Page 21 - IO1-Report

KA201 - Strategic Partnerships for School Education
The Universal Language of Mathematics (2018-1-TR01-KA201-059704)

language courses. In order to achieve necessary results, they need to enrich the educational offer with
projects and approaches focused on the sense of belonging to a place, resilience and support to pupils
with psychologic fragilities. Before the beginning of the school integration -seminar cycle, the local
school office in Emilia Romagna has issued a public call aimed at the collection of successful experiences
and projects, already implemented by schools and focused on the inclusion of migrant pupils and on
the support that they need. The good practices collected have been presented during the school-
integration-seminars in order to encourage the implementation of positive models for the integration of
migrant pupils. The seminars have been also the opportunity to analyse the learning and training needs
of teachers in this field. The topics addressed by the seminar have been the following ones:

• the importance of the institutional network in the integration of migrant pupils.
• flexible structures for the integration (approaches and methodologies used in the school
curriculum, development of workshops for the inclusion of migrant pupils, non-formal
education and technologies as tools to favour the inclusion of migrant pupils).
• fostering the knowledge of the Italian language among migrant pupils and presentation of
approaches and methodologies used to achieve good results among migrant pupils.
• guidance and orienteering for migrant pupils (how to support migrant pupils in their
educational path).

The course, consisting of 4 training seminars, has been successfully organised and promoted by the
local school office in Emilia-Romagna in 2015.

Good practice 2: Training courses for school staff promoted by the National Observatory for the
inclusion of foreign pupils and intercultural exchanges.

These training activities are aimed at improving the school staffs’ competences in successfully
integrating migrant pupils and in letting them become the main actors in the development of integration
approaches and methodologies at school. These training activities are to be realized in cooperation with
universities and research centres, but they can also take into consideration the direct experiences and
the good practices of teachers and headmasters who work on the field on a daily basis and enhance
the level of migrant pupils’ involvement in schools.
These training activities should be aimed at the development of four groups of competences:

• Competences to teach the Italian language: along with teachers specialised in teaching
Italian, teachers of the other subjects should be trained on how to favour the learning of
the language during their lessons. All the teachers should be aware of the pupils’ progresses
on using the Italian language and the tools they can use to facilitate learning and evaluation
where there is not a full comprehension of the Italian language.
• Competences to develop and manage personalised educational plans: teachers should be
able to co-decide the flexibility of the curriculum according to pupils’ level and progresses
in the Italian language and to identify the fundamental learning objectives and possible
alternative tools to reach them. The development of such competences is crucial in the

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