New European Bauhaus Prizes 2023

Initiative category

Identify the award category for which this initiative is being submitted
Prioritising the places and people that need it the most

Email user
47007203@educa.jcyl.es

Basic information
Initiative title
The boy who harness the wind

Full initiative Title
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Please provide a short, catchy description of your initiative to be used in communication towards the public.
The boy who harness the wind is a story that we wanted to bring to our rural school. A story full of values and similar situations with our students. The story is very up to date, and we have been working about poverty, critical thinking, renewable energies, sustainability and many other ideas that appear in the novel. We are linking the story with some of the Sustainable Development Goals (SDG) adopted by all United Nations Member States in 2015.

What was the geographical scope of your intiative?
National

Where was your intiative implemented?
Member State(s) and Western Balkans
Spain

If relevant, insert names of region(s)/municipality(ies) involved
Castronuño, Pollos, Siete Iglesias de Trabancos and San Román de Hornija. (We are a rural school in de the province of Valladolid)

Does your initiative address mainly urban or rural issues?
Mainly rural

Does your initiative refer to a physical transformation of the built environment or other types of transformations (hard or soft investments)?
It refers to other types of transformations (soft investment)

Has your initiative benefited from EU programmes and/or funds?
No

Has your initiative won an EU prize with a monetary value awarded?
No

Does your initiative has a minimum level of maturity? The minimum level of maturity is exemplified by stakeholder/ initiative promoter commitment to implement the initiative in practice and a clear methodology /approach.
Yes

On whose behalf are you submitting the application?
As a representative of an organisation
Please provide the contact details for the project promoter (the individual or representative of the organisation authorised to represent the project)
- Name of the organisation(s): CRA FLORIDA DEL DUERO
  Type of organisation: Public school
  First name of representative: MARÍA
  Last name of representative: PÉREZ CASTAÑO
  Gender: Female
  Nationality: Spain
  Function: Teacher and Head of Studies
  Address (country of permanent residence for individuals or address of the organisation)<br/>Street and number: CALLE VALBORRADA , 38
  Town: CASTRONUÑO (VALLADOLID)
  Postal code: 47520
  Country: Spain
  Direct Tel: +34 675 15 06 29
  E-mail: 47007203@educa.jcyl.es
  Website: http://crafloridadelduero.centros.educa.jcyl.es
Social Media accounts (Facebook, Twitter, LinkedIn, Instagram, etc.)
- URL: https://twitter.com/crafloridaduero
  Social media handle and associated hashtag(s): #epdelniñoquedomoelviento
In case my initiative is selected as a finalist of the NEB Prizes 2023, I agree to share the name (individual and/or organisation’s), email address, website and social media accounts indicated above with other NEB Prizes finalists. I also agree to publish the name (individual and/or organisation’s), website and social media accounts indicated above next to the public description of my initiative in the channels of the European Commission.
Yes

How did you hear about the New European Bauhaus Prizes?
Social Media

Description of the initiative
Please provide a summary of your initiative
The boy who harness the wind is a novel by William Kamkwamba.
The novel will be our base to develop the project. Our students will read the story along the year, and we will be completing the reading time with activities, workshops, trips and many other activities.

The plot of the story is the following:
William Kamkwamba was born in the country of Malawi, in Africa. When he was fourteen years old, a terrible drought hit the village where he lived. People had nothing to eat. Being an excellent student and very fond of physics, William decides to save his native village from starvation. In the library he finds books on physics. After studying the books, he got an idea to build a wind generator, to provide electricity to his family.

ACTIVITIES:

INTRODUCTION OF THE PROJECT WATCHING THE TRAILERhttps://www.youtube.com/watch?v=nPkr9HmglG0ACTIVIDAD
LOGO CONTEST (designing a logo for our project was an activity carried on the subject of arts and crafts)
SCIENCE CLUB (develop during the aftenoons weekly, the main character goes to the library to learn about science, We do the same with our students with attractive workshops)
READING CLUB (In this club we want to encourage our students to understand the novel in which the project is based)
DICTIONARY OF UNKNOWN WORDS IN THE BOOK
BUILDING A RECYCLED TOY ( William is limitated to play with boxes of cardboard because he hasn't got enough money for toys, we want our students to develop their creativity building toys with recycled materials
TRADITIONAL GAMES WORKSHOP(We will learn about traditional games in African and Spain)
RADIO STATION AT SCHOOL
INSTALACIÓN DE HUERTOS DE AUTOCONSUMO
AFRICAN RECIPES.
WORKSHOP IN THE UNIVERSITY OF VALLADOLID
THE EPIDEMIC ARRIVES.
CREATION OF A EOLIC GENERATI
WIND FARM VISIT
BEING ENGINEERS FOR 1 DAY
PLANT TREES NEAR SCHOOL
DESIGNING WINDMILLS WITH DIFFERENT TOOLS AND MATERIALS
PAINTED MURAL
PLAY "EOLO Y LOS ANEMÓMETOS"
LITTLE CHAT WITH FARMERS
WATCHING THE FILM.

Please indicate the main themes of your initiative with 5 key words.
Poverty

Please indicate the main themes of your initiative with key words
Sustainability

Please indicate the main themes of your initiative with key words
Renewable energies

Please indicate the main themes of your initiative with key words
Creative scientific thinking.

Please indicate the main themes of your initiative with key words
Geography and culture about other countries.

Please give information about the key objectives of your initiative in terms of sustainability and how these have been/will be met. Please highlight how the initiative can be exemplary in this context.
GENERAL OBJETIVE
Raise awareness about the importance of environment at the same time to promote a moderate use of natural elements as wind, water and many others through the story "The boy who harness the wind" enhancing and promoting some of the SDG (sustainable development goals) related to the story.

SPECIFIC OBJECTIVES
1. Asume the consenquences of natural natural disasters in a environmental, economic, social and sanitary conditions.
2. Enhance critical thinking about energy sources promoting renewal energy as the engine of sustainability.
3. Investigate where the story is based, comparing our villages with the village of the main character of the story. Taking into account economic, social and cultural
4. Develop creativity and learning to learn compentence as the same time as sense of initiative through projects where to design using recycled materials.

Please give information about the key objectives of your initiative in terms of aesthetics and quality of experience for people (through design, positive emotions and cultural benefits) and how these have been met. Please highlight how the initiative can be exemplary in this context.
Through this objectives will we know more about Malawi the country where the novel is based. We will work on positive relationships creating models of wind turbines, solar systems and so on. Our students are from a very small village with very few opportunities to learn and discover so we want them to read the story with the teachers and develop the activities realated with the book.

Please give information about the key objectives of your initiative in terms of inclusion (ranging from accessibility and affordability for all to inclusive governing systems, design for all principles or new societal models) and how these have been met. Please highlight how the initiative can be exemplary in this context.
Our project promotes valoues to fight against poverty in whic the city of Malawi is inmersed. The main character although belongs to a very poor society, he learns, evolves and thanks to his critical thinking brings back energy to his village. We want our students to see different cultures, real situations from different countries and give our students tools to see solutions and answers to overcame any difficuties.
We will promote the use or renewable energies with different activities at the same time as sustainable development in the project. The story of the novel shows lack of energies, electicity among others. We want our students to be aware of the importance to take care of the environment and caring about planet Earth. We would like to widen theis knowledge about renewable energies, sustainability and promote good natural values. We will work on the importance of taking decisions and the consequences that they can suffer in the future.

Please explain the way citizens benefiting from or affected by the initiative and civil society have been/will be involved in the initiative and what has been/will be the impact of this involvement on the initiative
Due to the story we have chosen we find different natural challenges as deforestation in villages far away from where we live, we will try to empathise with their situation putting ourselves in their shoes.
Education in Malawi was not free at all and the family of the main character is not able to deal with that cost. We will debate that situation and We will give another point of view to our students. We will promote critical thinking among our students to be aware of the importance of quality in eduation and free education. We will talk about education as the key to end different situations as poverty is seen in the film.
Another topic to debate would be renewable energy analyse how William in the novel hasn't got electricity at home and he ends asking his father to build a windmill and use to create electricity and move water towards his village. We will analize how live would be without electricity.

Please explain how different stakeholders at various levels (local, regional, national, European) were engaged in the design and implementation of the initiative.
At the school level we will develop different activities such as: logo contest, designing toys with recycled materials.
In collaboration with the town hall: the walls of the school will be painted with the logo. A green garden will be installed to grow our own veggies.
According to Diputación de Valladolid (province): We will be taugh to play traditional games.
In collaboration with CRFPtic (Community of Castilla y León): we have installed our radio station at our school as William deals with radios during the novel, as well we will be recording our chapters in the radio station.
In a national level, we will spread our project our with all different schools.
European: We will design an etwinning project with european countries.

Please explain which disciplines and/ or knowledge fields were reflected in the design and implementation of your initiative. Please explain how representatives of these different fields interacted with each other, and what the added value of this process was
In the different subjects we have got at school we have been working on the project:

Arts and crafts: The students had to design a logo for the project. Creating recycled toys as the main character.
Music: The students were learning African Dance.
English: The students recorded an African recipe using chroma.
Maths: We were calculating distances from our villages to Malawi, knowing the currency and the change.
Spanish: We will be reading the novel through the year.
Social Science: we will study the countries of Africa, the flag, the culture they have.
P.E: Learning traditional games from Africa and Spain

Please highlight the innovative character of the initiative, when compared to mainstream actions in the field of the initiative
The innovative character of our initiative is due to fact of adapting a young novel and illustrated book to our necessities and our reality.
We will be developing the different activities the main character does in the book for example:
Create a toy using recycled materials (William in the story has no money to buy toys and he designs his own toys)
Develop a exhibition about radios (Willing repairs radios in the story as a way to earn money)
Science club afternoon (William has no chances to go to school, his family can't afford it but he persists going to the science library to discover how a dynamo works)
Implementing the radio station at our school (William during the story repairs radios to earn a pocket money) At our school we have installed a radio station thanks to the Junta de Castilla and León.

Please describe which elements of your initiative could be replicated or transferred to other places, groups of beneficiaries and contexts. This may involve, for example, aspects of the methodology, technology, processes, products, learnings, etc.
This project could be easily replicated or tranferred to other groups, schools, NGO etc. There is no need of a big budget and some activities could be modified. I bet this project could be happily accepted because its very welcoming.
This project is a chance to open their minds. We would love to get feedback from another schools and groups so we could improve our project in several years.

ACTIVITIES TO BE REPLICATED:

1.INTRODUCTION OF THE PROJECT WATCHING THE TRAILERhttps://www.youtube.com/watch?v=nPkr9HmglG0ACTIVIDAD
LOGO CONTEST (designing a logo for our project was an activity carried on the subject of arts and crafts)
SCIENCE CLUB (develop during the aftenoons weekly, the main character goes to the library to learn about science, We do the same with our students with attractive workshops)
READING CLUB (In this club we want to encourage our students to understand the novel in which the project is based)
DICTIONARY OF UNKNOWN WORDS IN THE BOOK
BUILDING A RECYCLED TOY ( William is limitated to play with boxes of cardboard because he hasn't got enough money for toys, we want our students to develop their creativity building toys with recycled materials)
TRADITIONAL GAMES WORKSHOP(We will learn about traditional games in African like bawoand Spain, in the story William plays to bawo)
AFRICAN RECIPES. (We will learn about typical African food)
THE EPIDEMIC ARRIVES. (In the story there is a epidemic, we will investigate about history of epidemics)
WIND FARM VISIT (To analyse how the wind works creating energy as in the story)
PLANT TREES NEAR SCHOOL (We want to avoid problems like deforestation)
DESIGNING WINDMILLS WITH DIFFERENT TOOLS AND MATERIALS (It can be done with recycled materials)
PAINT A MURAL AT SCHOOL WITH THE LOGO
LITTLE CHAT WITH FARMERS OF THE AREA.
WATCHING THE FILM. (With the students and their families)

Please describe the methodology or approach used in your initiative.
READING CLUB: Trough reading club we want our students to feel close to knowledge with no distinction abour age, genre, culture social level or others.
PBL : Project based learning in the base of the methodology we are going to use. We want our students with to think critically about the situations found in the novel and we will find different solutions. PBL (project based learning methodology) the students have a process of investigation a creation which ends up with the answer to different questions or the creation of a product.
COOPERATIVE WORK: at our school We have been using cooperative work several years and we've been awarded with excellent results. Students work in small groups to maximise their learning and reduce their social problems.
GAMIFICATION: We want our students to be even more involved in the story, we will create different strategies with games so we could get the best results. The students will need to get as many rewards as possible.

Please explain what kind of global challenges the initiative addresses by providing local solutions
SUSTAINABLE DEVELOPMENT GOALS.

-SDG 1 End poverty in all its forms everywhere: analysing how the story goes through a poverty area, with lack of food and water: we will work on a green garden, and we will start knowing the different types of energy. During the Christmas time we will donate different food to people who need it.
-SDG 2 End hunger, achieve food security and improved nutrition and promote sustainable agriculture: in our project we want to promote the use of a green garden and check the characteristics that happens to the main character of the story such as starvation. We enhance support to local shops, local farmers and ranchers. We will get some visits from our producers to know their job, and where they work.
-SDG 3 Ensure healthy lives and promote well-being for all at all ages: to know different epidemics that are shown in the book and investigate about pandemic which a very up to date topic.
-SDG 7 Ensure access to affordable, reliable, sustainable and modern energy for all: this is a big pillar in our project because is the base of the story. As we have already mention we want to enhance the use of renewal energies asn sustainable actitude in our students. We will visit a wind farm close to the school.
-SDG 10 Reduce inequality within and among countries: We will work on different situations we have in the novel. The situations we read in the book are quite snob. Some students were not allowed to attend to class due to their social level, in our school level we will debate about our chances to go to school and the opportunities that other students have in their countries.
-SDG 12 Ensure sustainable consumption and production patterns: we want our students to be concerned about the big need to have a responsible consume. To figure them out what could happen if we run out of water, electricity or any other elements. To grow our own vegetables at school to get self consume.

Please detail the scope of progress in the implementation of the initiative. This can include already demonstrated results/outputs related to the chosen Prizes category, and the already achieved benefits from the initiative for direct and indirect beneficiaries. This can also include a development plan of the initiative, with a particular attention to the steps envisaged in the year following the application, and including envisaged results and benefits from the initiative
During the time we have been developing this projects the results have been incredibly amazing.
Our students are more eco-friendly, their knowledge about different cultures has increased to unexpected levels. Their interest about the project raised, and we think that their minds now are much more wide than before.
Our school has been recognise by the community due to the poject and we have been interviewed in the local radio station. The local and regional authorities have shown interest in the project, even we have contacted William Kamkwamba ( the author of the novel)
Here follows the different activities we have carried on:

1.INTRODUCTION OF THE PROJECT WATCHING THE TRAILERhttps://www.youtube.com/watch?v=nPkr9HmglG0ACTIVIDAD
2. LOGO CONTEST (designing a logo for our project was an activity carried on the subject of arts and crafts)
3. SCIENCE CLUB (develop during the aftenoons weekly, the main character goes to the library to learn about science, We do the same with our students with attractive workshops)
4. READING CLUB (In this club we want to encourage our students to understand the novel in which the project is based)
5. DICTIONARY OF UNKNOWN WORDS IN THE BOOK
6. BUILDING A RECYCLED TOY ( William is limitated to play with boxes of cardboard because he hasn't got enough money for toys, we want our students to develop their creativity building toys with recycled materials)
7. TRADITIONAL GAMES WORKSHOP(We will learn about traditional games in African and Spain)
8. RADIO STATION AT SCHOOL
9. INSTALACIÓN DE HUERTOS DE AUTOCONSUMO
10. AFRICAN RECIPES.
11 WORKSHOP IN THE UNIVERSITY OF VALLADOLID
12. THE EPIDEMIC ARRIVES.
13. CREATION OF A EOLIC GENERATOR
14. WIND FARM VISIT
15. BEING ENGINEERS FOR 1 DAY
16. PLANT TREES NEAR SCHOOL
17. DESIGNING WINDMILLS WITH DIFFERENT TOOLS AND MATERIALS
18. PAINTED MURAL AT SCHOOL WITH THE LOGO
19. PLAY "EOLO Y LOS ANEMÓMETOS" (Related with the wind)
20. LITTLE CHAT WITH FARMERS
21. WATCHING THE FILM.

Please provide documents that demonstrate the maturity level of the initiative and commitment to implement the initiative in practice (e.g.: evaluation report, final or mid-term initiative report, certification, publications, building permit, grant agreement, letter of support, partnership agreement, etc.)
Web link
Web link
- https://elninoquedomoelviento.blogspot.com/
- https://padlet.com/crafloridadelduero/cow5290drwupkwk2
If relevant, please describe how your initiative contributes to developing new competences, especially in the context of the European competence framework on sustainability.
Our initiative contributes directly the European competence framework on sustainability. These are the statements we follow by the already mentioned European competence.

Make learning for the green transition and sustainable development a priority in education and training policies and programmes.
Provide all learners with opportunities to learn about the climate crisis and sustainability in formal education (for example, schools and higher education) and non-formal education (such as, extra-curricular activities, youth work).
support educators in developing their knowledge and skills to teach about the climate crisis and sustainability, including dealing with eco-anxiety among their students.
Create supportive learning environments for sustainability that span all activities and operations by an educational institution and enable teaching and learning that is hands-on, interdisciplinary and relevant to local contexts.
Actively involve students and staff, local authorities, youth organisations and the research and innovation community in learning for sustainability.
Please attach at least 6 high resolution images or visual representations of your initiative to your application.
If you would like to upload additional documentation, please upload or write below.
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By submitting your application you confirm that you are the copyright owner of the images provided and that they can be used by the European Commission for the purposes of promoting the New European Bauhaus on all platforms (websites, print, social media and other).
Yes

By ticking this box, you declare that you are not in in one or more of the exclusion situations foreseen under Article 136 of the Financial Regulation.
Yes

By submitting this application, I declare that I am not related to the entities subject to EU restricted measures under Article 29 of the Treaty on the European Union (TEU) and subject to Article 215 of the Treaty on the Functioning of the EU (TFEU)1, and entities covered by Commission Guidelines No 2013/C 205/05), which are not eligible to participate in any capacity.
Yes

By ticking this box, you declare that all the information provided in this form is factually correct, that you assume sole liability in the event of a claim relating to the activities carried out in the framework of the contest, that the proposed initiative has not been proposed for the New European Bauhaus Prizes in any other category or strand and that it has not been subject to any type of investigation, which could lead to a financial correction because of irregularities or fraud.
Yes

By submitting your application, you guarantee that you are the author or have the rights to proceed with the application and to authorise the use of the initiative and that you have obtained any necessary consents, licenses or assignments from third parties and included copyright notices when necessary
Yes

By submitting your application, you understand that all the applications that meet the eligibility requirements will be shared for the purposes of the selection processes, and notably published on the secured platform prizes.new-european-bauhaus.eu and for the purposes of the promotion of these on the New European Bauhaus website and/or other European Commission communication channels. In this sense, the applications would be widely available. Applicants should ensure that they present their initiatives, initiative, in such a way that they could be shared without giving rise to intellectual property related concerns. If your submission is selected as one of the finalists, it will additionally be shared for the purpose of the public vote that will take place. The European Union is granted a licence to use and share your application with the general public and the official external experts for the purposes of the selection process, including the voting. The European Union has the right to use the images and visual materials and the description provided in the application for communication purposes related to the contest and beyond. Rights granted comprise the right to store, reproduce, display, publish and communicate or distribute copies in electronic or digital format, including, but not only, through the internet. Unless you have disclosed your name, the European Commission has no obligation to share your name when using or disseminating your contribution to the public. The European Union cannot be held responsible in case any submitted initiative, initiative is found to infringe third party’s rights. The European Union shall be neither responsible for the use that third parties may do of the applications or related content.
Yes

By submitting your application, you acknowledge that you read and understand that the ‘Guide to Applicants’ of the NEB Prizes 2023, available online in the website of the NEB Prizes 2023, is an integral part of this application form and that it must therefore be observed when completing and submitting your application.
Yes