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

1. Social dimension of
language learning
Barcelona, Spain
March 19th – 23rd 2012

2. Italian education system
https://webgate.ec.europa
.eu/fpfis/mwikis/eurydice/ Markus
index.php/Italy:Overview
Structure of the national
education system
Angiolina
Alfio

3. IV Circolo Didattico
Alessio Di Giovanni
AGRIGENTO
 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. 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. INNOVATIVE PROGRAMMES
FOR EUROPEAN PLURILINGUALISM
A Comenius project started in 2003
GPP3
Global partnership program
in 2010-2011

6. INNOVATIVE PROGRAMMES
FOR EUROPEAN PLURILINGUALISM
GPP3
Global 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. 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. 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. 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)