Being a caring citizen, both around the corner and around the world!

Nom du partenaire
  • LADS (Lyon à double sens)
  • Siby school in Mali, 2012 - 2013
  • Zio middle school in Lomé, Togo, 2013 - 2014
  • Wacoro preschool and primary school in the Koulikoro region, Djoila 'cercle' (an administrative subdivision), Mali, 2014 - 2015 Alongside the DEME SO Association in Mali
  • Trévoux town hall
  • Trévoux community shop
  • Cibeins agricultural college
  • Cèdres retirement home
  • REVES association
  • Autre
  • Autre
  • Autre
  • Autre
  • Autre
  • Autre
  • Autre
  • Autre
  • Autre
  • Joint project leader
  • A penpal exchange / Exchange of best practice amongst teachers
  • A penpal exchange / Exchange of best practice amongst teachers
  • A penpal exchange / Exchange of best practice amongst teachers
  • Occasional contributions and visits
  • Occasional contributions and visits
  • Occasional contributions and visits
  • Occasional contributions and visits
  • Occasional contributions and visits
Name of establishment / organisation
Jean Moulin middle school
Contact person
Jean-Christophe Vohl
Chemin des corbettes
01600 Trévoux
Start date and duration of project
  • Middle school
Number of pupils, teachers and staff involved
28 élèves et 5 enseignants
Global citizenship, Liaison intergénérationnelle
Subject areas
Geography, History, Languages, Other, Science, The arts
Please specify how the project was carried out

Cross-curricula work in class and at the school library. Meetings with key members of the local community, who led activities in school.

Teaching and learning objectives

- to TEACH pupils about citizenship, participatory democracy and sustainable development 
- to DEVELOP critical thinking skills 
- to encourage pupils to TAKE ACTION as a community group, to make them aware of their role and their power as citizens of a sustainable democracy at a local and international level.
- to UNDERSTAND cultural differences
- to set up an EXCHANGE and DEVELOP ties

Skill 1: command of the French language
Skill 3: to know how to apply scientific knowledge acquired. The environment and sustainable development.
Skill 4: to be familiar with standard information and communications techniques 
Skill 5: Humanist culture
Skill 6: Civic and social skills – to understand the importance of mutual respect and accept differences
Skill 7: To be part of and contribute to a joint project - to show initiative and independence  


How did the project originate? What needs does it address?

This project did not originate overnight, it is the fruit of several years spent planning and putting into practice education for sustainable development and international solidarity, which began with micro projects, then little by little teachers came together to form a club, or educational support.  The strength of this project lies in its cross curricular nature and the fact that it ties in with the curriculum.



1st phase:

- Work on representations, stereotypes, clichés, interculturality.

- Activities run by Lyon à Double Sens:  Zénos game, river of doubt, cultionary game, letter game. 

- 1st letter sent as part of penpal scheme: introducing themselves, illustration in art class.

- Debate followed by conclusions as a group during form time. Pupils write an individual report defining 'solidarity' and 'citizenship'.

2nd phase:

- Class work and research about the country with which pupils are in contact and on a topic linked to global education; agriculture (2012-2013), solidarity (2013-2014), intergenerational links (2014-2015). 

- Meeting with key members of the local community in accordance with the topic studied to highlight the importance of local development initiatives on spatial dynamics.

- Activities run by Lyon à Double Sens: 4 worlds game, string game. Looking at the role and the power of citizens in a sustainable democracy, and how to get involved locally to develop and improve this. What projects can we set up?

- Second letter sent on the topic studied, illustration in art class.

- Debate followed by conclusions as a group during form time:  'Rights of the child'.

- Pupils write an individual report.

3rd phase:

- Work on practical proposals to improve the environment at school and in their local area. 

- Activities run by Lyon à Double Sens focussing on democratic decision making in order to make a group decision about the project which pupils want to implement for the end of the year: meeting with an elected official and 'citizenship in action' game run in the Trévoux town council meeting room.

- Presentation by pupils about the project to the school's board of governors.

- Creation of a joint work of art presenting the class project: mural painting on the playground wall and shadow theatre.

Did your project have a final outcome ?

An exhibition is produced every year for the school library where the pupils present their work for the school's open evening.

But the final outcome is above all the work achieved by the pupils:

- A mural painting was produced on the playground wall in June 2013 with an official opening ceremony.

- A meals commission has been set up in the school following a proposal made by pupils in June 2013. It meets twice a quarter and includes teachers, the bursar, the chef and appointed pupils.

- The 2013-2014 project planned to organise a solidarity forum at school during solidarity week, but due to a lack of time and of staff to supervise, it had to be postponed. Nevertheless, an awareness raising session is carried out in April for the race against hunger organised by the school.

- Pupil involvement in the lights festival in Trévoux and in the 20th anniversary celebrations of the Rêves association, for which they sold candle holders and donated the proceeds to the association to help a seriously ill child fulfil their dream (December 2014).

- This year the peer tutoring project was chosen. It had already been implemented as a pilot project by one teacher, but the class suggested rolling it out school-wide with volunteer pupils. 

What communications and dissemination strategy was used for the project ?

Communications in class are carried out in the various subject areas or during form time. The process is as coherent as possible thanks to regular team meetings between the teachers and the LADS association.

Information is also shared with the administrative teams, the headmaster and their deputy, who are stakeholders in the project and ensure the right conditions are in place for its success (composition of teams in accordance with teachers' wishes, availability of rooms for activities, facilitating networking to find external partners, funding part of the project, etc.).

The project is presented to the board of governors which gives its approval. Information is also sent out to parents at the beginning of the year presenting the project , encouraging them to get involved if possible and inviting them to come and see the final outcomes. Information is communicated within school through an article published at each stage of the project. The local press is also invited to events (opening ceremony of the mural painting, sale of candle holders).

What outcomes and changes did the project generate ?

This is a project about democracy which transforms both the people involved and how the school 'community' operates. It helps:
- build co-learning relations between teachers and/or learners.
- encourage free expression so that pupils can express their views and give their opinions.
- encourage broad-based consultation as it is based on dialogue amongst pupils, but also with teachers, parents and the various partners or with key members of the local community as well as international communities.
- unite teachers through a single project which gives meaning to their teaching and an open-minded approach to seeking new partners for the school. 
- give pupils a sense of responsibility and develop independence in order to acquire the skills set out in the national curriculum.
- enable pupils to take an active role based on their interests and environment, linking knowledge and action, and to encourage participatory learning. The mayor of Trévoux suggested setting up a youth town council during the summer term 2015, and the 'citizenship in action' game enabled them to see what it was like to run a council so that pupils could make suggestions and practical decisions which were achievable and linked to local issues.


What difficulties did you encounter when implementing your project ?

The main difficulty was coordinating the various activities, but if everything is planned well in advance with partners, it is easier to adapt to the inevitable last minutes changes. The 3rd phase of the project should be practical and projects need to be achievable, which may mean refocussing pupils' work. Funding is not guaranteed from one year to the next for the class activities.

Which factors are most related to global education ?

The topic chosen is simply a tool to understand the complex nature of issues linked to education for sustainable development and international solidarity, in order to be aware of the interactions which exist between the various key players and the links which can be established. The project is based on citizenship education, learning how to make choices and why they are important, understanding how to set out your arguments and showing pupils that we can all get involved in varying ways to take part in and live in a democracy which defends the principles of sustainable development and solidarity.

How did you assess the project ?

Several assessment phases were planned, with various success criteria for the project: 
Skills assessment :
To formalise knowledge and skills acquired by pupils during lessons, activities, meetings and games we have created a proficiency passport which contains all the items worked on throughout the year.  This enables pupils to see they are improving their skills.
A proficiency assessment passport is given to each pupil, as well as a diploma at the end of the year
Quantitative indicators :
- the number of direct beneficiaries (pupils involved) and indirect beneficiaries (other pupils at school, teachers, parents, etc.)
- attendance figures of direct beneficiaries
- number of proposals made to the school
- number of letters exchanged with the other countries
- number of partners involved in the project (associations, local authorities, etc.)
- the results of the written assessments.
Qualitative indicators :
- participants' level of satisfaction and involvement in the project
- information communicated about the project (particularly in the media)
- the progress made with projects
- the joint nature of the project (co-construction)
- the quality of the exhibition produced and the feedback from visitors
The means of assessment: 
- assessment of the representations produced by pupils 
- questionnaires distributed to pupils, the teaching team and activity leaders after each activity
- self evaluation of skills by pupils
- formative assessment through changes made at different stages of the pupils' work
- summative assessment of pupils' work by teachers in line with the syllabuses.
- A mid-term review with the teaching team
- a final assessment with the pupils and the teaching team


Any comments

The project's sustainability is uncertain as it requires a strong partnership which we have managed to build over time (5 years), a committed teaching team but also a minimum level of funding which has to be secured each year.  Depending on these factors, the project can therefore take on quite a different dimension from one year to the next.

The arts
Liaison intergénérationnelle
Global citizenship