Le Centre Urbain asbl/Stadswinkel vzw, ABEA

Brief description of the action-plan implemented in each class/school:

September-October:

• Distribution of the exercise book «Consommons l'énergie autrement» «Laten we anders omspringen met energie»
• Filling in the «questionnaires» pre-assessing the knowledge about energy.
• Introduction of the themes of energy in all participating classes. Awakening for Rational energy use, Renewable energy sources, and Mobility.
• Using and testing the presented pedagogical tools, experiences and games.
• Choice of energytheme to develop further on

• Choice of energy commitment and exchange of possible ways to realize it.
• Visit to an energy location
• Audit assessing energy use at home and at school
• Making a Chart with gestures for energy saving
• Development of a collective creation or of a vehicle to diffuse the message and/or experiences linked with the project (for example: short movy, street-interview, musical etc).
• Dicovery and use of «FEEDU site»

• Presentation of an experience or creation to other classes of the school or to parents in order to show what they have learned during school year and to diffuse their energy-message.
• Evaluation (post) of their energy knowledge, of their taken commitments and of their modified energy behaviour.

Description of the "step-by-step" approach during school year by all participating classes of 15 schools in Brussels region:

• Sensibilisation to the themes of energy, putting them in the global context (time and espace).  Thanks to a big world chart children situate where they live and evaluate the energy needs in all different regions of the planete.
• Observation of the energy consumption at home and at school and identifying the themes they will work on.
• Acquisition of knowledge linked with the school curriculum program testing the proposed pedagogical tools (exercises of mathematics, geography, history and languages).
• Visits:    

1. to the «experimentarium of the ULB», where children are taught on a  playful way and get rid of their prejudices with respect to science.  Attractive experiments,demonstrative and instructive, with experiments adapted to their age.
   Some exemples: waterturbine and hydraulic force, the isolated house, cascades, Solar panels, flsh of lightning.
2. to the "ecological home" created by IBGE,BIM, where children could discover energy themes in day to day life.

• Democratic choice by pupils of a commitment with respect to energy symbolized by a chart or some other sign) and guiding them to put into practice the choice they made
• Collective creation of a vehicle to diffuse the message and the best practices linked to the project (report in the neighbourhood with street interviews, creation of songs about energy  (sun, wind and water= renewables) or theatre piece, or poetry proposed by the pupils.
• Presentation of their creations to other classes of the school, to their parents and their neighbours in the course of some interactive «event» and become "ambassadors of energy"
• Discovery and use of «FEEDU»website. Putting «on line» on (sub)sites the class experience and valorising the project with school productions
• Evaluation of their energy knowledge after FEEDU-action, of their taken commitments and finally of their changed behaviour.  
  
  For more detailed description of "action in schools" in 15 Brussels schools, please make link to regional website: www.curbain.be
  www.curbain.be/nl/education for school action in 5 Dutch schools
  www.curbain.be/fr/education for school-action in 10 French schools

APERe

Action plan implemented in the Walloon schools

Before the action, questionnaires pre-assessing the knowledge about energy were submitted to the pupils.

September-October

• Introduction of energy topics in all participating classes (rational energy use, renewable energy sources, mobility).
• Using and testing the FEEDU pedagogical tools, experiences and games.
• Choice of an end product for the project, to be presented at the end of the school year.

November-January

• Going further on energy issues: what is at stake, what can we do?
• Observation of the energy consumption at home and at school.
• Behaviour changes to be made: choice by the pupils.

February- April

• Campaign in the school to raise energy awareness.
• Visit related to the topic chosen by the school.
• Links between energy issues and the curriculum.
• Use of the Walloon Feedu website to share experiences.

May-June:

• Presentation of the end product (art works, exhibition, films,…) with dissemination in the school (parents also) and possibly more (town, larger public event)
• Stories of their events to be put on the Walloon website.
• Evaluation of the pupils' energy knowledge (same questionnaire as in September).
• Final event with all the schools: FEEDU diploma to be handed to the teachers for their classes.