Regarding the first area, the activities planned in this project aimed to: - renew and improve the quality of teaching of language and DNL teachers through the updating of didactic-methodological skills; - acquire innovative methodological and technological techniques that aim to expand the educational offer by strengthening the dialogue with European partners for outlets to new collaborations, which have a motivational and didactic fallout on pupils also for future PCTO activation actions (formerly school-to-work alternance); - raising pupils' skills in a way that significantly increases the level recorded by INVALSI tests and reduces the dropout rate and the number of outgoing transfers. Regarding the second area, the activities planned in this project aimed to: - Encourage training and upgrading of language and administrative skills of technicians, DSGA, DS, management aide to make the school and administrative service delivered more efficient, so as to modernize its organization for the benefit of its pupils and related school communities; - build networks of international contacts to share analysis and effective working tools and at the same time develop a sense of European citizenship and identity; - train expert figures who can coordinate working groups within the school institution.
The school has been pursuing for years the goal of raising awareness of belonging to Europe in the entire educating community, strengthening a policy of internationalization both internally and externally through its related school communities. Specifically, the project was part of an intervention strategy aimed at improving in a European perspective the 2 areas of the school's PTOF in which the greatest criticalities were found: area 1, related to curriculum, planning and evaluation, and area 2, related to the development and enhancement of human resources. The critical issues found concerned the: 1. Scholastic results ( 11% of students did not complete their studies regularly and 19% achieved unsatisfactory results in their final exams); 2. the largest percentage of dropout cases occurred in the 2nd and 4th years; 3. INVALSI test results: in the Music, Coreutic, and Humanities high schools, the recorded score remained on average between level 2 and 65 %, of the 5th year pupils of these high schools, demonstrated lack of B1 level listening skills in English; 4. European Key Competencies: most of the Students did not achieve sufficient levels in relation to the key competencies (social and civic competencies, learning to learn, digital competencies, spirit of initiative); Regarding school personnel, critical issues found in the last self-evaluation report had highlighted the following: 1. A significant proportion of staff were unfamiliar with digital technology and methodology; 2. Curricular teachers were participating insignificantly in the formulation of Individual Education Plans; 3. More than half of the teachers lacked cooperative methodological skills; 4. Forty percent of the entire non-language subject faculty did not possess a level of knowledge of L 2 to enable them to activate CLIL modules to the detriment of the institution's educational offerings; 5. 50% of the teaching class over 50 years of age, needed to update teaching methods and tools that were going to impact teachers' own professional and personal motivation, students' academic achievement