It is our intention to use this opportunity to improve the quality of both the preparation of our students and the teaching strategies of our teachers. With this project we wanted to achieve: - the acquisition of new teaching methods, tools and best practices; - improving the language skills of the teaching staff; - improving the organization of teaching through the use of new materials and procedures; - a positive impact on students to allow them to breathe a European dimension; - an increase number of teachers of non-linguistic subjects with new skills and experiences in different areas of the school in order to ensure an equitable distribution of human resources; - an expansion of multilateral cooperation among institutions; - a better use of eTwinning resources; - the creation of a group of "internationalized" teachers, capable of planning, carrying out and sharing experiences.
ITT G. Marconi of Padua has tried for years to develop a European development plan, with many different European actions and projects to keep up with the times. In recent years, ministerial regulations have recommended increasing efforts to improve the effectiveness of foreign language teaching in schools. The recent legal systems has introduced the teaching of a non-linguistic subject (DNL) according to the CLIL modalities, which is done in the last year in technical schools. The school applied for this project to improve the language and methodological skills of teachers who are engaged in CLIL, but above all to introduce this important didactic innovation into the school curricular practice, also starting from the third and fourth grades, as foreseen in the “RAV” doc. We believe that the use of the CLIL methodology is essential to improve the achievement of basic skills and improve the professionalism of teaching. Furthermore, the teaching conducted according to CLIL modalities fulfills the needs dictated by multiculturalism and integration, given that our school has a strong presence (about 12%) of foreign students. With 11 courses divided among the 6 study fields, other teachers trained in this methodology were necessary