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Athens Ballerup Barreiro Bonn Brno Hull Jönköping Krimulda Maastricht Malta Mataró Monza

Athens Ballerup Barreiro Bonn Brno Hull Jönköping Krimulda Maastricht Malta Mataró Monza Nicosia/ Lakatamia Pécs Perpignan Poznan Tallinn Turku Vienna. eLe@rning and eTr@ining STRATEGY SCHEME A school-community approach to influence the

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Athens Ballerup Barreiro Bonn Brno Hull Jönköping Krimulda Maastricht Malta Mataró Monza

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  1. Athens Ballerup Barreiro Bonn Brno Hull Jönköping Krimulda Maastricht Malta Mataró Monza Nicosia/ Lakatamia Pécs Perpignan Poznan Tallinn Turku Vienna eLe@rning and eTr@ining STRATEGY SCHEME A school-community approach to influence the determinants of a healthy and balanced growing up

  2. Premise - Introduction • The three year experience of the Shape Up Project represents a rich source of inspiration and ideas, tools and methods and local cases and actions for the numerous persons who can / will inhabit the portal in the next years. • The overall objective of the eLearning strategy scheme is to transfer the Shape Up Project - what it is, what’s been done and what’s been learned and how to do it - in the most effective manner, to the widest possible public. • In its first three year phase, the Shape Up Network has been, in effect, a “blended learning community” in which face-to-face training and planning and online learning have been successfully integrated. • We can now only imagine that new visitors / users will have neither the opportunity to meet face – to – face, nor to be trained directly by Shape Up project staff in real contexts.The new “network” becomes an eLearning community.

  3. Overall Objectives • The eLearning strategy scheme is intended to achieve these objectives: • be useful to: (a) teachers, (b) community, health and environmental activists, (c) city officers and staff and (d) policy makers at different levels. Each category has different needs and roles with respect to their application of the Shape Up principals, methods and actions; • render the Shape Up portal (with all its resources) accessible and understandable in a flexible manner (i.e., useful to various actors) and in an orderly succession (both temporally and operationally) to allow a gradual learning process through the Project’s steps and phases; • import the field tested “face – to – face” training tools and learning activities into the virtual space in a manner which allows the user to carry out and “verify” activities individually and, successively, in community and school settings; • effectively integrate the learning activities with existing Shape Up information and tools and with the vast catalogue of Shape Up cases and experiences. • and, thereby, motivate users and build their capacities to apply the Shape Up innovative approaches in their professional and / or community contexts.

  4. Operational Flow Structure Contents • 1. General Presentation of Shape Up • 2. Application form: • Who are you? What does Shape Up mean to you? • 3. Overall structure of Shape Up • 3.1. Activity step 3.2. Start Up 3.3. Developing the project • 4. Welcome to our Shape Up eLearning community • Send us your feedback: info@shapeupeurope.net

  5. 1.General Presentation • www.shapeupeurope.net • See on www.shapeupeurope.net Network Gallery IVAC Project

  6. 2. Application form • Who are you? • What does Shape Up mean to you? • Register

  7. 3. Overall structure • 3.1. Activity step • 3.1.1. Introduction • 3.1.2. Typical Activity Step 3.2. Start Up: 3.2.1. Understanding Shape Up concept of holistic health 3.2.2. Children’s participation and intro IVAC 3.2.3. Forming a collaborative Local Promoting Group 3.3. Developing the project 3.3.1. School activities 3.3.1.1. Prepare and Simulate 3.3.1.2. School Action Plan 3.3.1.3. City Networking 3.3.2. City Level Process

  8. 3. Overall structure 3.1. Activity Step 3.1.1. Introduction Each activity step presents a “task” and explains relevant strategic components from theory (“Information”) and practice (“Experience”). Steps / phases of activities • Start Up (Meaning, principals) • Collaborative planning (In school, Local Promoting Group, etc.) • School based activities (IVAC) • Network building • Communication and promotion (Shape Up Week, etc.) Strategic components: Health principals (Eating, movement) School – community collaboration Children’s participation (Action competency, IVAC) Role of local authority (collaborative planning, Local Promoting Group) The eLearning track follows the Shape Up steps and phases

  9. 3. Overall structure 3.1. Activity Step 3.1.2. Typical Activity Step Information Here links are provided to documents and resources available on the Shape Up portal which clearly present the theory and practice of the step or passage in question. Activity In this central section an activity is furnished which introduces Shape Up principal, concept, method or strategy which is essential to this phase or step of project. Experience Here links are provided to the wide array of field experiences, case descriptions and products from the Shape Up project (Type-form from cases) Case materials can come from training meetings, news, progress template from local teams, materials by children and teachers (videos, bulletins, photos of projects, etc.), etc. (Type of Information) Pertinent sections from Methods manual, training manual (examples of exercises, etc.), reports, RTM documents, CC powerpoints, etc. (Examples of activities) Activities can be individual or group processes: a brainstorming exercise, a collaborative planning process, a class based activity or a training exercise.

  10. 3. Overall structure 3.2. Start Up 3.2.1. Start Up: understanding Shape Up concept of holistic health Information relevant sections from Shape Up presentation leaflet synthesis 4 dimensions of eating and movement healthy place literature Activities (a) Brief: Imagine your city in 2020 when it has become a place where children can grow up healthy and “in Shape”. Describe all environmental, social, cultural factors Experience Examples of visions from CC exercises Monza children’s “meaning of health” WS Images from Shape Up cases transcription of posters produced at KOM with reasoned analysis analysis of baseline survey relating to this issue relevant children’s artwork full section of Methods Manual on 4 dimensions papers from DPU powerpoint from KOM . (b) Four dimensions of eating and movement: present 4 axis for each concept and invite an open brainstorming to identify wide array of concrete examples of issues and areas relating to each.

  11. 3. Overall structure 3. Overall structure 3. Overall structure 3. Overall structure 3.2. Start Up 3.2. Start Up 3.2. Start Up 3.2. Start Up 3.2.2. Start Up: children’s participation and intro IVAC Information relevant sections from Shape Up Methods Manual. Hart’s ladder of participation analysed Vademecum on participation (training) Activities (a) Think clearly about your experience and understanding of CP. On the SWOT grid provided enter all strengths, weaknesses, opportunities and threats Experience Transcription of SWOT exercise from KOM. Poster session from Bonn MFA. Pieces from DK video Brainstorm session from Madrid Rosace on IVAC Posters from 2° year MFA. relevant children’s artwork relating to IVAC DK evaluation video full section of Methods Manual on IVAC BJ powerpoints . (b) How would you manage a step by step IVAC process? List questions raised to introduce “investigation” to children. Try to imagine and make a list of their response.

  12. 3. Overall structure 3.2. Start Up 3.2.3. Start Up: forming a collaborative Local Promoting Group Information Pertinent training manual sections Video from Barcelona Conference session 3 Mapping Activities (a) On the basis of 4 dimensions activity make a list of “good practice” in your city. What agencies, groups or actors are involved in these processes? Experience relevant case study sections (Hull, DPU) Monza’s reports on Local Promoting Group Poster Bonn MFA transcription of posters produced at Monza and Copenhagen RTMs with reasoned analysis DK evaluation video. Training Manual: “characteristics of a collaborative group” Identikit of a “Local Facilitator” and “Local Coordinator” . (b) What does a group need to work well and collaboratively together? Make a full list of characteristics of a “good” leader – facilitator? Do you possess these qualities?

  13. 3. Overall structure 3. Overall structure 3.3. Developing the project 3.3. Developing the project 3.3.1. School Activities Possible Flow of Activity Steps School Activities City Level Process 3. 2. 1. Prepare & Simulate SCHOOL ACTION PLAN CITY NETWORKING Communication to and involvement of families, local community and associations. SHAPE UP WEEK TEACHER’S TRAINING Planning milestones Children particip. & School community Food & Body movement Health Action competence IVAC EVALUATION

  14. 3. Overall structure 3.3. Developing the project School Activities City Level Process • Prepare & Simulate • TEACHER’S TRAINING 1. Vienna Monza Krimulda Ballerup Health Action competence Food & Body movement Children Participation & School community Ballerup Brno Bonn Poznan Athens Athens Ballerup Mataró Pécs Bonn Brno Athens Hull Jönköping Maastricht Turku Brno Perpignan Ballerup Brno Maastricht Poznan Jönköping Maastricht Maastricht Vienna Mataró Monza Maastricht Vienna

  15. 3. Overall structure 3.3. Developing the project School Activities City Level Process 2. SCHOOL ACTION PLAN Planning milestones: Plans of the SU schools in Turku Project Progress Template IVAC Portal IVAC Section Teachers about IVAC (Måløv) Video 1 Video 2 Shape Up actions, visions and changes (Tallinn) • Critical friends among Shape Up teams (on IVAC) EVALUATION • Baseline evaluation

  16. 3. Overall structure 3.3. Developing the project School Activities City Level Process 3. CITY NETWORKING Communication to and involvement of families, local community and associations. Ballerup Barreiro Poznan Vienna Monza Bonn Perpignan Mataró Mataró Athens Barreiro Shape Up Week Tallinn Vienna Monza Mataró Poznan Pécs Tallinn Brno Brno Turku Perpignan

  17. 3. Overall structure 3.3. Developing the project 3.3.2. City Level Process Possible Flow of Activity Steps School Activities City Level Process (for administrators) CITY LEVEL 1 2 3 4 5 Networking with other initiatives + Coordination Local Promoting Group Presentation to SCHOOLS Presentation to COMMUNITY Presentation to the CITY “Mayor” Commitment Initial configuration Visibility Visibility Management Partnership Identify strategies Collaborative Planning Strategies and instruments Tools, etc.

  18. 4. Welcome to our Shape Up eLearning Community Shape Up eLearning Community City Level Process School Activities eLearning Community eLearning PORTAL INPUT INITIAL VIRTUAL COOPERATION EXTENDED VIRTUAL COOPERATION THE SHAPE UP LAB Community Workspace design: “Own images”. Agenda: “Tell what you do”. News: “Pictures of what you do”. The Shape Up Lab: Shape Up continuity and future plans Joined activities between classes or within the city. “Find a twin” amongst other participants. Send us your activities and reports: info@shapeupeurope.net Let us help you to find a twin: info@shapeupeurope.net To contact us: shapeuplab@shapeupeurope.net Send us your input to info@shapeupeurope.net

  19. Athens Ballerup Barreiro Bonn Brno Hull Jönköping Krimulda Maastricht Malta Mataró Monza Nicosia/ Lakatamia Pécs Perpignan Poznan Tallinn Turku Vienna eLe@rning and eTr@ining STRATEGY SCHEME A school-community approach to influence the determinants of a healthy and balanced growing up

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