LICEO SCIENTIFICO CARLO CATTANEO TORINO SOME FIGURES ABOUT OUR SCHOOL • Founded in 1975. • At present there are 1308 students altogether in head school and branch school. • About 130 staff, teachers and administration • 1 Headmaster. • Laboratories: computer, language, science. Governing body • Board of Directors : Headmaster, parents’representatives, teachers’representatives, staff’s representatives, students’representatives. • Teachers’ committee. • Parent-teacher class committee. • Teachers with special tasks. Essentials STATE HIGH SCHOOL Age of students : 14 / 19. Biennio first year part of national compulsory education. Compulsory subjects : Italian, Latin, History, Foreign languages, Maths, Science, Art, P.E. , Religion (optional). Triennio Compulsory subjects: Italian, Latin, History,Philosophy, Foreign languages, Maths, Physics, Science, Art, P.E.,Religion (optional). Our Curricula • Liceo Cattaneo students are required to take all subjects for graduation. An example of curriculum is as follow. • Subject: English. • The emphasis is on reading, writing, speaking and listening. The four skills are developed according to the Common European Framework of Reference A1, A2, B1, B2. • Course books are designed to present contexts of authentic language in the form of dialogues, passages etc. Topics include sports,travel,weather,school activities,entertainment etc. Methodology fulfils the communicative goals of language learning. Grammar is often taught in a comparative way to highlight the differences with the mother tongue. • Literature is presented as a way of developing both cultural knowledge and specific language. • Extensive practice is always checked by the teachers. • Visual aids such as films, videos and regular attendance of language lab is an essential part of the educational strategy. Curricular Tracks a) b) c) d) Ordinary Computer Science Science-oriented Bilingual hours per week : 26 to 30. hours per week : 29 to 32. hours per week : 29 to 31. hours per week : 30 to 32. Criteria of Evaluation The board of teachers yearly define the following steps: 1) Teachers' self-evaluating actions with regard to general objectives and minimum class requirements. 2) Definition of textbooks value scale. 3) Assessment tests: a) Entry tests to know the class level of competence in each subject. b) Achievement tests set to see how well students master a specific area of the syllabus. c) Diagnostic tests set to indicate particular areas of strength and weakness. The analysis which follows brings to activate remedial group courses or "in itinere" class courses. Marks are given in 10/10 (full marks in annual school reports) while the school leaving certificate is in 100th. Final Achievements Certificate of Secondary Education. At the end of the fifth year, students take a State Examination assessing their written and oral competence in all subjects. They are also expected to prepare a personal research about a cross-curricular subject. Admission to University is subjected to an entry test in almost all faculties. Extra-curricular courses • ECDL : European Computer Driving Licence. • Foreign languages : German, Spanish, Russian. • University of Cambridge exams: PET, FIRST. • DELF exams • Drama, cinema. • Sports sessions, first aid courses. • School-job interaction : enterprise workshops, Stages in Italy and abroad. Projects • • • • • • • • Educational guidance Health and handicap School twinnings International partnerships Library and cultural activities. Remedial courses for unsuccessful students Maths and Physics enhancements. Interaction with University Secondary school reform • The Secondary School Reform hasn’t passed yet, because the bill didn’t win the approval of various political parties and teachers’ unions. • It revolves around the following innovative points: • 1)Rise of compulsory school attendance (from 16 to 18). • 2) flexible school system with open classes as it is in most European countries. • 3)larger awareness of the learners’needs to be successful at school and later in the working world in terms of technological equipment, language competence etc… • The fourth point, which concerns the alternation school/job and in short eliminates the vocational institutes, is controversial because it seems to be far from an effective and functional putting into practice. • Apart from the last point which contains some ambiguities, we look ahead to the reform: it puts an end to a lot of work which is already being done indeed with extracurricular offers and better exploits human resources that are now underestimated.