Presentation school g. ferrari parma

Istituto Comprensivo “Giacomo Ferrari”Parma -

Italy

•

Supports children personal growth

•

Teaches respect for rules, for neighbour and the sense of social solidarity

•

Promots the learning of logical, linguistic, technological and operational skills

•

Offers to pupils training activities and a curriculum counselling path

Kindergarten“Sergio Neri”

6 classesAge

3-5

Primary School“Anna Frank”

12 classesAge 6-10

Hospital School (Primary and

Secondary School)Age 6 -18

Secondary lower School“G. Ferrari”

17 classesAge 11-13

NORMAL TIME CLASSES3 days

8.10 a.m. -

1.00 p.m.

2 days

8.10 a.m. -

4.30p.m.

LONG-TIME CLASSES

5 days

8.30 a.m. -

4.30 p.m..

SCHOOL TIMEPrimary School

From

monday

to

Friday

(no school

on Saturday)

NORMAL TIME CLASSES4 days

8.00 a.m. -

1.30 p.m.

1 day

8.00 a.m. -

4.00p.m.

LONG-TIME CLASSES

2 days

8.00 a.m. -

1.30 p.m.2 days

8.00 a.m. -

4.00 p.m.

1 day

8.00 a.m. -

4.50 p.m.

MUSIC CLASSES4 days

8.00 a.m. -

1.30 p.m.

1 days

8.00 a.m. -

4.00 p.m.2 afternoons per week, 2 tuition modules and 1 module music theory

SCHOOL TIMESecondary lower School

From monday to Friday (no school on Saturday)

Monday Tuesday Wednesday Thursday Friday

8.00 a.m.

–

9.00 a.m.Compulsory

SubjectCompulsory

SubjectCompulsory

SubjectCompulsory

SubjectCompulsory

Subject

9.00 a.m. –

10.00 a.m.Compulsory

SubjectCompulsory

SubjectCompulsory

SubjectCompulsory

SubjectCompulsory

Subject

10.00

a.m. –


SubjectCompulsory

SubjectCompulsory

SubjectCompulsory

SubjectCompulsory

Subject

10.00

a.m. –

11.00 a.m. break break break break break

11.00

a.m. –


SubjectCompulsory

SubjectCompulsory

SubjectCompulsory

SubjectCompulsory

Subject

11.50

a.m. –

12.40 p.m.Compulsory

SubjectCompulsory

SubjectCompulsory

SubjectCompulsory

SubjectCompulsory

Subject

12.40

a.m. –

1.30 p.m.Compulsory

SubjectCompulsory

SubjectCompulsory

SubjectCompulsory

SubjectCompulsory

Subject

1.30

p.m. –

2.20 p.m. Lunch

2.20

a.m. –

3.10 p.m.Compulsory

Subject

3.10

a.m. –

4.00 p.m.Compulsory

Subject

Subject distribution -

CLASSES IN NORMAL TIMESecondary lower School

NORMAL TIMESubjects 1st

Year 2nd

Year 3rd

YearLetters 11 11 11

Italian History

Geography

10 10 10

Discussion 1 1 1

Math/Science/Technology 9 10 9Math/Science 7 7 7

Technology 2 2 + 1 2Foreign Languages 5 5 6

English 3 3 3 +1 French 2 2 2

Art 2 2 2Music 2 + 1 2 2Physical Education 2 2 2Religion 1 1 1

Total 33 33 33

Weekly TimetableSecondary lower School

Monday Tuesday Wednesday Thursday Friday

8.00 a.m.

–

9.00 a.m.Compulsory

SubjectCompulsory

SubjectCompulsory

SubjectCompulsory

SubjectCompulsory

Subject

9.00 a.m. –


SubjectCompulsory

SubjectCompulsory

SubjectCompulsory

SubjectCompulsory

Subject

10.00

a.m. –


SubjectCompulsory

SubjectCompulsory

SubjectCompulsory

SubjectCompulsory

Subject

10.00

a.m. –

11.00 a.m. break break break break break

11.00

a.m. –


SubjectCompulsory

SubjectCompulsory

SubjectCompulsory

SubjectCompulsory

Subject

11.50

a.m. –

12.40 p.m.Compulsory

SubjectCompulsory

SubjectCompulsory

SubjectCompulsory

SubjectCompulsory

Subject

12.40

p.m. –

1.30 p.m.Compulsory

SubjectCompulsory

SubjectCompulsory

SubjectCompulsory

SubjectCompulsory

Subject

1.30

p.m. –

2.20 p.m. Lunch Lunch Lunch

2.20

p.m. –

3.10 p.m.Compulsory

SubjectCompulsory

SubjectCompulsory

Subject

3.10

p.m. –

4.00 p.m.Compulsory

SubjectCompulsory

SubjectCompulsory

Subject

4.10 p.m. –

4.50 p.m.Compulsory

Subject

Subject distribution LONG-TIME CLASSESSecondary lower School

Weekly TimetableSubjects LONG-TIME CLASSES

Letters 15Italian 11

History -

Geography 3Discussion 1

Math/Science/Technology 10Math/Science 8

Technology 2Foreign Languages 5

English 3French 2

Art 2Music 2Physical Education 2Religion 1

Total 37

Secondary lower School

AIM: • To give to children a different mathematical approach• To create apt atmospheres to the development of the mathematical

language Activities:

• Structured activities in order to learn

Natural numbers (amount and largenesses)

Relations of order between the numbers

Change

To coordinate the semeiotic symbols starting from the various representations.

To replace “the more economic”

symbol to the realistic design.

To operate examples of equations.

To learn the base concepts of traditional geometry.Time

: Two hours a week

AIM: • To give to children a different mathematical approach• To create apt atmospheres to the development of the mathematical

languageActivities:• Structured activities in order to learn

Natural numbers (amount and largenesses)

Relations of order between the numbers

Change

To coordinate the semeiotic symbols starting from the various representations.

To replace “the more economic”

symbol to the realistic design.

To operate examples of equations.

To learn the base concepts of traditional geometry.Time

: Two hours a week

Collaboration with the university of Parma Department of Mathematics

Collaboration with the university of Parma Department of Mathematics

Primary School

For students of the first classes (Age 6)For students of the first classes (Age 6)

During their stay at school (three years) pupils learn to play an instrument selected thanks to an aptitude test. They can choose among flute, violin, horn or piano .

During their stay at school (three years) pupils learn to play an instrument selected thanks to an aptitude test. They can choose among flute, violin, horn or piano .

Pupils are eligible to apply only after taking an aptitude test which evaluates their ability to recognize pitch

and tune and to

reproduce sounds, their tonal memory and rhythm discrimination and reproduction.

Pupils are eligible to apply only after taking an aptitude test which evaluates their ability to recognize pitch

and tune and to

reproduce sounds, their tonal memory and rhythm discrimination and reproduction.

MUSIC CLASSES


1.

Projects promoting the wellbeing and the readiness to get in touch with others

AIMS: Informing the Primary Schools teachers of the region about the Secondary School System

Activities:

Secondary and Primary School teachers‘

meetingsTime

: December

AIMS: Informing the Primary Schools teachers of the region about the Secondary School System

Activities:

Secondary and Primary School teachers‘

meetingsTime

: December

Aim: Making our school known to Primary School studentsActivities:

Music, arts, ICT, science and history workshops at the Secondary School

Time: December

Aim: Making our school known to Primary School studentsActivities:

Music, arts, ICT, science and history workshops at the Secondary School

Time: December

Aims: To guide parents in choosing the school that suits their children’s ducational needs explaining the P.O.F. (Academic Plan)

Activities:

Meetings with the parents of the prospective first classesTimes: December

Aims: To guide parents in choosing the school that suits their children’s ducational needs explaining the P.O.F. (Academic Plan)Activities:

Meetings with the parents of the prospective first classesTimes: December

Aim: Information passage of students data to form the first classesActivities:

Meetings between teachers from Primary and Secondary School

Times: May / June

Aim: Information passage of students data to form the first classesActivities:

Meetings between teachers from Primary and Secondary SchoolTimes: May / June

For pupils of local primary schools

For pupils of local primary schools

Primary School Secondary lower School

Aims: making children know school environmentActivities:

Visiting laboratories, gymnasium, etc.Times: First week of school

Aims: making children know school environmentActivities:

Visiting laboratories, gymnasium, etc.Times: First week of school

For pupils and parents of the first classesFor pupils and parents of the first classes

Aims: encouraging children to meet peers and facilitating integration and the "feel -good -together”

sense Activities:

ludic workshops (educational psychologist)

Trip within the territoryTimes: September / October

Aims: encouraging children to meet peers and facilitating integration and the "feel -good -together”

senseActivities:

ludic workshops (educational psychologist)

Trip within the territoryTimes: September / October

Aims: Let the parents of the classes know their children’s teachers

Activities: All the teachers meet the parents of their classTimes: October

Aims: Let the parents of the classes know their children’s teachersActivities: All the teachers meet the parents of their classTimes: October


Aims:

Cooperation among parents, teachers, educators and Health Service practitioners

Making pupils reduce their anxiety for the new environmentActivities:

Meetings among Special Teacher and parents, psychiatrist and educators with the referent of the future school.

Workshop activities in the future school with pupil and teacher for disabled children

Time: March / April (after enrolment)

Aims:

Cooperation among parents, teachers, educators and Health Service practitioners

Making pupils reduce their anxiety for the new environmentActivities:

Meetings among Special Teacher and parents, psychiatrist and educators with the referent of the future school.

Workshop activities in the future school with pupil and teacher for disabled children

Time: March / April (after enrolment)

For pupils with special educational needs and their parents

For pupils with special educational needs and their parents

Objective: Proper daily routine management of disabled pupilActivities: Meetings between parents, teachers and educators of the new school

Time: September -

before the start of school activities

Objective: Proper daily routine management of disabled pupilActivities: Meetings between parents, teachers and educators of the new schoolTime: September -

before the start of school activities


Aims:

Increasing the level of self-confidence, self-control and autonomy;

Living new experiences;

Developing ability to communicate with peers and teachers;

Stimulating new relationships;

Increasing motivation and extending attention and concentration time;

Becoming aware of their educational achievements;

Upgrading and enhance the operational skills.

Activities:

Toward the orientation and mobility in the environment;

Let’s paint with the colours (creativity);

The music of the body (psychomotricity).

Time: From October to May

Aims:

Increasing the level of self-confidence, self-control and autonomy;

Living new experiences;

Developing ability to communicate with peers and teachers;

Stimulating new relationships;

Increasing motivation and extending attention and concentration time;

Becoming aware of their educational achievements;

Upgrading and enhance the operational skills.

Activities:

Toward the orientation and mobility in the environment;

Let’s paint with the colours (creativity);

The music of the body (psychomotricity).

Time: From October to May

Turned to pupils with special educational need

with a diagnosis of medium severity

Turned to pupils with special educational need

with a diagnosis of medium severity


Aims

Valorization of the

individual resources,

(which are not always recognized by the school);

Giving dyslexic pupils the opportunity of a positive curriculum;

Support to the teachers.Activities:

Arranging a personalized teaching plan (in order to identify appropriate compensatory and dispensational tools)

Time: The whole school year.

Aims

Valorization of the

individual resources,

(which are not always recognized by the school);

Giving dyslexic pupils the opportunity of a positive curriculum;

Support to the teachers.Activities:

Arranging a personalized teaching plan (in order to identify appropriate compensatory and dispensational tools)

Time: The whole school year.

Turned to pupils with

Specific Learning Disorders and their teachers

Turned to pupils with

Specific Learning Disorders and their teachers


Aims: Defining shared practices insides schools about the reception of

students coming from a foreign country;

Facilitating the entry of children and young people of other nationalities into the school and the social systems;

Promoting a favourable welcome climate paying attention to human

relations in order to prevent and remove any barriers to a full integration;

To promote communication and collaboration between school and territory about the themes of welcome and intercultural education, in the perspective of an integrated learning/training system.

Activities: Carrying out the welcome protocol * Time: by the arrival of a new student

Aims: Defining shared practices insides schools about the reception of

students coming from a foreign country;Facilitating the entry of children and young people of other nationalities into the school and the social systems;Promoting a favourable welcome climate paying attention to human

relations in order to prevent and remove any barriers to a full integration;To promote communication and collaboration between school and territory about the themes of welcome and intercultural education, in the perspective of an integrated learning/training system.Activities: Carrying out the welcome protocol * Time: by the arrival of a new student

Turned to international pupilsTurned to international pupils

* The Protocol highlights common patterns about the following matters:•bureaucratic and administrative (enrolment)•communicative and relational (first meeting)•educational -

teaching (class proposition, hospitality, intercultural education, teaching Italian as second language)

•social (relationship and collaboration with the territory)

* The Protocol highlights common patterns about the following matters:•bureaucratic and administrative (enrolment)•communicative and relational (first meeting)•educational -

teaching (class proposition, hospitality, intercultural education, teaching Italian as second language)•social (relationship and collaboration with the territory)


Aims: Fostering cultural and social integration of pupils from different ethnic groups and nationalities;

Ensuring full and effective exercise of the right to education;Encouraging the acquisition and / or consolidation of language skills in everyday situations

Activities:

Language laboratories (L2) inside and outside the school.Times: the whole school year

Aims: Fostering cultural and social integration of pupils from different ethnic groups and nationalities;Ensuring full and effective exercise of the right to education;Encouraging the acquisition and / or consolidation of language skills in everyday situationsActivities:

Language laboratories (L2) inside and outside the school.Times: the whole school year

Turned to

international pupilsTurned to

international pupils


Aims:

Responding to the difficulties that children may experience at school

Enphasize, enhancing the quality and positive experiences of preadolescents

Creating a warm and stimulating environment both on the human-relational and accademical viewpoint

Activities:

Expressive workshops held by the educational psychologist and the teachers of letters;

Tutorials, counselling and technical guidance to self-consciousness and self- confidence;

Orientation training workshops managed by educators \

operators of social cooperatives (within school) together with teachers

Individual curriculum counselling training programs addressed to

pupils at risk of school drop-out (entry into employment)

Time: The whole school year

Aims:

Responding to the difficulties that children may experience at school

Enphasize, enhancing the quality and positive experiences of preadolescents

Creating a warm and stimulating environment both on the human-relational and accademical viewpoint

Activities:

Expressive workshops held by the educational psychologist and the teachers of letters;

Tutorials, counselling and technical guidance to self-consciousness and self- confidence;

Orientation training workshops managed by educators \

operators of social cooperatives (within school) together with teachers

Individual curriculum counselling training programs addressed to

pupils at risk of school drop-out (entry into employment)


For second year pupilsFor second year pupils


Aims:

Responding to pupils uneasiness

Removing the barriers to their peaceful integration into social life and in the school system

Activities:

Intervention of the psychologist into the class councils to define action plans for pupils.


Aims:

Responding to pupils uneasiness

Removing the barriers to their peaceful integration into social life and in the school system

Activities:

Intervention of the psychologist into the class councils to define action plans for pupils.


For all pupils and teachersFor all pupils and teachers


Aims:

Providing support to the "person" (changes, orientation, self-consciousness of individual resources, relationships, etc. ..);

Offering support to overcome learning and behavioural difficulties.

Activities:

Interviews with the educational psychologist

Times: the whole school year

Aims:

Providing support to the "person" (changes, orientation, self-consciousness of individual resources, relationships, etc. ..);

Offering support to overcome learning and behavioural difficulties.

Activities:

Interviews with the educational psychologist

Times: the whole school year

For all pupils and their parentsFor all pupils and their parents


Aims:

Fostering the habit of boys and girls to recognize the appropriate ways to protect and promote their welfare;

Leading boys and girls to the self-consciousness of the value of their bodies, to the knowledge of the problems associated with their development and the affirmation of their identity;

Preventing from dependency;

Developing the concept of respect for the environment and enhancing appropriate behaviours

Activities:

Talks by experts to discuss about the following topics:

Health and lifestyles

Solidarity projects

Sexuality and affectivity

Local resources

Old and new dependency forms

Food and environmental education

Time: the whole school year

Aims:

Fostering the habit of boys and girls to recognize the appropriate ways to protect and promote their welfare;

Leading boys and girls to the self-consciousness of the value of their bodies, to the knowledge of the problems associated with their development and the affirmation of their identity;

Preventing from dependency;

Developing the concept of respect for the environment and enhancing appropriate behaviours

Activities:

Talks by experts to discuss about the following topics:

Health and lifestyles

Solidarity projects

Sexuality and affectivity

Local resources

Old and new dependency forms

Food and environmental education

Time: the whole school year

For all pupilsFor all pupils


1.

Projects to learn how to use all the languages to become citizens of the

world

Aims: •Encouraging interchange between the school and the area;•Pooling resources for research, testing, documentation:,•Collaborating in the provision of courses and teaching strategies •Giving "goals" and "motivation" new and different to the work of

students through co-operation

Activities:

Aims: •Encouraging interchange between the school and the area;•Pooling resources for research, testing, documentation:,•Collaborating in the provision of courses and teaching strategies •Giving "goals" and "motivation" new and different to the work of

students through co-operation

Activities:

For pupils and teachersFor pupils and teachers

Educational training -

Planning and running educational interventions

Cooperation and coordination of working and studying groups

-Learning to cooperate-

Managing cooperation

Sharing information and knowledge -Learning to interact in group-

Designing and engineering documents


Aims:

Broadening cultural horizons through the direct knowledge of the

cultures whose languages are learned at school;

Creating contexts of authenticity through which students are more exposed to the language they are learning;

Creating cooperative learning environments, for specific educational activities through collaboration between the teacher, the foreign student and heterogeneous groups of pupils in the class

Activities:

Lessons with the mother tongue student

Time: from January to May

Aims:

Broadening cultural horizons through the direct knowledge of the

cultures whose languages are learned at school;

Creating contexts of authenticity through which students are more exposed to the language they are learning;

Creating cooperative learning environments, for specific educational activities through collaboration between the teacher, the foreign student and heterogeneous groups of pupils in the class

Activities:

Lessons with the mother tongue student

Time: from January to May

For pupils of second and third yearFor pupils of second and third year


3.3. Complementary ActivitiesComplementary ActivitiesTo complement and enrich the knowledge of school

pupils

Guided tours and educational trips


Music activity

Music activity

Theatre activity

Theatre activity

Primary School

Laboratory history of Parma

Laboratory history of Parma

Sport activities

Team games, judo, athletics…

Sport activities

Team games, judo, athletics…



Strengthening of laboratories in mathematics and Latin

Aims:

Valorizing excellence

Stimulating the exploration and the acquisition of autonomy

Contributing to the orientation of interests and abilities of pupils

Activities:

Mathematics workshops (with lecturers from the University of Parma -

Department of Mathematics)

Latin course (outside expert)

Strengthening of laboratories in mathematics and Latin

Aims:

Valorizing excellence

Stimulating the exploration and the acquisition of autonomy

Contributing to the orientation of interests and abilities of pupils

Activities:

Mathematics workshops (with lecturers from the University of Parma -

Department of Mathematics)

Latin course (outside expert)

Sport activities

Cross country, athletics, badminton, rugby, basketball, volleyball, etc

Sport activities

Cross country, athletics, badminton, rugby, basketball, volleyball, etc

Theatre activity

Theatre activity


Participation in events: cinema, theatre (in a foreign language)

Participation in events: cinema, theatre (in a foreign language)

Support in carrying out homework

Aims:

Overcoming school failure by recovering basic skills;

Becoming more confident in one’s abilitiesActivities:

afternoon workshops with volunteers teachers outside the school

Support in carrying out homework

Aims:

Overcoming school failure by recovering basic skills;

Becoming more confident in one’s abilitiesActivities:

afternoon workshops with volunteers teachers outside the school

Laboratories of cognitive enhancement through the Feuerstein method

Aims:

Promoting a positive attitude towards learning;

Experiencing mediated learning

Activities: workshops conducted by experts (first year)

Laboratories of cognitive enhancement through the Feuerstein method

Aims:

Promoting a positive attitude towards learning;

Experiencing mediated learning

Activities: workshops conducted by experts (first year)


Prof.ssa Maria Bedodi

Prof.ssa Stefania Carpi