Istituto Comprensivo Panicale Piegaro and Paciano is located in Umbria, a region in centra Italy. We are not far away from Perugia, the regional capital of Umbria, and from Lake Trasimeno, Which is one of the largest lakes in Italy.The IC was established in 1997, now we have three Nursery Schools (3 years, pupils aged 3 to 6) , two Primary Schools (5 years, pupils aged 6 to 11) and two Secondary Schools (3 years , students aged 11 to 14) , with a total number of around 700 students.
The Institute is particularly committed to enhance services for students with special needs, meeting their needs and ensure that they make progress.The School is committed to foster the collaboration with the local community (families, educational communities, private and public bodies operating in the local area). In order to develop the involvement of the families, the School regularly holds meetings to share with its pupils and their families relevant information about the educational path:
– didactic resources families may use to support their pupils’ educational path
– online resources and platforms
– curricular and extra-curricular activities designed to support students’ transversal competencies.
Assuming the usage of ICT in everyday educational life plays a key role in developing teachers and pupils’ digital competencies, the mission of IC Panicale is to promote the use of ICTs and multimedia. The School is implementing many educational projects focused on the development of digital and entrepreneurial competencies.
At local/national level:
– “Flip@over!”project: aimed at integrating the systematic use of ICTs into everyday educational activities. Flip@over project intends to further develop the path of innovation undertaken by the School by creating multidisciplinary classroom 3.0 where all the set up is designed in view of multimedia as a means to build shared experiences between students and teachers.
– “Creative atelier” : aimed to design and realize a digital creative lab, in order to improve the digital within the school curriculum.
– “ScienceArt@Umbria – In estate si imparano le STEM!” aimed to create training paths on the STEM subjects for primary and secondary school students during the Summer period. The summer camps aimed at promoting higher confidence towards scientific knowledge among girls encouraging the learning of STEM subjects through new ways of teaching during the training paths.
At European level:
- Erasmus+ Project “ScienceGirls Teenage girls as co-creators of science learning engagement”- SCIENCE GIRLS.
Europe’s future economy and social coherence is depending on young generations with interests, skills and capacity far beyond what is offered in the traditional educational system.Europe needs young people deeply engaged in science, research and innovation – and based on positive and engaging experiences of what science, research and innovation is at a very early age and in early schooling.Young people are increasingly disengaged from science learning in schools and this is causing great concern in the European Commission and other global players. We call this the Commission’s SCIENCE LEARNING INNOVATION AGENDA, described and documented across numerous Commission documents, research papers and guidelines. The core message is that science learning in schools needs dramatic change and fundamental re-thinking to appeal to the young generations.We thus conclude that science aspirations sit in an uneasy tension with femininity and must be continually carefully negotiated and defended against challenges from wider popular discourses which align science with masculinity. Recent research also evidence that girls are becoming especially disengaged from science education in school, and that this has serious consequences for their lifetime interests and for their career choices.Synthesizing leading research, it is clear that most girls do not feel comfortable with science education and the values and personal identities linked to science and science jobs. The problem is not a lack of intellectual capacity; the problem is at identity level.ScienceGirls responds to this state of the art through creating new directions for girls and science through the full co-driving and co-creation of the teenage girls themselves.
Erasmus+ Project “Augmented and Virtual Reality in Education -ARIE” aimed at:
– building a didactic procedure based on educational scenarios using AR and VR tools within a STE(A)M educational approach
– incorporating these innovative tools in specific subjects of the national curriculum
– exchanging educational scenarios with participating schools
– communicating the procedure and outcomes to the educational community through traditional ways (workshops, internet) but also through the European networks (eTwinning, Scientix).