The project

Background

According to the priorities of the school PTOF(three-year educational offer plan) and to our students profile, we have participated in several European projects since 1997 and since 2016 in Erasmus plus projects, which have involved a large number of local students and citizens ,through the organization of dissemination events at school and in town.The positive impact of previous project activities on students and local realities in general, on both the educational and the relationship level, urges us to increase the number of projects ; this requires specific language training for the increasing number of teachers, involved in projects. Language professional training is also made necessary by the increase in enrollment in the Cambridge International course ,which provides the teaching of curricular subjects in English. In the context analyzed, it is also really important to acquire skills in CLIL methodology to implement Europeanization of the school curriculum

Objectives

The project has two different objectives: the first aimed at increasing the number of teachers trained in CLIL, the second aimed at developing and / or strengthening the language skills of staff and teachers of language subjects and not, improving communication in English in the classroom and in international contexts.

The objectives respond to the need to increase the number of teachers with language skills in English, to strengthen the international character of the school's educational offer,( also increasing the number and varying the kinds of subjects taught following the IGSCE methodology ) to increase the number of teachers involved in international projects (Erasmus / language courses / workshops and seminars in language on environmental issues) and in CLIL teaching.

Activities

Teachers who had been trained in CLIL methodology, have learnt to integrate language teaching and learning, implementing the principles of CLIL into their subject teaching practice. Through dissemination activities, another 10% of teachers have implemented CLIL skills. All the teachers have developed language skills in an international context, facilitating intercultural exchange, improving communication and interpersonal skills, and will follow international projects on issues related to the 2030 Agenda. Written and oral communication skills, fluency and confidence in the use of language have been developed through skill-focused workshops and project-focused activities, which have offered experience of innovative and inclusive teaching methodologies and practices, with direct impact on classroom teaching.

Impact

The acquisition of CLIL methodology will lead to an innovation in the overall educational offer, increasing inclusion and prevention of early school leaving ,as stated in the School Improvement Plan. Through the carried out dissemination activities (dedicated department meetings / sharing and reporting in the Teachers' Board / formation of small working groups), we expect the implementation of CLIL skills of another 10% of teachers of non-linguistic subjects, with an impact on the number of projects and activities in the final classes of the scientific and classical high school, in the three years of linguistic and in all classes of the Cambridge section.