p.o.f. english version

POF - English version

by Eleonora Orlando
Teacher responsible for international relationship

INFO Istituto Professionale per i Servizi Sociali "SEVERINA DE LILLA" – BARI
The principal	Ester Gargano
Address	Via Celso Ulpiani
Tel.	+39 0805421268
Fax	+39 0805569417
School opening hours	7.30am - 21.00 pm from Monday to Friday; 7.30am - 14.00 pm Saturday
Front Office opening hours	10.00am - 13.00 pm from Monday to Saturday
Day-time courses opening hours	8.00am - 13.40 pm from Monday to Saturday
Evening courses opening hours	16.00am - 20.30 pm from Monday to Friday
e-mail	istitutodelilla.it@istitutodelilla.it
School Year 2006/2007	Students: 525 Classes: 25 Teachers: 72 Secretarial Staff.: 18

General information

School Timetable

The school timetable, which is set forth by the teachers' board and passed by the School Council, is drawn up to consider current regulations, educational needs and public transport. Lessons start at 8.10a.m. and finish at 1.40p.m. for a maximum 6 hours a day.

Materia d'insegnamento	BIENNIO DI BASE			3° ANNO		BIENNIO SPECIFICO
	I	II		III		IV	V

COMMON AREA

Italian	5	5	s.o.	3	s.o.	4	4	s.o.
History	2	2	o.	2	o.	2	2	o.
Foreign Language	3	3	s.o.	3	s.o.	3	3	s.o.
Law and Economy	2	2	o.
Maths and Information Tecnology	4	4	s.o.	2	o.	3	3	s.o.
Earth science and biology	3	3	o.
Phisical Education	2	2	p.	2	p.	2	2	p.
Religion	1	1	o.	1	o.	1	1	o.
Partial total	22	22		13		15	15

VOCATIONAL AREA FOR SOCIAL SERVICES

Psicology	5 (1)	5 (1)	s.o.	7	s.o.
Psicology						5	5	s.o.
Law and Economy Social Law		4	s.o.	4	s.o.
Law and Economy						3	3	s.o.
Drawing	3 (1)		g.
Anatomy, Phisiology and Hygiene				6	s.o.
Music	3 (1)		o.
Thecnical Methodology	2	5	p.	6	p.
Business Administration Thecnique						2	3	s.o.
Medical Science and Health care						5	4	s.o.
In-depth Study Area	4	4
General total	40	40		40		30	30

PROFESSIONAL SKILL AREA

EXPERTS' LESSONS		180	180
CHARITY WORK STAGE		120	120
Total AREA		300	300

TITOLI CONSEGUIBILI

Qualifica di Social Services Operator	Three years course
Diploma di Social Services Technicial	Five years course

How to reach us

ORGANIZATIONAL CHOICES

ORGANIGRAM: FUNCTIONS AND FIGURES

Our School's organigram provides for tasks to be distributed at various levels; there are, in fact, bodies and figures with specific responsibilities:

• The School Manager(Principal) organizes and assesses the whole educational/training process; he/she deals with the organization's efficiency, related to which he/she takes decisions; organizes and runs initiatives; networks with teachers, students, parents, administrative staff, external bodies with the aim of facilitating teaching-learning processes;
• The Staff consists of: Supply Teachers, System Figures (teacher who are in charge of special Projects), Instrumental - Figures (teachers elected by the Teachers' Board who are responsible of special projects within specific competency areas), Principal's Collaborators.
  It has functions as a scientific – didactic Committee in terms of proposing, didactic and organizational planning, assessment and evaluation of processes, products and activities it devises and realizes; the Staff co-ordinates the management of the POF.
  Teachers responsible for the Teachers' Evaluation Committee are also appointed within the Staff.
• Department Co-ordinators co-ordinate the group of teachers of the same subject or the same disciplinary area.
• Class Co-ordinators co-ordinate Class Councils by authority of the Principal. Class Councils consist of all the class teachers, two students' representatives and two parents' representatives. Class Councils can also work on an extended basis to include all parents and all students.

In order to effectively achieve the objectives institute has identified, the school has drawn up a SCHOOL CHARTER (P.O.F.) which constitutes the cultural identity of the school itself and presents the Projects the school is involved in.
The School Charter presents the organizational and educational directives, the criteria for the use of resources and constitutes a commitment for the whole school community.

IPSS De Lilla is characterised by the activation courses which involve a whole set of innovations.
The Technical School has a double purpose:

• starting a valuable path in educating technicians to be inserted directly in the work world. The training path can be completed as needed with higher, non-university technical training courses;
• supplying a well balanced education, which can be valid both as general education and in view of further, university-level studies (short degrees and doctoral degrees).

At the end of the five-year course, students can find work in different fields.

This vocational upper secondary school permits the students to achieve the following titles:

• Certified qualification for Social Services Operator, after a 3 year-course;
• Certificate for Social Services Technician, after a 5 year course (Diploma).

FIRST LEVEL: Professional Profile of Social Services Operator

The course gives access to the profession of social services operator, entitled to work in social and cultural services, both private and public:

• centres for senior citizens;
• nursery schools;
• child recreation centres;
• under-age communities;
• immigrant reception centres;
• disabled people home assistance.

These jobs necessitate an adequate formation, a good basic culture plus specific professional abilities. To achieve these results the course plan includes:

• some general subjects (common area);
• vocational subjects (professional area);
• in-depth study subjects (to be decided by Class Council).

After a 3-year course followed by an exam it is possible to obtain the Certified Qualification for Social Services Operator (first level).
Various possibilities after the qualification course:

• Starting work;
• Attendance at local formation courses;
• Attendance at a two year-post qualification course at the same institute, which gives access to different university faculties.

SECOND LEVEL: Professional Profile of Social Services Thecnician

After 5 year-course (3 + 2) enables graduate:

• to programme interventions to comply with the basic needs of daily life of the subjects in question including recreational activities, caring for their organization and assessement;
• to perceive and understand the social requirements, in the juridical, psychological and sanitary fields, and take adequate measures.

In order to create new specific professional roles, the post-qualification 2 year-course is made up of 300 hours a year of training in social services (practical experience and vocational lessons).
At present we are carrying out the following projects to become:

• Social tourist operator;
• Social-educational operator;
• Multivalent social operator;
• Family services operator;
• Senior citizens assistance operator;
• Immigrants assistance operator;
• Public and private social enterprises operator.

Additional activities

• Evening classes for adults attending the same types of courses. Formative credits are acknowledged.
• Course to achieve European Computer Driving Licence.
• Welcome project for the introduction of the 1st year students to new school.
• Orientation Project (third and fifth classes).
• Information and Consulting.
• Films with discussion, both in Italian and in English.
• Musical Laboratory-Aerobic dance-theatre plays.
• Language Project (English and Spanish with mother tongue teachers).
• Harmonic dance for psycho-physical well-being.
• Trekking and Orienteering activities and several extra-curriculum activities.

Optional courses and User Services

• Courses of Italian for foreign students according to individual starting levels.
• Diverse courses for disabled students.
• Personalized courses for handicapped students.
• Supplementary lessons (supporting courses, individual extra lessons, individual assisted study).
• Optional courses in different areas:
      expressive-comunicative,
      non verbal expressive,
      motorial and socio-relational area.
• European Computer Driving Licence Test Centre.
• Course for Motorcycle Driving Licence.
• Psychological Advice.

• Language laboratory
• Video rooms
• Music room
• Drawing and technical methodology lab
• Science biology lab
• Computer science room
• Disabled students lab
• Gyms
• Library

• Comenius 1
• Leonardo Mobility project
• Italy-China project (pole-school for the province of Bari
• Europapuglia.it (European teacher on – line newspaper)

Schoolpartners:

• Theodor Frank Haupt und Real Schule Teningen (Germany)
• Gardaskoli Gardabaer (Iceland)
• IES Marius Torres Lleida (Spain)
• College La Broque (France)
• Lahden yhteiskoulun peruskoulu Lahti (Finland)
• Experimental High School (China)
• Schule Nr. 14 in Abakan, Sibirien (Russia)

Progetto Pon Misura 1 azione 1b“Say Hello to your future” – (Prof.ssa Orlando E.)

100 hours course with two mother tongue English teachers to achieve Trinity College London Certificate level A2 of European Framework of Language.

Progetto Pon Misura 2 Azione 2.1c (Prof. Lovecchio A. – dott.ssa Gernone L.)

Multimedia Language Laboratory.

Dance at School: Dance and life repertory company – (Prof.ssa Perrone)

150 hours At risk area project to prevent students drop out.

Progetto Pon Misura 3 Azione 3.2 "Animals help us to grow up"(Prof.ssa Tannoia)

150 hours PET therapy with disabled people. A new way to create communication.

• Spanish Language course for beginners
• Pronunciation and recitation
• Graphology

IPSS De Lilla has elaborated its Risk Chart which applies to its 2 different school buildings and has arranged interventions to avoid risks on its premises. Defence facilities, signposts and equipment have been conformed to the security regulations in force.

Definition and purposes
The educational action forms, together with professional training, a fundamental School activity.
This student-centred action has the purpose of supplying significant contributions to the definition and achievements of students’ life projects and ambitions.
The School identifies the fundamental and characteristic elements of its action, continually and consistently seeking the application of the fundamental principles of pluralism, tolerance, peace, health and environment protection. Great care is given to two fundamental perspectives:
    - society, in continual transformation, at different levels (national, European, global);
    - the School’s field of work, with its specific aspects and issues.

Reception
Reception activities are carried out during the first School Year week with the purpose of fostering mutual understanding between new students and the School – in particular Class Board teachers.
Students are encouraged to familiarise with the School’s structure, organisation and rules through special events and activities (Open Day).
Entry levels in subject and cross-subject skills are then assessed with suitable any improvement in class formation.

Educational Planning
Each Class Board annually works out its educational programme, defines specific and individually tailored objectives, operative modes for reaching them, and criteria to assess the results obtained.
To facilitate reaching these objectives and to help students in their choices, the School has designed suitable career advising, listening and dropout-fighting activities.
If necessary, the School enforces discipline with educational purposes, and guarantees fairness, transparency and timeliness, in compliance with School Regulations.

Modularity

Our School is characterised by modularity as a didactic choice. This implies the following:

• each subject’s path is planned by modules;
• the objectives are set out clearly for each module;
• each module is divided in didactic units;
• a final test is planned at the end of each module, with make-good tests as and if needed (an intermediate test is also possible);
• the result of each module weighs on each subject’s final assessment in a stated way;
• the result of each module is certified and notified to families;
• the subject’s proposed final mark is based on the well-reasoned average of the modules attended during the year.

Cross-subject projects

Cross-subject projects are mainly implemented in the third, fourth and fifth forms through the Project Area module according to the following phases:

• the Class Board identifies the project topic (fourth and fifth forms might continue working on previous years’ projects);
• subjects to be involved in the project are identified;
• objectives and the ways and times to achieve them are defined;
• assessment ways and criteria are defined.

Besides project areas, it is possible to program interdisciplinary modules between related subjects with the two teachers’ co-presence in the classroom.

Use of information and multimedia technologies

Over the last few years the School has significantly stepped up use of information and multimedia technologies in its didactic charter.
This is done within the curriculum and outside. Students preparation can take examination for the ECDL European Computer Driving Licence exam, which they can sit at our School (ECDL Test Center).
The competencies cover information management through word processing, hypertext communication, multimedia presentations, spreadsheet processing and simple data bases, e-mail and internet.
The School offers ample spaces for normal and specialised didactic activities.
Normal classrooms are equipped with traditional blackboards and if needed TV sets, VCRs and computers can be brought in on trolleys.
The laboratories comprise:

• Language laboratory
• Video rooms
• Computer science room
• Disabled students lab

School Trips

School trips are organised  with the aim of offering formative experiences to supplement the students’ general education, cultural enrichment, and personal growth.
Students participate at their own expenses, teachers’ expenses are covered by the School.

Other formative offers

During the school year students can participate to different courses, which take place in the afternoon, based on requests expressed by the students themselves at the beginning of the school year. Each course will be activated only with a minimum number of participants and in accordance to resources to be used (normally at the School’s expenses).
Participation in extracurricular activities is covered by specific certification.

CURRICULAR

EXTRA-CURRICULAR

GENERAL

Educational Test – oral and/or written, it is appraised and used with the only aim of identifying the situation of the learning/teaching process. It is useful for the student to verify what stage his/her training is with respect to the work that has been carried out, and for the teacher to better adjust his/her action.

The course of action followed by the school as regards assessment has the objective of guaranteeing maximum transparency of the assessment process in all its phases, in order to allow students and their families to know, if they want to, their position in the learning path at any time.
The fundamental lines of the path are as follows:
The Teachers' Board decrees:

• The agreement between marks and learning levels for final assessment
• The criteria for passing and failing

• Translates the descriptions of levels using the subject's terms
• Produces a grid of marks-levels agreement for each add-up tests that will be done during the year
• Establishes how the result of add-up tests will lead to the proposed final mark, which is understood as collocation of the student at an established level of learning.

• Applies the decisions taken by the Teachers' Board and by their Department for each test to every student, and will therefore get to a consistent proposal of final mark which will reach the Class Council for the end-of-term assessment of progress.

• The mark-level agreement, as approved by the Teachers' Board
• The specific mark-level agreement for each subject
• The assessment criteria used in each test
• The criteria according to which test results in each subject will lead to the proposed final mark for end-of-term assessment
• The established criteria for passing or failing

Evaluation is a fundamental aspect of the teaching-learning process. Teachers will monitor progress and keep records of grades and assessments which provide constructive feedback and regular reviews of the student's progress.
Assessment outcomes of short term targets over a limited time span also provide precious information for the teacher on the validity of teaching methods and help monitor and develop the student's performance and attitudes.
End of year assessments monitor the student's ability to move on to the following year's level. The student's potential ability to attend the next classes must take account of :

• the student's marks at the end of the school year;
• his achievement of study goals.

Pupil support programme, special education needs, supplementary opportunities
Support is offered to those students who are experiencing difficulty at school. Teachers will decide the amount of supplementary hours to dedicate to this programme and will provide extra tuition either during the morning lessons or in extra curricular classes in the afternoon.

The institute operates in general in an area of a disadvantaged country because situated in the south of Italy and therefore, above all, in a zone of a high unemployment.
To these problems, is added some illegal employment and/or an irregular activity when not illegal for which their parents look for, through the school, a re-entry within the normalcy of their children.
Particularly in the last times it is increasing the situation of those people that, in adult age, lose the job and go into an unpleasant situation of unemployed.
In the POF (The Institute “Identification card”) of our Institute pupils' recovery in difficulty, assumes a remarkable position and, already from years, contemplating projects aiming the recovery of the those pupils with the above-mentioned difficulties.
The institute has realized, in its own web site a space devoted to an exchange for a didactic and cultural experiences with foreign schools.
We are looking forward to organize also stages in the countries with we are compared.

Agreement between marks and learning levels for final assessment.
In order to formulate the proposed final mark for end-of-term assessment, teachers place all students at a specific learning level, based on the above mentioned criteria.
The proposed final mark in a subject for end-of-term assessment will be formulated according to the criteria established by Departments; in Technical School classes it originates from the weighed average of results obtained in the single modules, depending on the value each module has within the subject's organization, and on any criteria established by the Department.

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