European Curriculum for Methodological in the field of EE

1. European Curriculum for Methodological in the field of EE Module of Environmental Education and Sustainable Development through Tourism and Leisure

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

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

8. The Curriculum Excursion Beforehand : preparation Educational objectives and themes to be tackled per subject and time slot

9. The Curriculum Excursion During : sequence of events (field outing) Programme for the excursion within the framework of the module

10. The Curriculum Excursion During : sequence of events (field outing) Programme for the excursion within the framework of the module

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

12. The Curriculum Excursion LOGIC DIAGRAM

13. The Curriculum Excursion LOGIC DIAGRAM

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.