Based on the context analysis and training needs described in the previous box, our EDP identified 3 areas for improvement: 1. Didactic innovation in the humanities and STEM disciplines - The aim was to experiment with new teaching models, learning good practices from EU countries, for those teachings that are most affected by a traditional teaching system and reluctant to integrate new approaches to support the frontal lesson . The empowerment of the participants in the humanities area was aimed at deepening the link between ancient and modern languages, innovation based on the "natural method", capable of awakening students' interest in these subjects, which many consider now dead languages and therefore useless to study 2. Technological innovation and ICT - NOISE consisted in the implementation of training courses on the integration of ICT in teaching. 3. Inclusion and educational success - It was necessary to train staff to better address the issues of inclusion and educational success of pupils with difficulties through the application of new methodologies, teaching practices and integration of European good practices on inclusion.
The sending organization consists of 8 addresses. Among these, the Liceo Classico which, in Tarquinia as everywhere in Italy, is experiencing a profound identity crisis due, briefly, to its scarce permeability to change and innovation. It has always been a place of training for the ruling class, today it needs a real restorative action - in terms of method and substance - which brings it back up with the times while maintaining its identity. No address therefore needed as much as the Liceo Classico to invest in its teaching staff, in the research and implementation of new teaching methodologies, especially in the study of the characterizing subjects, but also in the STEM disciplines that are of central importance in the post-diploma courses of our boys. As also emerged from the RAV, there was a strong need to strengthen teacher training in some specific areas of disability, such as autism, and SLD, to organize welcoming and inclusive class-groups. All these reflections gave life to our EDP aimed at teachers, focused on: 1. Didactic innovation in humanities and STEM disciplines 2. Technological innovation and ICT 3. Inclusion and educational success