Pilot tesrting

Date: 28/11/2022-13/12/2022

Short Description: A piloting session took place in class 4a of GS Bad Münder involving 21 students and 2 teachers. The session started with general information information about the project and was continued with implementing activities of the modules 4 and 7     

Date: 06/12/2022-17/12/2022

Short Description: A piloting session took place in class 4c of GS Bad Münder involving 22 students and 1 teacher. The session started with general information information about the project and was continued with implementing activities of the modules 4 and 7

Date: 06/12/2022-18/12/2022

Short Description:A piloting session took place in class 4b of GS Bad Münder involving 20 students and 1 teacher. The session started with general information information about the project and was continued with implementing activities of the modules 4 and 7

Date: 14/02/2023-27/02/2023

Short Description: A piloting session took place in class 3b of GS Bad Münder involving 21 students and 1 teacher. The session started with general information information about the project and was continued with implementing activities of module 4

Date: 01/01/2023 – 09/03/2023

Short Description: The schools in Romania were given the opportunity to pilot the implementation of all the educational materials of Module 1 Water Resources Protection and Management. The piloting took place between 01.01.2023 and 09.03.2023. The 7 teachers from 4 primary schools all over Romania were eager to use the materials during their lessons. In total thirteen piloting sessions took place with seven teachers involved and 116 students from Preparatory class to 4th grade (Students from 6 to 11 years old). During the piloting sessions, students were very excited to find out more about Water Resources Protection & Management, to create materials and be involved in practical activities, but also to share what they know about the subject. The teachers considered the content of the modules and especially the lesson plans useful and easy to implement in class; there was a small difficulty in discussing and explaining the concepts like water resource management (WRM), water security and sanitation. Developing water protection skills in students helps schools in building the knowledge and capacity necessary to meet today’s water resource challenges. Both students and teachers, but also parents, must be able to think creatively, generate new ideas, and adapt to new challenges, especially regarding the protection of water resources. Water education must go beyond the teaching of hydrological sciences and be both multidisciplinary and interdisciplinary. Thus, schools will be able to include community education strategies to promote community-wide water conservation.

Date: 01/01/2023 – 09/03/2023

Short Description: The schools in Poland were given the opportunity to pilot the implementation of all the educational materials of Module 7 Climate Change. The piloting took place between 01.01.2023 and 09.03.2023. The teachers in primary schools all over Poland were eager to use the materials during their lessons. In total, the materials were tested by 59 primary schools in Poland, involving 695 students aged 6-9 nine years old and 1501 students aged 10-12 years old. The teachers found the lesson plans very useful in incorporating the content relating to climate change into the curriculum. They also assessed that the materials of the module on climate change to a high degree complement the curriculum. The handbook and presentations for students were helpful in lessons preparation and implementation. The piloting clearly showed that the materials on climate change filled the gap and answered the needs of teachers. 

Date: 01/03/2023

Short Description: On the 1st of March 2023, Emphasys Centre organised a series of workshops at Meleteio Primary School in Lythrodontas, Nicosia to pilot the Schools Go Green project results. Six different piloting sessions took place with the involvement of 125 students and 6 teachers. 

Date: 28 – 30/11/2022

Short Description: The pilot testing was implemented in Escola nº 4, a primary school that belongs to Agrupamento de Escolas Luísa Todi, in Setúbal, Portugal. 9 piloting sessions took place (1st to 4th grade classes), involving a total of 9 main teachers and 204 students. In 1 hour per class we managed to cover all Module 6, in a condensed way. Exercises were made in groups using the interactive board, it was possible to follow particular interests of students, and Eunis platform was also used. Overall, students were really interested in the thematic of the tested module and the main concepts and definitions are easy to teach with the produced materials, the teachers were also surprised by some contents, and the teaching materials will increase their competences and skills. Not all students have the same ease of learning these contents, some of them have significant knowledge on the thematic and others less. The use of the platform Eunis can significantly enable to explore the close reality of students and teachers.

Date: 02-03/01/2023

Short Description: On the second and third of January 2023, Danmar Computers organised a pilot at the Zespół Szkół w Nowej Wsi. The piloting involved six teachers and 30 students. A total of 3 pilot sessions took place (2x 4th grade, 1x 2nd grade).

Date: December 2022 – March 2023

Short Description: Implementing Module 3 activities related to Energy Resources and Management. Introducing “Green Education” at schools is not an easy task to do; however, when 7th graders were involved in the Schools Go Green activities, educators and students alike highly commended on them. Through the presentation of videos, worksheets, and detailed research, the students were called upon to understand the positive and negative aspects of renewable energy sources as well as the challenges that exist to persuade companies and politicians to take the necessary steps for their adoption. The young activists of renewable energy sources collected data both from the school and home environment and, with the help of the SWOT analysis practice, were able to capture their conclusions and communicate the issue and challenges of sustainability to everyone.They got accustomed to ideas such as vampire – energy, mapping energy consumption and achieving energy renovation. They were involved in workshops related to the ways we can manage energy resources and find solutions to reduce daily energy consumption. They had the chance to illustrate their findings and conclusions using digital posters and social media as well as creating videos, in their effort to inspire others and persuade them to change their “energy consumption habits”. 

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