Our school was called upon to respond to the needs of an increasingly diverse school user, carrying different needs, both on an educational and social level. Therefore, in a positive and progressive opening towards Europe, with TWINNED we intended to carry out training interventions which, alongside and integrating with the "classic" work of teachers and school operators, would increase the capacity for teaching, training and integration of the school system through the internationalization of skills. Our EDP had identified 3 areas for improvement: - Methodological innovation in the teaching of linguistic (L1 and L2) and mathematical disciplines that allows to design teaching by skills, reducing training failure and modernizing the tools available to teachers; - Acquisition of skills and knowledge to educate for citizenship and self-construction, with a specific focus on legality, integration and the values of European citizenship; - Internationalization of the training offer through the development of sustainable European networks, which give rise to long-term cooperation and a permanent exchange of good practices.
In the lead school there is a highly varied and differentiated school situation. The territorial context is also experiencing a significant increase in the immigrant population in recent times, in some classes of the 14/15 y.o. students we observe the appearance of episodes of bullying and violent behaviors, a phenomenon that has grown in recent years: therefore it represented a priority to focus training on the values of legality and citizenship, in the awareness that school must be inclusive and that culture is the best antidote to prevent phenomena of violence and intolerance. Moreover, both for general school and for technical courses, scholastic results led to suspensions of judgment with percentages higher than the regional and national averages. Likewise, the average score in the national standardized tests in Italian and mathematics was lower than both the national average and the score of schools with a similar family background. The drafting of the EDP represented a path of reflection resulting from a continuous and analytical evaluation of the institute that took into consideration the above.