Vasari Secondary School in Italy has a long commitment to inclusion and developing skills for employability. The school promotes diversity and understanding as integral to school life. It aims to form students as active global citizens who can deal with diversity. Teachers participate in projects and training to develop their competencies. The school adopts new active learning methods and technologies to develop transversal skills aligned with European requirements.
Am iris aide memoir - final version landscape[1]projetosinclusao
O IRIS (Melhoria através da Investigação na Escola Inclusiva) é um Projecto
Comenius Europeu com o foco na Inclusão e nos progressos escolares,
abrangendo todas as crianças numa escola para todos. O Projecto IRIS
iniciou-se no fim de 2006 e termina em 1 de Outubro de 2009. A Áustria e
a Bélgica coordenam as actividades do Projecto. A equipa Projecto IRIS é
composta por 7 parceiros a trabalhar em grupos temáticos e os membros
do grupo têm mudado, bem como os sistemas evoluído. Toda a equipa
do Projecto se reúne de 6 em 6 meses para partilhar informação sobre o
desenvolvimento, como um todo colaborativo.
Am iris aide memoir - final version landscape[1]projetosinclusao
O IRIS (Melhoria através da Investigação na Escola Inclusiva) é um Projecto
Comenius Europeu com o foco na Inclusão e nos progressos escolares,
abrangendo todas as crianças numa escola para todos. O Projecto IRIS
iniciou-se no fim de 2006 e termina em 1 de Outubro de 2009. A Áustria e
a Bélgica coordenam as actividades do Projecto. A equipa Projecto IRIS é
composta por 7 parceiros a trabalhar em grupos temáticos e os membros
do grupo têm mudado, bem como os sistemas evoluído. Toda a equipa
do Projecto se reúne de 6 em 6 meses para partilhar informação sobre o
desenvolvimento, como um todo colaborativo.
Android is a Linux-based operating system for mobile devices such as smartphones and tablet computers. It is developed by the Open Handset Alliance led by Google.
Android is a Linux-based operating system for mobile devices such as smartphones and tablet computers. It is developed by the Open Handset Alliance led by Google.
A final product of a Erasmus+ project "Connected with the Environment. It contains all the activities carried out in the project with students work and results.
Android is a Linux-based operating system for mobile devices such as smartphones and tablet computers. It is developed by the Open Handset Alliance led by Google.
Android is a Linux-based operating system for mobile devices such as smartphones and tablet computers. It is developed by the Open Handset Alliance led by Google.
A final product of a Erasmus+ project "Connected with the Environment. It contains all the activities carried out in the project with students work and results.
Cooperative learning is defined as 'a method of instruction that encourages students to work in small groups, learning material, then presenting what they have learned to other small groups. In doing so, they take responsibility for their own learning as well as their classmates’. In other words, cooperative learning is a system in which students become both motivated and motivators. By shifting responsibility for learning from teachers to students, cooperative learning takes away the “us vs. them” mentality that the typical school organization naturally tends to encourage and creates in its place a new dynamic environment where students feel empowered and eager to succeed on their own terms and not only to please their teacher
Author: Anne Gilleran.
This paper examines the eTwinning action against the background of 21st century educational and social forces in Europe. It describes in detail the evolution and structure of eTwinning, the opportunities it offers to teachers in terms of pedagogical practice and professional development and the achievments of the portal www.eTwinning.net.
Used by euxtra.com as information to its user. PDF file created and on the behalf of the European Commission.
Source: http://ec.europa.eu/dgs/education_culture/publ/pdf/comenius/creativity_en.pdf
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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For many years Vasari Secondary School has been committed to promoting learning
activities dedicated to inclusion as well as the development of transversal skills for a
better employability of our students, complying to the policy of the School Reform that
fosters work-based learning. Our school is not merely a place where notions are learnt, but
rather where students are assisted in becoming independent and self-sufficient individuals,
each with his/her personality, formed around a solid cultural core. On the firm belief that
diversity strengthens individuals, and therefore the community, our school has always
promoted an understanding and appreciation of diversity in all forms as an integral and
vital part of school life. This is why Vasari School is proposing a complex education project
to form students globally as active citizens that can deal with diversity and disadvantages
also in a European dimension. The teachers too have empowered their competence by
participating in various projects and training courses both in Italy and abroad.
2. For all these reasons and to favour access to the world of work, it is essential to adopt
new active-learning methods and new technological tools, closer to the world of young
people and vital for the development of transversal skills, aligned to the requirements of
the European Key Skills. To share all this with European partners is crucial for the
development of this rationale.
Vasari School is a Secondary Institute
providing access to Higher Education and
to the world of work. It was founded as
Istituto Tecnico per Geometri (Technical
Institute for Surveyors) in 1967 and in time
other courses were added: IGEA
(Technical Institute for Accountants), Liceo
Scientifico (an academically oriented
secondary school), Professional Institute
for Catering and Reception, Technical
Institute for Agriculture and Evening
Courses for adults. There are currently more than 1,200 pupils enrolled and staff is of a
high professional level. All our courses are the outcome of careful local needs analysis and
a rewarding synergy with the surrounding territory. Due to its location, the Vasari Institute
has become the core of a network of schools in the Valdarno area, in the provinces of both
Florence and Arezzo.
In all its courses our school provides a range of projects and opportunities for students to
fulfil their potential and achieve their personal best, with support and follow-up activities as
well as the promotion of academic excellence and success. We have important projects
involving disadvantaged pupils, with disabilities and/or with special learning needs, as well
as for foreign students. The aim of these projects is to prevent early school-leaving and to
remove any obstacles that may hinder the full development of the individual.
In response to the educational needs of
our students, the Vasari Institute acts as
a “bridge” between Primary Education
and University, elaborating shared
vertical curricula to align curriculum
across different school grades. In 2011 a
Technical Scientific Committee was set
up to survey the educational needs of our
pupils. The main categories of the world
of labour and local entrepreneur groups
are represented, for example
Confindustria (Italian Confederation of
Industry), Confesercenti (ItalianConfederation of Traders and Hotel Owners) and Coldiretti
(Italian Association of Farmers). The University of Florence is also represented, thus
making the Committee a strategic observation point providing constant feedback on the
professional skills and knowledge required both by the labour market and by Higher
3. Education. In compliance to the guidelines of all these important partners the Assembly of
Teachers has modified teaching methods to align them to the requirements of the world of
work.
The use of innovative technology is an important aspect of our school policy and since
2011 the School Board has invested resources in new computers, software and
interactive white-boards to support active learning (or “in-laboratory learning”) and thereby
enhance the potential of each student.
The Vasari Institute:
- boosts linguistic competence to achieve certification in foreign languages and empowers
computing skills with the achievement of ECDL qualification;
- promotes work-based learning projects and programmes with professional internships in
Italy and abroad;
- has had since 2010 a consolidated experience in Mobility programmes in European
projects such as the six fluxes of LEONARDO, with which groups of pupils of the
Professional Course (including differently-abled students) attended language courses and
carried out professionalizing internships in Sweden, Spain and Northern Ireland;
- carried out IN.SU.PER. AB.I.L.E., a project funded by Camera di Commercio (Board of
Trade) which took students from the Technical Course and Liceo to England for summer
work-experience placements;
- completed similar activities in Malta, Spain and England in 2011/2012 and 2012/13;
- sent four classes of various courses on internships to Spain thanks to transnational
mobility promoted by the Tuscan Region in 2012/2013;
- took part in an exchange programme with a high school of Bastia, Corsica (Lycée
Giocante de Casablanca) last year;
- is currently partner in the 2-year
Comenius project “Democratic
Values and Linguistic Diversity”,
with 5 European partners;
- has won the Erasmus+ KA1-
Learning Mobility of Individuals with
the Project G.A.L.I.L.E.O. which
deals with work-based learning and
the prevention of early school-
leaving, providing training courses
and job-shadowing in partner
countries for 18 teachers in the
period 2014-2016;
4. - has been since 2014 the lead partner of the "Polo Tecnico Professionale Hotellerie Beni
Culturali e Turismo" (Technical Professional Centre for Hotel Industry, Historic and Artistic
Heritage and Tourism) which comprises 30 private and public stakeholders and is
committed to the experimentation promoted by the Tuscan Region on active and work-
based learning, complementary IeFP (Professional Education and Training System) and
apprenticeship.
Vasari School has always aimed at inclusion and intercultural integration and Staff
members have a solid understanding, knowledge and experience of the needs and
requirements of the disabled and disadvantaged. We have a high percentage of
differently-abled pupils, currently 65 out of 1,203 students, and lately there has been an
increase in the number of students with
DSA (105 with Learning Difficulties) and
with BES (48 with Special Learning Needs).
For this reason we have a strong team of
support teachers that cooperate constantly
with the class teachers to plan and carry out
Individualized Education Programmes.
Thanks to projects like A.bil.Mente, Disco
and PEZ, a number of students with
disabilities has achieved a Regional
Qualification as Catering Assistant, thus
enhancing their employability. These projects were accomplished in a network with other
secondary schools in the province of Florence and with the collaboration of the local
Authorities, the local Health Services (ASL10) and with various Associations dealing with
disadvantaged people, with the intent to favour the development of basic key skills and
increase the employability of these students.
Project activities for Foreigners: about 14% of our students are of foreign origin and our
school offers courses such as A.LI.S.E.I. and S.A.L.V.E. to provide linguistic support and
favour their social integration.
An important part of school activities are
dedicated to solidarity and volunteer work,
through projects such as “Waiting Time”,
promoted by the Town Hall of Figline and
Incisa Valdarno, the local Health Services of
Florence and the Association of Hospital
Volunteers (AVO), to help patients at
Serristori Hospital in Figline read books and
consult multimedia materials. The teachers
and students involved in this project have
published ”Gocce di memorie”, memoirs of
patients in hospital and in the Old Age Home “Martelli” of Figline. Every year the Vasari
5. Institute takes part in the activities of “Dynamo Camp” in Pistoia, promoted by Unicoop,
where methods, instruments and ideas to help children with serious and/or chronic
illnesses are experimented. On 4/5 March 2015 our school organized a convention,
“Education Paths in Catering Schools for the Integration of Differently-Abled Pupils”, in
collaboration with the National Network of Catering Schools (RE.NA.I.A.), of which the
Institute is member. For many years differently-abled pupils of our school have entered
regional competitions for Waiters, Cooks and
Tourist Reception personnel, for instance the
competition “Around the Same Table " (
"Insieme a tavola”, Castefiorentino, 27
November 2014). During the “Tirreno CT
Fair” (Carrara, 26 February 2015) our
differently-abled students had the chance to
run the restaurant inside the fair. With the
development of work-based learning paths,
we now have a group of teachers dealing
with the work placement of disadvantaged
pupils in various enterprises.
There is a strong bond with the local territory, which Vasari School knows well and
promotes through the following activities: the official travel Guidebook of Figline written in
Italian and English by our students and published with the cooperation of the Town Hall;
“Indò Valdarno”, guided tours of the historic centres of the Valdarno area conducted by
pupils in Italian, English, French and German; “Walking Around Figline”, guided tours in
the historic centre of Figline conducted by
our students in Italian, English, French
and German; "Young Travellers – Your
Idea of Business”, work-based learning
activity to create e portal promoting
sustainable and responsible tourism for
young people. These last two projects are
renewed every year and approved in the
Vasari P.O.F. (the Educational Policy and
Planning of our school), like the projects
that led to the following publications: "The
Squares of the Valdarno" and "The
Romanique Parishes of the Valdarno". In these projects the pupils of the Technical
Course survey the local heritage to prepare themselves as future operators of the local
territory that appreciate and defend their past. Currently they are working on the survey of
historical buildings. Other publications include the two volumes on the names of streets in
Figline written by students of the Liceo: "Una via, un nome, un perché", the result of a
collection of testimonials by the citizens of Figline.