The occasion for this educational practice was the reading a myth of Aesop, the Fox and the grapes. After the elaboration of the myth was completed, the students expressed the need to help the fox to reach the grapes. Regardless of the moral lesson of the story students ask themselves: “ Is there any way to help our new friend?". They decide to build a ladder to help the fox.
This "Three-year training Offer plan" (PTOF) by the Secondary school “G. Borsi” in Livorno, Italy is an example of the plans that each Italian school is required to prepare and update every year in order to develop their own educational policies to adapt general national guidelines (PNSD et alia) to the specific needs of local communities.
The document explicits the curricular, extracurricular, educational and organizational design that the school adopts independently.
The STEMcat plan is an initiative that responds to the current situation of imbalance in labor demand in certain sectors related to science and technology, and promote that more young people, especially girls, are interested in studies in this field.
The STEMcat plan to boost scientific, technological, engineering and mathematical vocations is an initiative that responds to the need to address the current imbalance in certain areas of science and technology between the labor supply. and people trained and prepared to satisfy it.
“In the traces of Pythagoras” (a programming robots approach of Pythagoras theorem) is a course that aimed to help students get know and become familiar with the Pythagorean theorem. To do this, teachers explained the Pythagorean theorem to 20 students coming from seven European countries , i.e., Poland, Portugal, Spain, Finland, Romania, Italy and Germany, in the frame of the Erasmus project ran by our school, entitled “Learning with Arts”.