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This section contains the latest news on issues related to street safety issues in and out of the frame of the RoSaCe project, in and out of school.
13 Mar 2009

The RoSaCe involvement in Madrid: Some examples of actions joining children, teachers and the community.

At Rufino Blanco Primary School in Madrid (Spain), approximately 100 four- to seven-year-old children participated in RoSaCe. During the first session, pupils thought about the concept of safety and identified safe and unsafe places at their school. It is important to note that they did not simply describe the situation, but also accompanied this with proposals for improvement.

During subsequent sessions, pupils from both schools went outside the school and identified the routes they take to school. At Rufino Blanco School, some 88 families, together with the pupils, answered the survey on how children travel to school.

The school also organised a forum, to which parents, teachers, municipal experts and other pupils from the school were invited to present their ideas and proposals.

At Nuestra SeƱora de la Merced School in Madrid (Spain), approximately 22 thirteen- and fourteen-year-olds worked in the classroom on the concepts of safe and unsafe places using maps and photos, and then went round the school identifying them.

The pupils and teachers answered a survey on how they go to school. The pupils also surveyed neighbourhood organisations that they considered to be important in terms of their safety, such as the Elipa Neighbourhood Association. Finally, they presented their findings to their schoolmates.

At Felipe Segundo Secondary School in Madrid (Spain), pupils first used the Leipzig photo to compare the concepts of road safety at different moments in time, and then identified safe and unsafe places in their school and the surroundings. They also carried out a survey (containing ten questions) in the neighbourhood among parents, teachers and pupils from other classes.

Felipe Segundo Secondary School is a state school in an economically and socially disadvantaged area in Madrid, and its infrastructure is somewhat precarious. The work carried out on the concept of safety, compared to the current state of the building, led the pupils to reflect critically on their vulnerable situation and the condition of the buildings in the neighbourhood.

In addition to the debate on the issue, the teacher used the RoSaCe participatory methodology to take the pupils out of the classroom and encourage them to participate in a very sensitive area in their daily lives, in order to promote social inclusion.

To conclude the project, the three schools organised an event to present the results of their research and their proposals for change.