Erasmus Plus Project Istituto Piero della Francesca-Firenze

Happy Kindness day! Alla scuola Don Milani abbiamo lavorato in L2 nelle classi seconde sulle parole della gentilezza in occasione del "World Kindness Day" che si celebra il 13 novembre in tutto il mondo. Prestissimo altre foto dei nostri laboratori!

"The administrative side of Spanish schools" by F. Sortino I was interested in the administration field and so I gathered some information about how it works in Spain. Non-teaching staff is provided by an external association. The amount of funds is provided by the government according to the number of units of pupils. They cover costs of maintenance until 9.000 € for direct intervention. The staff can manage small issues. Beside the administration, I have observed nursery, primary and secondary school and got in touch with different staff dealing with inclusion of special needs students and foreign students. I have learnt the importance of involving different types of skilled teachers in inclusion, in order to help students develop several competences. It was positive to notice that schools in Spain have got a lot of professional teachers to help students with special needs from all points of view.

"The role of the headteacher and the three levels of inclusion in Spanish schools " by M. Domenica Torrombacco (Headteacher) During the mobility period I was interested in the role of headteachers in Spanish schools. As far as we have been told, the managing staff is recruited by the General Council formed by three religious and a laic, who make decisions about staff renewing every three years (to a maximum of nine years). The Head-teacher is recruited through public concourse and the mission lasts four years at least. S/he is paid for thirty-one hours: beside the role of headteacher, s/he teaches a subject and manages learning, security and contacts with local institutions. The headteacher gets funds from the government and the University of Murcia, which sends trainees, and can employ external people if they provide interesting projects. I was positively and negatively impressed by the different types of inclusion in Spanish schools. In class I have noticed a focus o...

classe IVA  scuola primaria Giulio Bechi docente Vania Bovino Per l’Erasmus day vogliamo mostrarvi come per noi la scrittura non è un’esperienza solitaria,al contrario è un’attività che ci avvicina agli altri! Innanzitutto vi diciamo che dallo scorso anno abbiamo degli amici di penna con cui ci scambiamo delle lettere. Certo per imparare a scrivere una lettera abbiamo dovuto studiare questo tipo di testo, capire come era fatto…..alla fine ne abbiamo tirato fuori uno schema che ci ha aiutato, e ci aiuta ancora, nella scrittura delle nostre missive. . Ma a scrivere non siamo soli! In classe formiamo delle coppie ( e un trio) per sostenerci nella fase più delicata: ritrovare le idee, seguire lo schema e correggere gli errori… Questa lettera poi è stata la prima dopo le vacanze e per ripescare le idee da scrivere abbiamo frugato nel nostro grosso “Lapbook dell’estate”. E’ un lavoro che abbiamo fatto all’inizio dell’anno, in cui ci abbiamo mes...

In occasione della festa di Halloween, tipica del mondo anglofono ma ormai diffusa in Italia da molti anni, varie classi del nostro Istituto hanno realizzato laboratori e lezioni specifiche in L2. Classe seconda B scuola Don Milani I bambini hanno realizzato vari elementi attraverso la pixel art, in particolare ragni e vampiri come illustrato nella foto. Classe seconda A scuola Don Milani I bambini hanno realizzato una zucca in pixel art attraverso l'utilizzo di materiali di riciclo. Classe quinta A scuola Don Milani I bambini hanno realizzato un laboratorio di cucina durante il quale hanno creato dei ragni buonissimi, "da leccarsi i baffi". Il procedimento e gli ingredienti sono stati letti ed eseguiti dall'insegnante insieme ai bambini esclusivamente in L2. Alla scuola Bechi invece le maestre Vania e Morena hanno coinvolto tre classi VB, VIA e IIIA in un gioco di inglese di Halloween. I ragazzi di quinta hanno completato dei cloze fa...

"Spanish and Italian pre-schools" by Francesca Pesantini During my mobility I have observed inclusive methodologies and educational activities in   two different pre-schools and I have noticed different aspects from the goals of our pre-schools in Italy. The organization is not as flexible as ours. Teachers follow a strict weekly schedule because the school time is shorter.  In addition, they focus on reading/writing abilities even if they use a lot of technology. I think I have not had enough time to catch all positive and negative aspects of the partner schools. However, I have appreciated the role of different experts inside the school to help students with special needs. I have been struck by the project "My big friend" between children of 5 and 3 years of age and by the use of digital technologies to facilitate learning. I think the weekly schedule for pre-school should be less strict; just some activities should be foc...

Murcia, October 2018 by Claudia Cantini I have observed a methodology for inclusion, on different levels and to reach specific goals. I have also noticed that the methodology is more focused on the behaviour of the child and that the school time is shorter than in Italy. It was interesting to see the relationship between teacher and child about the early use of the IWB by pupils for reading and writing activities. The teacher also used the whiteboard to show the activities. During classes, the level of attention was quite high.   The teacher followed a well- structured weekly program, with the planning of specific activities related to the various areas of the child behavior.  A critical aspect was, in my opinion, the short time that children had for playing freely and the very little flexibility on the activities structured by the teacher. A very interesting relationship was that between the 5-year-of age pupils and the 3-year-of age o...