State comprehensive school
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  • 1. State Comprehensive School MONTORO INFERIORE- AVITALY
  • 2. TOWN MONTORO INFERIORE • Our school, a modern institution, is situated in a rural area, in Montoro Inferiore, in the region CAMPANIA, in the south of Italy.
  • 3. MAP OF ITALY
  • 4. CAMPANIA It has five cities:NEAPLES- SALERNO-BENEVENTOAVELLINO AND CASERTA
  • 5. MAP OF MONTORO INFERIORE
  • 6. • Montoro Inferiore is a town in the province of Avellino, Campania, Italy. • It borders with Bracigliano (SA), Contrada, Fisciano (SA), Forino, Mercato San Severino (SA) and Montoro Superiore and counts 8 civil parishes: Borgo, Figlioli, Misciano, Piano (municipal seat, sometimes named Montoro), Piazza di Pandola, Preturo, San Bartolomeo and San Felice.
  • 7. PANORAMA DI MONTORO INFERIORE
  • 8. MUNICIPALITY OF MONTORO INFERIORE
  • 9. Agricultural Production • The agricultural production typical of the area includes tobacco, tomatoes, potatoes, artichokes, especially those coming from the hamlet Preturo, cultivated using a special technique held "secret" from local farmers. In addition, particularly appreciated are the onions called "copperplated" known and very famous all over Italy and also abroad. One of the most important Montoro product is the mallone. This is the oldest popular dish of the area. It consist in mushed potatoes, plus ten different wild herbes with peppers and oil. • The territory of Montoro Inferiore, surrounded by the green of its countryside and its mountains, offers landscapes and naturalistic sites of great beauty. • There are very interesting, old and beautiful churches, monastries and little chapels all over the area.
  • 10. TYPICAL PRODUCTS
  • 11. OUR SCHOOL Our school, this year, is Comprehensive School, which includes: The State Secondary School 1st grade- Primary-School – kindergarten- School. Headteacher: Naddeo Stella
  • 12. DISCIPLINES • The Secondary School 1st grade welcomes students, divided into classes, structured in: Courses A - B - C - D - E - III F The curriculum is organized into learning objectives and goals for the development of skills. • • • The disciplines are grouped into 3 areas: Area linguistic, artistic and expressive Italian - Community languages ​Music-Art and Image Sports Science and Sports Mathematical-scientific-technological Mathematics - Natural Sciences and Experimental Science - Technology Historical-geographical History - Geography Citizenship and Constitution
  • 13. DISCIPLINE HOURS FOR WEEK • DISCIPLINES HOURS FOR WEEK • Italian 6 hours History 2 hours Geography 1 hours Citizenship and Constitution 1 hour Sciences mat., Chem., Phys. and natural 6 hours English 3 hours French 2 hours Technology 2 hours Sports Science and Sports 2 hours Music 2 hours Art and Image 2 hours Religion 1 hour The school hours are 30 hours for week.
  • 14. PURPOSES • Purposes The Secondary School 1st grade, favoring the acquisition of specific knowledge and strengthen the capacity logical-operative, leading to a progressive maturation of self-consciousness and its relationship with the outside world, provides the pupil with "knowledge", teaches him to "know how", it helps to place in the social reality in accordance with the ethical values ​of a society, with full awareness of themselves and their abilities, with independence of thought and evaluation, contributing, so , the territorial growth , with a connection between school and the working world.
  • 15. PRIMARY SCHOOL
  • 16. KINDERGARTEN-SCHOOL
  • 17. • It has 569 pupils in the Primary- School and 160 pupils in the pre-school. In our school there is a computer class, a music class, a library and a gymnasium. It provides equal opportunities for pupils, a European dimention of the citizenship, a reaching of autonomy and internationalization of English and computer languages and gives great care to the hope to ensure our pupils better opportunities for their future in an area with a plenty of problems which may affect their lives, e. g.: a great rate of loss of ideals, loss of family care, unemployment, widespread social disease, pollution and inadequate local political actions.
  • 18. FINALITIES • • • • • Pursue the full development of the person, in all its human and spiritual dimension. Promote the right to study and learn Enhance the organizational and didactic autonomy. The students, therefore, are placed at the center of the educational process, as people who, after the completion of the cycle of primary school, they must have strong skills related to the bases of knowledge and should be able to: to enhance their knowledge, skills and abilities to practice the rules of democratic coexistence, respect for diversity, to exercise personal autonomy'' in work and thinking.
  • 19. • • • • • • In particular, the training activity is intended to continue the following "goals for life" summarized as follows: Become aware of the dynamics that lead to'' assertion of its identity and, albeit introductory historical roots of the legal, linguistic and literary and artistic that bind us to the classical and Judeo-Christian, and of the'' spiritual identity and material'' of Italy and of Europe'' Orient themselves in space and time, working towards building between different geographical and historical, to understand, on the one hand, the specific characteristics of European civilization and, on the other'', the similarities and differences between our and other civilizations world. Place, in this context, the features spatial, temporal and cultural identity of'' national and regional identities and communal belonging. Expanding the point of view of self and their place in the world. Activate an open mind to the world and respectful of "other cultures" differentiating the provision of training in relation to the diversity of each and different starting points exploiting the many resources available in the area. Trigger the'' attitude'' learning through the entire life
  • 20. The pursuit of such ambitious goals, requires synergy of purpose and a commitment to wide-ranging, involving families, public institutions, social forces, institutions incardinated in the territory. . Consequently, the primary responsibility of each operator school, being part of this community of educators, is aimed at qualifying educational and methodological progress, improve the organization, provide a learning environment and relationships more and more adequate and promotional material, to ensure all '' pupil-person for the full development of their potential.