JUN€CO – Ethical and Sustainable Economics and Ecology for the Elementary School

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What is Jun€co?

JUN€CO is an educational program that presents to the very young the key concepts of ethical and sustainable economy and ecology in a participated, inclusive and fun way.

JUN€CO  concretizes them in dream-projects on the theme of environment and consumption in the school, the territory and the Planet!

Thanks to JUN€CO, the very young - playing together - are led to understand what ‘lies behind’ our economic acts, to every product we use: from a notebook to a pizza, from a pen to a smartphone, and then move on to invent and design new ‘useful dreams’ to be realized together, new strategies with a positive social impact, to make better use of one's individual and collective resources. Interested already?

Jun€co offers  didactic games aimed at the understanding of  economics of sustainability and the elimination of waste   presenting, in a simple and practical way the concepts of circular economy compared to the traditional linear economy of the ‘disposable’.

Jun€co is an educational program that presents to the very young  the key concepts of Ethical and Sustainable Economy and Ecology n a participative, inclusive and fun way.  JUN€CO concretizes this concepts in dream-projects on the theme of environment and conscious consumption useful for schools, the territory and the planet!

For the current academic year, the project is funded by Fondazione Cariplo and supported by USR Lombardia and UST Milano (see attached file):

The Institutes that join Jun€co will be supported, free of charge, in particular with:

The project refers to four of the eight key competences for lifelong learning defined by the Council of Europe on  May  22nd 2018:

a) Mathematical competence and competence in science, technology and engineering;

b) Personal, social competence and ability to learn to learn;

c) Citizenship competence and d) Multilingual competence (Jun € co in English – CLIL).


Jun€co thus stands as an educational project to be carried out throughout the whole academic year, capable of enhancing and promoting transversal skills and addressing highly topical issues, such as the environment, sustainable development and climate change, from an interdisciplinary perspective.

In this sense, Jun€co fits perfectly within the new Law on Civic Education at School (33 h per year). The law will come into force in the academic year  2020-21. In this sense Jun€co  offers schools a valuable advantage for experimenting and complying with the Law.


In this regard the Intercultural Guide promoted by the Enrica Amiotti Foundation, in co-edition with the ISMU Foundation, has just come out. The guide is directed at primary school teachers who intend to raise awareness among their students on the issues of ethical and sustainable economics and finance, complex but essential issues for the growth of tomorrow’s citizens. The guide is composed as follows: a theoretical part on economic and financial issues and a more concrete part, with an intercultural slant.

Subjects such as saving, earning, buying and giving, are thus seen and presented with interviews with parents of Arab and Chinese communities and through some fairy tales that, using the language of children, facilitate and make attractive such vast and articulated themes.



In the classroom, the JUN€CO program consists of two stages (preceded by one remote training session for each unit, via video tutorial, for the teachers):

a. Six educational play units on the main concepts of the economy, each lasting some 90’. We recommend administering between one and three units per week, thus completing this stage in a period of two to six weeks, if possible before the Christmas break:


Title Contents and educational objectives Associated games
1 The hidden prices jigsaw

The factors underlying the costs of goods and services

Understanding how goods and services are the result of complex processes, combining resources and intermediate goods. Emphasizing the central role of human labor (intellectual and manual). Rhymes “Focaccia” and “Composition book” crossword + 4 jigsaws to recognize the factors underlying a movie ticket, school cafeteria services, the school bus and a sports club
2 Pizza, love and economics
The value of specialization and exchange
Understanding how specializing has enabled human society to produce new goods and to increase prosperity. However, specialization requires the establishment of processes of exchange and institutions whose job is to facilitate these processes. Reading of the story “The Pizza Cook who Fell in Love”, which shows the inter-relations within an eco-system. A card exchange game, “Let’s make pizza” using a recipe with various “ingredients” (man-hours, flour, mozzarella, tomato, firewood)..
3 The price of parsleyIl prezzo del prezzemolo

Estimating and reflecting on prices and use-value

Recognizing the price of goods and understanding that goods with the same use-value can have very different prices. Estimating prices and instilling in children a curious and informed attitude towards consumption. In-depth exploration of tangible and intangible resources. 38 cards representing goods of various kinds + objects worn by children or contained in their schoolbags: the children estimate the prices in groups, then compare their answers.
4 The economic goose game
The story of money
Showing the historic evolution of exchanges, from barter to the use of money in its various forms (coins, notes, virtual money). 4 rhymes + “Goose game” with board and role play, managed by the teacher (roles: banker, service station keeper, hotelier)..
5 The push and pull of money

Discovering loans and interest

A simple “business game” illustrates the impact of decisions on the dimensions of production / investments / loans with interest. Boards with packs of cards for groups of 4 pupils; 4 sheets for use as a register of loans; 3 packs of cards (past, present and decisions).
6 Re-use it!

Lots of Rs to consume less and better

Helping pupils to understand the rationale of ethical, sustainable and circular economics, limiting waste and preferring well-informed consumption, use and re-use. The tale of the Princess and the Maid. A set of cards representing different objects, their price and a “home-made” substitute.


The games in each unit (based essentially on cards and board games, to be used generally in groups of 4-5 pupils), are each stored in numbered boxes. The six boxes for the games/sessions, together with this “Teachers’ Guide” are all packaged together in a single case called “JUNECO: – educational play sessions”.



2nd Phase


b. “From dream to project” – application of the project management approach for children, to be put into practice between January and May. The activities will take up between two and four hours per week, according to the duration of the activities themselves and to how complex and ambitious the dream-project is; with project progress checks every one to two weeks.



The project management methodology for children has been successfully tested by the Amiotti Foundation in the two calls ‘“Dal Sogno al Progetto” and “Dal Sogno al Progetto per la mia Città” (2013-2015) as well as in the JUN€CO Pilot Project for the academic year 2016 -17.


Mariù Moresco, elementary school teacher, creator, together with her husband Walter Ginevri, of the methodology of project management for children



I sette passi della metodologia – are available for free here.  They are:

  1. I.D. card for the dream- project: defines the name, objectives and deadline of the project, and the main ‘rules of the game’ amongst the children;
  2. Brainstorming: he ideas of the children are collected in a creative and initially disordered way; each idea is written in a post-it attached to a board posted in the classroom;
  3. Tree of ideas /Mind Map: the post-its of the brainstorming (except those already discarded) are grouped into groups according to the branches “What”, “Who”, “How”, “When”, “And if….”;
  4. Activities’s Tree: branches of activities are constructed that correspond to activities / tasks to be carried out (often indicating one or more persons responsible for activities), in an ad hoc board;
  5. Project’s Calendar (Tempogramma): the activities are scheduled (weekly or every two weeks) and the logical links (if any) of the various activities are expressed, always in an ad hoc board;
  6. Project’s street lights: by using CD racks in which green, yellow or red colored cards have been inserted, you can visually grasp which activities are going well / are finished, require attention or are late / show serious problems;
  7. Project conclusion: at the end of the project, the students write the main “lessons learned” on a board: what we learned beautifully and new, what we did better, what we could have done better, what we would like to do again, etc …

Would you like to buy Jun€co but your school is not based in Milan, Italy?

Would you like to buy Jun€co but your school is not based in Milan, Italy?

You can buy JUNECO  here.