- Opportunity to improve knowledge of English and French, particularly for oral production and in everyday contexts. - Opportunity to initiate a long-term plan to update the institute, so that this process does not come to a halt immediately after the end of the courses. - Opportunity to complete the drafting of a real vertical curriculum, to integrate the discussion already taking place between the different school levels and new international points of view, in the critical comparison between different school and training systems. - Increased motivation to attend training courses on new teaching methodologies in view of the construction of interdisciplinary teaching-learning paths, especially with CLIL, without forgetting the opportunities to implement individual potentials and vocations. - Improving students' ability to operate in non-fully structured contexts and to tackle reality tasks also in unfamiliar situations, particularly in laboratory and/or open-air activities, in close contact with the surrounding environment to increase exchanges with students from other countries and cultures. - Raising teachers' awareness of cultural and linguistic exchanges and, consequently, of the potential of mobility at European level.
The main needs of our institute that prompted us to participate in the project are: - Lack of a true vertical curriculum and the consequent need to confront with urgency on European models with a single cycle or based on a longer primary school cycle. - Difficulties in organizing common training opportunities between pre-school, primary school and secondary school. - Lack of refresher courses organised at school level on the creation of new learning environments. - Lack of coordination between the different school levels on certain urgent topics such as listening education, autonomy, the ability to work outdoors and in not fully structured learning environments. - Poor knowledge of international exchange platforms, such as e-Twinning, used only by some foreign language teachers. - Difficulty in fluent oral production in English. - Low teacher mobility. These needs had all been pointed out in our Institute's official planning and evaluation documents: the PTOF 2019-2022 (Three-Year Education Offer Plan) , the RAV (Self-Assessment Report) as well as the PDM (Improvement Plan). The documents were carefully reviewed and, during the three-year period 2019-2021, monitored by the Headmaster and the Internal Evaluation Board.