This project is part of a broader vision of staff training that is continuing with the Erasmus+ accreditation. From a survey carried out both by evaluating the official and formal data, and from an informal survey, it emerged that one of the most relevant critical issues for us is the result of the Invalsi national tests in the English language, which place us below the national and regional average. The school has participated over the years in various European projects Comenius, Etwinning and Erasmus+, however the participation of teachers is limited to a few because most have a shallow knowledge of English. The objective was therefore both to improve the knowledge of English by non-language teachers and staff, and to improve the teaching of the English language also with the adoption of new teaching methodologies. So in the next few years we will have greater involvement in European projects and also a didactic impact on pupils who, involved in the projects, will be more motivated to learn languages. Furthermore, our school intends to experiment with the CLIL methodology in the lower secondary school in the coming years
The 4th Domenico Costa Institute is a comprehensive institute that includes a kindergarten, a primary school and a lower secondary school. The school is located in the Borgata district but most of the pupils come from the Monte area, a populous suburban zone. The school structure is located in two complexes, situated a couple of hundred meters apart and this allows for various activities to be carried out in continuity between the three levels of school. This project was aimed at all staff because we believe in and work on educational continuity, also involving administrative staff. The school operates in a diversified and varied socio-cultural context and therefore offers a varied, personalized and flexible educational offer, which allows different situations and problems to coexist, favoring the integration and support of pupils who come from culturally more fragile and valuing excellence. There are Bes pupils (with special educational needs) in a percentage of about 15% of the students, which include both DSA pupils, non-Italian-speaking foreign pupils, and pupils with situations of social hardship and pupils with disabilities.