11 December 2025. Görükle Hazinedaroğlu Özkan İlkokulu, Nilüfer

On 11 December we visited Görükle Hazinedaroğlu Özkan İlkokulu in the Nilüfer district. Here as well, we observed lessons and daily school activities in the primary school, taking part in shared moments of work together with teachers and pupils.

During the visit, we had the opportunity to examine the learning environment, the educational practices adopted, and several examples of good practice, reflecting on the organisational aspects and teaching approaches implemented by the school.

These two days of job shadowing represented an important opportunity for professional exchange and growth, allowing us to closely observe a school system different from our own and to enrich our educational perspective through dialogue and international exchange.

Their stay unfolded between classroom activities, observation sessions and informal discussions with teachers and pupils. From the kindergarten in Bicocca and Vesignano, where they attended daily routines and workshops with the youngest children, to the primary school in Argentera and the different schools in Rivarolo and Bosconero, every moment became an opportunity for dialogue on shared topics such as inclusion, foreign language learning, digital tools in education and participatory teaching approaches.

There was also time to explore our territory during a guided visit to Castello Malgrà, where Silvia from the “Amici del Castello” association introduced them to a piece of local history.

This mobility experience proved to be a valuable exchange for everyone involved. Classroom observation and conversations with colleagues and students highlighted how international cooperation can inspire new ideas, strengthen professional skills and reveal both differences and affinities between educational systems, always in a spirit of openness and mutual respect.

The week spent together strengthened the partnership between our Institute and the schools of Bursa, laying the foundation for future Erasmus+ projects involving our teachers. Turkey here we come!

IC Gozzano,  15-17 October 2025 - New guests from Girona

IC Gozzano,  15-17 October 2025

New guests from Girona

At the kindergarten, they were greeted by the children dressed in bright flamenco costumes: a cheerful tribute prepared to welcome them with joy and colour, afterwards they visited the school and took part in the day activities. They also met fifth- and sixth-grade classes from different schools, taking part in discussions and activities focused on comparing school life and culture in Italy and Spain. 

Bosconero/Rivarolo,  15-17 September 2025 - Looking ahead to the upcoming mobility with Finland

Bosconero/Rivarolo,  15-17 September 2025

Looking ahead to the upcoming mobility with Finland

This preparatory visit was a valuable moment to define the programme of the week together and organise numerous activities that will involve both Italian and Finnish students. We are looking forward to welcoming the Finnish students: a new opportunity for growth and sharing, which allows us to strengthen the ties between our schools and create new opportunities for intercultural learning.

Valencia (Spagna),  9 - 13 giugno 2025 - Erasmus Teacher Training in Spain - ICT Tools for Clil

Valencia (Spagna),  9 - 13 giugno 2025 - 

- by Enrica and Laura

Erasmus Teacher Training in Spain - ICT Tools for Clil

Thanks to the Erasmus+ programme, during the month of June we had the opportunity to visit the beautiful city of Valencia and attend the course ICT Tools for CLIL at the Europass Teacher Academy.

In this presentation, enriched by the skills we developed over the course of the week, we share our experience, going into detail about the tools we explored and their specific functionalities.

Dun Laoghaire (Dublin, Ireland),  9 - 13 June 2025 - Erasmus Training Abroad

Dun Laoghaire (Dublin, Ireland),  9 - 13 June 2025

- by Maria

Erasmus Teacher Training in Ireland - Hard at work on the English language

From June 9th to 13th, as part of the Erasmus+ Programme, I had the opportunity to participate in a teacher mobility project, which allowed me to attend a training course abroad in the coastal town of Dun Laoghaire, about twelve kilometers south of Dublin.

Course and Training

The course, titled General English Language Course, aimed to improve both linguistic and methodological skills, supporting my continuous personal and professional development in an international context as well as working toward the corresponding certifications.

Monday, June 9 – Welcome at Pro Active Language School 

The day started with a train ride on the historic DART line from Dublin to Dun Laoghaire. Upon arrival at the school, I was warmly welcomed by Brian, the general and administrative director, who provided the first practical information about class schedules and optional afternoon activities. I was then introduced to Therese, the academic manager, who gave me a full tour of the building, including classrooms and communal areas where students can socialize and share meals and experiences.

Finally, I was brought to my classroom, made up of 12 students of the same language level, coming from all over the world: Europe, China, Japan, Brazil, Mexico, and other countries.

My two teachers, John, Irish, and James, English, created a friendly and welcoming atmosphere. They offered us a dynamic and modern learning experience through practical workshops, role-playing activities, peer-to-peer learning, and cultural excursions to places of literary, historical, and architectural interest, such as St. Michael’s Church, St. Joseph’s Church, the Roger Casement statue, the Victorian People's Park, and the Martello Tower, all in a pleasant and motivating atmosphere.

An enriching journey – Farewell 

Friday, June 13th marked the end of the course. After our final lesson, it was time for goodbyes. Therese handed me my course certificates, and we captured the moment with a group photo of our class, hoping we may get to repeat this experience.

The whole experience took place in a spirit of respect, solidarity, and inclusion, where diversity was valued and learning was mutual. It stimulated curiosity and openness toward other cultures—both European and beyond.

Vesignano-Rivarolo-Bosconero,  27 - 31 maggio 2025 – Un’accoglienza Erasmus+ dall’Italia alla Catalogna

Vesignano-Rivarolo-Bosconero,  27 - 31 May 2025 – From Girona to Canavese

- da Anna e Donatella

Guests from Catalonia

From May 27 to 31, 2025, we had the pleasure of welcoming three teachers from Escola Domeny, a public school in Girona, Catalonia, to our institute as part of our Erasmus+ project School Beyond Borders. The visiting delegation included Erika, an early childhood teacher working with 4–5-year-olds, Mercè, a primary school teacher for the first grade (6–7-year-olds) and Laura, a specialist in inclusion and support education. 

The visit focused on observation, exchange of good practices, and professional dialogue across our nursery and primary school sites in Vesignano, Rivarolo, and Bosconero. Thanks to the collaboration of several of our colleagues, we were able to share not only our methodologies but also our everyday school life with warmth and enthusiasm.

Wednesday, May 28 – Singing, playing, and sharing at Vesignano nursery school

The visit began at the Vesignano nursery school, where the Spanish teachers were welcomed into a lively morning routine. The children shared their calendar activity in Italian and English and were excited to try a few words in Spanish too!

They sang songs in English about greetings and the days of the week and danced to the “Freeze Song,” mimicking the movements with joy. Each child then made a drawing to gift to the visiting teachers, who would later take these back to their own pupils in Spain.

After a shared lunch and outdoor playtime, the teachers observed our school environments, teaching materials, and children’s work portfolios. They expressed great appreciation for the warm atmosphere and the care taken in the educational setup.

Thursday, May 29 – Everyday learning at via Bicocca nursery school

The next day, the Spanish teachers visited the nursery school in via Bicocca, where they joined us during the final rehearsals for our year-end music performance. This allowed them to witness a key moment of our school life and share the emotion of the children’s preparations.

 Throughout the morning, we introduced them to our daily routines, with a particular focus on our language and math readiness workshops that help ease the transition to primary school. They had the chance to look through the children’s notebooks and explore the structure and rationale behind our learning paths.

Liminka (Finland), March 13, 2025 – Civic awareness and personal freedom: the goal of Ojanperä School

Liminka (Finland), March 13, 2025

- by Anna and Claudia

Civic awareness and personal freedom: the goal of Ojanperä School

During the first hour, we joined teacher Leah in her lesson with the 3A class, focusing on the evolution of various animal species and their habitats over the last 100 years in relation to climate change. Ojanperä School carries out this project in collaboration with a school in Wales: the two schools hold regularly scheduled video meetings, for which the children prepare by answering a questionnaire in English. During the meetings, the answers from both schools are read and compared, fostering a constructive and meaningful dialogue.

Afterward, we visited the Preschool class at Robertin Tupa, where we met 6 and 7-year-old children. Their school day runs from 6:30 AM to 7:00 PM. The early morning hours are dedicated to quiet and relaxing activities, with children using noise-canceling headphones to create an atmosphere of total calm.

It was interesting to observe that augmentative and alternative communication (AAC) is used across all school levels, facilitating a smooth and immediate transition between Finnish and English.

The teacher explained their educational approach, which provides a broad and comprehensive preschool education, emphasizing skills that are essential for both academic and civic life. Communication skills are considered just as important as literacy and numeracy: learning to read and write is not the priority—being prepared for life is. Great emphasis is placed on personality development, a crucial element that presents an ongoing challenge. At Ojanperä School, they are actively working and investing in combining self-expression with social coexistence, aiming to raise well-balanced children who learn with joy and happiness. In our discussion with Robertin, we recognized what we believe to be the core focus of this type of education.

At 10:00 AM, we attended a mathematics lesson applied to art, where the technique of perspective in drawing was explained. Later, we participated in two lessons on translating vocabulary related to body parts from Finnish to English in 1A and 2A (7-year-old students).

Finally, we took part in a music lesson with teacher Alina, where we explored Estonian musical traditions. The students then played and sang, using the kantele (a traditional five-string Finnish instrument) along with xylophones.

In the afternoon, we visited the city of Oulu.

Siuntio/Sjundeå (Finland), March 13, 2025 – The teacher as a facilitator and language skills

Siuntio/Sjundeå (Finland), March 13, 2025

- by Marilena, Mariana, Arianna, and Rachael

The teacher as a facilitator and language skills

During the morning, we split up to make the most of our last day. Mariana and Marilena joined Ika’s fifth-grade class to get to know the students who will be visiting our school in September and to answer their questions. Rachael attended a lesson for students with special educational needs with teacher Henna, while Arianna observed a coding lesson in third grade.

It was particularly interesting to see how the students, already familiar with Scratch, started working in pairs on their new project after receiving only general guidelines from their teacher. They followed a YouTube tutorial, while the teacher, Kenneth, moved around the classroom, offering guidance. Meanwhile, the substitute teacher and trainee provided occasional assistance, staying close to students with greater difficulties while still allowing them the freedom to experiment and explore independently.

In the following hours, after a meeting with Principal Katarina and Carola to finalize the program for IC Gozzano’s student visit in May, we attended three language lessons. These took place in eighth and ninth-grade Finnish classes, respectively with Frank and Maarit, and again in fourth grade with Carola.

In these classes we had the opportunity to administer a brief questionnaire to the students. Throughout our observations, we were particularly impressed by how their approach to English seemed instinctive and highly effective. We wanted to investigate the two main drivers behind their learning—whether it was school, TV, and movies (since in Nordic countries, dubbing is uncommon and English-language content is generally subtitled), social media, YouTube, or other sources.

This job shadowing experience allowed us to fully immerse ourselves in a different educational system, discovering both new and familiar methodologies, a strong connection with nature, and a teaching approach that prioritizes student autonomy and well-being.

We had the chance to exchange ideas with welcoming and insightful teachers and students, deepening our understanding of bilingualism, inclusive education, and the role of technology in teaching.

We return home with new ideas, inspiration, and the firm belief that exchanges between European schools are a key resource for the growth of all.

Liminka (Finlandia), 12 marzo 2025 - Tra foresta e tecnologia

Liminka (Finland), March 12, 2025

- by Anna and Claudia

Between forest and technology

Today, we arrived at school at 8:30 AM, where we visited the preschool section of Marian (Marian Tupa in Finnish), which accommodates 5 and 6-year-old children. After exploring the spaces dedicated to them, we took a walk to a small forest near the school, where the children, accompanied by Forrest Murry, their mascot, engaged in structured games following the jungle theme, which serves as their integrated learning background.

We then observed a math lesson in class 5A, where students worked on the metric system. During the following hour, we attended a Finnish lesson in class 1B, where the children used computers as writing materials, instead of paper and pencil.

We concluded our observation day at Jannen Tupa, with 4 and 5-year-old children, and later at the daycare with teacher Viika, where the children are between 2 and 3 years old.

Siuntio/Sjundeå (Finland), March 12, 2025 – The connection with nature and student autonomy

Siuntio/Sjundeå (Finland), March 12, 2025

- by Marilena, Mariana, Arianna, and Rachael

The connection with nature and student autonomy

The morning began with a Spanish lesson for ninth-grade Finnish students with Frank, where the students corrected their homework independently using the exercise projected on the board, choosing whether to work alone or in pairs, and then carried out a shadow reading activity. Observing the class, we noticed how the learning spaces are fluidly organized, with desks and chairs being moved as needed.

Afterward, we split up to follow different activities. Marilena and Mariana attended an English lesson for special education students in fifth grade with Maarit, while Arianna and Rachael spent the morning in the forest with Carola, Susanna, Malin, Ika, and Åsa, participating in an interdisciplinary project with second- and fifth-grade students.

This outdoor experience also gave us the opportunity to learn about a very meaningful tradition at Sjundeå Svenska Skola: first-grade students are paired with a "special friend" from fourth grade, who will accompany them throughout their school journey until the end of third grade, at which point they, in turn, will become "big friends" for the younger students. This system helps build strong bonds and encourages older students to take on responsibility as role models for the younger ones.

The day's activities integrated geometry, as students built geometric shapes using natural materials, science, through a scientific bingo game to identify different types of leaves and pinecones, and physical education, with movement activities like jumping games to warm up and regain energy. Once they completed the three activity steps, the children were free to play in the forest.

On the way back to school, Carola explained how Nordic countries are increasingly embracing a pedagogical approach that incorporates education into the natural environment, encouraging students to learn by doing while also fostering a sense of responsibility toward nature.

In the afternoon, we observed an English lesson with Frank in eighth grade (Finnish school), where students handed in their mobile phones at the beginning of the lesson and, once again, chose independently whether to work alone or in pairs. 

Liminka (Finland), March 11, 2025 – Exploring bilingual education

Liminka (Finland), March 11, 2025

- by Anna and Claudia

Exploring bilingual education

Today, March 11, we were warmly welcomed at Ojanperä School in the town of Liminka by Ermela Bufi, the Erasmus+ project coordinator, who introduced us to the job shadowing educational plan we will be following in the coming days. After an initial observation phase, we had the opportunity to meet Principal Raiya Johnson, who provided us with a comprehensive overview of the school.

During the morning, we observed a geography lesson in classes 5A and 5B, gaining valuable insight into the teaching methods used. Lunch was a great opportunity to interact with the students in a more informal setting. In the afternoon, we observed practical vocational activities, where students engaged in hands-on learning in the woodworking and art workshops.

Ojanperä Koulu is a comprehensive school founded in 2018 in Liminka, located just over a kilometer from the town center and near Highway 8. Thanks to its strategic position, it is well connected to Oulu, which can be reached in under half an hour.

The school accommodates students from grades 1 to 6 (equivalent to primary school in Finland) and includes three preschool groups. One of its most distinctive features is its bilingual education program, which spans grades 1 to 6, with part of the instruction delivered in English. The school actively participates in numerous international projects and collaborates with a variety of partners.

From an architectural standpoint, Ojanperä School is highly innovative. The learning spaces are divided by movable walls, allowing for greater flexibility and adaptability compared to traditional school designs. The wooden and carpeted flooring provides a comfortable and welcoming environment, enabling both students and teachers to walk barefoot, reinforcing a sense of ease and well-being within the school.

For the 2024/25 academic year, the school community consists of 15 classroom teachers, one special education teacher for small groups, two additional special education teachers, nine teaching assistants, one student welfare officer, one school nurse, and two members of the kitchen and cleaning staff. The school serves 313 students as well as 60 preschool and nursery children.

Siuntio/Sjundeå (Finland), March 11, 2025 – A hands-on approach to learning

Siuntio/Sjundeå (Finland), March 11, 2025 

- by Marilena, Mariana, Arianna, and Rachael

A hands-on approach to learning

Our Erasmus+ project has taken us to southern Finland, to the town of Siuntio (Sjundeå in Swedish), where we had the opportunity to spend three enriching days of job shadowing at Sjundeå Svenska Skola and  Aleksis Kiven Koulu, respectively the Swedish-speaking and Finnish-speaking schools in the municipality. 

School in Finland: how does it work?

The Finnish school system is known for its innovative, inclusive, and highly personalized approach, which places student well-being and autonomy at its core. Compulsory education starts at the age of 7 and lasts until 16, covering nine years of basic education (peruskoulu). In the early years, students do not receive grades, as the focus is placed on practical learning, problem-solving, and collaboration.

One of the most distinctive features of the system is the strong emphasis on student autonomy, supported by Finland’s educational philosophy, which is based on active learning methods such as cooperative learning, learning by doing, and the use of digital technologies. Many projects involve students from different grades, fostering collaborative and cross-disciplinary learning.

Why is there a Swedish school in Siuntio?

Finland is an officially bilingual country, with Finnish and Swedish as its two national languages. Around 5% of the Finnish population speaks Swedish as their mother tongue, and Finnish law ensures that these citizens have the right to receive education in their native language.

Siuntio is located in one of the regions where both linguistic communities coexist, especially in the south of the country and along the western coast. For this reason, the town has two parallel schools: Sjundeå Svenska Skola, which provides Swedish-language education from preschool to sixth grade, and Aleksis Kiven Koulu, where teaching is in Finnish up to ninth grade.

During our time here, we were able to observe both schools, witnessing firsthand how the coexistence of two languages and cultures offers both an incredible learning opportunity and a challenge for students.

Day 1 – March 11, 2025. Cross-disciplinary learning in action

Our job shadowing experience began with a warm welcome in the school’s multipurpose hall, where Principal Katarina Lodenius introduced us to the teachers and students. In keeping with a special school tradition, the school community welcomed us with folk songs, including the school anthem, which tells the story of the institution, as well as a Swedish song dedicated to Italy. This festive and heartfelt moment immediately made us feel part of the school community.

Following an initial meeting with several teachers in the staff room, we toured the school with the principal, paying particular attention to the newly built library, a space designed not only for students but also for the local community at large. The school itself was inaugurated two years ago and houses the Swedish school on the ground floor and the Finnish school on the upper floor.

One of the first things we noticed was that students and teachers remove their shoes upon entering the school—a practical choice given the climate, but one that also contributes to a sense of comfort and well-being within the school environment. During breaks—often spent outdoors for movement and play—students of all ages move independently around the school, supervised by teachers on duty but free to access restrooms, individual study areas, or relaxation spaces.

Our warm welcome at school

After lunch with students and teachers, we attended a French art lesson with Rea, a subject chosen by students at the beginning of the year and attended by a mixed group of fourth, fifth, and sixth-grade students. In the afternoon, we participated in a conversation activity in French and English with ninth-grade students, led by Saana, based on the game "L'ami secret".

The day concluded with a walk through the forest with Carola, a perfect opportunity to explore Finnish nature and start to understand the deep connection between the education system and the surrounding environment.

An overview of the Spanish school system

The Spanish education system is structured into Educación Infantil (ages 3-6), Educación Primaria (ages 6-12), and Educación Secundaria Obligatoria (ESO, ages 12-16). The teaching approach is practical and interdisciplinary, with a strong emphasis on digital skills, civic education, and active learning methodologies such as cooperative learning and project-based learning. CEIP Posidonia perfectly embodies this philosophy: a dynamic school that prioritizes inclusion, innovation, and student engagement.

STEM and digital citizenship

One of the most engaging activities took place in the STEM classroom, where students programmed their Micro:bit devices to create a digital version of the classic game "Operation". This hands-on approach to coding made the experience both interactive and exciting for the students.

Another key moment was the digital citizenship project, where fifth-grade students participated in the DigiCraft program (Robótica e Inteligencia Artificial). After mastering new skills, they became peer tutors for younger students, demonstrating how collaborative learning enhances student engagement and knowledge retention.

Books and digital creativity

CEIP Posidonia fosters a creative and interactive approach to reading. Students engaged in book cataloging activities, where they rated books with star reviews and created handmade booklets. A particularly innovative project was the creation of YouTube-style book reviews, which transformed reading into a more engaging and student-centered experience. Additionally, students produced stop-motion videos to visually narrate the books they read, integrating digital storytelling with literary analysis.

Inclusion: accessible learning environments and methodologies

CEIP Posidonia places great emphasis on inclusive education. The classrooms are designed to meet diverse learning needs, with flexible spaces and accessible materials that ensure all students can engage in a meaningful learning experience. The goal is to create a collaborative and adaptive environment, where diversity is seen as a strength.

A particularly meaningful experience in this regard was the visit to CEIP Virgo del Rosario, a school located in a highly marginalized suburban area. Here, the philosophy of inclusion is put into practice through a strong focus on emotional awareness and, above all, on strategies that teach children from an early age how to mediate and resolve conflicts effectively.

Constellations and applied mathematics

Another outstanding example of hands-on learning was the astronomy project, where students measured the angles of different constellations using protractors. They then compiled their findings into infographic reports, combining science, mathematics, and visual storytelling.

Finland, Sjundeå, 16th January 2025 -  Preparatory visit to Sjundeå Svenska Skola in Sjundeå 

Tallinn, 21st November 2024 - Estonia, sightseeing in Tallinn

Tallinn, 20th November 2024 - Estonia, a typical day in an Estonian preschool

Tallinn, 18th November 2024 -Estonia, the school: Tallina Lasteaed Mudila

The exterior of the school. In Estonia, outdoor physical activity is of paramount importance, and children spend time in the garden even during the harsh winter months.

Bergamo-Tallinn, 17th November 2024 -Estonia, here we come