LET'S PLAY ECO: today's consumption, tomorrow's world

Nom du partenaire
  • Istituto Comprensivo Italo Calvino - Galliate
  • Istituto Comprensivo Bottacchi - Novara
  • Istituto Comprensivo Cronilde Musso – Trecate
  • I.I.S.G. Bonfantini - Novara
  • NGO Cicsene
  • NGO Lvia
  • Associazione Abacashì, Legambiente
  • Museum of Science and Technology, and Ethnographic Museum, Municipal libraries, Game Room, Mill, Fair Trade Shop, Environmental Education Unit and Historical Teaching Unit, Irrigation Association, GAS Ethical Purchasing Groups, SOS Antiplagio Association,
Role:
  • Autre
  • Autre
  • Autre
  • Autre
  • Autre
  • Autre
  • Autre
  • Autre
Autre:
  • Participation in the planning and realization of network activities
  • Participation in the planning and realization of network activities
  • Participation in the planning and realization of network activities
  • Participation in the planning and realization of network activities
  • Participation in planning, support to the realization of activities, conducting workshops
  • Coordinated action support locally and internationally
  • Participation in planning and specific interventions
  • Specific interventions
Name of establishment / organisation
Istituto Comprensivo Bellini
Contact person
Boria Manuela, Marotta Michela
Contact details
03 21 69 26 25
Email
noic82300l@istruzione.it
Address
via Vallauri 4
28100 Novara
Italy
Location of project
http://www.icbellininovara.it
Start date and duration of project
01/09/2014 to 30/06/2015
Level
  • High school
  • Primary school
Number of pupils, teachers and staff involved
806 students, 82 teachers
Topics
Environment and natural resources, Food, Global citizenship, Human rights, Intercultural understanding, The economy
Subject areas
Geography, History, Languages, Other, The arts
Please specify how the project was carried out

Interdisciplinary project with activities conducted:

  • in class, at curriculum level, with interventions by teachers, NGO experts/associations/companies/local resource persons
  • in the area, with educational visits to rice fields, fair trade museums and shops in the area
  • between students, in peer tutoring form
  • at extracurricular level, with organization of sessions for meetings/awareness for families

 

Teaching and learning objectives
  • develop awareness regarding the level of sustainability of lifestyles in the north and south of the world and their impact with respect to global balances
  • accompany children and families to become more autonomous and competent consumers, more responsible citizens, leading them to learn about alternative consumption methods
  • raise awareness among the area regarding the need to adopt sustainable consumption styles with respect to the local and global dimension, present and future
How did the project originate? What needs does it address?

The project stems from the multi-year experience gained by the leading institute in world citizenship education courses and meets the need to raise awareness among students and families regarding their choices and consumption habits, sometimes inappropriate, not very aware and not very sustainable. 

Summary

The project deals with the issue of critical and conscious consumption, both in terms of clothing and food, and offers students and families tools and opportunities for information, awareness and change of their lifestyles, in respect for the North-South balances of the world.

 

PHASE 1 - Consumption choices: food

  • what do we eat?: questionnaire, discussions in class on foods near and far, focus on rice and spices (by teachers, local testimonies), field trips (rice fields, mill, museum, EXPO)
  • critical reading of labels, by teachers, NGO staff and in peer tutoring form, among students
  • conducting workshops on fruit, food far and near, snacks

PHASE 2 - Consumption choices: clothing

  • what do we wear? questionnaire, discussions in class, focus on cotton - by teachers, external testimonies, interviews
  • critical reading of labels, by teachers and through workshops conducted by NGO
  • workshops: realization of works with natural fibres, activities at libraries

 

PHASE 3 - North-South Relation

  • discussions in class (food and clothing) on sustainable production,  by teachers, NGO, external testimonies
  • workshops/role-play games by NGO
  • initiation of correspondence with Uruguay

PHASE 4 - Experiences of active citizenship

  • actions against waste: activities of re-distribution of food not used, in collaboration with local entities
  • alternative consumption: meetings with Ethical Purchasing Groups (GAS), Fair trade/solidarity shops, video realization
  • awareness: articles on local media, final parties, final exhibition realization
  • fundraising for projects in Chad and Guinea Bissau, in collaboration with NGO
Did your project have a final outcome ?

 

What communications and dissemination strategy was used for the project ?

The project has given particular importance to communication for families and for the local community through:

  • publication of articles in school newspapers and local press
  • presentation of activities during moments of aggregation organized in the areas involved (multi-ethnic dinner, party of the people, municipal public initiatives)
  • creation and realization of exhibition and awareness video 
What outcomes and changes did the project generate ?

Students:

  • choose products with greater awareness, from a careful reading of labels, avoiding products that contain unhealthy substances and preferring fruit to snack
  • try to reduce food waste, preserving and redistributing excess food
  • have grasped the importance of their choices in contributing to the balance of North-South relations

Families:

  • have approached alternative and more sustainable trade channels
What difficulties did you encounter when implementing your project ?
  • in tackling articulated themes in a single school year
  • in the fulfilment of all the paperwork related to the project realization
  • in the general coordination between 5 different schools, located in different areas
  • in starting/maintaining exchange activities with other organizations in the Global South
What factors made it easier to carry out your project ?
  • the possibility to easily integrate the issues covered in the school curriculum
  • the possibility of realizing experiences outside the school, in collaboration with other local entities
  • the presence of an NGO that can highlight, with alternative methodologies, the interconnections between North and South 
Which factors are most related to global education ?
  • the choice of the theme, which allows the integration of various knowledge and methodologies and that lends itself well to think about developing fairer and more sustainable relations between North and South of the World
  • the possibility offered to students to participate in activities of active citizenship
  • the interactions developed with others, both locally and in the South of the World
How did you assess the project ?

Student assessment:

  • 2 questionnaires, one before and one after the activities
  • observation/analysis of behaviour during curricular activities and workshops
  • class discussions

Family assessment:

  • participation in sessions of meetings/gatherings
Any comments

The project triggered a relationship of knowledge/exchange with Uruguay, which we hope to continue and consolidate. It also facilitated collaboration in the network of 5 schools in the area, which intend to maintain the collaboration relationships initiated and develop new initiatives, also through peer tutoring successfully experimented in the project framework.

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The arts
Other
Languages
History
Geography
The economy
Intercultural understanding
Human rights
Global citizenship
Food
Environment and natural resources