With this project it was intended: - develop new skills in teachers in terms of understanding diversity, interculturality and the European dimension, by opening up new paradigms of active and integral citizenship; - provide teachers with the possibility of getting to know new inclusion methodologies, also involving non-formal learning; - develop effective practices of reflective self-assessment in teachers, capable of generating change and improvement in their practices; - provide teachers with knowledge that allows them to use art, science and technology as a way of contextualizing and operationalizing knowledge; - provide teachers with training in the area of socio-emotional and communication skills; - give teachers tools that allow them to face new technologies in the classroom with confidence and a critical sense; - provide teachers with multi-lingual expression; - develop in teachers greater professional fulfillment and a sense of effective impact in the lives of students.
This project was intended to provide teachers with skills that would meet the objectives outlined in the Improvement Plan, as a result of an external inspection in 2016, to overcome the weaknesses pointed out, which were, among others: - Deepening reflection on the factors that explain failure/success, of an internal nature, which may trigger the implementation of strategies to improve academic results, especially in the 3rd cycle and in regular and professional secondary education. - The consolidation of the work outlined around the horizontal and vertical curricular articulation with a view to the gradual evolution of students, the sequentiality of their learning, aspects that promote educational success. - The generalization of the implementation of pedagogical differentiation practices that have an effective impact on the quality of learning and on the improvement of results. - Consolidation of work within the scope of self-assessment in order to make it an even more sustained process, focused on improving learning and results.