Our curriculum

Languages area: we are committed in raising awareness amongst our pupils of their own mother tongue and foreign language competence as key contemporary life skills, since languages contribute to the cultural and linguistic richness of our society, to personal fulfilment, mutual understanding, international trade and global citizenship. We teach English and German in the traditional way and in CLIL, as part of the curriculum, as this is compulsory in our autonomous Province, mainly in “vehicular” English. Our students edit their own school magazines, participate in public debates, get A1, A2 and B1 certifications in English and German and in exchanges with twinned schools.

Scientific area: learning mathematics, science and technology helps students to develop problem solving and critical thinking skills. The world is changing and these subjects are central to sustain the progress and solve world problems like global warming. We therefore ensure that our students learn the skills to maybe become scientist or just think critically in everyday situations. To foster scientific development we involve them in various activities like maths, robotic and coding games/contests (STEM and STEAM approaches).

Arts area: we reckon arts very important, as they are hands-on, have immediate rewards, develop concrete products and fosters collaboration. Learning a musical instrument, creating a painting, or singing in a chorus shows that taking small steps, practising to improve, being persistent and patient are important for their  growth and improvement For this reasons our school arranges exhibitions of craft and various kinds of music and singing performances inside and outside the institute.

Gym and sports area: physical education allows students to develop healthy habits that are beneficial throughout life. UNESCO laid out 4 reasons – Physical literacy and civic engagement, academic achievement, inclusion and health. With these aims we arrange games and competitions in different sports in which our students participate enthusiastically and achieve outstanding results.

Religion and activities alternative to Religion area: these subjects promote the moral, cultural, and mental development of students at the school and within the wider society. A variety of activities provide excellent opportunities for students to engage with contentious issues, developing an awareness of social justice, democracy, government and how laws are made.

TRANSVERSAL AREAS

Citizenship Education: is an integral part of the curriculum, as it promotes the students’  personal and social development, and helps them to develop the skills and knowledge they need to participate effectively in society. 

Green school: we are laying the foundations for becoming a green school and would love to share this process with other EU schools, via the Erasmus + and the eTwinning network. Our pupils are involved in active learning about the environment, practice recycling and apply creative ideas to repurpose the discarded items, have some gardening areas for flowers and plants cultivation, walk  or cycle  to school instead of being driven by car,  have lights off-hour and zero food waste challenges , link with local volunteers and sustainability teams, etc.   

Inclusion of students of different nationalities: we have an established International Student program designed to offer support and assistance whilst integrating international students among their peers, creating a rich diversity of friendships in the process. The school has programmes for students who may need extra help in Italian, such as after-school learning programme.

Inclusion of students with special needs: Italian inclusion for pupils with disabilities  is reckoned as a leading system throughout Europe: it began with Law 118/1971, which granted all children the right to be educated in common classes, and Law 517/1977, which abolished special schools. Pupils with disabilities attend mainstream classes with appropriate teaching support. They participate fully in school life, including summer camps, study visits (accompanied by special staff), etc. Depending on their disability, pupils may have assistants provided by local authorities. They have an individual education plan (drafted by family and schools); a social project (drafted by social assistants and experts from the local health board); a rehabilitation programme tailored to their individual needs and vocational guidance.

Orientation to the secondary schools: in order to help students make informed decisions about the choice of their higher secondary school choice, we provide one-to-one guidance and group guidance, which help people to make informed educational, career and life choices, through orientation activities. We offer our students the opportunity to get to know about the local high school curriculum and formative offer, as well as making the students aware of their skills and inclinations, facilitating lifelong learning pathways.  

Anti bullying certification: we have obtained an anti bullying school certification (UNI/Pdr 42:2018)  to develop an effective anti-bullying policy, which includes sensitive attention to more general social inclusion and to 21th Century conflict solving skills among both students and school staff. The protocol defines the characteristics for a management system that identifies the potential risks of bullying, real concrete and measurable policies, and strengthens confidence in schools and organizations attended by minors. The plan includes measurable objectives such as: number and outcome of legal actions brought by families against the school or its employees for bullying events, number of complaints due to bullying, percentage of positive responses to anti-bullying questionnaires, percentage of participation in voluntary anti-bullying sensitization activities. The main aim of the certification process is not only to prescribe best practices to the school but to enhance ownership and making own choices in an appropriate school policy. 

We have embodied eTwinning in our syllabus and best practices repertoire to ensure teachers’ practice and competence development in the pedagogical and digital areas and to promote citizenship values.

We and our pupils are very happy to run this eTwinning project with partners of other European schools.