-based learning, teamwork, reading circles, and integrated Romanian-English workshops.

In January 2026, the participating schools carried out research activities focused on the life and works of the selected Romanian and English authors. The teachers divided students into working groups and assigned research tasks and thematic responsibilities. The students gathered biographical and literary information, selected relevant content, and organized it into structured learning materials. The teachers guided the students in source evaluation, synthesis, paraphrasing, and academic presentation.

The collaborative Digipad created by the students on the Life and Work of Anna Sewell, Charlotte Brontë and Christina Rossetti includes biographical timelines, major works, literary themes, stylistic features, and cultural context information shared by the students during several class activities which developed their digital competence, collaborative skills, and academic communication.

In February 2026, the reading sessions focused on direct interaction with the selected literary texts. Several original digital resources were created, which improved the communication skills in English, digital literacy, collaborative work habits, independent learning strategies, and literary analysis abilities. The activities also strengthened the students' critical thinking, interpretation, and structured written expression.

https://digipad.app/p/1582971/a9556baabbdaa8

Our students creations in the electronic magazine SensE - Zbor spre viitor ISSN 3120 - 1180 ISSN - L 2668 862X

https://publicatiionline.aflip.in/SensE-ZborSpreViitor3.html#page/1 

“Nature, Love, and Time in Mihai Eminescu's Poems” – A transdisciplinary workshop within the educational project “Dor de Eminescu/Missing Our National Poet”

In February 2026, the teachers and students of Liceul Teoretic "Radu Vlădescu" worked together in an interactive educational environment whose main purpose was to familiarize the students with the poetry of Mihai Eminescu through guided reading and discussion. 

The students were encouraged to read and/or listen to Mihai Eminescu's poems while paying attention both to essential ideas and meaningful details. They learned to identify Eminescian themes and literary motifs, especially those related to nature, love, and the passage of time.

https://digipad.app/p/1579044/83927d1f32a65

We hope you have realized that, through collaboration between different subject areas, the activity succeeeded in developing literary appreciation, critical thinking, and interpretative skills, while also fostering creativity and cultural awareness.

Safer Internet Day 2026 - Together for a Safer Digital Environment

On February 10th, 2026, the students enrolled in class 11U at Liceul Teoretic “Radu Vlădescu” in Pătârlagele town, an eTwinning school 2025-2026, took part in the activity “Safer Internet Day 2026”, organized as a transdisciplinary workshop within the local educational project “„Împreună pentru o comunitate sănătoasă și non-violentă/Together for a Healthy and Non-Violent Community”. 

The event brought together areas such as Counselling and Orientation, ICT, social and civic competences, and communication in English, emphasizing the development of responsible behaviour in the online environment.

The main aim of the activity was to promote safe Internet use among adolescents by encouraging creativity and critical thinking through digital posters, all designed to convey messages of awareness and responsibility.

The participants identified potential risks of the digital world in order to prevent dangerous situations and make informed decisions, illustrated positive and negative personal experiences and suggested concrete solutions to online issues such as cyberbullying, oversharing personal information, fake news, Internet addiction, and identity theft, promoted online and offline well-being and shared recommendations on using technology, including AI, in a responsible, respectful, critical, and creative way.

The students were informed by their form teacher about the significance of Safer Internet Day, an international event celebrated every February in over 150 countries. Following this introduction, the teacher encouraged the students to use their critical and creative thinking as well as their digital skills in order to raise awareness and promote good online practices.

The activity fostered open dialogue, exchange of ideas, argumentation of opinions, and the formulation of practical examples and solutions, which proved to be a real success, resulting in better informed students, more prepared to face the challenges of the digital environment. Beyond strengthening digital skills, the activity also enhanced communication, collaboration, and critical-thinking abilities.

Safer Internet Day 2026 once again highlighted that education for responsible online behavior is essential in shaping young people who can navigate the digital world with confidence, discernment, and respect. Through initiatives like this, Liceul Teoretic "Radu Vlădescu"  reaffirms its role as a key pillar in building a healthy, informed, and non-violent community, both in real life and in the virtual space.