The Green Hero project, funded by the EU's Lifelong Learning Programme, aimed to enhance environmental education across five European countries through curriculum analysis and the development of resources for schools. It involved a series of meetings and included activities such as a competition to design sustainability projects, showcasing the diverse approaches to environmental education. The project's legacy emphasizes ongoing engagement and dissemination of its resources to further promote environmental awareness in schools beyond its conclusion in September 2014.

1. GREEN HERO
Let me take you on the Journey
Las Palmas Conference
11th September 2014

2. WELCOME AND INTRODUCTION
•Rita Callender
•Lead Project Co-ordinator
•The Environmental Academy
•UK Partner
Green Hero has been partially funded under the Lifelong Learning programmeProject No. 528064-LLP-1-2012- UK-CMP

4. Kick Off Meeting: Newcastle –upon –Tyne, October 2012
Meeting 2: Rome, May 2013
Meeting 3: Craiova, October 2013
Meeting 4: Landau, April 2014
Final Conference and Close Off Meeting: Las Palmas, September 2014
EU MEETINGSFOR THE GREEN HERO PROJECT

6. PARTNER INTRODUCTIONS
Spain, Consulta-Europa–NoheliaMartinez and Lucie Milcent
Italy, IPRSS–Dr PatriziaGrifoniand Dr Fernando Ferri
Germany, University of Koblenz-Landau –Professor GuntherSeeber
Romania, InTEMA, International Education and Management Association –DorinaGoiceanu
United Kingdom, Pareto UK Ltd –Mr Tom Scott

8. •A detailed curriculum analysis was undertaken as the first stage in the project
•This involved each country undertaking country research
•Report produced with the findings
CURRICULUM ANALYSIS

9. A Comparative Analysis of Primary School Syllabi in Five European Countries
Research Questions:
1.In which domains and to what extent is Environmental Education embedded in the curriculum?
2.Which ideas do the curricula promote in the specific domains waste, water and energy?
Dr Gunther Seeber
Background:
1.Teachers are willing to implement the pogramme if they experience its offers as relevant.
2.Curricula are a main lever to help transfer environmental issues into everyday teaching

10. SELECTED RESULTS
In each of the analysed curricula:
1.ImportanceofEE ishighlighted
5.Awareness ofresponsibilityfornature
2.Knowledge of scientific terms and facts
6.Dependenceofhumanson nature
3.Exploration ofthenearestenvironment
7.Human impacton nature
4.Methodsofscience
8.Protectionofnature
Onlyin somecurricula
•Effectsoftechnology
•Respectfultreatmentofnature
Diverse situationaccordingtowaste, water, andenergy
Examples:
•Recycling (all), wastedisposal(not in England), reductionofwaste(onlyGermany, Spain)
•Responsibleuseofwater(Engl., Spain)
•Renewable Energy (Ger, Romania, and Italy)

11. SUMMARY
•According to curricula European children are learning about EE.
•Difference in the extent to which the topics are treated.
•Europe is heterogeneous –this fact is also represented in the analysed curricula.
•But the alikeness's predominate in our analysis. Environmental education is still a big issue.

13. MODEL OF ENGAGEMENT
ThisGREENHeroProjectModelprovidethelocalinstrumentsusedatnationallevelbyeachpartnerforencouragingschoolstoadoptcomprehensiveenvironmentalawarenessprograms,fordevelopaneffectivemodelforengagingschoolsandeducationalbodies“BecomeAGREENHero!” andtofindelementsinvolvedininitiating,educatingandmotivatingschoolstoundertakeenvironmentalawarenessactivitiestailoredtotheirlocalneeds.
The GREEN Hero Project Modelincorporates both:
•the concept of School GREEN Education’ promotionand
•the concept of a GREEN Education promoting schools.
thatmeans:Theschoolpromotetheprojectandtheprojectpromotetheschool
STRATEGY:
AIMS:

14. Questionnaire/Curricular analysis
Invitation to schools
Usingweb2.0 toolsfor collaborationande-learningeducation
Access GREEN Educationcommunityorganizationstoprovideadditionalresources, programs, expertise
Contact the schools
Promotionactivityandrecruitotherstohelp
Contract with the school
Coordinator Teacher who will activate in GREEN Heroes project and Job description
Needs Analysis-in each school
STS Report /WHY the schools want to be involved in GH project
Training of Trainers
Consultancyin Environmentissuesduringtheproject
Participative planning process/coaching
GREEN Education promotion activities &Newsletter
School of Green Education
Certificatesof “SchoolofGREEN Education” for school, teachers, students
Conference
METODS:

15. AschoolcouldpotentiallybecomeinterestedindevelopingGREENEducationthroughanyoneofthe“INDIVIDUALMILESTONES”,“STRATEGIESORSUPPORTS”mentionedinthemodel.
IdentifyIndividualMilestones:
.
STRATEGY:
KeyDecisionMakers
School- Teachers
Students
Parents
CommunityActors
Contact them
Involvement
Communityinvolvementincludinginter-sectorial collaboration
Each of these factors, and others, could put GREEN Education on the school agenda

16. INSTRUMENTS Contact the INDIVIDUALS MILESTONES - Get an endorsement letter from Regional authority in charge of primary education - Send invitation for collaboration to the schools (emails) - Organize face-to-face meetings - Elaborate and distribute a leaflet for engaging with the schools - Online social networks - Establishing the contacts needed for the Green Hero project means of already known partner schools, friends, colleagues - Promoting the project through our homepage as well as to direct contact with schools - Using web2.0 tools for collaboration and e-learning education: post a message on yahoo-groups or didactical communities (RO,IT) - Provide Incentives for the school to be involved: *Consultancy in Environment issues during the project *The School will receive Certificate of “School of GRREN Education” (GE, RO,IT) *The teachers will receive Certificates for Coordinator Teacher in GREEN Heroes project *The School-Students from Gymnasium will receive Certificates for Volunteering Activity in Environment Issues - The Project’s Platform can generate automatically the Certificates at the end of each activity Gateway Personnel - Contacting the teachers through all means: direct contact, personally, conferences, teacher groups - Offering technical and technological support to the schools and students - We offered support (teacher trainings) Key Decision Makers - Contacting the local school educational departments - Contacting the schools authorities and directors to engage the organization and to organise the schools meetings with teachers, in order to involve them, underlining the importance of the course and of its replicability even after the project ends. - Contacting stakeholders (school authorities) personally - Offering support (teacher trainings)

17. Key Workers - The teachers are the key actors of the process - Contacting stakeholders from different schools and school districts in our area via telephone/email/letter - Being in contact with seminar leaders of teacher’s traineeship. - Using the good cooperation with local institutions, NGOs, School Inspectorate Depart. and schools. - Having in each partner’ school a local coordinator of the project. - Make a written and personal Contract with the school and with the teachers involved in GH’s implementation. School-Teachers - The International Competition can be used to engage teachers on the project. - Contacting a retired teacher which introduced us to her colleagues. - Motivating the School Community members to participate in GREEN Education Promotion activity, and recruit others to help. - Each teacher will receive Certificates for Coordinator Teacher in the GREEN Hero project School- Students - Engaging the students by teachers directly, with their classroom activities, with discussions, or directy in class via activities. - Using press releases that also addressed to pupils and parents - Visiting the shools in order to propose them the activity. - Sharing leaflets and promotional materials to the students (t-shirts, fleyers,authoadhesives with GH’s logos, online links) - The students will receive Certificates for Volunteering Activity in Environment Issues Parents - Encouraging the parents to get involved in Green Days and supporting activities. - Involving the Parents in some projects related with the competition (for example projects organising school shows) - Using the parents’ influences on the development of children's Environment protection behaviors’ are multi-factorial and complex Community - Organising Open days. - Access local community and encourage them to contribute or participate in the School Green Education Program. - Organizing International Conference in partnership with local community departments

18. CONCEPT-MAP of theGREEN Hero Project Model

19. BENNEFITS
What was the impacts on student’s?
What was the impacts on school curriculum?
. What was the impacts on teachers?

20. ROMANIAN TEAM
•19
•55
•658
In the project were involved:
We organized "Green-Edufor Tomorrow" Conference, in Craiova, 7-10 0ctober 2013 with over 150 participants

22. GREEN HERO PORTAL AND E-LEARNING
Produced by the Environmental Academy in the UK

23. Engaging
Content with
animated
figures
developed for
the
programme

24. COURSE CONTENT
Topics covered Water, Waste, Energy and the Natural Environment
Engaging Online
Activities and
Games for children aged 9 -11
Fun Videos
Content translated into all partner languages

26. GREEN HERO TEACHER SUPPORT PACK
Produced by Italian Partner CNR-IRPPS
Rome

27. It has supported teachers explaining them how to combine:
–On-line course modules
–Classroom activities
–On-line game competition
–Homeworks
It has provided:
–a suggested lesson plan for teachers using the Green Hero resources
–Contact details of the Green Hero team for each country
ItwasavailableinEnglish,Spanish,Romanian,ItalianandGermanlanguage.Itisavailableon-lineandonapaperversion
TEACHER SUPPORT PACK

28. LESSONS LEARNED
•Thedetaileddescription&step-by-stepinstructionsoftheproposedcombinedactionsbytheon-lineactivitieswiththeotheractivitieswasveryuseful.
•Thetrainingpackisagoodtoolforfutureuseofthecourse,aftertheendoftheGreenheroproject.
•Itisthebaseforincludingthecourseindifferentcurricula.
•Thetrainingpackcanbesharedamongon-linecommunitiesofteachersinordertoenrichthistrainingpackwithexperiencestobeadded.

29. EXAMPLE OF CLASSROOM ACTIVITIES: THE DICE GAME

30. GREEN HERO COMPETITION

31. THE COMPETITION
Teacherswereinvitedtoplaywithchildrenparticipatingatthe“GreenReportergame” sharingmaterialsproducedinclassalsoonthebaseofhomework,organisingtheminanarticleoragalleryofpicturesforattendingatthecompetitionassociatedwithit.

32. THE COMPETITION
•The competition was for classes of schools; it aimed to design a sustainability project.
•A list of example of projects types was provided in the training pack, but schools were free to propose their own topic for the environmental project.
•Schools had the possibility to send their project by e- mail or directly at the url: www.greehero.cnr.itusing the online platform implemented by CNR-IRPPS

33. THE COMPETITION
•Eachcountryhasselectedthe best project.
•The projectsthatpassedthe selectionhavebeenevaluatedfordecidingthe winner

34. COMPETITION RESULTS
•22 projects were submitted to the Green Hero reporter game.
•They have implemented different ideas, from re-using of objects to produce a new one, to a theatre representation on the environmental sustainability

35. COUNTRY WINNERS
“Eco-Friendly Activities”
Gran Canaria, Spain
5
4
“ Plastic Planet”
Germany

36. “Recycling is Funny” Romania
2
“Green Day”
United Kingdom
3
COUNTRY WINNERS

37. THE WINNER
The winner project is titled:
Missionpossible!!!
It has been implemented by the school:
Istituto comprensivo di Arsoli
Teachers that implemented the project are:
Ornella Pili, Paola Sbraga, and Isabella Coppelli
The video isavailableat:
https://www.youtube.com/watch?v=KvoqMVsEQrM
1

38. “Mission Possible” Rome, Italy
1

40. Dissemination Strategy
DISSEMINATION AND EXPLOITATION
Dissemination Target Groups

41. DISSEMINATION AND EXPLOITATION

42. DISSEMINATION AND EXPLOITATION

43. DISSEMINATION AND EXPLOITATION

44. DISSEMINATION AND EXPLOITATION

45. GRAN CANARIA GREEN HEROES

46. SOCIAL MEDIA CAMPAIGN

47. LOCAL MEDIA DISSEMINATION

49. PROJECT EVALUATION – THE CONTEXT
•Independent of the project partners
•Qualitative and quantitative.
•‘Process’ as well as ‘outcomes’.
•Formative and summative results
•Evaluator as ‘critical friend’.

50. WHAT THE EVALUATION COVERED....
•Partnership
•Project Methodology
•European Added Value
•Budget and Cost -effectiveness
•Project Aims and Objectives
•Impact
•Dissemination and Exploitation

51. QUANTITATIVE RESULTS
Partner
Target Output
Target Number
Achieved Outputs
Green Hero Totals
Schools Engaged
50
67
Pupils Completing
500
2031

53. IMPACT EVALUATION

54. THE LEGACY OF GREEN HERO
Project completes on the 30thSeptember 2014
As a European funded programme it is important that the project seeks stakeholders who are willing to disseminate the free online course and website to a wide audience to as many children as possible.
Corporate Branding can be attributed to the project and added to the home page of Green Hero

55. UK: Discussions with Nestle to promote and sponsor Green Hero for the future/ The Green Hero course is advertised through TES (Teacher Education Supplement)
Italy: Ministry of Education will promote Green Hero on their website and engage schools in their network
Romania: The teachers previously involved will continue to use Green Hero as part of their curriculum for the future
Germany: Opportunity to increase reach of project to Bavaria due to Teacher Training through the University
THE LEGACY OF GREEN HERO

56. www.greenhero.eu
We hope you enjoy the course.
Happy viewing!

57. Thank you for listening!