The Italian School System
Educational System Italy REQUIRED TRAINING (up to 18 years or qualification) COMPULSORY EDUCATION (up to 16 years)
Lower secondary school
Upper secondary school
EMILIA ROMAGNA Origin of the name: EMILIA ROMAGNA In the second century B.C. was built in honor of Roman consul Marcus Aemilius Lepidus a road linking Rimini to Piacenza and was called Aemilia. From this road has been named to the Region. In the sixth century A.D. the Romans lost this territory was divided between the Lombards and the Byzantines, calling these lands Longobardia and Romania respectively. The area of the Romagna was Byzantine rule. With the unification of Italy, the region was given back its original name Emilia. Only in 1947 was given its present name of Emilia Romagna
Our motto Le Radici e il Volo "Toute idée, humaine ou divine, Qui prend le passé pour racine A pour feuillage l'avenir." (V. Hugo, Les Rayons et les ombres) "Ogni idea, umana o divina, Che prende il passato per radice Ha per fogliame l’avvenire." The meaning of our motto From tradition to innovation. From the past jumping into the future
PRE-SCHOOL NOT COMPULSORY Children from 3 to 5 years can attend Kindergartens or Infant schools. There are state and private kindergartens. Frequency is not compulsory but it is highly recommended
COMPULSORY SCHOOL SUBJECTS Italian language and culture History Geography English Maths Science Music Art P.E. Religion/another subject chosen by the school Only in Junior High School: French/Spanish/German Technics
SCHOOL TIMES Infant School: 5 days from Monday to Friday, from 8.00 a.m to 4.00 p.m Primary School: Either 6 days from Monday to Saturday (27 hour lessons), that is 6 mornings and 1 afternoon Or 5 days from Monday to Friday (40 hour lessons), that is 5 mornings and 5 afternoons.
JUNIOR HIGH SCHOOL At least 30 hour lessons a week. It is possible to have laboratories or special activities in the afternoon.
WHAT IS A COMPREHENSIVE SCHOOL IN ITALY It is a school which includes pupils from 3 to 14 years old. Our School is called Domenico Matteucci and it includes: 2 kindergartens: Giardino dei Sogni and Il Girasole. 13 classes altogether. 2 Primary schools: Tolosano and Pirazzini. 25 classes altogether A Junior High School: Cova-Lanzoni with 15 classes. In the current school year there are 1.179 pupils and 117 teachers
STRONG POINTS OF OUR SCHOOL Continuous relationship and cooperation among teachers of the different school levels. Vertical projects (Art, Music, Choir, Theatre, Science, etc). Motivation of teachers and pupils. Interest in culture and new technologies
WHO WAS DOMENICO MATTEUCCI ? He was a famous artist living in Faenza, just opposite our Junior High School. His ceramics panels are famous all over the world. In December 2010 this school was named Domenico Matteucci, after a poll among teachers and parents
CAMPANIA Origin of the name: CAMPANIA The area around Capua in Roman times it was called Agro Agro Capuano who later became Campano and finally Campania. This was the name given to the area of â€‹the Tyrrhenian littoral zone. Over the centuries, lacking the unity of the country, there were many divisions in the area, including the Duchy of Naples, the Duchy of Benevento, the Principality of Salerno and the Duchy of Amalfi. With the establishment of the Kingdom of Italy in 1861, the Region of Campania brought his name, but with boundaries considerably larger.
48° Circolo Didattico “Madre Claudia Russo”
What’s the POF? • The POF is the document that explicit, publicly and in its essential lines, the "Plan" of the school, that is the set of educational activities, educational and cultural proposals and projects that the school intends to field during the school year, in relation to the learning needs of pupils and to the specificity of the local context. In short: what the school intends to do, with what resources and for what purposes. •
The P.O.F is revised and approved by the Council of teachers and by the School Council every year. Collaboration between families, teachers and all the “educational agencies” on the territory is promoted for a successful teaching/learning process.
AIMS AND OBJECTIVES -Centrality of the person -Development of skills and knowledge -Equality as a right to equal opportunities -Diversity as a resource -Co-operation, integration and solidarity
FEATURES OF THE TERRITORY -Problems on employment -Level diversified cultural -Early school leavers -Growing presence of families in difficult social situation
ORGANIZATION OF THE INSTITUTE
POF PIANO DELLâ€™OFFERTA FORMATIVA
Sections / Classes students, teachers, non-teaching -School time -Spaces -Activities
0 EDUCATIONAL PATWAYS 0 (PROJECTS) - Learning and academic achievement: initiatives to support and recovery - Learning and school success: teaching workshop - Area expressive local curriculum: music and theater performances - Education to legality and citizenship - Scope of training, discipline and continuity - Different skills: integration of disabled students and problematic - Environment and health: pathways related to the protection of the environment and health.
EXPANSION OF THE OFFER TRAINING PLAN CURRICULAR PROJECTS AND THE IINTEGRATED CURRICULUM Selfknowledge
P.O.F. Guideline Knowledge of reality and the environment surrounding
Knowledge of the other
Progetto Ambientiamo Progetto Cineforum Progetti in rete /partenariato/ collaborazione con altre istituzioni scolastiche, enti pubblici o privati
Progetto ICF Progetto Musica Progetto “Costruiamo insieme un mondo di diritti per tutti i bambini (ex L.R. 39/85) Progetto Continuità Progetto Pilota Sicurezza Progetto Europeo Comenius Progetto “Noi bambini … cittadini di domani” Progetti PON FSE Progetti Interdisciplinari connessi alla quota di curricolo locale Progetto Telethon Progetto “Nonni su Internet”
THE SCHOOL HAS GOT · Science classroom · Music classroom · Gym · Meeting room · Theatre · Library · ICT lab · ICT Cl@ssroo
In our Institute: Kindergarten From 3 to 5 164 pupils divided into 8 classes The kindergarten "contributes to the education and development of affective, psychomotor, cognitive, moral, religious and social development of girls and boys promoting the potential of relationships, autonomy, creativity, learning, and to secure equal educational opportunities ". Teachers design learning paths for the development of competences set out in the "fields of experience": 1) Body in motion; 2) Pictures, Sounds, Colors 3) The speeches and words; 4) Knowledge of the world.
Primary School From 6 to 10 652 pupils divided into 35 classes The purpose of the school of the first cycle of education is to promote the full development of the person. The aims of the school are seen within the principles of the Italian Constitution and European cultural tradition. Teachers design learning paths based on the National Guidelines for the Curriculum, for the achievement of the targets for skills development within individual disciplines: Italian, English Language, History, Geography, Mathematics, Science, Music, Art, Physical Education, Technology. They are also identified and developed issues related to the teaching of "Citizenship and Constitution" having character and transversal value.
SICILIA The origins of the name: SICILIA The ancient inhabitants, the Sicani, called this region Sicania. When it was colonized by the Greeks was called Trinachia, for the triangular shape that belonged to her. The name of Sicily took him by the people of the Sicilians
TERRITORIAL CONTEXT OF 1 st DIDACTIC CIRCLE OF TRAPANI
THE SCHOOL IS PLACED, PREVALENTLY, IN THE HISTORICAL CENTRE OF THE TOWN. HISTORICAL CENTRE
LANDISCAPE’S BEAUTY MONUMENTAL WEALTH PUBBLIC OFFICES LIBRARY PARISHES ASSOCIATIONS SPORT PALACE COMMERCIAL, FISHING, TOURIST PORT
PROBLEMS DEPOPULATION UNEMPLOYMENT DISAPPEARANCE OF CRAFTSMEN LACK OF PUBLIC GREEN NON SUFFICIENT SPORT STRUCTURES
- The Didactic Circle receives more than a 700 pupils, 69 o them foreign and 23 handicapped. - The teachers are 81 and non-teaching personnel 15.
VALUES AND EDUCATIONAL STRATEGIES I COUNT ON YOU
Which educational strategies?
To improve life quality
To favour the sharing of values
SOME EDUCATIONAL ENVIRONMENTS OF LEARNING Gradual achievement of a harmonic relation between people and nature.
MULTIMEDIA LABORATORY First approach of the starting classes to hardware and development of greater operative ability in the more advanced classes. Elaboration of social-pragmatic texts. Development of divergent thought by aimed games.
THE LABORATORIES ARE CORRELATED WITH THE
APPLICATION OF A PLURALISTIC METHODOLOGY ACTIVE METHOD
based based on concrete on the use experience of images (manipulative activity, experiments ……)
based based on the use on of simulation verbalisation
DIFFERENT METHODS IN USE CYCLIC METHOD BASED ON FOLLOWING DEEPENING
RESEARCH METHOD BASED ON HYPOTHESIS’ FORMULATION TO BE VERIFIED
THE MOST BINDING PROJECTS
F.A.R.O. EDUCATION TO PLANETARY CITIZENS SCHOOL and action-search
SCHOOL and action-search
It is an action search working aimed to elaboration of a school curriculum to conjugate National directions and local needs and opportunities.
CONCLUSION Quoting Cavafys I wish all colleagues a continuous, human and professional growth:
ITHACA When you will start the journey toward Ithaca you must wish that the way may be long fertile in adventures and experience. ……… ……… You always must keep in mind Ithaca and reaching it is the constant thought. ……… ……… Ithaca gave you a fine journey, without it you would never have left. What other are you expecting? And if you find it poor, Ithaca will not disappoint you for that. Become now a wise man with all your experience you will have understood what Ithaca means. C.P. CAVAFYS
Educational System Austria
& VS & GTVS 17 Wichtelgasse 67
Compulsory Kindergarten from 5 to 6, the year before schoolsince 2009 in Vienna free of charge
Compulsory Schooling School attendance is compulsory for all children permanently resident in Austria irrespective of their nationality, and lasts for nine years.
School Start Compulsory schooling starts on the first of September following the child's sixth birthday. Children who celebrate their sixth birthday between September 1 (start of the academic year) and March 1, may start primary school prematurely, provided they are mentally and physically mature enough to follow lessons.
Special Education and Integration
Legal regulations provide for the possibility of integrated teaching of disadvantaged and non-disadvantaged pupils in primary schools and (since the academic year of 1997/98) in lower secondary schools and in the lower level of secondary academic schools. The decision whether a disadvantaged child will be educated in a special needs school or in a conventional school rests with the parents of the child or other persons vested with the right of education.
Pupils with Mother Tongues other than German Special emphasis is put on the language teaching of these pupils. Teaching takes place in regular classes just as on an extracurricular basis. Children are given the opportunity to attend remedial classes to improve their command of German; special tutors attend to pupils with little knowledge of German.
Full-time Care Full-time primary, lower secondary and secondary academic schools provide students with assistance in general study work (5 hours a week). Moreover, they provide for leisure education until 5.30 p.m. at the latest. For use of these facilities fees are charged for care (the amount of this fee depends on the social situation of the child's family) and for catering (â‚Ź 8,84 per day or less).
Primary School Primary schools [Volksschulen] are designed to provide all pupils with the same elementary education.
Primary schools are to be organized as schools providing for four classes â€“ one class for each school year. In addition to that and depending on the possibilities, primary schools are also requested to provide for pre-school education, either by means of a pre-school year [Vorschule]. 38
Compulsory education 0 In the last year before school in the kindergarten 0 In the first four school years a Grundschule/Volksschule (primary school) or Sonderschule (special school); 0 in the fifth to eighth school years a Hauptschule (general secondary school), allgemeinbildende hรถhere Schule (academic secondary school), Volksschuloberstufe (primary school - upper bracket) or Sonderschuloberstufe (special school - upper bracket); 0 in the ninth school year a Polytechnische Schule (polytechnic school), Hauptschule (general secondary school), or Sonderschule (special school), or attendance/ continued attendance at a medium- or higher-level school.
VS & GTVS 17 Wichtelgasse
0 2 preschool classes ( 1 fulltime care) 0 3 classes on each school year (12 classes) 0 1 and 2 grade (per grade 2 classes fulltime care) 0 3 and 4 grade (alternative fulltime care offer outbound) 0 324 children 0 167 full time care 0 43 staff 0 32 school
0 7 fulltime care 0 4 kitchen and house
Key aspects of activity 0 GEPS 0 Global Eduction Primary School 0 Varying forms of assessment 0 Throughout primary schooling the use of English as a working language (1
hour per day); team-teaching with an English native speaker teacher 0 Introduction of a further modern language in Grades
3 and 4 (according to teacher capacity) 0 Creative use of ICT in learning
0 Participation in international projects 41
Key aspects of activity (superar)
music project in cooperation with 0 Wiener Konzerthaus, 0 Caritas and 0 the Vienna Boy's Choir. 0 4 classes 0 4 (superar) hours per week per class 0 Numerous concert performances 0 Konzerthaus, companies, â€Ś 0 this year at the Salzburger Festival
In Scotland, children start •nursery at age three •primary at age five In Scotland, children start • nursery at age three • primary at age five • secondary at age 11.
• Students can leave school at 16, but many stay for a further 2 years and go on to university or some type of further education. •at age 11. •Students can leave school at 16, but many stay for a further 2 years and go on to university or some type of further education.
The curriculum includes all of the experiences which are planned for children and young people through their education, wherever they are being educated. These experiences are grouped into four categories.
grouped into four categories. are grouped into four
Developing skills and attributes It aims to develop four capacities, helping children to become: •Successful learners •Confident individuals •Responsible (global) citizens •Effective contributors
The curriculum should be designed on the basis of the following principles: •Challenge and enjoyment •Breadth •Progression •Depth •Personalisation and choice •Coherence •Relevance ples: •Challenge and enjoyment •Breadth •Progression •Depth •Personalisation and choice •Coherence •Relevance
Opportunities for personal achievement Pupils need opportunities for achievements both in the classroom and beyond, giving them a sense of satisfaction and building motivation, resilience and confidence. ies for achievements both in the classroom and beyond, giving them a sense of satisfaction and building motivation, resilience and confidence.
EDUCApTIONAL SYSTEM IN POLAND
EDUCATIONAL SYSTEM IN POLAND DUCATIONAL SYSTEM TTHE POLISH EDUCATION SYSTEMIN POLAND
HE POLISH EDUCATION Education in Poland is free of charge. The present schoolSYSTEM system in Poland was introduced in 1998/1999. Many changes concerning administration, financing, inspection, supervision and guidance have been implemented since then. Full-time education is compulsory from 5 till 18. The academic year begins on 1st September and ends on the last Friday of June, and is divided into two terms. Students have 2-month and a week of holidays in summer, two weeks of half-year holiday in winter (January/ February ) and additionally some days off around Christmas and Easter. Schools can be of two types: public (state) schools which offer free education within the framework of the core curricula, and non-public schools. The latter can be private (feepaying), church or civic schools. They may have their own curricula approved by the Minister of National Education. Friday of June, and is divided into two terms. Students have 2-month and a week of holidays in summer, two weeks of half-year holiday in winter (January/ February ) and additionally some days off around Christmas and Easter. Schools can be of two types: public (state) schools which offer free education within the framework of the core curricula, and non-public schools. The latter can be private (fee-paying), church or civic schools. They may have their own curricula approved by the Minister of National Education. administration, financing, inspection, supervision and guidance have been implemented since then. Full-time education is compulsory from 5 till 18. The academic year begins on 1st September and ends on the
STRUCTURE OF EDUCATIONAL SYSTEM POSTGRADUATE STUDIES (Doctoral Studies) COMPLEMENTARY HIGHER EDUCATION (MASTERLEVEL STUDIES)
HIGHER EDUCATION INSTITUTIONS OF DIFFERENT TYPES
IGHER EDUCATION (MASTER-LEVEL HIGHHIGHER PROFESSIONAL STUDIES STCOMPLEMENTARY HIGHER EDUCATION (MASTERLEVEL STUDIES)
ER PROFESSIONAL STUDIES
UDIES) MATURITY MATURITY EXAMINATION ‘MATURA EXAMINATION ‘MATURA’
POST-SECONDARY SCHOOL POPOSTSECONDARY SCHOOL HOOL
STRUCTURE OF EDUCATIONAL SYSTEM COCOMPLEMENTARY LYCEUM SECONDARY SCHOOL
TTECHNICAL SECONDARY SCHOOL
PRIMARYSCHOOL SCHOOL PRIMARY PRE-PRIMARY -PRIMARY
COMPLEMENTAR Y TECHNICAL SECONDARY SCHOOL
BASIBASIC VOCATIONAL SCHOOL SCHOOL C VOCATIONAL SCHOOL
PRIMARY SCHOOL RY SCHOOL The primary school stage lasts six years. Primary education is divided into two Stages: Stage I - grades 1-3 and Stage II - grades 4-6. In the grade 1-3 one teacher, who is also a class tutor, teaches all subjects (integrated teaching) while in the grades 4-6 subjects are taught by different teachers. The teaching at Stage I is meant to provide a smooth transition from pre-school to school education. Educational activities are conducted according to a flexible timetable prepared by the teacher, in which the duration of lessons and breaks is influenced by the pupils’ activity. Core curriculum at Stage II includes Polish language, Modern foreign language, Mathematics, Natural Science, History and Civics, Music , Art, Crafts and Technology, Computer Science, Physical Education, Religion/Ethics (non-compulsory, parents’ consent required). The six years end with the Certificate of Completion of Primary Education. There is an external standardised test (The Competence Test) upon the completion of the primary school (grade 6). It provides pupils, parents and schools with information about the level of achievements of the six-year primary school leaver. The results do not have any influence on a pupil’s promotion and should not be the basis of any selection process. These tests are comparable on the national scale.
RPRE-SCHOOL EDUCATION OL EDUCATION Children aged 3-4 may receive pre-school education, which is not compulsory. For P
children aged 5-6 pre-school education is compulsory. Public kindergartens are administered and financed by local authorities - communes. Parents’ payments cover children’s meals and so-called extra fee if a child attends a kindergarten for more than 5 hours a day. The fee is set by the commune. A kindergarten is obliged to provide unpaid teaching and nursing for at least 5 hours a day. All the six-year-old children are obliged to complete the ‘zero year’ either in a kindergarten or in a pre-primary classes attached to primary schools. A kindergarten is obliged to provide unpaid teaching and nursing for at least 5 hours a day. All the six-year-old children are obliged to complete the ‘zero year’ either in a kindergarten or in a pre-primary classes attached to primary schools.
SECONDARY EDUCATION - GYMNASIUM Gymnasium constitutes lower secondary level. The only admission requirement is successful completion of the 6-year primary school and the attainment of the primary school leaving certificate. The teaching of this stage is arranged in subjects. Pupils are assessed separately in each subject. At the end of the third year of the gymnasium students take external national examination. The exam checks both abilities, skills and knowledge in the field of humanities, science and foreign language proficiency. The results are attached to the gymnasium leaving certificate and have strong bearing on admission to upper secondary schools.
Structure of the Educational System Education in Bulgaria is compulsory until the age of 16. The school year consists of two terms, starts on September 15th and ends in May or June.
The education system consists of four levels:
Basic education is subdivided into two sub-levels:
-elementary (grades 1-4); -pre-secondary (grades 5-8).
Higher education une. The education system consists of four levels:
Basic education is subdivided into two sub-levels: -elementary (grades 1-4); Secondary education
Pre-primary education (between 3 and 6/7 years old.)
For municipal kindergartens a small monthly fee is charged. This fee is fixed by the municipality in which the kindergarten is located and is the same for everyone. All five and six-year-old children attend a compulsory a two-year pre-school program, which is aimed to prepare the children for primary school education. Pre-school education is organized in preparatory groups situated in kindergartens or in schools. Parents do not pay tuition. The kindergartens are : full-day, half-day or weekly.
Secondary education can be divided into: - secondary general /comprehensive- 4 years training; - profile-oriented/ and vocational- 4, 5 years training.
Students can enter the profile-oriented schools upon completion of grade 7 or 8 after passing entry examinations, according to the profile of the school (Bulgarian language and literature, mathematics, humanities etc.). Secondary vocational education can be attained at technical schools upon completion of grade 8 and a 4-years training, as well as upon completion of grade 7 and a 5-years training with intensive foreign language instruction. It is also provided by professional technical schools within a 3-years educational program. The Certificate of Secondary Education is issued after successful completion of grade 12( two exams: Bulgarian language and one optional subject). It is needed for entrance in University.
Special education there is a network of schools â€“ boarding schools, funded entirely by the government, for children with physical and mental disabilities. The priorities in this sphere are still to be met: adoption of legislation for providing financial support, development of alternative forms of education, establishment of a system of general schooling for admission of children from other schools and socialization of children with special needs, introduction of programs for integrated forms of education, individual instruction, etc. Children with special needs are entitled to receive education and care in mainstream kindergartens and schools
The types of Higher educations are: Universities; Colleges; Specialized Higher Schools. Universities, as in most countries worldwide, have three stages: 1. Bachelor's degree - lasts for at least four years 2. Master's degree -lasts for one or two year after obtaining a Bachelorâ€™s Degree; 3. Ph. D. (Doctors Degree). The pre-primary, primary and secondary teachers in Bulgaria are trained at Universities and colleges, undertaking a fourâ€?year program for undergraduates.
The curriculum of Bulgarian Educational system is unified for all schools and focuses on eight main subjects: Bulgarian language and Literature, foreign languages, mathematics, information technologies, social sciences and civics, natural sciences and ecology, music and art, physical education and sports. When students move to the level of secondary education, their studies and their curriculum becomes more specialized and are directed towards their particular program or profile. The structure of the syllabus is based on three types of instruction: compulsory, compulsory chosen and optional. Educational systems, including Teacher Education, are centralized and the Ministry of Education has responsibility for the education policy and curricula design. Standards and curricula are developed by the faculties and scholars of the leading Universities and colleges after the approval of the Ministry of Education. But there are conceptual differences in curricula depends on authorâ€™s framework.