IMPROVEMENT OF ENGLISH TEACHING STRATEGIES ; The English teachers attended Teachers’ refresher course in Certified Centres. There they learned innovative teaching stra tegies and alternative practices that improved their educational and linguistic competence. The use in class of these new “tools” has increased students involvement and reduced the number of negative assessment. INCREASE TEACHERS’ MOTIVATION AND COMPTENCE The jobshadowing experience abroad gave teachers the chance to witness vary educational methods and observe how foreign teachers operate. They also understood The kind of relationship set between the school and economic activities. The comparison and exchange of experience between colleagues has given the opportunity to rethink, remodulate and reevaluate their teaching action, with a more European and effective Imprint. The training in Europe has enabled participants to learn strategies that are internationally shared and used, thus renewing their teaching ways so as to meet students, parents and school’s expectations. The stay abroad improved their English mastery adding an extra value to their work and activities, making them qualified to manage international programs and projects. The whole experience strengthened the teachers’ esteem and made them aware of the great value assigned to their job. IMPROVEMENT OF CLIL STRATEGIES Four teachers attended a methodological and linguistic CLIL course in Great Britain. They improved their knowledge as for two weeks they were fully immersed in a native English context . The courses were selected according to elements of innovation and experimentation, to make the teacher’s lessons more incisive and effective to lead to students’ successes. The main objective was to improve learners’ foreign language performance through joint action between language and non-language teachers. The constant expousure to English will surely facilitate learning and achievement of positive results. The main objective has been to organize learning/teaching and training that stressed the focus on useful competences to be acquired by the teachers and then to be trasmitted to our students, who will have the opportunity to be protagonists of active European Citizenship.
Our school is located in an area characterized by a difficult social and cultural context with a growing rate of school dropout In order to mitigate this trend we thought it was necessary to strengthen the following features : Improvement of English teaching Strategies; In 2018/19, 30% of the students of our school registered negative assessment in the English language. In order to improve students’ results we put it as a priority to strengthen their skills and knowledge in English. The comparison with peers (MUN simulations, dialogues with foreign guests) highlighted a serious gap in this field. The greatest difficulties were noted in the active language competence which is fundamental to succeed in the Language official Certifications which have become a prerequisite to participate in the National Operational Programme. We therefore considered the improvement of Languages and English in particular a priority. INCREASE OF TEACHERS’ MOTIVATION AND COMPETENCE The Businesses and economic activities of our area ask our school to prepare the professional profiles able to compete in an increasingly complex market. We realized that there is an urgent need to increase the teachers’ motivation and improve their background. Targeted renewed and shared training will allow them to perfect their teaching action. Erasmus project offered our teaching staff the chance to observe different educational contexts, teaching strategies and compare with colleagues from different countries, and start innovative changes at school. IMPROVEMENT OF CLIL STRATEGIES The classes of biennio and last school year needed meaningful CLIL teaching. So it was fundamental to improve methodological and linguistic skills for teachers who got B1/B2 English language level . Motivate and encourage other teachers to CLIL teaching.