The short-term goals we intended to achieve were, on the one hand, an increased use in terms of hours and qualitative refinement in the fifth grades of the CLIL methodology and, on the other hand, the gradual introduction of Debate, up to a systematic integration of both of these best practices in the school curriculum. Moreover, further objective was to experiment with the integration of the two methodologies into a single educational path as they exponentially and at the same time excitingly enhance students' language skills, leading them to reason and express themselves more richly in a foreign language. At the same time they help develop Information Literacy, social and personal, civic and citizenship skills, autonomous learning due to the need for research and validation of sources, the need to organize materials, study independently, collaborate in teams, and address issues of civic, ethical and intercultural interest.
Our institute has always been recognized as a school of didactic innovation; within it there are numerous professionals committed to improving the quality of the school curriculum; at the same time there is a generational change of teachers who need a delicate accompaniment, so that the spirit of a school, attentive to local needs but with international scale horizons, is maintained. On the other hand, our students must strengthen European key competences, to raise the professional, human and relational level and work in local companies increasingly projected to the global market, with no more linguistic or cultural barriers. We have thought that in order to overcome these challenges and meet these needs, teachers should strengthen the CLIL and Debate methodologies that are struggling to take off in Italy, both due to inadequate professional training and the typical language barriers that separate Italian teachers from the rest of the community European.