Timing: from October to April (4th grade)
Some activities of the CVS project will be integrated or interact with the CVS Curriculum. See Table 1 (in parenthesis the CVS project codes).
Table 1. CVS activities in school (September 2019-May 2020)
||Assessment of the CVS Training Course for Teachers
Teachers’ assessment about O1
||Assessment of the CVS Curriculum for Children
Children’s assessment about O2
||Assessment of the CVS Supervision App for Teachers
Teachers’ assessment about O3
||Meetings on eTwinning
(1 every 2 months)
||Sensitization and dissemination activities
(about O1; in autumn 2019)
|Sensitization and dissemination activities
(about O2; in spring 2020)
||CTT knowledge transfer
After their training in Bagheria (C2), Core Teachers will transfer their knowledge about the Curriculum (O2) and the App (O3) to their colleagues of the CTT
||Training activity in Bagheria (C2)
Training activities about the Curriculum (O2) and the App (O3) addressed to Core Teachers
||Transnational Project Meeting in Bagheria (M3)
|Transnational Project Meeting in Brasov (M4)
Core Teachers will also participate
Rationale underlying all steps and their sequence in Module 1
Module 1 has been developed according to a project-based learning approach. It is articulated in 5 steps (see Fig. 3).
Step 1 – Sharing of CVS Curriculum issues and planning of the work
The aim of this step is to share with children and their parents the main ideas and goals of the CVS Curriculum and the planning of the work. During this step, children are involved in some specific activities (named “CVS activities”) aimed at introducing (a) general human rights, (b) child’s rights, with a special focus on Articles 12 and 29 of the CRC, and (c) the concepts of democracy, citizenship and participation. This step ends with (a) an assembly of children during which they elect two representatives (a boy and a girl), and some “official” reporters (whose role is to report all the activities of the curriculum and that will be presented during the public event), and (b) a meeting with those parents interested in participating more actively to some Curriculum activities with their children.
It is articulated in two different moments: the first one is devoted to the exploration and knowledge of the school in its space-time dimensions, the second one is devoted to the planning of the regeneration intervention. The general aim of this step is to collect information about the school, organize this information and take decisions about the regeneration intervention.
The central idea characterizing this step is that in order to promote an intervention on a space we need to know and understanding its characteristics and history.
Step 2a – Exploration of school space-time dimensions
The aim is to deepen the knowledge of the school spaces (inside and outside, for instance, the playground), evaluating the original function they should have had and the one currently performed (beyond the way children use these spaces every day), the memories related to these spaces (the school changes over the time) and the school life (competitions, projects, relations with the territory, famous people who have studied in the school, …). Two central ideas characterize this sub-step: (a) spaces change their shape over time, and they acquire their meaning through the life of people crossing them; (b) we need to help children to develop a careful and critical look toward spaces where they live every day.
During this step, children are involved in some CVS activities aimed at (a) thinking about the dream school, (a) creating a reportage about their exploration of the school.
The product of these last activities can be presented during the public event.
Step 2b – Planning of the regeneration intervention
The aim is to evaluate the needs/wishes of children about the school spaces and adopting a common space to regenerate. In doing that, children make use of techniques derived from participatory territorial planning.
It could be helpful thinking with children and their parents about the opportunity/possibility to realize a crowdfunding to finance the intervention.
Step 3 – Implementation of the regeneration intervention
The aim of this step is to implement the regeneration intervention decided at the end of Step 2. Children (with the help of teachers and voluntary parents) work together to the intervention.
During this step, children are also involved in some CVS activities aimed at (a) stimulating the concepts of otherness and communication, (b) creating an advertising about their regeneration activity and the need to express their voices.
The product of the last activity can be presented during the public event.
Step 4 – Presentation of the regeneration intervention
The aim of this step is twofold: (a) to plan and implement a public event to celebrate the work done by children, giving them the opportunity to show the results of their efforts to school community, (b) to stimulate their ability to communicate. If possible, the Revised European Charter on the Participation of Young People in Local and Regional Life (CoE, 2015) could be signed by children and local mayor.
Step 5 – Reflection on the learning experience
The aim of the final step is to reflect on the learning experience with children and their parents. The meeting with children will be preceded by a CVS activity aimed at making children evaluate the Curriculum by playing.
Children (and teachers themselves) need to be involved in reflecting in a critical fashion on the whole curriculum, ready to accept their suggestions to revise it.
Timeline for Module 1 (September 2019 – May 2020)