Addressing Grigny’s local challenges by co-creating pedagogical innovation.
Presentation
The project aims to tackle educational and social disengagement in Grigny by piloting and modelling new pedagogical approaches across the entire learning journey of children aged 2 to 18. These initiatives span both school-based and extracurricular settings, with the goal of securing learning outcomes and easing key educational transitions.
The objective is to enable young people in Grigny to take an active role in their learning, to sustainably acquire essential knowledge and skills, and to strengthen their power to act.
A comprehensive educational pathway is being created for children and adolescents in Grigny — from early childhood through to entry into upper secondary education — supported by a global evaluation framework.
This territory-wide transformation project relies on the commitment of all those involved including teachers, educators and parents.
A dedicated training and support programme is provided to ensure that the pedagogical approaches developed are sustained over time.
A selection of initiatives developed with and for young people in Grigny:
“Early years to nursery school transition”(ages 2–3) - A programme focused on cognitive development and language to support early learning and prepare children for entry into nursery school
“Lower secondary to upper secondary transition”- An innovative post-Year 9 (end of collège) programme designed to support students as they move towards upper secondary education
“Story Builders”- A programme for lower secondary students that strengthens French language skills and storytelling
“STEM learning”- A programme designed to develop STEM competencies among lower secondary students
Co-design of learning spaces- A participatory project with lower secondary students and young people involved in youth services, including the creation of a new multicultural space and a junior municipal council
