this presentation in occasion of Erasmu+KA1 and Etwinning projects

1. LICEO SCIENTIFICO STATALE
“E. BOGGIO LERA”
CATANIA
KA1 - DIGITAL INNOVATOR -
USR - SICILY

2. Our Liceo is situated in an old monastery, in Catania's
historical city centre.
The school has two branches near the headquarters. In all
branches, there are various laboratories such as language
labs, Chemistry lab, Physics lab and classrooms with multi-
media boards. The library is housed in the main building.

3. Some pics of my ancient school

4. The recently restored building revealed
Ancient Greek - Roman remains from the
floor

5. Liceo Boggio Lera was founded in the sixties as
another scientific school in the city answering a
strong demand for a new educational offer.
In the years, it has expanded and today it offers
three different profiles: sciences, modern lgs and
scientific with applied sciences.

6. The school is dedicated
to Enrico Boggio
Lera(1862-1956), who
was an important
physicist and
mathematician and
taught in Catania for
many years, in high
schools and university.

7. EDUCATIONAL OBJECTIVES
The priority of the teaching staff is the educational
and teaching continuity, in order to give stability in
their teaching methods and also a constant
improvement so to give students critical thinking
skills, useful to carry on with their studies. In fact,
the main aim of the great majority of the students of
liceo “Boggio Lera” is to enter university.

8. Our school promotes educational and didactic
actions to prevent bullying and cyber-
bullying oppression, with the help of
additional activities meant to make the
students aware of this phenomenon.
As a democratic community,
we stress the values of
democracy: mutual respect,
cooperation, empathy, the
love for justice and service to
the world.

9. MEETINGS
TEACHERS:
All the teachers of the class meet about five times per year.
Two students' and two parents' representatives take part only
to three of these meetings.

10. PUPILS:
All students meet once a month in a general assembly.
The class students have about two hours a month to discuss
personal and learning problems on their own.

11. • Offer students a large range of cognitive opportunities for an
independent growth
• Stimulate and motivate successful learning
• Favor discussion and confrontation in order to increase and
express personal motivated opinions, to take up other’s opinions
and then reach useful results
• Organize activities such as integration of handicap people, the
improvement of excellences, remedial aids and so on, in order to
ensure all students the formative success
General Methodological Indications

12. METHODOLOGICAL CRITERIA
As the school teachers think that the school is the
privileged place of student’s physical, intellectual
and personal growth,they try to implement a
student- centred approach,considering his/her
pace of learning and difficulties.

13. ❖The school adopts an inclusive method for the
students with special needs, such as those with
physical and learning disabilities (dyslexic,
students with linguistic disadvantages , social
problems and immigrants), for them a personal
educational plan is arranged.
❖A personal support teacher is granted to all
special need students.

14. INITIAL
to examine the
learning process
in order to plan
appropriate
didactic strategies
INTERMEDIATE
to determine lacks
and potentialities
in order to
improve the
didactic actions
FINAL
to determinate
the standards of
the attained
abilities
ASSESSMENT
We have three
steps:

15. MARKS
The evaluation scale ranges from 0 to 10
whereas the 1 is the total failure and 10
represents the excellence. The average and
passing mark is 6.
1 2 3 4 5 6 7 8 9 10

16. THE NATIONAL PLAN FOR DIGITAL
SCHOOLS
The teachers use the electronic register, to improve parents' consultation of
their children’s learning process at any time. Moreover, so to boost the digital competences,about 25 classes have been included in the 2.0 classroomproject which means that every student has a tablet, uses digital books in the classroom and at home, acquires digital skills for taking and sharing notes to carry out
researches and is part of a virtual classroom(virtual liceo boggiolera/moodle) to communicate with teachers and other classmates to share homework at any time.

17. THE SCIENTIFIC COURSE
The scientific profile is distinguished from the others by an increased emphasis on higher
scientific skills. During the five years the students focus their attention on subjects as
Maths, Physics, Chemistry, Biology, Earth Science and Computer Science. The aim of the
course is to build an informed and balanced view of our interconnected world and to
provide a strong background in our students’ academic studies and future career.
For this reason, the scientific study is supported by several humanistic subjects, such as
Italian, Latin, History, Philosophy and Art.
The course really prepares students for further study at the university not only for
scientific studies but for all types of academic courses.

18. The five-year study course prepares the students to acquire the skills for a
communicative proficiency in different languages and for critical
understanding of the historical and cultural identity and traditions of the
different civilizations.
Studying abroad experiences , school trips to European cities of interest and
language stage put the students in a live and direct contact not only with
the lgs but also with the social and cultural life.
The Diploma is spendable at universities in Italy and abroad, if supported by
international language certifications .
MODERN LANGUAGE COURSE

19. For every studied language, the school offers
extra preparation courses aimed at the
attainment of certificates, levels B1, B2, C1
(Trinity - Cambridge - DELF / DALF - DELE -
Goethe Institut)
The ESA BAC diploma,
introduced in our school
many years ago, allows the
students, by the means of
and extra exam lead in
French, in French history,
the acquisition of a double
diploma .
To be included in this
special section, an initial
B1 competence is
necessary in French lg and
the request must be
included in the application
form at first registration.

20. The Applied Sciences Profile
The Applied Sciences course gives the
student an innovative approach to the study of
scientific subjects and it provides a solid
preparation not only for the continuation of
studies at the University but also for the
subsequent working activity.
The key features are a five year study in the
experimental subjects, the aquisition of related
methods in a functional and modern perspective
and an increase of the teaching hours dedicated to
scientific skills.

21. The tables below show the hours of teaching dedicated to each subject per week
for the Standard curriculum and the Applied Sciences option.
[12] Including Biology, Chemistry and Earth
Science

22. As for the other two profiles, in the Applied Sciences option the following
extra courses are activated:
AutoCAD Certification Course
English Language Course
Scientific Lab Course
Robotics

23. COMPARISON BETWEEN OUR THREE
DIFFERENT COURSES
The aim of the following graphs is to compare
the lesson hours dedicated to different subjects
in the three courses available in our High
School.

24. To simplify the comprehension of the study, some
different subjects have been joined together under
the same name. The considered groups are five:

25. In the following table are represented the lesson
hours (per week and their percentage)
averaged over all the five years of each course:
Subject Science Course Applied Science
Course
Linguistic Course
Humanities subjects 66 (47%) 48 (33%) 48 (33%)
Scientific Subjects 48 (33%) 66 (47%) 28 (20%)
Foreigner Languages 15 (10%) 15 (10%) 53 (37%)
Physical Education 10 (7%) 10 (7%) 10 (7%)
Catholic Religion 5 (3%) 5 (3%) 5 (3%)

26. The following graph represents the percentage
of the different subject groups for the three
considered courses.

27. Caterina Musumeci
Thanks for your attention!