The objectives indicated in the project proposal were four. 1. Knowing the Clil methodology (Content Language Integrated Learning) and the role played by the teacher - The need to offer an adequate Clil methodological training (abroad and in Italy) was linked to the need felt by the teachers to relocate within a unitary framework the different teaching practices. 2. Observing and experimenting with Clil in the various disciplines (Digital, Education for Sustainability, Geography, Animal and Vegetable Production) - The job shadowing activities made it possible to define/identify the methodological and strategic choices that could guarantee effective teaching, thanks also to teaching comparison and exchanging of experiences in different subjects. 3. Adopting, creating and sharing materials for Clil teaching - The need to create a network of collaboration between teachers has led to the sharing of experiences and also of the materials produced. 4. Evaluating the impact of Clil on the teacher's professional profile and on the students' educational outcomes - Reflection and debate on the impact of Clil have led to an improvement in the professional, operational and docimological skills of teachers.
The IO of Alanno includes two kindergartens, two primary schools, two lower secondary schools, an agricultural technical institute, a professional agricultural institute and a boarding school. First-cycle schools offer basic education ranging from 29 hours per week in primary school to 36 hours per week in lower secondary school; the second cycle schools offer courses oriented towards technical and professional agricultural education with addresses in land management, production and transformation, viticulture and oenology (approximately 32 hours per week). The English language is taught since kindergarten; in some schools of the Institute there is also a mother tongue teacher. Clil teaching has been a consolidated reality since 2015 in the Agricultural Technical Institute; for about three years, Clil has been an experimental and modular activity in some lower secondary and primary classes (Science, Geography, sustainability education, digital). The main needs perceived by teachers are: a) to improve the learning of languages (of teachers and pupils); b) practice and disseminate the Clil methodology; c) document the trial; d) create Clil materials to share.