The school teachers involved in the pupil–led projects will work in groups, one per school. Different group dynamics can be used to try to compose a first overview of each school context. School teachers will lead the process and may have the support of other local partners. Table 1 presents a guide to start reflecting on the school context.
Once this starting point phase is completed, each school team will have a better understanding of the opportunities and requirements that the design and implementation of the mapping projects will have.