DOCSLIB.ORG

Teaching and Learning in General Upper Secondary Education

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Teaching and Learning in General Upper Secondary Education Published on Eurydice (https://eacea.ec.europa.eu/national-policies/eurydice) Curriculum, subjects, number of hours Branches of studies According to legislation in force (DPR 89/2010 [1]) , general upper secondary education lasts five years and is delivered by six types of liceo specializing in the following areas: arts (liceo artistico), classical studies (liceo classico), sciences (liceo scientifico), languages (liceo linguistico), music and dance (liceo musicale e coreutico), human sciences (liceo delle scienze umane). The liceo artistico offers the following programmes: figurative arts, architecture and the environment, design, audiovisual and multimedia design, graphics, set design. The first two years are the same for all branches. The liceo scientifico offers an option in applied sciences and the liceo delle scienze umane offers an option in social and economic studies. Competences in compulsory education The first two years of upper secondary education, whether undertaken in a general or vocational school, are compulsory. Thus, in order to ensure equal education to all students, the Ministry has defined the knowledge and competences that all students are expected to have acquired on completion of compulsory education. Knowledge and competences integrate the current upper secondary curricula, specific for each type of school. Knowledge and competences are organised into 4 'cultural areas': languages, mathematics, science/technology and history/social studies. Knowledge and competences are also the basis for building learning pathways aimed at acquiring key competences that can help students in adulthood and for lifelong learning. Key competences are: learning to learn, planning, communicating, collaborating and participating, acting autonomously, problem solving, creating connections and relations, acquiring and interpreting information (DM 139/2007 [2]). Curriculum The five years of general upper secondary education are organised, for teaching purposes only, into two cycles of two years and a final fifth year. The purpose of the first two years is to deepen and develop the knowledge, competences and skills acquired by students in the first cycle of education. Knowledge, competences and skills are further developed in the second two-year period. In the fifth year, students are expected to have fully reached the specific learning objectives foreseen by the relevant curriculum for each branch of studies. Curricula in general upper secondary education, are defined in specific National Guidelines for licei (Indicazioni nazionali per i licei [3]) issued in 2010 (DM 211/2010). The National Guidelines set out the specific learning objectives for each type of liceo. For each subject, specific learning objectives describe knowledge and skills that students are expected to acquire as the basis for building their own competences. The National Guidelines also include the student's Educational, cultural and professional profile (Profilo educativo, culturale e professionale dello studente - Pecup) representing what a student should know and should be able to do at the end of each branch of liceo. In all types of liceo, Content and Language Integrated Learning (CLIL) is compulsory in the fifth year. In the liceo linguistico, CLIL is compulsory in one language starting from the third year up to the fifth and in a second language starting from the fourth year to the fifth. In all types of liceo, with the exception of the liceo specializing in applied sciences, (please see the tables below) the teaching of mathematics in the first and second grades also includes ICT. In all types of liceo, the teaching of human sciences includes biology, chemistry and earth sciences. In all types of liceo, from school year 2020/2021, the compulsory and cross-curricular subject 'civic education [4]' has replaced the former 'Citizenship and Constitution', that was introduced in 2009 (law 92/2019). The contents of civic education refer to three main areas: the Italian Constitution (national and international law, the organisation of the State and of regional and local authorities, etc.); sustainable development (protection of the environment and of heritage, health education, respect for animals, etc.); digital citizenship (responsible use of technologies, awareness of risks, approaches to the use of technologies). Civic education has a timetable of at least 33 hours/year and its teaching must involve the other curricular subjects without increasing the overall weekly and annual timetable. The Ministry has provided schools with specific Guidelines (Ministerial Decree 35/2020, Annex A [5]). Catholic religion is optional for students and the specific learning objectives are defined separately by Presidential Decree in agreement with the Italian Episcopal Conference (Conferenza episcopale italiana - CEI [6]). Through their ‘three-year educational offer plan’ (Piano triennale dell’offerta formativa - PTOF [7]), institutions can offer additional courses which must be consistent with the curriculum of each liceo. Such courses are optional for students. Once a student has chosen an optional course, attendance is compulsory and performance is assessed as all the compulsory subjects in the study plan. Optional teachings cannot exceed the 20% of the total teaching timetable foreseen in the first two- year period, the 30% of the total teaching timetable foreseen in the second two-year period and the 20% of the total amount of the fifth grade. Optional teachings are included in the student’s digital curriculum, which collects also all data on the student’s course of studies, the acquired competences, traineeship experiences and all the extra- curricular activities (culture, arts, sport, voluntary service). In all types of liceo, students attending the last three grades have the opportunity to spend at least 90 hours in traineeship activities called ‘Paths for transversal skills and guidance’ (Percorsi per le competenze trasversali e per l'orientamento). Such activities aim at deepening students’ knowledge and competences in order to increase their job opportunities and to facilitate their choice of further study (law 107/2015). Sectors involved in this type of training experience range from enterprises to public and private bodies, to professional associations, to public and private institutions operating in the artistic heritage, cultural and music sector to recognised sports societies. Students can experience traineeships during their holidays or during the school year in the form of practice enterprise, also abroad. At upper secondary level, schools organise courses on the protection of health and safety in the workplace for students engaged in traineeships. The national register [8] for traineeships taken by the Chambers of Commerce lists enterprises and public and private bodies offering posts for this type of training and, for each of them, the number of posts available and the periods when it is possible to carry out the activities. This area of the register is open and free for consultation. Enterprises interested in offering posts for traineeships should enrol in a specific area of the register of enterprises. The school manager chooses the enterprises from the register. At the end of each school year, the school manager evaluates the enterprises or the other bodies that have signed traineeships agreements with the school. Students, schools and all subjects involved in these activities are expected to act in coherence with the guidelines [9] for traineeships and with the Charter of rights and duties of students in traineeships, which, for example, establishes the right of students to evaluate the efficiency and coherence of the experience with their studies. From school year 2019/2020, the participation in traineeship activities is one of the mandatory requirements for the admission to the final examination that students stand for at the end of the fifth year of study (D. Lgs. 62/2017). Subjects and number of hours The study plans of each liceo indicate the compulsory annual number of teaching hours for each subject (DPR 89/2010). The weekly timetable is calculated on an average of 33 weeks/year. Lessons last 60 minutes, although schools can decide to have shorter lessons, providing that the compulsory annual amount of teaching time for each subject is met. Liceo artistico 1st grade 2nd grade 3rd grade 4th grade 5th grade Subjects/groups of subjects compulsory for all students Italian language and literature 132 132 132 132 132 Foreign language and culture 99 99 99 99 99 History and geography 99 99 History 66 66 66 Philosophy 66 66 66 Mathematics 99 99 66 66 66 Physics 66 66 66 Natural sciences 66 66 66 66 Chemistry of materials (1) 66 66 History of art 99 99 99 99 99 Drawing and graphic 132 132 Geometry 99 99 Sculpture and plastics 99 99 Arts laboratory 99 99 Sports 66 66 66 66 66 Catholic religion/alternative activities 33 33 33 33 33 Total Compulsory courses for each specific branch of study Laboratory branch-related activities 198 198 264 For set design only 165 165 231 Courses specific to each branch 198 198 198 For set design only 231 231 231 Total 396 396 462 Overall total 1122 1122 1155 1155 1155 (1) Replaces natural sciences in the 3rd and 4th years in the following branches of specialisation: architecture and environment, figurative arts, design, set designing. Liceo classico 1st grade 2nd grade 3rd grade 4th grade 5th grade Subjects/groups of subjects compulsory for all students Italian language and literature 132 132 132 132 132 Latin language and literature 165 165 132 132 132 Ancient
Load more

Recommended publications
  • Music Education in Italian Schools from the Unification to Today
    Musica Docta. Rivista digitale di Pedagogia e Didattica della musica, pp. 91-103 NICOLA BADOLATO - ANNA SCALFARO Bologna MUSIC EDUCATION IN ITALIAN SCHOOLS FROM THE UNIFICATION TO TODAY This paper reviews the main stages in the history of Music Education in Italian schools from the country’s unification to today, providing a critical, reasoned discussion of some of the key themes in ministerial programmes, from 1860 to today. This reconstruction does not make any claim to provide a definitive systematization of, or even only exhaust, such a vast subject in the limited space of an article. More realistically, it aims at showing how both the technically-oriented idea of teaching that was typical of programmes in the first half of the 20 th century, and the lucid-evasive vision that emerged from the “protest” climate of the 1960s and 1970s, have impeded a serious, effective organization of the epistemological status of the discipline, an issue which remains unresolved as of today. 1. 1860 to 1923 The first set of rules produced in a united Italy was introduced by Legge Casati, passed by Royal Decree of the Kingdom of Sardinia on November 13 th , 1859 (no. 3725) and later extended to the Kingdom of Italy. The scope of school programmes is clearly defined by article 315, which lists first of all «religious teaching, reading, writing, basic arithmetic, the Italian language, and the rudiments of the metric system».1 There are no traces of music culture or music practice in the programmes: although they show a markedly cultural approach – less so in female schools, where teaching is reduced and simplified –, they reduce music education to its technical-performing aspects, thereby confining it exclusively to the academies, musical institutions and conservatories disseminated all over the territory.
    [Show full text]
  • 00165 Rome, Italy Mobile: 0039 3296166838 Areas
    FABRIZIO CONTI, PHD LECTURER IN HISTORY JOHN CABOT UNIVERSITY DEPARTMENT OF HISTORY AND HUMANITIES VIA DELLA LUNGARA 233 00165 ROME, ITALY [email protected] MOBILE: 0039 3296166838 HTTPS://JOHNCABOT.ACADEMIA.EDU/FABRIZIOCONTI AREAS OF INTEREST AND EXPERTISE Ancient World Medieval Europe Italian Renaissance Religious Studies Magic and Witchcraft Methodology of Historical Research Humanities, Liberal Arts Education, Corporate Culture and Humanistic Capitalism EDUCATION 2011 PhD, History and Medieval Studies, Central European University, Budapest Thesis: Preachers and Confessors against "Superstitions". The Rosarium Sermonum by Bernardino Busti and its Milanese Context (Late Fifteenth Century), magna cum laude Supervisor: Prof. Gábor Klaniczay 2009 Certificate, Corso di iniziazione alle antichità Cristiane (Early Christian Iconography and Archaeology), Pontificio Istituto di Archeologia Cristiana, Rome 2005 Certificate, Archivistica (Archival Studies), Scuola di Paleografia, Diplomatica e Archivistica, Archivio Segreto Vaticano 2003 Master’s in Marketing Management, GEMA Business School, Rome 2001 Laurea in Lettere (MA, Humanities), University of Rome ‘La Sapienza’, 110/110 e lode Thesis: The Christianization of the Anglo-Saxons through the Letters of Pope Gregory the Great (596 CE) (in Italian) Supervisors: Prof. Ludovico Gatto and Prof. Carla Delzotto 1996 Maturità Classica, Liceo Classico Statale “Ugo Foscolo”, Albano, Rome 1 TEACHING 2021 John Cabot University Fall Term HS 120 Introduction to Western Civilization I RL 225 Mystics,
    [Show full text]
  • Sessions, Papers, and National Reports on the State of Classical Education
    II C I T R F M F ED 023 336 FL 001 035 By -Else, Gerald r Ed. Report of the Colloquium on the Classics in Education, 1965. American Council of Learned Societies, New York, N.Y. Pub Date Jan 66 Note -72p. EDRS Price MF -$050 HC -$3.70 Descriptors -AncientHistory,Classical Languages, Classical Literature, ConferenceReports, Foreign Countries, Grammar, Greek, History Instruction, *InternationalPrograms, Language Instruction, Language Programs, Latin, Teaching Methods This is the report of an international meeting on theClassics, conducted August 1965 in London, England. Resolutions adopted bythe Colloquium, minutes of group sessions, papers, andnational reports on the state of classicaleducation are presented. Group sessions discuss the teachingof classical languages, classical literatures, and ancient history and civilization.Special papers presented on some aspects of these topics includeDavid H. Kelly's "Grammar and Methodology:Kenneth Ouinn's 'The Nature of Literary Documents: andHW.Pleket's 'The Teaching of Ancient History: National reports (Including several inFrench and one in Italian) discuss the currentstateofclassicaleducation in Australiaand NewZealand,Brazil, Czechoslovakia, France, GerMany, Ghana, GreatBritain, Greece, Italy, Japan, the Netherlands, Spain, Sweden, and the UnitedStates. (AF) U.S, DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE DERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY, REPORT OF THE COLLOQUIUM ON THE CLASSICS INEDUCATION 1965 7 7 7.77771,7777-7,71. 77777-7:717.4T.7.77r r - REPORT OF THE COLLOQUIUM ON THE CLASSICS IN EDUCATION 1965 edited by GERALD F.
    [Show full text]
  • Incontri Dei Ddss E Dei Referenti Scuole Basilicata, Calabria, Campania, Molise, Puglia Reggio Calabria, 29 Novembre 2017 Bari, 11 Dicembre 2017
    INCONTRI DEI DDSS E DEI REFERENTI SCUOLE BASILICATA, CALABRIA, CAMPANIA, MOLISE, PUGLIA REGGIO CALABRIA, 29 NOVEMBRE 2017 BARI, 11 DICEMBRE 2017 COORDINAMENTO: Maria Rosaria Rao, DS del Liceo Classico “Tommaso Campanella” di Reggio Calabria, Scuola Polo della Rete Nazionale dei Licei Classici per la Macro Area Sud 1 INDICE Proposte di rinnovamento del curricolo del Liceo Classico: Conclusioni del tavolo di lavoro di Reggio Calabria, 29 novembre 2017 ………………………………………………………………………... 3 Conclusioni del tavolo di lavoro di Bari, 11 dicembre 2017 ……………………………………………………………………………………… 6 Innovazione didattica per l’apprendimento delle lingue classiche: Conclusioni del tavolo di lavoro di Reggio Calabria, 29 novembre 2017 ……………………………………………………………………….. 8 Conclusioni del tavolo di lavoro di Bari, 11 dicembre 2017 …………………………………………….. ………………………………………. 10 Proposte per la revisione della seconda prova scritta dell’Esame di Stato: Conclusioni del tavolo di lavoro di Reggio Calabria, 29 novembre 2017 ………………………………………………………………………... 13 Conclusioni del tavolo di lavoro di Bari, 11 dicembre 2017 …………………………………………………………………………………….... 18 Attuazione dei percorsi di Alternanza Scuola-Lavoro: punti di forza e criticità: Conclusioni del tavolo di lavoro di Reggio Calabria, 29 novembre 2017 ………………………………………………………………………... 20 Conclusioni del tavolo di lavoro di Bari, 11 dicembre 2017 …………………………………………………………………………………….... 22 Percorsi liceali quadriennali: Conclusioni del tavolo di lavoro di Reggio Calabria, 29 novembre 2017 ……………………………………………………………………… 24 Conclusioni del tavolo
    [Show full text]
  • Liceo Classico Is the Oldest and Most Distinguished Secondary School in the Republic of San Marino
    Liceo Classico is the oldest and most distinguished Secondary School in the Republic of San Marino. It was founded in 1883 and for almost one hundred years, until 1981, it has been the sole secondary school type of the Republic. The humanities course provides students with a wide understanding and a deep knowledge, ensuring a complete, all-round education, an open-minded, critical and flexible view of life. Studying Classics offers numerous rewards, improving analytical skills and logical reasoning – but, most importantly, focusing on the development of literacy levels and communication skills .The objective is to give students a unique insight into how ancient worlds have shaped their own world and through a wide range of evidence, make them aware of their cultural heritage. Thus, students will be able to think critically about their own contemporary world and will be well prepared for future challenges, and what’s more, they will have easy access to an unlimited variety of university studies. Together with a solid tradition in teaching, Liceo Classico is open to all kinds of new experiences. The reasonable number of students enables teachers to follow everyone with great attention and to create a familiar atmosphere in the classroom. It is a demanding course but also suitable for all abilities. In addition to classical studies students are provided a comprehensive education in many other subjects. The curriculum has been lately enriched with the increasing support of English language and scientific subjects such as Mathematics, Science, Information Technology and many extra curricular activities: ♦ A central part of the basic language syllabus includes the preparation for the English Cambridge Language certificates: PET and FCE.
    [Show full text]
  • LICEO CLASSICO “GIACOMO LEOPARDI” Liceo Classico E Liceo Delle Scienze Umane Liceo Scientifico E Liceo Linguistico P.Le B
    LICEO CLASSICO “GIACOMO LEOPARDI” Liceo Classico e Liceo delle Scienze Umane Liceo Scientifico e Liceo Linguistico P.le B. Gigli, 2 – Tel. 071 98 10 49 - fax 071 75 72 808 Via A. Moro, 23 - Tel. 071 75 74 204 - fax 071 75 74 308 62019 – RECANATI (MC) OLIMPIADI NAZIONALI DELLA FILOSOFIA XXV° EDIZIONE PROVA DI ISTITUTO (B) – 30 GENNAIO 2017 1. “Oh unsurpassed generosity of God the Father, Oh wondrous and unsurpassable felicity of man, to whom it is granted to have what he chooses, to be what he wills to be! The brutes, from the moment of their birth, bring with them, as Lucilius says, "from their mother's womb" all that they will ever possess. The highest spiritual beings were, from the very moment of creation, or soon thereafter, fixed in the mode of being which would be theirs through measureless eternities. But upon man, at the moment of his creation, God bestowed seeds pregnant with all possibilities, the germs of every form of life. Whichever of these a man shall cultivate, the same will mature and bear fruit in him. If vegetative, he will become a plant; if sensual, he will become brutish; if rational, he will reveal himself a heavenly being; if intellectual, he will be an angel and the son of God. And if, dissatisfied with the lot of all creatures, he should recollect himself into the center of his own unity, he will there, become one spirit with God, in the solitary darkness of the Father, Who is set above all things, himself transcend all creatures”.
    [Show full text]
  • A Generation of Italian Economists
    A Generation of Italian Economists Enrico Nano, Ugo Panizza, and Martina Viarengo CID Faculty Working Paper No. 400 May 2021 Copyright 2021 Nano, Enrico; Panizza, Ugo; Viarengo, Martina; and the President and Fellows of Harvard College Working Papers Center for International Development at Harvard University A Generation of Italian Economists Enrico Nanoa Ugo Panizzaa,b Martina Viarengoa,b, c a The Graduate Institute, Geneva b CEPR c Harvard University, Center for International Development May 2021* Abstract We examine the role of financial aid in shaping the formation of human capital in economics. Specifically, we study the impact of a large merit-based scholarship for graduate studies in affecting individuals’ occupational choices, career trajectories, and labor market outcomes of a generation of Italian economists with special focus on gender gaps and the role of social mobility. We construct a unique dataset that combines archival sources and includes microdata for the universe of applicants to the scholarship program and follow these individuals over their professional life. Our unique sample that focuses on the high end of the talent and ability distribution also allows us to analyze the characteristics of top graduates, a group which tends to be under-sampled in most surveys. We discuss five main results. First, women are less likely to be shortlisted for a scholarship as they tend to receive lower scores in the most subjective criteria used in the initial screening of candidates. Second, scholarship winners are much more likely to choose a research career and this effect is larger for women. Third, women who work in Italian universities tend to have less citations than men who work in Italy.
    [Show full text]
  • Liceo Artistico Oriented Toward Arts Teaching– Both in a Theoretical (I.E
    Italian school system It’s never too late! Education is an important part of Italian life. There are hundreds of schools and universities. Education is free and compulsory for all children between the ages of 6 - 16. Education in Italy It is divided into five stages: - Nursery school (scuola dell'infanzia), - Primary school (scuola primaria), - Lower secondary school (scuola secondaria di primo grado), - Upper secondary school (scuola secondaria di secondo grado) - University (università). Italy has both public and private education systems. Curriculum All state schools follow the same National Curriculum. PRIMARY SCHOOL Primary school, is commonly preceded by three years of non-compulsory nursery school . It lasts five years. Until middle school, the educational curriculum is the same for all pupils: although one can attend a private or state-funded school, the subjects studied are the same. The students are given a basic education in Italian, English, Maths, Natural Sciences, History, Geography, Social studies, Physical education and visual and musical arts. Secondary education Secondary education is divided in two stages: - Scuola secondaria di primo grado (Lower secondary school), or Scuola media, which corresponds to the Middle School grades; - Scuola secondaria di secondo grado (Upper secondary school), or Scuola Superiore, which corresponds to the high-school level. Scuola secondaria di primo grado Lower secondary school The Scuola secondaria di primo grado lasts three years (from age 11 to 13), and provides further education on the subjects studied at the scuola primaria, with the addition of Technology and a language other than English (Spanish or French). The curriculum is the same for all schools.
    [Show full text]
  • 15 November 2018 Monthly Year 2
    1118 15 November 2018 Monthly Year 2 The Tyrannical King and Poor Naboth Paul VI and Vatican II .11 O Digital Argonauts The Human Cost of the Syrian War OLUME 2, N 2, OLUME V Building Bridges in Sarajevo: Catholic Theological Ethics 2018 Pino Puglisi: Priest and Martyr The Architecture of Silence and Post-Secularism The Gospel according to Bruce Springsteen CONTENTS 1118 BEATUS POPULUS, CUIUS DOMINUS DEUS EIUS Copyright, 2018, Union of Catholic Asian Editor-in-chief News ANTONIO SPADARO, SJ All rights reserved. Except for any fair Editorial Board dealing permitted under the Hong Kong Antonio Spadaro, SJ – Director Copyright Ordinance, no part of this Giancarlo Pani, SJ – Vice-Director publication may be reproduced by any Domenico Ronchitelli, SJ – Senior Editor means without prior permission. Inquiries Giovanni Cucci, SJ, Diego Fares, SJ should be made to the publisher. Francesco Occhetta, SJ, Giovanni Sale, SJ Title: La Civiltà Cattolica, English Edition Emeritus editors Federico Lombardi, SJ ISSN: 2207-2446 Virgilio Fantuzzi, SJ Giandomenico Mucci, SJ ISBN: GianPaolo Salvini, SJ 978988-79271-3-6 (paperback) ​978988-79271-8-1 (ebook) Contributing Editor 978988-79271-9-8 (kindle) Luke Hansen, SJ Published in Hong Kong by Contributors UCAN Services Ltd. Federico Lombardi, SJ (Italy) George Ruyssen, SJ (Belgium) P.O. Box 80488, Cheung Sha Wan, Fernando De la Iglesia, SJ (Spain) Kowloon, Hong Kong Drew Christiansen, SJ (USA) Phone: +852 2727 2018 Andrea Vicini, SJ (USA) Fax: +852 2772 7656 www.ucanews.com David Neuhaus, SJ (Israel) Camilo
    [Show full text]
  • Guidelines Mathematics Requirements 2021-2022 Liberal Arts & Sciences
    Leiden University College The Hague Admissions Office [email protected] Guidelines mathematics requirements 2021-2022 Liberal Arts & Sciences: Global Challenges All students interested in the LUC programme must have mathematics skills in order to pass the compulsory mathematics course in the first year. Check the information below to determine if you have mathematics at the minimum level required for admission. Please note: The fact that a diploma and/or Mathematics level/grade is stated does not mean your mathematics skills are sufficient. This list provides minimum requirements and the Admissions Committee can always determine that an additional LUC mathematics course is required. Applicants who meet the mathematics requirement or still need to graduate and are likely to meet the Mathematics requirement, will have a higher chance to be selected for the programme. Please click on the diploma name or country to go to the specific mathematics requirements. (International) Diplomas VWO Diploma - Netherlands Cambridge or Pearson International Examinations Caribbean Advanced Proficiency Examination (CAPE) European Baccalaureate International Baccalaureate (IB) Boswell-Bèta - certificate US high school diploma from an international school outside the US Foreign/national diplomas Algeria Denmark Japan Poland Turkey Argentina Ecuador Jordan Portugal Ukraine Aruba Estonia Korea, South Romania United Kingdom Australia Finland Latvia Russian Federation United States Austria France Lithuania Serbia Venezuela Belgium Georgia Luxembourg
    [Show full text]
  • Signs of Success in Italian Schooling Andrea Renee Leone-Pizzighella University of Pennsylvania, [email protected]
    University of Pennsylvania ScholarlyCommons Publicly Accessible Penn Dissertations 2019 Signs Of Success In Italian Schooling Andrea Renee Leone-Pizzighella University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/edissertations Part of the Anthropological Linguistics and Sociolinguistics Commons, Education Commons, and the Quantitative, Qualitative, Comparative, and Historical Methodologies Commons Recommended Citation Leone-Pizzighella, Andrea Renee, "Signs Of Success In Italian Schooling" (2019). Publicly Accessible Penn Dissertations. 3353. https://repository.upenn.edu/edissertations/3353 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations/3353 For more information, please contact [email protected]. Signs Of Success In Italian Schooling Abstract Italy’s secondary schools—the product of the class-based division of the education system around the time of Italy’s unification in 1861—are divided into three branches: the vocational school, the technical institute, and the lyceum. These three types of schools, their students, and their academic rigor are continuously discursively constructed as qualitatively distinct from one another. In accordance with these distinctions made between them on both a national and local level, students are differently attracted to and socialized to participate in the types of schooling associated with each. This dissertation draws on everyday sociolinguistic practices and emergent language ideologies
    [Show full text]
  • Fulvia De Maio
    E UROPEAN CURRICULUM VITAE FORMAT PERSONAL INFORMATION Name DE MAIO FULVIA Address Telephone Fax E-mail [email protected] Nationality Italian Date of birth WORK EXPERIENCE • Date (da – a) SEPTEMBER –DECEMBER 2010 • Name and address of “Lorenzo dè Medici s.r.l. Art, Language and Culture”, main office: via del Giglio n. 15, 50122 employer Firenze. School sites: Florence, Tuscania, Rome • Type of business or sector School of Arts, Language and Culture s.r.l. • Occupation or position held Teacher in the course “Greek and Roman Mythology” at Florence, via del Giglio 15. The course was held in English and it dealt with Archaeology, Literature and Classical studies. WORK EXPERIENCE • Date (da – a) FEBRUARY 2010 - JUNE 2010 • Name and address of Istituto Tecnico Agrario, via delle Cascine 1, Firenze employer • Type of business or sector State School – Secondary School • Occupation or position held Teacher of Italian Language and Literature WORK EXPERIENCE • Date (da – a) JANUARY 2010 – MARCH 2010 • Name and address of Istituto Istruzione Superiore B. Russell. - I. Newton, via Fabrizio de Andrè n.6, Scandicci, Firenze employer • Type of business or sector State School – Secondary School • Occupation or position held Teacher of Italian Language and Literature Page 1 - Curriculum vitae of For more information go to [ SURNAME, other name(s) ] www.cedefop.eu.int/transparency www.europa.eu.int/comm/education/index_en.html www.eurescv-search.com • Date (da – a) MAY 2009- JUNE 2009 • Name and address of “ENFAP Toscana”, via V. Corcos 15, 50142 Firenze employer • Type of business or sector Training agency • Occupation or position held Teacher of Italian Language in the course for adult immigrants “Italian as a foreign language” held at Liceo Linguistico “E.
    [Show full text]