Topic 1 Process
Take a closer look at the process – When it all comes together
FOOD RESCUE Curriculum follows this process that is inspired by the Design Thinking Methodology and has three phases. Each learner will go through the following three stages.
During this phase, teachers will introduce to students what Climate Change Education is, and its relation to food waste – while using different means and materials (e.g. audio-visual materials, group methods, project-based activities).
Students should be able to understand at the end of this phase that food waste is an important issue of our era, with environmental, economic and social effects.
Having that knowledge, teachers should inspire their students with examples of existing initiatives and activities working already towards the direction of tackling food waste.
During this phase it is important to let the learners reflect on what they got to know in the first phase. In smaller groups they should start brainstorming and ideating over their own solutions for recuing food or reducing food waste. This phase is important to let students work independently, imagine and design with their own perspectives, with adults (teachers & parents) taking the role of rather passive advisers.
The prototypes shall be presented and displayed in a wider audience – at least to the whole group of learners and educators.
In the last phase, students will take action and become active participants in their local community as a way to gain a better stance of participation, collecting data from and for their communities concerning the issue of food waste.
Youth participation is important because young people will shape the future. When they are involved in decision-making processes, they can contribute their perspectives and needs and thus help ensure that decisions are better tailored to the needs of the younger generation. In addition, youth participation in political processes promotes their political education and understanding of democratic processes.