ISTITUTO COMPRENSIVO BERNADINO TELESIO

The Comprehensive Institute

ISTITUTO COMPRENSIVO BERNADINO TELESIO

The Comprehensive Institute is located and in a peripheral area of the city, where different social classes coexist, predominantly lower-middle class with a high unemployment rate and children at risk of dropping out of school. 

The Comprehensive Institute, made up of three school orders, provides for entry at age 3 into pre-school and exit at age 13 from secondary school. The educational offer of the different school includes: 
  • INFANCY-2 models of school time 30 hours and 45 hours per week; 
  • PRIMARY 2 school time models 27 hours and 40 hours per week; 
  • SECONDARY SCHOOL- 2 school time models 36 hours per week, 30 hours per week 
Over the last twenty years, the number of pupils of foreign nationality has increased due to migration movements. Almost all pupils still retain traditions related to the culture and language to which they belong. In the neighbourhood non-EU and Italian families of various ethnicities (ROM) live in the neighbourhood with problematic social situations and with children at risk of dropping out of school. This situation worsened during the pandemic due to rising unemployment and the closure of the already few services in the area, at the same time there is a sharp increase in situations of educational complexity in the presence of a sustained number of BES and non-certified pupils. The priorities of the school are 
  1. Improvement for all students in both school performance and social development by addressing individual needs of all learners. 
  2. Creating a happy school environment for all students with friendly atmosphere, extra curricular activities, student motivation and different pedagogical approaches. 
  3. Close cooperation with families and community. 
  4. European projects to support European cooperation and citizenship. It is expected that through teacher and students mobilities, through shared work with peers from other countries and through cooperation amongst schools, European identity is reinforced and best practices are exploited. 
  5. Professional development of teachers for the upgrade of educational work at school. 
The school is active in Erasmus KA229 and KA201 projects. Both teachers and students transfer new practices from European schools and have improved their digital, social, communication and cooperation skills through Erasmus activities. In addition, due to learners’ mobility in KA229 and family stay, the students had new cultural experiences and overcame stereotypes.
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