La nostra scuola come ambiente internazionale: qua..
La nostra scuola come ambiente internazionale: qualità e sviluppo a favore dell'inclusione sociale
Start date: Jun 1, 2015,
End date: May 31, 2016
"Our school as an international environment: quality and development to achieve social inclusion" is the title of the project launched by the Istituto Comprensivo Falcone. It is a new approach to the challenges we have to tackle every day at school, that is guaranteeing social inclusion as well as the right for all pupils to gain the minimum standard knowledge essential for the development of the European key-competences and to become future fully-fledged citizens.
Our school is located at the outskirts of Copertino, in the south of Apulia and is deeply affected by the social cultural disadvantage related to widespread youth unemployment and petty crime. Therefore the school is the only educational agency acting as a training centre and a social forum.
Our willingness to experience a full immersion in another European country and other educational systems from an international point of view derives from our need to enhance the quality of our educational offer and the school management with a view to integrating each pupil through the experimentation of new teaching methods.
The underlying goals of our project are closely intertwined and aim at:
• making our school a hub for creativity and innovation thanks to multidisciplinary methods which combine knowledge with arts and handicraft through feasible inclusion strategies for disadvantaged and disabled pupils,
• promoting European active citizenship,
• turning our school into a cultural forum for local youth and families,
• fostering the use of ICTs and the Etwinning portal,
• internationalizing our school through twinning and international mobility projects,
• boosting teaching standards while training more motivated and competent teachers and
• helping the school principal and the administrative manager to shift their leadership towards a multicultural and international approach.
The eight professionals taking part in the mobility action were strategically selected for dissemination, too. After an accurate exam of the eligibility requirements such as language skill, continuity and 5-year experience in our school, willingness for career development the following profiles were selected: the school principal, the administrative manager, the reference teacher of English for primary school, the teacher of French in the secondary school, the special needs teacher for primary school, the special needs teacher for secondary school from the Academy of Fine Arts, the teacher of mathematics and natural sciences who is currently leading a CLIL experimentation and coordinates the VALES and CAF projects for the school assessment, the teacher of Italian (also the reference teacher for theatre).
The selection of the mobility activities in the United Kingdom and in France for the school year 2015 was based on the needs, training and inclinations of participants. The courses are aimed respectively at:
• an in-depth study of CLIL methods on science teaching
• studying the French film industry
• learning creative teaching methods for English as a foreign language
• using theatre for the integration of disadvantaged pupils or those with different abilities
• learning new assessment approaches and strategies to enhance school quality from an administrative point of view.
The methodology for the development of our project will be articulated by following these steps:
• strategic selection of participants
• kick-off meeting to discuss the expected results
• course selection
• language and organizational preparation before any mobility activity
• feedback briefing after mobility activities to discuss skills gained
• elaboration of strategies for the dissemination of results
• assessment of the impact produced by the project on our school and its surroundings
Pupils will be the first group of beneficiaries of our experience which will lead to the implementation of multicultural projects and multidisciplinary links at a European level with a positive impact on the acquisition of the minimum learning competences.
Teachers will be able to enlarge their disciplinary curriculum through the launch of pathways for the promotion of active citizenship, social inclusion and the key-competences while implementing of the use of ICTs. Furthermore, pupils will take advantage of teachers that constantly upgrade their performance and will have the opportunity to take part in dynamic and interactive classes thanks to the CLIL methodology. This will also boost their learning potential in English and French. Consequently, school managers will build partnerships and twinning projects with other European schools, making our school an international entity.
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