The Erasmus Team, through a comparison with the various stakeholders involved both within the school and within th territory, it has worked to identify the fundamental objectives to be achieved through the mobility of personnel abroad and the dissemination activities that will follow, divided according to the macro-areas already defined: LANGUAGE AREA: General objective: - improve the language skills of the staff Specific objectives: - It is planned to raise the share of language certifications in English to an A2 / B1 level for ATA staff to 35% by 2023 - It is planned to raise the share of language certifications in English to a C1 / C2 level for staff foreign language teacher to 60% by 2023 - It is planned to raise the share of language certifications in English to an A2 / B1 level for staff teacher at 35% by 2023 METHODOLOGICAL-TEACHING AREA General objectives: - Compare methodologies and best practices - Acquire skills aimed at responding to the training needs of students, in particular migrants and / or asylum seekers or students with particular educational needs. - Promote intercultural awareness of staff members - Compare education management practices in Europe, particularly with regard to formal, informal and non-formal
Our schools, with previous Comenius experiences or internal projects based on the theme of Inclusion, were firmly convinced that exchanges, interactions and the European perspective were essential values to share and transmit to our students, not only from a theoretical point of view , but concrete initiatives which, over the years, will qualify the actions and choices of schools. The values of solidarity, diversity as a resource and enrichment risk becoming an empty container if we do not offer our students the opportunity to experience these values "in the field". The needs we focused on were: 1-Study migratory flows as a scientific phenomenon and not as an ideological problem; students must acquire awareness, not maintain abstract and preconceived positions. 2-Correlate the theme of "immigration" with that of reception and inclusion in schools; identify teaching and human problems in this. In this sense we have implemented inclusion paths through projects teaching the local languages of the host country, English literacy and IT, which saw the students engaged as trainers and tutors. 3-correlate humanitarian action with real tools of support and exchange, in which the school represents the most important operational laboratory