Itaka Escolapios Itaka Escolapios

Initial Activity Cloister Solidarity Campaign 2022-23

Date: 2022 15th November

Areas:
Right to education
Global-local approach
Fight against exclusion

Age:

  • +18

Objectives :

  1. Remember the previous campaign and its impact on our environment.
  2. Deepen our understanding of Educa as a tool for social transformation.
  3. Learn about the Itaka Escolapios Solidarity Campaign 2022-23.
  4. Listen to the "voices" of our pupils.
Adjuntos:

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  1. First of all, we will ask the teachers to remember the previous year's campaign and we will give them the thank you letter. It might be a good idea to accompany it with a sweet, lollipop, biscuit... to go with it.
  2. Secondly, we will ask them to think for a couple of minutes (quiet music in the background) about how the previous year's campaign changed the environment of our school. The more concrete the better. It can be several things. Later we will ask them to share it in groups of 3 people and to write in a post it those changes they find (one post it for each thing).
  3. On a board (it can also be done on a padlet or similar) we will place what we have collected, assigning it to one of these categories (you can click on the image to access https://www.educationglobalcompact.org/resources/Risorse/vademecum-espanol.pdf) 
  4. Once they are all in place, we can identify in which areas of the Global Compact for Education our campaign last year had the greatest impact in our school.
  5. To conclude this first part, teachers are asked to evaluate which experiences they can share with other colleagues through educa.itakaescolapios.org and Educa is explained as a Piarist tool to promote the Global Education Pact.
  6. We begin a second part in which we will present this year's campaign.We will comment and give everyone a printed explanation of the slogan of this year's campaign (One voice, a million changes). We can also accompany it with the campaign song that you can find on the Educa website.
  7. We will explain the three missions that make up our campaign (Peace, Connect and Express Yourself) and how in each of them we propose to know some kind of specific projects (so it is easier to generate projects in the classroom, explain to the little ones what we do, know Piarist realities ...).
  8. Next we will need to distribute (either by group or individually) the annexes 1 completed by our students.
    1. We will explain that this year's campaign has among its objectives to give a leading role to the little ones as agents of change and that the destination of the campaign will be to support the sustainability of the Piarist projects
      • With the mission PEACE, we present the welcoming of people displaced by the armed conflict in the French-speaking area of Cameroon, and the experiences of volunteering in projects of social insertion in Barquisimeto (Venezuela).
      • Through the CONNECT YOURSELF mission, we will approach the daily life of the Piarist boarding schools in Indonesia/India, Senegal and Bolivia, their routines, their work and their educational proposal.
      • With the EXPRESS YOURSELF mission, we will look in depth at the importance of working also with adults in the reception and literacy programmes for migrants that we carry out both in Spain and in Senegal.
      Find out more about these projects through the proposed work and by checking out the project sheets (available on the Educa website).
      1. Welcoming refugees in Cameroon (PEACE)
      2. Volunteering in Venezuela (PEACE)
      3. Internship in Senegal (CONNECT YOURSELF)
      4. Atambua boarding school (CONNECT YOURSELF)
      5. Boarding School Anzaldo (CONNECT YOURSELF)
      6. Reception of migrants in Emmaus (EXPRESS YOURSELF)
      7. Reception of migrants in Senegal (EXPRESS YOURSELF)
  9. We will comment that the activities proposed for each age group have the dynamic (more or less explicit) of Feel-Imagine-Change, in order to promote final products that have an impact on the environment.
  10. 11. Finally, we ask that, in small groups (year, cycle, stage... depending on the size of the work), they choose one of the voices that they have read in the annex of the children's voices and think about how they can promote it in their classes. In this way, we will be able to modify our environment based on proposals that come directly from the youngest children.