The training offer is developed on the three levels of education, of teaching, and the organization, and is aimed at students, to teachers, to families and all personnel involved in the training process. The teachers have adequate language skills and a consolidated experience in the methodological and didactic field.
Our reference values are: the partecipation, cooperation, the responsability; they are vehicles and modes of action not only for basic education, ma anche della costruzione dei saperi e valori che “possono risultare comuni a tutti i cittadini, regardless of religion, by ethnicity, by the welfare state, dal sesso…”.
Indeed, only the comparison between the various memberships can facilitate the development of critical skills and the growth of the person as a whole.
In particular, the quality of the training offer is inspired by the following principles:
Our users are heterogeneous and in the same groups defined as “elementary, medio e adulti” ci sono studenti con competenze linguistiche diverse. Ciò rende necessaria l’organizzazione per sottogruppi per ridurre l’eterogeneità mediante l’utilizzo di strategie operative “a spirale” e cicliche, and the preparation of material selected and / or created by the teacher himself.
Furthermore, all the measurement tools developed by the teachers on the basis of their previous experience are used, such as the entrance tests to ascertain the language skills of adults and children.
Educativi – comportamentali
Didactic
a) Cognitive
b) Linguistic
First level
Second level
Third level
Methodology
An eclectic approach will be used that favors the acquisition of communication skills through the fundamental moments of listening, of speaking, of reading and writing.
Priority will be given to increasing the pupil's audio-oral language skills, while reading and writing will be presented in later stages.
Learning must be as spontaneous as possible trying to avoid abstract and formalistic grammatical explanations and without excluding, where possible, the use of the English or local language, to avoid initial crises of disorientation and rejection.
The formative assessment of learning is carried out through survey tests and indicators consistent with the proposed objectives.
During and at the end of the teaching units there will be checks to be carried out with specific tests, aimed at evaluation, measurement, control and reinforcement of the production of language and communication skills of pupils.
The identity of the children must be strengthened so that they can live between two linguistic-cultural reference systems, you become a factor of personality development.
The presentation of historical themes, literary, geographical referring to Italy will be included in a path that leads to awareness of one's own identity and will lead to the broader vision of European integration.
The teaching of the Italian language and culture, aims to develop the appropriate use of language as a tool for communicating in a complex socio-cultural situation.
The communicative approach will be a fundamental and decisive criterion for the purpose of involving the class and its motivation, taking into account the real interests of the pupils. Didactic strategies will be applied that will enhance situations in a communicative context, come l’uso di materiale autentico.
The programming of the contents is intended as flexible and is adapted to the reality of the groups, notoriously heterogeneous.
The critical analysis of the user needs of adult courses and the peculiarities that characterize it (frequency not always constant due to work commitments, suspension of attendance for even prolonged periods, very limited commitment to self-study, etc.) leads to the need, while maintaining the anchorage to the Common European Framework of Reference, to differentiate the levels indicated by the Framework itself into further sub-levels.
This internal differentiation and articulation represents the basis for the development of a modular programming, where by module we mean a defined segment, meaningful and self-sufficient of the teaching-learning path.
– | LEVEL | FRAMEWORK REF. ME |
Modulo 1 | Beginners 1 | A1 (contact) |
Modulo 2 | Beginners 2 | “ |
Modulo 3 | Elementary 1 | “ |
Modulo 4 | Elementary 2 | A2 |
Modulo 5 | Pre intermediate | “ |
Modulo 6 | Intermediate 1 | B1 (threshold) |
Modulo 7 | Intermediate 2 | “ |
Modulo 8 | Advanced 1 | B2 (progress) |
Modulo 9 | Advanced 2 | B2/C1 (effectiveness) |
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