Our footprints on Earth, footprints on our Earth

Nom du partenaire
  • 1° Circolo - Direzione Didattica Rivoli
  • 3°Circolo - Direzione Didattica Rivoli
  • 4°Circolo - Direzione Didattica Rivoli
  • ONG Cisv e ONG Rete
  • Comune di Rivoli
  • Cooperativa Il Ponte, Associazione Acmos, Assemblea Teatro
  • Dipartimento di Educazione (Castello di Rivoli), Centro aiuto per ed alla vita, Ass. Altrocanto, Consorzio Cidiu, Museo del Gusto di Frossasco, Sermig, Coop, SO.LE Onlus, AIDA, GasQueMais, Assopace, Amici di Ampasilava, Missioni della Consolata, Cooperati
  • Autre
  • Autre
  • Autre
  • Autre
  • Autre
  • Autre
  • Autre
  • Planning and implementation of networking activities
  • Planning and implementation of networking activities
  • Planning and implementation of networking activities
  • Participation in planning/implementing activities and support exchange actions between the North and South
  • Participation in design, punctual interventions, coordinated action at international level
  • Workshops and project support action (more than 10 hours each)
  • Punctual interventions and territorial coordinated action (less than 10 hours each)
Name of establishment / organisation
Scuola Media Statale P.Gobetti
Contact person
Marisa Maffeis
Contact details
01 19 58 79 69
Via L.Gatti 18
10098 Rivoli
Start date and duration of project
01/09/2014 to 30/06/2015
Number of pupils, teachers and staff involved
749 students, 38 teachers
Citoyenneté mondiale, Interculturalité
Subject areas
Arts, Autre, Education physique et sportive, Géographie, Histoire, Langues
Please specify how the project was carried out

- in class and/or in open classes, by teachers according to an interdisciplinary approach, and targeted interventions by NGOs/organisations/cooperatives/territory associations
- in the form of multiclass workshops carried out after-school hours 
- in the form of workshop links (a continuation between primary and first level secondary schools) by enhancing students’ experience as “ambassadors of experiences” 
- outside school, on the territory, through educational trips and communication, family and community exchange and awareness


Teaching and learning objectives
  1. Intensifying and consolidating students’ knowledge in:  conscious consumption of water and food, ecological footprint; international solidarity; difference in cultural wealth and confrontation
  2. Encourage more responsible behaviour in the consumption of resources, protection of the environment, and consideration towards the needs of others
  3. Understanding the close association between sustainable and solidarity behaviour, acquiring awareness that every single / collective action has a local and global effect.
How did the project originate? What needs does it address?

The project states the need to resume sole and direct charge to contribute to and confront some global discrepancies – often the result of inequitable distribution of resources on the planet, or excessive exploitation of them:  the aim is to generate in students a personal attitude to solidarity and awareness focused on sustainable development, involving them in micro actions that will make them the key players of these small changes.


STEP 1 – SUSTAINABLE DEVELOPMENT: consumption or exploitation of resources? 
Knowing the individual’s principle areas of consumption; studying and understanding how to intervene in order to educate them to be more sustainable:
- Waste: in-depth study, recycle workshops, meetings with experts, trips to ecocenters and waste sorting activities 
- Water: in-depth study, workshops, trip to water purification centre 
- Food: in-depth study with experts, workshops in class and through third parties, study of food cultures in the Northern and Southern hemisphere of the world.
- Consumer awareness:  role-play games, ecological footprint, traditional consumption alternatives 

STEP 2- GLOBAL CITIZENSHIP AND SOLIDARITY:  promoting multiculturalism
Enhancing the various cultures present in class and development of the following:  
- Workshops on migration and integration, readings, games and educational trips 
- International cooperation: NGO experts inform 
- Exchange with the Southern hemisphere:  video chat via skype 
- Fundraising activities 

Focus on food consumption:
- Workshops: handling food, recipes, workshops on food (origin, selection, seasonality, waste) 
- Educational trips: the market, agri-tourism, an exhibition where food and art are combined 
- Implementation of an educational vegetable garden 

Enhancing the experience learned in class:
- Organisation of an open competition with the partner schools 
- Conferences for families  
- Workshop links between students and ambassadors of experience (student speakers with other students) 

Did your project have a final outcome ?

- Final event including fundraising 
- Publication of the magazine World Friends, a summary of all the items produced in the project, during the year.
- The creation of two bookmarks:  one for the ecological footprint day, and the other for the 2015/2016 Diary of the 1st cycle.

What communications and dissemination strategy was used for the project ?

- Publication of articles concerning the activities carried out within the school newspaper and local news. 
- Fulfilment of assemblies, conferences and meetings with families. 
- Organisation of parties (for Christmas, and end of academic year) displaying elaborate exhibitions. 
- Creation/implementation/distribution of self-produced gadgets, such as communication/awareness tools (e.g. : bookmarks)

What outcomes and changes did the project generate ?

- Increased sensitivity on behalf of the students related to topics discussed 
- Improvement in level of students’ attention to the needs of their companions and the development of eco-sustainable behaviour (recycling, waste reduction) 
- Improvement of global understanding, solidarity for the southern hemisphere, resulting in concrete initiatives of solidarity. 
- Strengthening partnerships among subjects in the territory.


What difficulties did you encounter when implementing your project ?

- Logistic difficulties and use of multimedia tools at scholastic level. 
- Difficulty in communication/exchange with partners in the southern hemisphere. 
- Lack of family involvement in the communication/in-depth study phases.

What factors made it easier to carry out your project ?

- The ability to connect organically between the variety of experiences made available to students, through timely and consistent cooperation with authorities and local associations. 
- Network actions, horizontally (among teachers of various disciplines) and vertically (among different school levels), with opportunities for discussion and sharing. 
- The possibility given to students, to participate in concrete initiatives of sustainability and solidarity promoted by the NGOs involved.

Which factors are most related to global education ?

- The ability to make the students protagonists:  placing the students in the centre, so as to enhance the experience, promoting a sense of responsibility, introducing a peer to peer method (ambassadors of experiences and workshop links among different classes). 
- Highlighting issues of global interdependence. 
- The development of a local interaction network (including the neighbouring areas) and globally (with the southern hemisphere)


How did you assess the project ?

- Product and performance assessment (by teachers and students). 
- Systematic observations during the course, about behaviour and student viewpoint. 
- Final questionnaire for students and parents. 
- Discussion at the end of every activity.

Any comments

The project is assembled in the form of a mosaic: each school/class has studied specific and various theme areas (via meetings, workshops, educational trips, games), which have then been shared, highlighting the role of the students themselves in certain moments of meetings/communication.

Education physique et sportive
Citoyenneté mondiale