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Auteur : Marianne BEL chargé d’études Service de la formation continue Université de Toulouse 2 France Module of Environmental Education and Sustainable.

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Presentation on theme: "Auteur : Marianne BEL chargé d’études Service de la formation continue Université de Toulouse 2 France Module of Environmental Education and Sustainable."— Presentation transcript:

1 Auteur : Marianne BEL chargé d’études Service de la formation continue Université de Toulouse 2 France Module of Environmental Education and Sustainable Development through Tourism and Leisure European Curriculum for Methodological in the field of EE

2 The Curriculum General presentation Educational leisure and tourist activities = tools for the transmission of knowledge. The use of field outings and trips is pertinent and appreciated by schoolchildren Didactic, recreational and hedonistic dimensions Appropriation of knowledge, know-how and self- management  In this perspective, the module we are suggesting will take the form of an excursion

3 The Curriculum General presentation This project can be adapted to any age. However, we have chosen to target Junior High School and High School pupils. Excursions on the capitals (Bucharest and Sofia) = urban tourism = contemplation

4 The Curriculum Excursion We suggest dividing the work into three stages : Beforehand : preparation During : sequence of events After : object of the assessment guide

5 The Curriculum Excursion Beforehand : preparation Les disciplines au Lycée en Roumanie Seront-elles mobilisées pour la mise ne place de ce module ? MathématiquesNON Sciences NaturellesOUI ChimieOUI BiologieOUI HistoireOUI GéographieOUI EconomieOUI PhilosophieOUI ReligionOUI InformatiqueOUI OrientationNON

6 The Curriculum Excursion Beforehand : preparation The subjects to be taught for the implementation of the module Geography, History, Economy Chemistry, Life and Earth sciences Civics Religion Philosophy Computer science Plastic arts

7 The Curriculum Excursion Beforehand : preparation Educational objectives and themes to be tackled per subject and time slot Numbering of subjects SubjectNumber of hours Educational objectives Themes to be tackled 1Geography2Landscape observation 2Cartography 2Urban geography 3Sustainable development 2History3Town history 3Sustainable development 3Photography techniques 4 4Computer science5The creation of blogs, an Internet site 3Photography work 2The use of Internet for research work 5Life and Earth science 3Sustainable development, ecology

8 The Curriculum Excursion Beforehand : preparation Educational objectives and themes to be tackled per subject and time slot Numbering of subjects SubjectNumber of hours Educational objectives Themes to be tackled 6Chemistry4Photography development 3Pollution 7Civics2Citizenship 2Democracy 2Representation systems 8Economy2Tourism and leisure Economic aspect Globalization 9Plastic arts2The artistic dimension of urban landscapes 10Religion Philosophy 4Citizenship, Ethics, Collective and individual responsibility 11Excursion (field outing) 8Implementation TOTAL61 hours

9 The Curriculum Excursion During : sequence of events (field outing) Programme for the excursion within the framework of the module TimeActivity or taskLocationObservations 7:00BreakfastCanteenObservation of consumer habits 9:00Visit of the historic centre General observation, Identification of factors that deteriorate and pollute, etc., the environment. In situ use of the landscaping approach 11:00Visit of a shopping centre Urban shopping centreObservation of consumer habits

10 The Curriculum Excursion During : sequence of events (field outing) Programme for the excursion within the framework of the module TimeActivity or taskLocationObservations 12:30Picnic lunchBotanical gardenObservations of consumer habits with regard to nature and food. 14:00Visit of a waste processing centre or industrial tourism Observation of a processing circuit, etc. 16:00Meeting with a professional and specialist: an elected representative for instance Questions Discussion regarding the protection strategy and policy

11 The Curriculum Excursion LOGIC DIAGRAM Modules ExM Duration Weeks Existing subjects to be taught Non-existent subjects Weekly allotment for each module of competence

12 The Curriculum Excursion LOGIC DIAGRAM Modules ExM Duration Weeks

13 The Curriculum Excursion LOGIC DIAGRAM Modules ExM Duration Weeks

14 Educational Guide Educational principles To highlight the principles of environmental education and sustainable development through leisure and tourist activities carried out by the pupils during their schooling. To pass on to the pupils a mode of behaviour that takes into account our concern for the environment and includes the principles of environmental education. To adopt an interdisciplinary approach. To help learners discover teamwork. To teach them how to carry out a project. Our suggested approach combines educational, recreational and hedonistic dimensions.

15 Educational Guide Educational intentions To raise awareness with regard to the environment: how to produce, consume and live differently. To learn about towns To let pupils choose THE situation that most closely suits their idea of environmental issues and pollution, etc., in urban environments following the first stage of training

16 Educational Guide Role and duties of training officers listen to pupils and put them at the heart of the action include exercises and recreational and technical actions throughout the visit whilst also passing on interdisciplinary notions. a spirit of innovation. be specialized in their own particular subject yet be prepared to be open-minded with regard to those of other officers. train future citizens. be open to new teaching methods, focus their teaching on three types of knowledge (knowledge, know-how and self-management) If necessary, involve external participants (specialists).

17 Educational Guide Suggestions regarding ways of implementing the module - BEFORE Pass on a certain amount of information on the following themes: Environmental education Sustainable development Town: urban tourism, pollution, town management, urban governance, etc. Citizenship Democracy Representation systems

18 Educational Guide Suggestions regarding ways of implementing the module - BEFORE And concerning the following techniques: Photography, Cartography (to gain a better understanding of territories and landscapes) Landscape observation There are different ways of passing on knowledge and know-how: Standard lessons Videos External intervention Internet Exposés prepared by pupils from texts they have read.

19 Educational Guide Suggestions regarding ways of implementing the module - BEFORE The trainees' gathering of information Pinpoint the key word Target the recherche on those themes Not restrict the consultation to just one source of information Check the sources Inform the other trainees of its research results

20 Educational Guide Suggestions regarding ways of implementing the module - DURING Acquired know-how and self-management should be used in situ during the excursion through: observing the landscape, the landscaped/green areas in town (botanical garden for instance), the behaviour of city-dwellers (their consumer habits in particular), making a note of sounds, noises (using of a sound- level meter) taking photographs, This knowledge should be supplemented during the visit through: explanations, meetings, etc. information, data collecting

21 Assesment Guide Assessing means: gathering information that is sufficiently relevant, valid and reliable examining the degree of adequacy between this information and criteria that matches the objectives set at the beginning or adjusted along the way, in view of making a decision. measuring the impact and effect of the training programme and/or module on the pupil, in terms of knowledge, know-how and self-management in particular. measuring the ability to transfer and use acquired knowledge: Under what conditions are the skills that have been acquired during this experience transferable in another situation? Transfer presupposes that the fundamental language has been mastered.

22 Assesment Guide Objects of assesment A photography competition. Photographs should be assessed as follows : The photograph should be good quality (colour, brightness, light, etc.) and structured (centred, the subject shown to its/his/her best advantage, etc.) Originality The impact of the photograph on the viewer: The following may be added to the photography competition: Drawing, an audio-visual product, a press article, Blog. The use of previously studied notions will be required.

23 Assesment Guide Examination The setting up of a jury made up of teachers, The organization of an event to promote the pupils' work, Assessment of "eco-citizen" behaviour.

24 Guide of educational and material organization Material resources The material and support services The didactic material Equipping the training areas Classroom Computer room Research and Information centre Photography laboratory Human resources Teachers: history, geography, sciences, computer science, etc. Photography technician External participants: specialists Modes of organization required for the implementation of this module NICT, E-Learning and Internet sites in particular.


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