English version - Liceo Scientifico Statale Carlo Cattaneo di Torino

SOME FIGURES ABOUT OUR SCHOOL
• Founded in 1975.
• At present (2006) 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 curricola
 
• 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
 
 • Ordinary hours per week : 26 to 30.
 • Computer Science hours per week : 29 to 32.
 • Science-oriented hours per week : 29 to 31.
 • Bilingual 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.