OUR INSTITUTE IS INSPIRED BY THE FOLLOW PRINCIPLES:

PLANNING OUR EDUCATIONAL PLANNING INVOLVES A REGULAR PROGRAMME PREPARATION DURING THE DIDACTIC YEAR. THE TEACHERS’ PLANS FOLLOWS “THE NEW INDICATIONS FOR THE CURRICULA OF THE SCHOOL OF INFANCY AND THE FIRST CYCLE OF INSTRUCTION”( ROME, SEPTEMBER 2007): IT TRACES THE LINES AND THE CRITERIA TO ATTAIN FORMATIVE AND LEARNING OBJECTIVES FROM THE INFANCY SCHOOL TO THE COMPULSORY INSTRUCTION (UNTIL SIXTEEN YEARS OF AGE IN ITALY). THERE ARE THREE MAIN DISCIPLINARY FIELDS : 1) LINGUISTIC- ARTISTIC-EXPRESSIVE FIELD, 2) HISTORICAL-GEOGRAPHIC FIELD, 3) MATHEMATICS-SCIENTIFIC-TECHNOLOGICAL FIELD. HOWEVER, WITHIN THESE FIELDS EACH SUBJECT MAINTAINS ITS SPECIFICITY AND TEACHING DOES NOT BECOME FRAGMENTARY. INDEED OUR SCHOOL PROMOTES INTERDISCIPLINARY KNOWLEDGE AND JOINT WORK.

TEAM EFFORT AND COLLABORATION ALL EDUCATIONAL PROJECT ARE THE RESULT OF A JOINT EFFORT BY OUR COMMITTEECOMMITTEE

INDIVIDUALISED APPROACH EDUCATIONAL PROJECTS TAKE DIVERSITIES INTO ACCOUNT SUCH AS PROJECTS ADDRESSING DISADVANTAGED PUPILS, BUT ALSO PUPILS WHO ARE JUST IN NEED OF SUPPORT DURING THE LEARNING PROCESS OR PUPILS WHO SHOW THAT THEY ARE ABLE TO INCREASE THEIR POTENTIAL

ACTIVISM LEARNING BY DOING IS ONE OF THE METHODS USED BY OUR INSTITUTE LESSONS MUST STIMULATE THE PUPILS ' SELF LEARNING PROCESSES OR GENERATE NEW ACTIVITIES TO SOLVE PROBLEMS. RESEARCH METHOD RESEARCH METHOD IS ANOTHER METHOD USE BY OUR TEACHERS. THE CHILDREN LEARN THROUGH THE FOLLOWING PHASES: PROBLEM IDENTIFICATION FORMULATION OF HYPOTHESIS PREPARATION OF PROCEDURES AND INSTRUMENTS OF RESEARCH DATA GATHERING AND PROCESSING VERIFICATION OF HYPOTHESIS EVALUATION OF FINAL RESULT

COOPERATION OUR INSTITUTE ALSO VALUES COOPERATIVE LEARNING AS A TEACHING METHOD. COOPERATIVE LEARNING LEARNING PROCESSES THAT HAPPEN IN A CLIMATE OF COOPERATION AND EXCHANGE BETWEEN PUPILS, AND GROUP ACTIVITIES ARE STRONGLY ENCOURAGED

MOTIVATION PUPILS ARE CONTINUOUSLY MOTIVATED TO LEARN THROUGH VARIOUS METHODS SUCH AS UNDERSTANDING PUPILS’ NEEDS AND INTERESTS, ENCOURAGING THE ACHIEVEMENT OF COMMON OBJECTIVES WITHOUT ANY FEAR OF PUNISHMENT, OF RESULTS OR EMOTIONAL BLACKMAIL PUNISHMENT

ATTENTION TO EMOTIONAL FACTORS OUR INSTITUTE GIVES ENPHASIS TO ALL POSITIVE ACTIONS PERFORMED BY PUPILS, IN ORDER TO PROMOTE SELF ESTEEM, RESPECT AND UNDERSTANDINGTO PROMOTE SELF ESTEEM

FREEDOM OF INSTITUTION ARTICLE 33 OF THE ITALIAN CONSTITUTION STATES THAT “ARTS AND SCIENCE ARE FREE AND FREE IS THEIR INSTRUCTION”. OUR TEACHING METHODS TAKE INTO ACCOUNT THE DIFFERENT TYPES OF INTELLIGENCE AND LEARNING ABILITIES AS WELL AS THE PUPILS’ DIVERSITY AND THEIR VALUE AS PEOPLE. FUTHERMORE, THE EDUCATIONAL PROCESS GIVES SPECIAL ATTENTION TO DISADVENTAGED, DISABLE, TALENDED AND FOREIGN PUPILS.DISADVENTAGED, DISABLE, TALENDED AND FOREIGN PUPILS.

NOT PUNISHMENT!

SCHOOL’S STRUCTURES At the school,teachers and parents collaborate inside of the Collegial Body of the Institute Teachers and parentsOnly teachersOnly parents Institute committee Single School Committee Specific commissions that deal with all the school’s needs Teachers meetings Single School Committee Planning teams Commissions Parents committee Parents assembly Institute Committee (Consiglio di Circolo) General Teachers Committee (Collegio dei Docenti) Organise educational and didactic planning. Interclass Teachers Committee (Consiglio di Interclasse) Propose and share the educational and didactic planning. Establish general criteria, school regulations and extrascholastic activities Take part in management and administration.