CVM - Ancona-Porto San Giorgio - Institute of Second Grade Secondary Education "A. Cecchi "Pesaro - Class II C / D as 2014/15 - referring teacher: Catia Brunelli.
UDA: Food, Environment, Alternatives
In addition to the teacher of literature (Italian, history, citizenship and constitution) as contact person for the NGO CVM, teachers involved in the UDA development were that of Technology and Computer Science, Prof. G. Silvia, that of Law and Economics, prof. G. Centini, -that of Laboratories Technology, prof. M. Piersantini, that of Ecology, prof. G. Seranghiti Fraternale, that of Geography, Prof. S. De Angelis.
Teachers have created a fairly cohesive group, which enabled to ensure interdisciplinarity in a school degree (higher education), traditionally tending to promote a fragmented knowledge, a knowledge articulated on content and not on the training objectives, knowledge in which the opportunities for cross-disciplinary connections are rare and episodic.
A good feedback was collected from the comments of teachers. M. Pieransantini for example said that "the possibility to postpone, practice activities, to the concepts and theoretical principles detailed in class from other disciplines has been very beneficial to the students. The students have a better understanding of the meaning and the importance of certain decisions relating to agricultural practice and the implications it entails environmentally, socially, economically.
Certainly the involvement of several disciplines, and more teachers in a unique educational project has been very positive for the students. One of them said: "I am surprised of all these connections between the various school subjects, but also much interested because they allow me to observe a phenomenon of many different points of view."
Many students said they had changed their eating style, adapting it to the needs of the environment and making it less impact the socio-economic conditions of distant communities.
Particularly appreciated by the students was the "glocal" deepening through which they gained a greater sense of responsibility. In terms of education, the appreciation of the students concerned the methods used: videos, role playing, peer teaching, learning cooperatives etc. have made it more motivating learning in a school that can not fit in a systematic way, this type of teaching and that prefers the lessons "ex cathedra".
ABSTRACT 4: CVM (Italy)
Title: Food, Environment, Alternatives
Subjects Involved: History, Geography, Italian, Citizenship and Constitution, Information and Communication Technology, Technological laboratories, Environmental Sciences and Pedology, Integrated Sciences (Earth Sciences), Law and Economics.
Age: second grade of high school (16 - 17 years old)
Duration: No. 10 1-hour lessons
In recent years food has acquired a central role in the international public opinion: the decision to dedicate a world event such as EXPO 2015 to food issues is a proof of such a statement. In addition to being intimately related with fairness, respect of others and of their life, food issues give space to observations that are consistent with a planetary interdependent vision of the world in terms of resources, economic mechanisms, socio-environmental implications, health of the human community, etc. From the viewpoint of the class groups involved in the project, the issue of food and its correct production/consumption is linked with the agricultural specialization of the students and with food disorders that are often a problem in such a delicate period as adolescence. Although the issue of food and its unfair availability is included in the school curricula, no sufficient emphasis is given to the numerous implications that the decisions taken here and now have elsewhere in an unknown time. For these reasons it was decided to give priority to the ethical side of the matter and focus our observations on the importance of making a responsible choice in terms of what, how much, how to eat and produce food.
Link to National Curriculum – Connection with Syllabuses (Guidelines)
From the Guidelines for the new organization system (Presidential Decree of 15 March 2010, no. 87, section 8, paragraph 6, page 27): “to promote active European citizenship and develop the belonging to a society founded on the principles of freedom, democracy and respect of human rights, cultural diversity, tolerance and solidarity, in compliance with the Charter of Fundamental Rights of the European Union proclaimed on 7 December 2007”.
Italian competences: to master the expressive and argumentative means that are necessary to manage verbal communicative interaction in several situations; to read, understand and interpret written texts of different kind, and produce texts of different kind according to different communication purposes.
Professional competences: to observe, describe and analyse phenomena that belong to the natural and artificial reality and to recognise the system and complexity concepts in their various forms.
Methodological historical competences: to learn how to analyse and deconstruct historical sources and documents;
Historical and citizenship competences: to understand the change and the diversity of historical ages in a diachronic dimension through the comparison of eras and in a synchronic dimension through the comparison between geographical and cultural areas; to place personal experience in a system of rules founded on the mutual recognition of the rights guaranteed by the Constitution to protect the individual, the community and the environment.
Law competences: to place personal experience in a system of rules founded on the mutual recognition of the rights guaranteed by the Constitution to protect the individual, the community and the environment.
Earth and environmental sciences competences: to observe, describe and analyse phenomena that belong to the natural and artificial reality and to recognise the system and complexity concepts in their various forms.
Information and communication technology competences: to use and produce multimedia texts.
GLOBAL CITIZENSHIP EDUCATION IN THE HISTORICAL AND SOCIAL DISCIPLINES
EXAMPLES OF TEACHING AND LEARNING UNITS from AUSTRIA, CZECH REPUBLIC, IRELAND, ITALY, NETHERLANDS
“Critical review of the historical and social disciplines for a formal education suited to the global society”
ABSTRACT 4: CVM (Italy)
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