This handbook is intended to act as a guide for teachers to implement the CEPNET methodology within the classroom. Within this section, you will be brought through a series of steps that have been tried and tested with a wide range of children and young people across Europe. It is possible to use these ideas and supports as a framework for working with your class to explore issues linked to sustainability and how it relates to their lives.
While each teacher may make use of lesson plans and accompanying resources, they may also employ these supports in a more flexible manner. The aim of the handbook is to provide a scaffolding, whereby the methodology can be implemented, the participants can get the most from their experience and the teachers and researchers can evaluate the process.
The full versions of the handbook are available in English, German and Italian.
Before the work can begin, a review is required to examine practical classroom issues in relation to the numbers of children and the levels of support available. It is also important to review the levels of access to technology and equipment.
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When planning for the implmentation of the CEPNET methodology, there are some important considerations. This section looks at how to create “something different” and the offers all types of resources here to help with planning your work.
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The first phase of the project is about getting the classroom discussing and debating the issues. The class can be apportioned to different ministries to address specific challenges. They then have to present these ideas to the rest of the class group, who become the world media.
Through this phase of discussion, the children and young people develop a specific interest, a “big interest” that they will bring with them into the next phase.
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During the second phase, the children and young people are working on realising their big ideas. They will be coming up with different research approaches, from surveys in their schools on lunch miles to interviews with experts about homelessness and developing rap songs on climate change, there are infinite possibilities with how the projects can unfold.
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The third phase is all about what the children and young people are going to do with what they have discovered from their projects. They may decide to present their ideas in a website or a podcast, they may want to contact the relevant Minister. They will all share their results with each other and ideally the wider school community including parents. A key outcome from the methodology is that their voice is raised and they work to make it heard.
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