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Presentation in Study Visit Grup.No. 192 (Barcelona), March 2012

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  1. 1. Social dimension of language learning Barcelona, Spain March 19th – 23rd 2012
  2. 2. Italian education systemhttps://webgate.ec.europa.eu/fpfis/mwikis/eurydice/ Markusindex.php/Italy:OverviewStructure of the nationaleducation system Angiolina Alfio
  3. 3. IV Circolo DidatticoAlessio Di GiovanniAGRIGENTO  Infant and primary school  Infant school 40 hours per week  Primary school Full time: 40 hours per week  Regular time: 27 hours per week  School works from Monday to Friday  On Saturday extracurricular activities (optional)
  4. 4. LEARNING LANGUAGES POLICIES Teaching of a foreign language at primary school level started only on 1991 (In Italy) Second foreign language at lower secondary school from 1998 (optional and additional to the regular curriculum) and then curricular (2004); on 2011 a test on second foreign language is included in the final exam At secondary school the language policies are improved by the Reform of 2010:  Introduction for 5 years in any kind of secondary school  Linguistic Lyceum among the “paths”  CLIL planned at 5th year of course
  5. 5. INNOVATIVE PROGRAMMES FOR EUROPEAN PLURILINGUALISMA Comenius project started in 2003 GPP3Global partnership programin 2010-2011
  6. 6. INNOVATIVE PROGRAMMES FOR EUROPEAN PLURILINGUALISM GPP3Global partnership program in 2010-2011 A Project of the International School Connection Network In 2011 55 schools formed 60 two-school partnerships, with schools coming from seven countries on four continents. There are 22 elementary schools in two-school partnerships There are 28 middle schools two-school partnerships There are 10 high schools in two-school partnerships GPP 3 Schools come from: USA/Pasco County Florida, 13 USA/Tampa/ Independent Day School – Corbett Campus, 2 USA/Boston/ Boston Rennaissance Charter School, 1 China/Nanshan District in Shenzhen, 11 China/Futian District in Shenzhen, 7 China/Tianhe District in Guanzhou, 5 Russia/Saint Petersburg, 2 Italy/Agrigento, 2 Spain/Valencia, 2 Spain/Madrid, 5 Spain/Girona, 1 Spain/Alicante, 1 Spain/Albecete, 1 India/Panchetti, 1
  7. 7. STRATEGIES FOR INCLUSION AND STUDENT ENTREPREUNERSHIPMy school applied every year to obtain grants by the EU for: Purchase educational technologies (FESR/EFRD – European Fund for Regional Development)  Promote additional learning opportunities (FSE/ESF - European Social Fund)  This year the laboratories are connected with the reading project based on the novel of Sepulveda ”The Story of the Seagull and the Cat Who Taught Her How to Fly"
  8. 8. STRATEGIES FOR INCLUSION AND STUDENT ENTREPREUNERSHIPThe goals of this project are based on the promotion of the key-competences required by EU  communication in the mother tongue  learning to learn  digital competence  social and civic competences  sense of initiative and entrepreneurship  cultural awareness and expression The story is set in Hamburg and last week we realized a training course with a pilote group of teachers in that city (20 hours)
  9. 9. CHALLENGES USING ICT• 2 laboratories of the reading projet project are focused on the use of ICT – one is aimed to reinforce the ‘active’ reading skills and transform the texts in multimedia animations (9 years old – 60 hours) – The other one pursues the learning of the essential abilities in the use of technologies (8 years old – 30 hours)
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