Pedagogical resources for schools on photovoltaic energy


The project A-prenem el Sol starts with the will of the AFA to make a financial contribution for the installation of photovoltaic panels in the school. The City Council can take part in co-financing or achieving a better price for both the materials and the installation of these materials. It also participates in the extraction of consumption data from the school, which will be the basis on which to calculate, on the one hand, the need for plates to be installed and, on the other, the savings achieved once installed.

Once these data are collected, the investment is made in photovoltaic panels for the school, which will help to save significantly on the electricity bill. At the same time, greenhouse gas emissions will be reduced and economic savings will be achieved, which will have an effect on the actions of the school’s AFA and the school itself in the field of mitigation and adaptation to climate change. The City Council also benefits from this economic saving by reducing the amounts payable for energy.

The Technical Office of Education and Environmental Promotion of the Diputació de Barcelona aims to provide technical and economic support to the municipalities in the field of communication and environmental education. One of the lines of work is the design and development of environmental education and awareness activities in the municipalities in the field of mitigation and adaptation to climate change.


The objective of this project is to improve the energy culture of teachers, students and families, accompanying them through the creation of educational material (consisting of a manual for teachers and one for students) and of communication in order to provide them with tools and resources to help develop the educational potential associated with a self-consumption renewable energy facility, where the AFA (Family Association), school and city council work together.


At Cíclica we understand the educational component of the project through life experiences. That is why the proposed activities are dynamic and cooperative work, through group work in the classroom, the joint work of the different cycles in the school and the work at home with transfer activities at home and families.

The environmental policy of educational centers cannot be understood without considering the central purpose of society: to educate in order to reduce the impact that the action of the students will have on our present and future society. 

Buildings and facilities must comply with appropriate environmental conditions, but it is our actions that have an impact on energy consumption. Based on this premise, in which the physical elements must not be sustainable but our activities, the pedagogical project is framed in a larger picture than the self-consumption facility.

The aim is for students to learn to evaluate the environmental impact of their school through their energy consumption and the associated CO2 emissions. The project, then, aims to make students understand the environmental impact of their building in relation to photovoltaic solar installation and also in all the processes that require the use of energy.  

The project aims to evaluate the environmental impact on four activity groups:

  • The origin of energy and sustainability: renewable energy and photovoltaic energy.
  • The construction of the building and the photovoltaic solar panels.
  • Consumption in the use and maintenance of the building and its facilities. The use of electricity in the building.
  • Out-of-school student consumption derived from the pedagogical values reflected in the Centre’s Educational Project. Self-consumption in the residential area.


  • Creation of a guide for teachers, which includes the objectives and curricular contents, pedagogical orientations, glossary, the structure of the teaching sheets and the content of the theoretical framework of the student’s own sheets.
  • Creation of a guide for students with teaching sheets.
  • Accompaniment sessions in the teaching staff and in the classroom for teachers and students.

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12 de February de 2020


Energy cultures