The school “P. A. Coppola “is a Comprehensive institute located in the northwest of Catania, one of the main cities in Sicily, at the foot of the volcano Etna. It consists of two neighboring buildings: a main building and a branch building, both provided with large rooms, bright and well-appointed. The classrooms are on two levels, and most of them are equipped with interactive whiteboards and wireless Internet. Inside of each building there are several equipped areas: Amphitheatre, Gym, Library, Computer lab, artistic, musical, linguistic and scientific Laboratories. The two buildings are surrounded by a large green fenced area, where pupils can go during breaks and play football. They also represent a natural laboratory permanent, being rich in shrubs and green spaces.
The school “Coppola” includes three types of schools: Preschool (students from 3 to 5 years), Primary school (students from 6 to 10 years) and Secondary school I Level (students from 11 to 14 years). The students attending the school belong to very heterogeneous families from the point of view of economic, social and cultural development, and they come mostly from the district; but a consisting number of pupils from neighboring areas is also present. To ensure equal opportunities and the learning process of all students, the Institute supports educational paths such as:
Intercultural Approach, offering students the opportunity to “meet and learn” by comparing their life experiences and leaving enough time to listen and to dialogue: it is a privileged point of encounter between school and family and is an essential element of the quality of school and its curriculum.
Integration, by which the school aimes to allow to each student the full development of the own potentialities. The activities for the integration involve the whole group class where the pupil in difficulty is and the school as a whole. Each Class Council sets goals for each student in different areas of learning, and working in collaboration with the specialist teachers, programs specific individualized intervention strategies involving the structuring of contents different from those of the class or the same content, but differently structured, to facilitate its acquisition. The training organization is flexible and allows the implementation of joint activities, the involvement of students in small groups or individualized interventions, promoting, through “learning situations”, the laboratory practice and the teaching of the “know-how”.
Continuity, which allows, through strategies and activities, to play a constructive role in the education of students. The continuity between kindergarten, primary and secondary education is implemented through:
- Experiences of collaboration among teachers;
- exchange of information and data on pupils;
- meetings between the parents of students attending the outgoing and new teachers;
- learning experiences shared by students of different school levels;
- Sharing strategies and methodologies by the teachers of different school levels;
- Use of design tools / common assessment;
- Vertical Curriculum.
Social Inclusion, aimed at reducing school failure and the consequent phenomenon of early school leaving. To promote educational success and prevent such phenomenon, the school in partnership with local authorities, undertakes various initiatives aimed at promoting a regular school attendance, at receptivity culture and motivation to learn. In this way the school pursues the aim of:
- contribute to the construction of free identity, through a comprehensive and critical knowledge;
- enhance personal autonomy and sense of responsibility;
- provide equal opportunities for cultural growth;
- promote excellence and recover the disadvantages, in order to prevent and limit the phenomenon of early school leaving;
- promote co-responsibility in the educational process of the school community.
- Promote of training staff to assist the process of professional growth.
- Develop socialization and integration.