This publication is meant to be used as a resource for the educational program “Jun€co” on ethical, sustainable economics and ecology for primary school pupils and their families. Its full title is “Guida all’educazione economico-finanziariain chiave interculturale per docenti della scuola primaria” and was promoted by the Enrica Amiotti Foundation, in co-edition with the ISMU (Multiethnicity Initiatives and Studies) Foundation and edited by Erica Colussi and Antonio Cuciniello. This resource presents the concepts of circular economy both in a theorical and in an applied way. As stated in the promoters’ presentation, the guide is aimed at primary school teachers who intend to raise their pupils awareness on the issues of ethical and sustainable economy and finance, issues that are complex yet essential for the development of tomorrow’s citizens. In the first, theoretical section pupils become acquainted with key economic and financial issues. The second section introduces activities based on fairy tales and interviews with parents from Arab and Chinese speaking communities in order to familiarize children with topics such as saving, earning, buying and giving. Schools can join the educational program and receive the classroom activity kit defined for the project. Videos illustrating the key concepts and the different activities proposed are available on the page https://rinascimente.tv/videos_categories/juneco-economia-ed-ecologia/
For feedback on this resource intended for teachers, we sought an expert opinion from a researcher working in the University of València and teaching of Italian as a foreign language and Italian for Special Purposes. Below we summarize her review.
In the context of a primary school, the authors present a project linked to the 2030 Agenda for Sustainable Development. Centered on the handling of money and financial education, this project entails the use fairy tales with a twofold objective: 1) bring children closer to understanding, in a playful way, the value of money and basic concepts of economics such as gain, loss, revenue; 2) simplify universal concepts using an intercultural approach.
Capacity to match the needs of lecturers and students
The provided tangible improvements
The capacity to motivate students to improve their language skills
Effectiveness in introducing innovative, creative and previously unknown approaches to LSP learning
Measurement of the transferable potential and possibility to be a source of further capitalisation/application for other language projects in different countries
Skills assessment and validation
Availability of appropriate tools for lecturers to monitor students’ progress and for students to assess own progress and to reflect on learning
Flexibility of the contents and possibilities for the LSP lecturers to adapt the contents to their and to students’ need
Assess the technical usability from the point of view of the lecturer and the student
Assess the accessibility from the point of view of the lecturer and the student
This resource has the advantage of usefully combining discussion of economic contents that teachers will explain to pupils with effective examples of potential applications in multilingual classes. This allows teachers to make the most of the socio-cultural reality of primary school pupils from other countries and to enrich the vision of the whole class on these subjects. The guidelines also offer questionnaires that can be used by the teachers to self-assess their degree of intercultural awareness.
Website of the Teaching Source: