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Child-to-child peer support model
Leader: ISCTE Co-leaders: Hand in Hand, Aproximar Available in ES, PT
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According to Lindsay (2011) nearly fifty percent of children with special educational needs (SEN) feel that they do not belong within their class, feel lonely, isolated and unsafe, and they are also at a heightened risk of bullying and social exclusion. The Child-to-child peer support model will be a one-to-one delivery program, who will encourage collaboration of children with SEN to neurotypical children, and it will address awareness sessions on issues as emotional competences as self-esteem, confidence, emotional health and well-being of ALL CHILDREN, often in a ‘within school’ context. The pupils receiving the awareness sessions will be then act as ‘champions’, disseminating disability inclusion messages and information to others in the school and more widely. |
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Business Marketing Guide for Children
Leader: Formacion para el Desarollo e Insercion, Sociedad Limitada |
This output will be a serious game for pupils to play and learning about several domains. Children like to play and game with peers on simple and complex tasks at school backyard. The partners will provide a structure to turn the process of exploring a school garden in simple business actions, which will also include a guide with activities, tips, steps, case studies and piloting schemes. Children will learn to SWOT, establish goals, explore opportunities, think up sustainable marketing through arithmetic, language, biology and engineering. |
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Guide for using mathematical concepts on school yard
Leader: Agrupamento de Escolas D. Carlos I – AEDCI Co-leader: Agrupamento de Escolas de Alfornelos |
This intellectual output will include a methodology to give to children the opportunity to learn as they play. This IO concerns children between 8 to 10 years of age. They will be in charge of using mathematics frameworks in order to take care of the garden and the business learning. The methodology will be based on MIND MAP tool. Students will have boards where they will make notes, use key words and images, allowing students to learn quicker and remember easier. It will promote the acquisition of skills and competences related to the acquisitions of basic skills in reading, mathematics and science and will create a more motivational learning process. |
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Guide to develop science concepts on school yard
Leader: NTNU Co-leader: AEDCI |
This intellectual output activities aiming at the development of guidance and training materials for professionals to explore the science curriculum in the context of permaculture school gardens. The aim is to support schools and teachers towards inclusive and unbiased education. The establishment of a school garden based on permaculture principles will be used to bring children with and without special education needs (SEN) together, in a context of non-formal instruction. Children will be encouraged to draw and their drawings will be seen as tools for learning, reflecting and communicating. |
