School Regulations
Academic Year 2018/2019
Art. 1 Course's Organisation
The five-year Course is aimed at culturally and professionally preparing nursery and primary school teachers.
The educational activities include:
- annual or six-month academic courses;
- didactic workshops and exercises;
- direct and indirect internships.
The didactic activities include lectures, in the classroom or in the workshop, direct and indirect internships, seminars, and field activities. The educational activities are organised so to give the student the right amount of time for personal study. The direct and indirect internship activities - for a total amount of 600 hours equal to 24 credits - start in the second year, and each year the number of credits increases.
Art. 2 Admission Requirements
In order to access the Course, it is essential a five-year secondary school diploma, or another study title obtained in Italy or abroad and considered equal. Admission is also allowed to students with a diploma of a four-year secondary education institution that does not include the supplementary year. In such a case, the student must meet the Faculty's Additional Learning Requirements. With the newsletter No. 0009249 of 7 April 2014, MIUR has made known that the system of Italian high schools abroad has a four-year duration, as established into the interministerial decrees (MAE-MIUR) 4 August 2010 and 6 September 2012. Therefore, these diplomas are valid for university enrolment and do not require further admission tests (except for those based on the results of the exam).
The Course is with numerus clauses and it is planned a compulsory admission test, with multiple choice questions aimed at verifying candidates' linguistic competence and of logical reasoning, literary, historical-social, geographical, and mathematical-scientific culture.
The positions available are established by MIUR each year. In order to enrol, it is essential to get the minimum score established by MIUR each year and to reach a useful position into the merit ranking.
The details on the characteristics and the execution methods of the test are described into the Admission Call, that will be published during the Open Doors at Sapienza University on the webpage of the Educational Programme.
Art. 3 Verification of Candidates' Knowledge
The admission test is aimed at verifying candidate's preparation in connection to the disciplinary knowledge essential to achieve the Programme's qualifying educational goals. Respecting what MIUR establishes, the teachers of pedagogical, literary, and scientific areas prepare multiple choice questions. Still respecting the MIUR's annual call about the admission test, are made arrangements aimed at guaranteeing the transparency of all stages, included the criteria and the procedures applied to appoint the judging boards and the persons in charge of the procedure (in accordance with the law No. 241 of 1990 and following changes), the methods to verify candidates' identity, their duties during the test, the methods for the supervision on candidates (taking into account what it is established in art. 5, 6, and 8 of the DPR 3 May 1957, No. 686, if not differently planned by the universities), and the execution methods of the test.
On the basis of the admission test results, the students who do not get the minimum score are assigned with additional learning requirements (OFA). The activities planned for the OFA will be established by the Course in accordance with the educational goals and will be realised according to methods established by the Course's teachers.
Art. 4 Transfers, Course Reduction, Credit Acknowledgement
1. Transfers
Transfer applications to the Programme must be handed in within the deadlines and according to the procedures described in the University's Prospectus.
The students coming from other Courses of Sapienza, other universities, military academies, or other military high-education institutions have to pass the admission test.
The applications must be approved by the Course's Management Committee, that: a) evaluates whether to acknowledge a part of or all exams taken in the previous course, as well as the credits obtained and the marks; b) indicates the year the student enrol in; c) plans the training aimed at obtaining the degree.
2. Course Reduction
The course has been activated in the academic year 2016-17; therefore, it will be impossible to hand in applications for the enrolment in years following the third year.
Who possesses a three-year diploma, a three-year degree, a four-year degree, a five-year degree, a second-level degree in the old system, a Bachelors degree or a Masters degree and wants to achieve another degree can ask for the enrolment in the second year.
The applications are evaluated by the Course, that: a) evaluates whether to acknowledge a part of or all exams taken in the previous course, as well as the credits obtained and the marks; b) indicates the year the student enrol in; c) plans the training aimed at obtaining the degree.
Those who possess a similar degree (L19, LM85) can complete their studies in not less than four semesters.
Applications must be handed in within the deadlines and according to the procedures described in the University's Prospectus.
3. Criteria for Credit Acknowledgement
The ECTS of the previous Course can be acknowledged if the disciplines have contents coherent with one of the programmes of the Degree Course, up to 50% of all exams.
The Course can decide the equivalence among Scientific Disciplinary Sectors for credit acknowledgement on the basis of courses' contents and according to the Programme.
If some credits are related to courses with different names from the new Programme's ones but the disciplines are equivalent, they can be acknowledged for the courses of the new Programme. In such a case, the Course decides the acknowledgement according to the following modalities:
a) if the credit number of the two courses is equal, the acknowledgement is direct;
b) if the credits are different, the Course will examine the student's curriculum and will acknowledge the credits, maybe after supplementary exams.
For a total or partial acknowledgement of students' careers coming from old systems, please consult the conversion tables on the website of the Course. Deadlines and procedures for applications are indicated in the Prospectus.
Art. 5 Educational Programme
The Educational Programme includes the list of all courses for student's career, as well as the internships, workshops, and elective courses. The latter can be chosen among all those offered in Sapienza University.
Each student can obtain the official approval for his/her educational programme by the Course before registering the exams, on pain of their cancellation.
The deadlines for the educational programme submission will be indicated on the Course's website.
The educational programme can be filled in online from the page Infostud of each student. Afterward, the student must submit it by means of the button on the interface Infostud for the approval by the teacher responsible of the evaluation. The system will inform the student about the approval.
The student can modify his/her programme in the dates indicated by the Course.
In any case, the exams registered cannot be substituted.
Art 6 Didactic Methods
1. University Credits
The university credit (ECTS) is the unit of measurement of student's work. One ECTS is equal to 25 hours, divided among classes, exercises, workshops, mid-term tests, exams, seminars, and all other educational activities established in the Course. It also includes the hours for personal study necessary to prepare the tests and to carry out the educational activities not directly connected to the classes (thesis, projects, internships, linguistic and IT examinations, etc.).
According to the University's regulations, in this Programme one ECTS equals to 8 hours of classes, or 12 hours of workshop or guided exercise, or 20 hours of professionalising training (guided by the teacher in small groups) or of assisted study (students' independent exercises in the classroom/workshop with didactic assistance).
Each course's programme, that can be consulted on the Course's web site and on the e-learning platform Moodle (elearning2.uniroma1.it), indicates the ECTS division in hours according to the various activities, along the prerequisites, the educational goals, and the study plan.
The overall work needed to obtain the degree is 300 ECTS.
2. Academic Calendar
The Course is divided into two semesters, of 15 weeks each, spaced out by three exam sessions.
First semester: classes start between the last week of September and the second of October, and finish before the third week of January.
Second semester: classes does not start before the first week of March and finish within the second week of June.
Exams: in accordance with the Prospectus (art. 26), there are three exam sessions: a) the first one in January/February, starting from the end of the first semester, includes at least two dates when the student can take all the exams of the first semester; b) the second one in June/July, starting from the end of the second semester, includes at least two dates when the student can take all the exams of the second semester, as well as the ones of the first semester; c) the third one in September/October (before the start of the didactic activities) includes at least one date when the student can take the exams of the first and the second semester.
Therefore, students can take the exams only after the end of the semester. If planned, the compulsory attendance is to be respected, as well as any duty to take some exams before others.
The academic calendar is approved each year by the Course Board, that pays attention to distribute the exam dates uniformly into the semester.
3. Meeting the Additional Learning Requirements (OFA).
The students with OFA can participate to specific activities to meet the requirements; these activities will start on the first days of October, together to the first semester's courses. Attendance to these courses is compulsory. At the end of each course, there will be a verification test. If they do not meet the OFA, they can go on with the courses of the first year and take the exams, but they cannot enrol in the second year.
4. Internship
Internship is compulsory and starts in the second year. Internship is coordinated by tenured teachers and school heads (internship supervisors) from nursery and primary schools, working full time or part time in the Course. Internship is closely connected to workshop activities and to academic courses. Participation to internship is regulated by the Course.
From the internships of the second, third and fourth years are exempt the teachers of primary or nursery schools with a permanent contract or with a long-term contract, both in state or private schools. For the fifth-year internship, will be presented methods compatible with students' work in schools and with the need to do activities necessary for the final test.
The students who are specialised teachers (religion, foreign language, special needs, etc.) must do a part of the fourth-year internship dedicated to the planning of a didactic programme different from their teaching area.
5. Exams
Student's evaluation is given by means of a mark on a scale of 30, with a minimum mark of 18/30, or with a pass/fail examination.
For some courses, there will be mid-term tests to be done during the semesters.
The following aspects can contribute to the final evaluation: a) a written exam, possibly divided into various tests to be done during or at the end of the course; b) an oral exam; c) student's independent work.
Art. 7 Part-time System
The terms and the modalities to apply for a part-time system along with the related regulations are indicated in the Prospectus and can be consulted on the Sapienza website.
Art. 8 Students Who Have not Completed the Exams within the Prescribed Time
In accordance to art. 32 of the Prospectus, a full-time student could have attended the whole Course (five years) but without obtaining the degree or passing the exams needed to be admitted to the final exam. In such a case, the terms for the achievement of the degree are regulated by the art. 33 of the Prospectus.
Art. 9 Tutoring
Students can have a tutor among the teachers indicated by the Course. Possible other teachers available as tutors and tutoring modalities will be published each year in the Educational Affairs Office and on the Course's website.
Art. 10 Final Test
The final test consists of the dissertation of the thesis and the internship final report that together represent the exam qualifying for teaching in nursery and primary schools. For this purpose, the board, appointed by the competent academic authority, is completed with two tutor teachers as in art. 11 and with a representative indicated by USR, the regional scholastic office.
The final mark is based on the evaluation of study curriculum, the dissertation, and the final test. Possible training internship in Italy or abroad, and other well-documented and accredited competences (e.g. participation to Erasmus project) can be taken into consideration for Honours or to round the final mark. The related documentation must be handed in to the Educational Affairs Office together to the final composition.
Deadlines and the modalities to submit the final test applications and to hand in the compositions are indicated on the Course's website.
The Board gives marks on a scale of 110 and, unanimously, can give the candidate the highest mark with Honours.
Art. 11 Application of Art. 6 of Students' Regulations (RD 4/6/1938 No. 1269)
The student enrolled to this Programme, in order to enrich his/her study curriculum, along the courses planned for his/her Programme, can enrol, for each academic year, to not more than two courses of other Sapienza's Programmes with the same level and system. The Course can express an opinion if the Student Affairs Office asks for it.
These exams do not contribute to the amount of ECTS required for the degree and do not affect the average grade, but are just included into the student's career.
The student who wants to take advantage of this possibility has to submit to the Student Affairs Office of the Faculty of Medicine and Psychology a written application within the deadlines indicated in the Prospectus.
Since such a rule has a great scientific and cultural significance, the Course has established that only the students with at least 18 credits can submit the application.
Art. 12 Temporary Rules
In the academic year 2016-2017, it was activated the first year of the educational programme presented in the first part of these regulations.
In the academic year 2017-2018, it was activated the second year of the educational programme presented in the first part of these regulations.
In the academic year 2018-2019, it was activated the third year of the educational programme presented in the first part of these regulations.
In the academic year 2019-2020, it will be activated the fourth year of the educational programme presented in the first part of these regulations.
In the academic year 2020-2021, it will be activated the fifth year of the educational programme presented in the first part of these regulations.
Curriculum unico
First year
Orientamento unico
| Course |
Semester |
CFU |
SSD |
Language |
|
1049582 - Introduction to science education |
By using as a problematic reference two essays by John Dewey, “Unity of science as a social problem” and “Experience and education,” the course intends to examine the characteristics, methods and intervention areas of experimental research in educational sciences and the possibility to use the results in taking decisions of educational policy. They will be examined the epistemological and methodological problems taking place on field research within the educational sciences, paying a special attention to the research on efficacy of educational systems in conveying linguistic abilities.
At the end of the course, students will have acquired knowledge concerning the main themes of pedagogy and will be able to know and understand general themes and issues related to educational sciences study areas. They will have also acquired knowledge connected to the use of tools for observation and collection of data, especially in contexts of primary and pre-primary school. Students will acquire knowledge concerning the use of research and analysis methods, with a special reference to the population on children in primary and pre-primary school (Knowledge and understanding).
By attending the course of Experimental Pedagogy, students will reach the ability of applying the acquired knowledge and skills, so to be able to plan and carry out little experimental researches, and to build, validate and use evaluation and observation tools, especially those intended to children in primary and pre-primary school. They will be also able to present the data collected so as they are accessible even to non-expert readers (Applying knowledge and understanding).
At the end of the course, students will know how to interpret information and reflect on issues connected to the study area, proving to have acquired a scientific attitude and to have critical and auto-critical skill. They will have specifically reached a special attention to critical analysis in the context of primary and pre-primary school (Making judgements).
By activities of study and reflection on themes of pedagogy, tool analysis, communication models and modalities, and diffusion of results, students will develop instrumental skills (writing, speaking, computing) so to promote the ability of engaging with others, identifying with one's working role and work as a group (Communication skills).
Another and more general outcome expected at the end of the course is the skill of learning or acquiring the needed abilities to start further studies with a high level of autonomy, to integrate in the world of work and to be an active part of society (Learning skills).
|
First semester |
7 |
M-PED/04 |
 |
|
1049666 - Italian linguistics
|
|
First semester |
6 |
|
|
|
Italian grammar |
|
First semester |
4 |
L-FIL-LET/12 |
|
|
teaching of the Italian language |
|
First semester |
2 |
L-FIL-LET/12 |
|
|
1052121 - Numbers and structures: theory teaching application
|
|
First semester |
12 |
|
|
|
The different number systems |
|
First semester |
3 |
MAT/04 |
|
|
Manipulate numbers and recognize structures |
|
First semester |
6 |
MAT/02 |
|
|
From arithmetic to algebra. From algebra to arithmetic |
|
First semester |
3 |
MAT/04 |
|
|
1016805 - CULTURAL ANTHROPOLOGY
|
At the end of the course the students should be able to:
- demonstrate understanding of the culturally mediated nature of the notion of
childhood
- demonstrate an understanding of current theories concerning children and infancy
from an intercultural point of view
- read and critically analyze articles and texts that present the various aspects of
vital dimensions of childhood
- situate the anthropological perspectives on children (and youth) within the field
broader than social and cultural anthropology;
and to reveal the following knowledge and skills:
- know and understand the general lines of the development of anthropology
cultural;
- know the theoretical-methodological problems that the discipline faces in its
practice today, with particular reference to educational processes and contexts;
- possess good skills in cultural analysis of social and territorial contexts
with particular regard to multicultural contexts;
- be able to use anthropological knowledge in the context of future practice;
- to know how to translate the theoretical and methodological knowledge of anthropology in taking a critical and reflective approach;
- know how to interpret information emerging from the professional sphere as data
to be treated according to an ethnographic model;
- be able to communicate their analysis of socio-cultural contexts in which
acts;
- be able to use the ethnographic method, to improve listening, observation and interpretation of the communication processes in which it participates;
- be able to integrate their knowledge to autonomously expand own analytical tools.
|
Second semester |
8 |
M-DEA/01 |
|
|
1049594 - Educational objectives of the school
|
|
Second semester |
12 |
|
|
|
Educational objectives of the school for children |
|
Second semester |
6 |
M-PED/03 |
|
|
Educational objectives of primary school |
|
Second semester |
6 |
M-PED/03 |
|
|
1051020 - developmental psychology and education |
Knowledge and understanding (Dublin Descriptor No. 1): passing the exam means to be able to know and understand the basic process of child development. In particular, the student will have acquired knowledge about motor, communicative/linguistic, cognitive, social and emotional development of a child from birth to the beginning of adolescence.
Applying knowledge and understanding (Dublin Descriptor No. 2): passing the exam means to be able to use tools of observation and to identify typical profiles of psychological operation.
Making judgements (Dublin Descriptor No. 3): passing the exam means to have acquired skills of critically judging evaluation tools to recognize strong and weak points.
Communication skills (Dublin Descriptor No. 4): passing the exam means to have acquired the ability of effectively using communication tools to hold meeting about patient's condition and to write scientific publications.
Learning skills (Dublin Descriptor No. 5): passing the exam means to have acquired the ability of cross learning that will allow the student to examine in depth, all over his/her academic and professional career, the main tools and intervention programmes directed to the strengthening of psychological and educational proficiency. Learning skills are acquired during the teaching, highlighting – during lectures – theoretical models and the analysis of procedures, and proposing through practical exercises the use of several investigation and/or evaluation strategies.
Thanks to the participation to research projects (critical analysis of bibliographic sources, administration of questionnaires and insertion of data) within developmental psychology, the student will be better able to continue autonomously his/her studies during his/her life and to examine in depth the developmental psychology themes he/she will have to study.
|
Second semester |
8 |
M-PSI/04 |
|
|
AAF1757 - English laboratory I |
CORSE OBJECTIVES
A placement test will be administered during the first lesson. Additional content of the course will be chosen based on the test results and additional materials will be chosen.
The general aim of the course is to improve the current level of English of the students. The expected level of English of students is CEFR (Common European Framework of Reference for Languages) B1 or B2, in all four skills: reading, listening, writing, speaking.
The chosen course book will be the starting point for the course and it will be used as a means of consolidating students’ knowledge of grammar and vocabulary.
General objectives:
- Learn to understand the main ideas of complex texts on both concrete and abstract topics, including technical discussions in his/her field of specialization.
- Learn to interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party.
- Learn to produce clear, detailed texts on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
Other potential objectives:
- Learn to understand a wide range of demanding, longer texts and recognise implicit meaning.
- Learn to express him/herself fluently and spontaneously without much obvious searching for expressions, in order to use language flexibly and effectively for social, academic and professional purposes.
Specific objectives:
Speaking Interaction and Production: speak fluently without searching for language; communicate effectively in social and professional situations; give ideas and opinions and related their ideas to those of other speakers; talk about complex subjects and develop arguments.
Listening: understand long complex speech; understand most television programmes and films.
Reading: understand long and complex factual and literary texts, with different styles; understand specialized articles and long technical instructions.
Writing: write long, clear, well-structured texts to express their points of view; write about complex subjects in a letter, an essay or a report; write in an appropriate style.
By the end of the course, students will have mastered grammar points and vocabulary at the CEFR B2/C1 level, will be able to understand factual every-day and literary texts containing grammar points and vocabulary at the level. In addition, students will have mastered the most frequent reading strategies (reading for gist, reading for detail, etc.)
The acquired skills will have improved the ability to face every-day situations in English. This will encourage students to interact in English with more confidence and consequently more easily.
The acquired soft skills will improve the ability to face unfamiliar texts and contexts, not only in English but also in their native language, as well as learning about English-speaking countries’ traditions and customs, by means of activities that stimulate cognitive processes and texts on English-speaking countries’ customs and traditions.
In-class activities and exercises, carried out in small groups, will help students to express themselves with ease; small-group work will have the aim to develop the feeling of group belonging, sharing, ability to negotiate and resolve conflicts, socialize and actively participate.
Thanks to the participation in the in-class activities and exercises (such as, discussions on different topics in small groups, grammar and vocabulary exercises, text comprehension, role plays, etc.) students will be motivated to continue studying English, thus being enabled for lifelong learning.
|
Second semester |
2 |
|
|
Second year
Orientamento unico
| Course |
Semester |
CFU |
SSD |
Language |
|
1049595 - Teaching of the Italian language II |
Learning outcomes of the course unit
The course presents the central topics of linguistic education in italian language (receptive and productive abilities) during the primary school to promote their applications, based on theoretical models and according to “indicazioni nazionali”.
Specific skills
Knowledge and understanding
At the end of the course the student will have to demonstrate the knowledge and understanding of the concepts foreseen by the course, with particular attention to the relative educational applications in the primary school, according to the “Indicazioni nazionali della scuola primaria e dell’infanzia “ 2012.
Applying knowledge and understanding
At the end of the course the student will be able to describe the Italian contemporary language and its variability, to recognize and to plan educational activities for the primary school curriculum.
Making judgements
The student will be able to move freely and independently between problems and topics related to linguistic education, to reason on the teaching activities.
Communication skills
The student must know how to communicate the concepts of the discipline with clarity, propriety of language and using the technical terminology of the discipline.
Learning skills
At the end of the course the student will have to know how to use and find the tools to deepen and update (constantly and autonomously) the knowledge in the disciplinary area, according to his own interests and to the real educational needs.
|
First semester |
7 |
L-FIL-LET/12 |
|
|
1049597 - The language of chemistry
|
Knowledge and ability to understand
The course does not aim to provide the bases to teach Chemistry in its conceptual structure to future teachers, but, after revising some basic concepts, to experiment a viable way to contribute, together with other disciplinary areas, to the achievement of objectives proposed by the 2012 National Guidelines for primary school and childhood.
Applying knowledge and understanding
The student must be able to autonomously choose practical and training programs and experiences useful for the transmission of the scientific method applied to the observation of phenomena related to the structure of matter. He will be able to self-assess his teaching and educational skills in the field of chemistry in full autonomy.
Making judgements
The student must be able to clearly and adequately illustrate information related to educational and teaching situations related to the field of chemistry and easily observable in everyday life using "classic" and multimedia means of communication.
Lifelong learning skills
The student must have as its objective the autonomous understanding of the scientific method that passes through the phenomenological observation of situations that involve chemistry. Furthermore, the student is expected to acquire team learning skills for the realization of collective projects.
|
First semester |
4 |
|
|
|
Stories atoms |
|
First semester |
2 |
CHIM/06 |
|
|
Stories molecules |
|
First semester |
2 |
CHIM/03 |
|
|
1049584 - Children's literature |
At the end of the course, students will know childhood literature in its different forms and kinds; they will know main techniques and methods of reading aloud, animation of reading, conduction of reading groups, and construction of workshop activities based on reading and writing; they will recognize reading as a basic activity for children's cognitive, emotional and social development; they will be able to plan activities of promotion of reading based on children's educational interests, skills and needs; they will be able to evaluate, choose and use contemporary and classical literary works for children, according to the construction of educational paths fitting for the different ages, backgrounds, and educational needs of individuals and groups.
|
First semester |
9 |
M-PED/02 |
|
|
1049675 - Image education
|
THE AIM INTENDS TO GIVE THE TOOLS ESSENTIAL READING OF LANGUAGE FILM AND ITS EVOLUTION, THE SPECIFIC TERMINOLOGY AND OPERATION OF THE PRODUCTION SYSTEM, STRESSING ON SPECIFIC 'VISUAL AND THE NEED' FOR SOCIAL ANALYSIS HISTORICAL NARRATIVE ANALYSIS IN ADDITION -LETTERARIA TEXTS FILMIC.
Image Education - Art Languages is aimed to develop knowledge about the nature of artistic image, via examples of artworks realized in different techniques and languages, inciting to find links with present experiences and potential ways of re-creation.
|
First semester |
9 |
|
|
|
Film language |
|
First semester |
4 |
L-ART/03 |
|
|
Art languages |
|
First semester |
5 |
L-ART/06 |
|
|
1049625 - Methodology of pedagogical research |
The course is aimed at helping students acquire theoretical knowledge and practical skills needed to intervention planning and carrying out researches with methods and techniques of qualitative and quantitative sort, especially by means of workshops concerning specific phenomena of pedagogical interest.
The goal of workshops is to supply methodological and critical tools needed to understand themes and issues connected to research methodology within educational sciences; it will allow to learn and interpret pieces of information and to reflect on issues concerning the study area, proving to have acquired a scientific attitude and to have critical and auto-critical skills.
The student will be also prepared to understand the logical process at the base of a research, to operationalize constructs studied as variables, and to apply in a reasoned way, through guided educational activities, research methodologies useful to know better the job of a teacher, developing both critical and creative skills by means of creation of research and intervention paths based on outcomes of research; the student also has the possibility to develop instrumental skills (writing, oral expression, observation, research tool production, information research) and his/her communication abilities by using them, and to explain issues concerning course's study field; the student will have the possibility to improve his/her skills to engage with others, to identify in his/her work role, and to work as a group in an active and constructive way.
At the end of the workshop and study, the student will be able to know main procedures of scientific investigation, to translate and operatively express research questions, to determine efficiency and reliability of a tool, to critically use measurement tools in a pedagogical area, and to evaluate and plan simple research paths to answer specific research questions.
Moreover, the student will be introduced to interactions among themes of subjects that contribute to the definition of a research process in a pedagogical area, and this will allow to continue one's studies with more autonomy and understanding.
Finally, the student will acquire the ability of making judgements concerning theoretical models and research procedures adopted in pedagogy; the student will develop his/her abilities of problematisation and sophisticated observation of pedagogical phenomena.
|
First semester |
8 |
M-PED/01 |
|
|
1049598 - Space and measures: theory teaching and applications
|
The general aim is the acquisition of a scientific attitude characterized by the habit of observation, reasoning, comparison and discussion with others. Attention will also be paid to the ability to integrate, re-elaborate and communicate mathematical contents for pre-primary and primary school, which are the subject of the three modules in which the teaching is organized.
In all three modules, closely interconnected, there are theoretical elements and practical and laboratory elements, which use various methodologies and various artifacts. Care will be taken to maintain a constant balance between theoretical elements and experience.
|
Second semester |
10 |
|
|
|
Euclidean geometry and geometry of the transformations |
|
Second semester |
3 |
MAT/03 |
|
|
Measurement geometry |
|
Second semester |
3 |
MAT/06 |
|
|
Mathematical modeling and applied mathematics |
|
Second semester |
4 |
MAT/04 |
|
|
AAF1762 - Laboratory of educational technology |
-Knowledge and understanding (Dublin Descriptor A)
Know the main examples of multimedia teaching technologies and the pedagogical models underlying them.
Know the legislation and the main projects at ministerial level in relation to teaching technologies (National Plan for the Digital School)
Understanding the role of technologies in collaborative learning.
Understanding the role of technologies at the service of the teaching profession (to relate with other teachers, design, search for information)
-Applying knowledge and understanding (Dublin B descriptor)
Knowing how to apply this knowledge to support one's own arguments in discussion forums, to create artifacts that summarize the ideas expressed (concept maps, power point presentations), to design pedagogical scenarios that use technologies to create collaborative learning environments for different age levels
-Making judgments (descriptor C)
To be able to evaluate and express advice during peer review activities of the artifacts produced by the students in the course.
To be able to evaluate sources reliability in searching information useful for group work
- Communication (Descriptor D)
To know how to work in a group and to contribute to the discussion and creation of artifacts.
Knowing how to use technologies to communicate, also using different languages, through multimedia.
To know how to communicate effectively by presenting the work of your group in plenary.
- Lifelong learning skills (descriptor E)
Knowing how to find useful information for group work within the Internet and the main bibliographic databases.
|
Second semester |
3 |
|
|
|
1031740 - GEOGRAPHY |
The course provides the basic knowledge of geography and the theoric and practical competences to analyze relations, also in the diachronic perspective, between environment and societies at different scale. Moreover, the course provides conceptual basic tools to geolocalise and understand components and phenomena in their correct spatial and temporal dimensions. Then, the course puts in evidence the link between research and didactics in geography and shows the methodologies and tools finalized to promote a suitable use of geographical interpretive categories in order to know the environmental and anthropic characteristics. The Laboratory has the main aim to provide a series of references and guidelines useful to find and elaborate demographic, social, economic and territorial data in the perspectives of the team working and constructivist-interdisciplinary didactics.
At the end of the course the student will be able to read the landscape with a critical approach, recognizing the main physical-morphological forms, the modeling actions that occurred over time, analyzing the anthropic aspects and the relationships established between socio-demographic components and natural elements. The student will have also acquired a basic knowledge of some traditional and innovative tools that allow to develop a laboratory didactics and a cooperative approach, inspired to the research-action and authentic understanding.
|
Second semester |
9 |
M-GGR/01 |
|
|
AAF1758 - English laboratory II |
CORSE OBJECTIVES
A placement test will be administered during the first lesson. Additional content of the course will be chosen based on the test results and additional materials will be chosen.
The general aim of the course is to improve the current level of English of the students. The expected level of English of students is CEFR (Common European Framework of Reference for Languages) B1 or B2, in all four skills: reading, listening, writing, speaking.
The chosen course book will be the starting point for the course and it will be used as a means of consolidating students’ knowledge of grammar and vocabulary.
General objectives:
- Learn to understand the main ideas of complex texts on both concrete and abstract topics, including technical discussions in his/her field of specialization.
- Learn to interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party.
- Learn to produce clear, detailed texts on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
Other potential objectives:
- Learn to understand a wide range of demanding, longer texts and recognise implicit meaning.
- Learn to express him/herself fluently and spontaneously without much obvious searching for expressions, in order to use language flexibly and effectively for social, academic and professional purposes.
Specific objectives:
Speaking Interaction and Production: speak fluently without searching for language; communicate effectively in social and professional situations; give ideas and opinions and related their ideas to those of other speakers; talk about complex subjects and develop arguments.
Listening: understand long complex speech; understand most television programmes and films.
Reading: understand long and complex factual and literary texts, with different styles; understand specialized articles and long technical instructions.
Writing: write long, clear, well-structured texts to express their points of view; write about complex subjects in a letter, an essay or a report; write in an appropriate style.
By the end of the course, students will have mastered grammar points and vocabulary at the CEFR B2/C1 level, will be able to understand factual every-day and literary texts containing grammar points and vocabulary at the level. In addition, students will have mastered the most frequent reading strategies (reading for gist, reading for detail, etc.)
The acquired skills will have improved the ability to face every-day situations in English. This will encourage students to interact in English with more confidence and consequently more easily.
The acquired soft skills will improve the ability to face unfamiliar texts and contexts, not only in English but also in their native language, as well as learning about English-speaking countries’ traditions and customs, by means of activities that stimulate cognitive processes and texts on English-speaking countries’ customs and traditions.
In-class activities and exercises, carried out in small groups, will help students to express themselves with ease; small-group work will have the aim to develop the feeling of group belonging, sharing, ability to negotiate and resolve conflicts, socialize and actively participate.
Thanks to the participation in the in-class activities and exercises (such as, discussions on different topics in small groups, grammar and vocabulary exercises, text comprehension, role plays, etc.) students will be motivated to continue studying English, thus being enabled for lifelong learning.
|
Second semester |
2 |
|
|
|
AAF1765 - Training I |
|
Second semester |
2 |
|
|
Third year
Orientamento unico
| Course |
Semester |
CFU |
SSD |
Language |
|
1049655 - General Didactics and specific learning disabilities
|
Course's general goal is the promotion of knowledge and abilities connected to the profession of a teacher in nursery and primary school, with a specific attention to the field of Learning Disabilities.
The module General Didactics examines the knowledge and skills regarding the general didactics seen as an overall knowledge field, with a nature both theoretical and practical, concerning the understanding of teaching and learning process.
The module Learning Disabilities examines the knowledge and skills regarding the details of the different kinds of LD and the including educational procedures.
At the end of the course, the student will know the several teaching methods and styles, the structures and models of educational planning for an inclusive purpose, the characteristics of teaching for skills, the diagnostic procedures of LD, the early signs in school, the inclusive modalities of verification and evaluation.
The acquired skills will be about the ability of identifying early signs in school connected to the different kinds of LD, planning inclusive educational interventions, using evaluation tools and techniques for an inclusive purpose.
The cross skills acquired through lectures, workshop lessons and participatory lessons will be about the strengthening of the ability to effectively make judgements about the educational needs resulting from a LD detection, and to consciously reflect on the intervention modalities for an inclusive purpose.
Through the discussion of study cases, the student will be able to carry out teaching and communication modalities fitting for pupils and students with LD, for their educational, emotional and relational needs.
Thanks to the basic learning of the course, the student will be able to autonomously continue and examine in depth the study of the single LD cases, so to identify their specificity and to calculate the most fitting educational and relational procedure.
|
First semester |
12 |
|
|
|
Specific learning disabilities |
|
First semester |
6 |
M-PED/03 |
|
|
General Didactics |
|
First semester |
6 |
M-PED/03 |
|
|
1049656 - Italian literature
|
1)Knowledge and ability to understand
The cursus aims to introduce future teachers to main topics and different languages of italian litterature, specially of XIX and XX centuries.
Knowledge of italian literature and the most important writers, genres and works with references to others literatures, art, music, theater, film; Pirandello's works, useful for the all literary genres.
Teachers have to build educational courses to introduce children to read and understand poetic and narratif texts.
2) Applying knowledge and understanding
The student must be able to autonomously build experiences useful for the transmission of the Knowledge and interpretation of italian literature. He will be able to self-assess his teaching and educational skills in the field of literature in full autonomy.
3) Making judgements
The analysis of texts is a fundamental tool for students to acquire the ability to read and interpret literary texts in poetry and prose; during the lessons will be analyzed different texts to develope student's critical judgment.
4)Ability to communicate:
Individual and group relations, written and oral, will be favored to develope the communication of the passion for reading and understanding of a literary text, , readings aloud, links to teaching methodologies
5) Lifelong learning skills
The passion for reading and understanding literary texts must become a permanent skill for adults, that must help them to develope critical skills.
1)Reading of narratif and poetic texts of the most important writers of italian literature of XIX and XX centuries.
2)Applying knowledge and understanding
The student must be able to autonomously build experiences useful for the transmission of the Knowledge and interpretation of italian literature. He will be able to self-assess his teaching and educational skills in the field of literature in full autonomy.
3) Making judgements
The analysis of texts is a fundamental tool for students to acquire the ability to read and interpret literary texts in poetry and prose; during the lessons will be analyzed different texts to develope student's critical judgment.
4)Ability to communicate:
Individual and group relations, written and oral, will be favored to develope the communication of the passion for reading and understanding of a literary text, , readings aloud, links to teaching methodologies
5)Lifelong learning skills
The passion for reading and understanding literary texts must become a permanent skill for adults, that must help them to develope critical skills.
|
First semester |
13 |
|
|
|
Italian literature |
|
First semester |
7 |
L-FIL-LET/10 |
|
|
Critical reading of texts |
|
First semester |
6 |
L-FIL-LET/10 |
|
|
1049659 - History of Pedagogy |
I) To know in depth the main pedagogical theories that have marked out the history of education and scholastic and educational institutions, with a special reference to the European and North American cultures, through the analysis of many documentary sources (cf. the Dublin Descriptor 1)
II) To be able to autonomously examine and expand to a number of areas and contexts the acquired knowledge, also through the application to special researches of the main hermeneutic theories (cf. the Dublin Descriptor 2)
III) To apply to a research area skills of making judgements and critically interpreting, applying the acquired knowledge in documentary, archival and bibliographic researches, and in writing compositions of different kinds (essays, PowerPoint presentations, etc.) on the main exponents of history of thought, literature and arts, significant on a historical and educational level, as well as on the main characteristics of scholastic education during the ages (cf. the Dublin Descriptor 3)
IV) To acquire communication skills of the outcomes deriving from the discussion and the comparison of the above-mentioned compositions in group, with experts in the field, and in the multimedia diffusion (cf. the Dublin Descriptor 4)
V) To be able to autonomously carry on the research activity, continuing one's studies and investigations, according to models of source analysis, and coherent and fitting hermeneutic points of view (cf. the Dublin Descriptor 5)
|
First semester |
8 |
M-PED/02 |
|
|
1049657 - Didactic planning and special educational needs |
Learning goals
The teaching pursues the achievement of the following goals.
In terms of knowledge and understanding [Dublin Descriptor no. 1]:
• Know and understand the epistemological and methodological field of special education.
• Know the fundamental aspects of inclusive education
• Know the teachers’ skills to develop inclusive learning environments
• Know the importance of dialogue and cooperation between multiple skills for inclusion of diversity
• Know the concept of "human functioning" elaborated by the World Health Organization and its application in the ICF classification
• Know the most effective teaching strategies according to the perspective of Evidence Based Education
• Know the tools for assessment and evaluation for the development of the potential of students with special educational needs
In terms of the ability to apply knowledge and understanding [Dublin Descriptor no. 2]:
• Apply the acquired knowledge to build inclusive contexts in kindergarten and primary school, with attention to affective-relational and cognitive aspects.
• Design individualized/personalized educational plans focused on cognitive, emotional and relational characteristics for students with special educational needs, with disabilities or with socio-economic-linguistic and cultural disadvantage.
• Apply didactic-evaluative methods consistent with the normative indications of the Italian school and with the prospect of full inclusion.
In terms of independent judgment [Dublin descriptor no. 3]:
• Develop awareness of the ethical and formative responsibility connected to the exercise of the didactic function and the consequent duties towards the students, the families, the school in which it operates and the territory.
• Acquire skills aimed at evaluating educational-educational situations and actions on the basis of appropriate documentation for the taking of appropriate decisions.
• Knowing how to choose the fundamental methodologies for educational planning and the construction of evaluation tools in the inclusive perspective
• Develop awareness of the relationship between design, choice of teaching strategies and evaluation processes.
In terms of communication skills [Dublin Descriptor no. 4]:
• Develop communication skills with colleagues, students and families.
In terms of learning capacity [Dublin Descriptor no. 5]:
• Developing skills, attitudes and expertise in the field of nursery and primary school to respond adequately to the many different needs of students, in a dynamic perspective of training.
• Be able to observe the contexts in which we operate and be able to reflect critically on the dynamics that characterize them.
|
Second semester |
10 |
M-PED/03 |
|
|
1049658 - Developmental psychology for inclusion |
Course's goal is promoting the acquisition of knowledge, skills and intervention abilities a teacher can use in primary school to develop an inclusive point of view, aimed at: a) supplying all pupils with the best learning and social participation level, giving value to all differences of group class; b) realizing an inclusive educational project able to recognize abilities and strong and weak points of group class; c) activating productive collaborations among the several life contexts of the child (school, family, peer group, meeting places, etc.); d) giving value to and strengthen teachers' teaching styles. Each teacher has his/her own traits, and within the inclusive didactics differences are given value and used in daily activities to work as individual or in a group.
Students will have to: a) know the main developmental theories and methodologies connected to them; b) critically evaluate such theories/methodologies so to be able to apply them to the several educational contexts; c) reflect on social and educational implications of the themes considered; d) prove to master the subject and to be able to present the studied contents with conceptual and lexical appropriateness.
|
Second semester |
9 |
M-PSI/04 |
|
|
AAF1759 - English laboratory III |
CORSE OBJECTIVES
A placement test will be administered during the first lesson. Additional content of the course will be chosen based on the test results and additional materials will be chosen.
The general aim of the course is to improve the current level of English of the students. The expected level of English of students is CEFR (Common European Framework of Reference for Languages) B1 or B2, in all four skills: reading, listening, writing, speaking.
The chosen course book will be the starting point for the course and it will be used as a means of consolidating students’ knowledge of grammar and vocabulary.
General objectives:
- Learn to understand the main ideas of complex texts on both concrete and abstract topics, including technical discussions in his/her field of specialization.
- Learn to interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party.
- Learn to produce clear, detailed texts on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
Other potential objectives:
- Learn to understand a wide range of demanding, longer texts and recognise implicit meaning.
- Learn to express him/herself fluently and spontaneously without much obvious searching for expressions, in order to use language flexibly and effectively for social, academic and professional purposes.
Specific objectives:
Speaking Interaction and Production: speak fluently without searching for language; communicate effectively in social and professional situations; give ideas and opinions and related their ideas to those of other speakers; talk about complex subjects and develop arguments.
Listening: understand long complex speech; understand most television programmes and films.
Reading: understand long and complex factual and literary texts, with different styles; understand specialized articles and long technical instructions.
Writing: write long, clear, well-structured texts to express their points of view; write about complex subjects in a letter, an essay or a report; write in an appropriate style.
By the end of the course, students will have mastered grammar points and vocabulary at the CEFR B2/C1 level, will be able to understand factual every-day and literary texts containing grammar points and vocabulary at the level. In addition, students will have mastered the most frequent reading strategies (reading for gist, reading for detail, etc.)
The acquired skills will have improved the ability to face every-day situations in English. This will encourage students to interact in English with more confidence and consequently more easily.
The acquired soft skills will improve the ability to face unfamiliar texts and contexts, not only in English but also in their native language, as well as learning about English-speaking countries’ traditions and customs, by means of activities that stimulate cognitive processes and texts on English-speaking countries’ customs and traditions.
In-class activities and exercises, carried out in small groups, will help students to express themselves with ease; small-group work will have the aim to develop the feeling of group belonging, sharing, ability to negotiate and resolve conflicts, socialize and actively participate.
Thanks to the participation in the in-class activities and exercises (such as, discussions on different topics in small groups, grammar and vocabulary exercises, text comprehension, role plays, etc.) students will be motivated to continue studying English, thus being enabled for lifelong learning.
|
Second semester |
2 |
|
|
|
10589608 - Biology of humans and animals
|
General skills
The main goals of this course are for students: 1) to understand basics on cellular organization and functioning; 2) to understand the organization of tissues and organs in the human body; 3) to recognize the major anatomical features of vertebrate and invertebrate animals; 4) to understand the functioning of the human body (digestion, respiration, movement, reproduction, sensory perceptions) and make comparisons with the same functions in animals; 5) to understand the transformations occurred over time as a result of biological evolution.
.
Specific skills
A) Knowledge and understanding
- knowing basics on cellular organization and functioning
- Understanding the physical and biological characteristics of the most common vertebrate and invertebrate animals, capturing similarities and differences and applying different classification criteria;
-Understanding the structure-function relationship and the animal diversity as an adaptation to the natural environment
- Understanding the evolutionary dynamics underlying the transformations over time of the species
- Knowing the main functions of the human body and be able to compare them in man and animals
-
B) Applying knowledge and understanding
- be able of using what has been learned to stimulate children's curiosity of the different age about the functioning of animal and human body
- be able to observe and recognize animals in their natural environment and to manipulate them safely for observations in classroom
- knowing how to tell biological evolution to children
- be able to apply knowledge to educate children about health and respect for their own body.
C) Making judgements
- be able to compare books and other materials in order to select appropriate resources for learning biology
D) Communication skills
- be able to communicate the knowledge acquired through the design of simple teaching units
E) Learning skills
- be able to develop learning strategies that stimulate the curiosity of children on the animal biology
- using knowledge on the human body functioning to develop topics related to health education for children
|
Second semester |
6 |
|
|
|
Vertebrate animals and humans: from cells to organisms |
|
Second semester |
3 |
BIO/06 |
|
|
Animal diversity |
|
Second semester |
3 |
BIO/05 |
|
|
AAF1432 - Training II |
The general goal of the second year of internship is to examine in depth, through observation and independent action, scholastic organisation and learning contexts.
At the end of the second year of internship, the student will know the key elements of a sequence teaching-learning, understanding the essential role played by learning environment, educational strategies, class spirit, relationships and communication teachers-children/pupils, children-children, pupils-pupils, learning check modalities (Knowledge and understanding).
The acquired skills will be about the ability of understanding the important aspect of educational planning, and of autonomously planning and realizing educational interventions in class/section characterized by a level of considerable complexity.
Through communication with tutors and educational activity personally carried out, the student will be able to work as a team in planning educational interventions fitting to children and pupils according to their ages, skills and needs, and respecting their developmental times and emotional situations (Applying knowledge and understanding).
The cross skills acquired through a direct observation of the scholastic context and the independent action in class/section will be about the strengthening of the ability to reflect on activities carried out by tutors and on one's educational intervention, evaluating and judging criteria of effectiveness of educational interventions (Making judgements).
Through internship activity, the student will acquire further skills in written and oral communication calibrated on the specific kind of audience: children and their families. The student will strengthen the skill to communicate and exchange pieces of information with his/her colleagues and with his/her tutor (Communication skills).
Thanks to the direct observation of a scholastic context and the personal educational activity, the student will be able to autonomously continue his/her study, integrating and increasing what learned in the study course (Learning skills).
|
Second semester |
6 |
|
|
Fourth year
Orientamento unico
| Course |
Semester |
CFU |
SSD |
Language |
|
1049674 - Neuropsychiatry and Clinical Psychology
|
Skills to be acquired
Students should know the history of child neuropsychiatry, have knowledge of the epidemiology and of the etiopathogenesis of the main developmental neuropsychiatric diseases, be able to discuss the symptoms and the evolution of disturbances in different age groups. They should acquire skills for the diagnosis of developmental neuropsychiatric disorders and for the methodological bases for its preventive and clinical, diagnostic and psychotherapeutic interventions.
Learning outcomes
Students completing the course will learn about the main stages of typical neuro-psycho-motor development of the child and will have the tools to perform a nosographic framework in Child Neuropsychiatry in order to use it in the clinical practice. They will be able to identify the neurological and psychological consequences of developmental neuropsychiatric disorders and to recognize the alterations of the neurobehavioral development.
Students will have the tools to implement a clinical evaluation and a psychological intervention in the major neuropsychiatric disorders of childhood.
|
First semester |
8 |
|
|
|
Neuropsychiatry |
|
First semester |
4 |
M-PSI/08 |
|
|
Clinical Psychology |
|
First semester |
4 |
MED/39 |
|
|
1049673 - Intercultural Education |
|
First semester |
9 |
M-PED/01 |
|
|
1049672 - Greek and Roman history
|
The main topics of grec history, specially some ideas as democracy and history, prerequisites to understand our age.Introduction to critical reading of ancient literary, epigraphic and material sources. Acquisition of technical and methodological skills, to investigate phases and problems of roman history.
|
First semester |
8 |
|
|
|
Greek history |
|
First semester |
4 |
L-ANT/03 |
|
|
Roman history |
|
First semester |
4 |
L-ANT/02 |
|
|
1049671 - Musical education
|
The cursus aims to provide future teachers with the training necessary to stimulate the child to understand the musical repertoire of the past and of the present.
Through practical approach (in listening to musical examples and
in decoding structures, meanings and messages inherent selected musical works),
the course aims to provide the future teacher the training to stimulate understanding and interpretation of the music, in order to promote the development
of musicality in the students
|
First semester |
9 |
|
|
|
Listening to music: tools and methods |
|
First semester |
5 |
L-ART/07 |
|
|
Listening to music: History and repertoires |
|
First semester |
4 |
L-ART/07 |
|
|
AAF1760 - English laboratory IV |
The course is designed to facilitate students to develop with practical exercises of listening, speaking, reading, writing according to the European linguistic framework, the (self) learning of the scientific language and aims at:
- Gaining knowledge, skills, communication skills at basic (pre- intermediate) level A1-A2 in English.
- Gaining the operational technical terminology in the medical-scientific language to be used in the professional context
- Expanding the lexicon in the health sector, elaborate technical glossaries, texts and reports, oral and written presentations, and correspondence.
- Approaching basic scientific texts for: reading, comprehension and oral presentation, preparing research on scientific topics, knowing how to orientate on the internet and learning, being aware that it is essential to develop the habit of reading and the importance of the role of scientific literature for cultural and professional updating.
- Reinforce grammatical linguistic structures.
- Stimulate and improve oral communication skills, reading, writing and listening with attention to spelling and especially to pronunciation.
- To know through practical exercises and theoretical elements of interpersonal and professional communication of Public Speaking.
- Develop teamwork skills to improve in public speaking
|
Second semester |
2 |
|
|
|
1049660 - Plant biology. Ecology and territory
|
The objectives are to: provide basic knowledge of botany in order to understand plant structure and
functioning; provide basic elements to recognize the key feature of major plant groups of the Italian
flora, focusing on the most common wild species and on species that compose the urban flora;
understand the importance of plants in human life, focusing on their role in feeding; provide the
know-how to carry out educational laboratory activities to be implemented in the classroom and in
the field (school gardens and botanical gardens). Upon completion of the course, students will be
able to have independent judgment, communicative skills and learning ability concerning: the
concept of plant organism and the relationship between structure and function, the plant species
identification by the use of analytical keys and interactive apps, the role of plants in human nutrition,
practical lab activity planning. Development of basic ecological and geological skills, aimed at the study of complex realities, in
order to quantitatively analyze natural ecological systems, agroecosystems and urban systems by
integrating knowledge of mathematics, physics, chemistry and biology. This not only with the
objective of acquiring a thorough basic theoretical knowledge, but also for application in the context
of the environmental reality that is affected by anthropogenic changes, through a rigorous
quantitative analysis of environmental problems at national and global scale.
At the end of the course, the student will acquire making judgments, communication skills and
understanding in relation to the concept of ecosystem and the relationship between structure and
function, the complexity of the ecological processes and the analysis and monitoring of the main
interactions between the physic and biotic component of terrestrial and aquatic ecosystems. These
skills will be acquired also by means of laboratory and field activities.
|
Second semester |
7 |
|
|
|
Plant biology |
|
Second semester |
4 |
BIO/07 |
|
|
Ecology and territory |
|
Second semester |
3 |
BIO/03 |
|
|
1047982 - Physics
|
The course aims to provide students with essential tools to discuss basic physics phenomena in mechanics,
thermodynamics and electromagnetism. Everyday life examples will be taken as starting point for simple
experiment. Students will develop the ability to interpret natural phenomena through systematic
observations and will learn to make use of models and hypotheses. They will be trained to adopt
appropriate tools (like videos, simulations etc.) for learning and teaching, to the procurement of teaching
materials and to the preparation of teaching units and evaluation procedures.
Also the course aims to provide students with essential tools to discuss oscillations, waves and celestial
phenomena. Everyday life examples will be taken as starting point for simple experiments. Students
will develop the ability to interpret natural phenomena through systematic observations and will learn
to make use of models and hypotheses. They will be trained to adopt appropriate tools (like videos,
simulations etc.) for learning and teaching, to the procurement of teaching materials and to the
preparation of teaching units and evaluation procedures.
|
Second semester |
9 |
|
|
|
o |
|
Second semester |
3 |
FIS/01 |
|
|
o |
|
Second semester |
6 |
FIS/01 |
|
|
AAF1770 - Training III |
The general goal of the fourth year of internship is to promote a full development of professional awareness, along to the intern's reflective and auto-evaluation skill.
At the end of the fourth year of internship, the student will know the main aspects of interdisciplinary educational planning, the proper tools of investigation, and the evaluation plans of action perspicuous compared to the various educational choices.
The acquired skills will be about the ability of choosing and applying the educational plans of action in line with the school vertical curriculum and PTOF, of documenting and evaluating the educational interventions, of activating processes of collective and individual rehabilitation, of evaluating the interventions' efficacy.
Cross skills acquired through observation, planning, realisation, documentation, and evaluation of educational courses shared with the tutors will be about the strengthening of ability of being independent in solving problems and of reflecting on conditions of efficacy of the educational activities.
Through observation, interaction with the tutors, and the activities carried out autonomously, the student will improve his/her ability of working in a team as a member of a community of practice able to construct knowledge.
Thanks to observation, shared planning, and personal interventions, the student will improve his/her ability of autonomously continuing the studies carried out at the university, being able to integrate and expand his/her knowledge and skills learned in addition to the course of study.
|
Second semester |
8 |
|
|
Fifth year
Orientamento unico
| Course |
Semester |
CFU |
SSD |
Language |
|
1049668 - Theory and practice of evaluation |
|
First semester |
6 |
M-PED/04 |
|
|
1049669 - Modern and Contemporary History
|
Cursus aims to provide the knowledge of XX century main events and critical tools to understand our age.
The cursus aims to provide conceptual tools and essential data to study european societies in modern age.
|
First semester |
8 |
|
|
|
Modern History |
|
First semester |
4 |
M-STO/04 |
|
|
Contemporary history |
|
First semester |
4 |
M-STO/02 |
|
|
1049667 - Methodology and didactics of motor activity
|
|
First semester |
9 |
|
|
|
Physical education and exercise |
|
First semester |
4 |
M-EDF/02 |
|
|
Sports science |
|
First semester |
5 |
M-EDF/01 |
|
|
1049670 - General hygiene |
Course's main goal is to supply knowledge about the main concepts of hygiene, inspiring the skills of understanding the sanitary education and prevention concepts, so to make the student able to apply them to promote and maintain health in future professional contexts.
At the end of the course, the student will be able to:
• know and understand problems related to global health and the main socio-sanitary, demographic, and health indicators;
• know and hinder some threats to public and individual health, especially those connected to vaccines, obesity, and posture;
• know and understand the interventions to promote health and prevention culture, especially in nursery and primary school contexts;
• plan and realize educational actions and interventions aimed at promoting health and prevention culture in scholastic contexts;
• analyse, autonomously, critically and with scientific proficiency, data and issues related to health protection;
• autonomously undertake research courses on issues connected to health and present the results.
|
Second semester |
4 |
MED/42 |
|
|
AAF1761 - English laboratory V |
The course is thought to help students develop (self-)learning of medical-scientific technical terminology through practical exercises of listening, speaking, reading, and writing according to the Common European Framework of Reference for Languages, and it is aimed at:
- strengthening knowledge, skills and communication abilities at a pre-intermediate level ( A2-B1) in English;
- expanding and mastering one's scientific technical terminology to be used in a professional context;
- further expanding and mastering one's lexicon in the education area, creating technical glossaries, texts and reports, oral and written presentations, mail;
- mastering basic educational texts for reading, understanding and orally presentation, preparing researches on educational themes, surfing on the net, realizing that it is necessary to develop a habit to reading and to understand the importance of scientific literature role for a cultural and professional update;
- strengthening grammatical structures;
- stimulating and improving the oral, reading, writing, and listening communication skills, with a special attention to spelling and pronunciation;
- learning through theoretical and practical exercises elements of interpersonal and professional communication, and of Public Speaking;
- developing skills in team working to improve in Public Speaking.
|
Second semester |
2 |
|
|
|
AAF1795 - Final test of English language level B2 |
: The objective of this course is that the students learn a method to read critically the psychological and pedagogical literature so that they continue to inform and form themselves for the entire duration of their career.
For this reason the specific aims of the course are the following:
To understand and critically discuss research articles, reading in English.
Perform exercises to broaden specific terminology
To classify a text based on its genre, goals, and characteristics.
To recognize, in a research article, the methodological elements used by To interpret and critically evaluate the value of the reading
to perform researches on databanks in English (online and on printed journals).
To communicate in English (oral or written) with the correct register for scientific communications with kids, colleagues.
To prepare a lesson to teach English for children
The learner is able to understand speeches of a certain length and to follow even intermediate level arguments even not familiar
|
Second semester |
2 |
|
 |
|
AAF1768 - Training IV |
The general goal of the fourth year of internship is to promote a full development of professional awareness, along to the intern's reflective and auto-evaluation skill.
At the end of the fourth year of internship, the student will know the main aspects of interdisciplinary educational planning, the proper tools of investigation, and the evaluation plans of action perspicuous compared to the various educational choices.
The acquired skills will be about the ability of choosing and applying the educational plans of action in line with the school vertical curriculum and PTOF, of documenting and evaluating the educational interventions, of activating processes of collective and individual rehabilitation, of evaluating the interventions' efficacy.
Cross skills acquired through observation, planning, realisation, documentation, and evaluation of educational courses shared with the tutors will be about the strengthening of ability of being independent in solving problems and of reflecting on conditions of efficacy of the educational activities.
Through observation, interaction with the tutors, and the activities carried out autonomously, the student will improve his/her ability of working in a team as a member of a community of practice able to construct knowledge.
Thanks to observation, shared planning, and personal interventions, the student will improve his/her ability of autonomously continuing the studies carried out at the university, being able to integrate and expand his/her knowledge and skills learned in addition to the course of study.
|
Second semester |
8 |
|
|
|
- A SCELTA DELLO STUDENTE |
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Second semester |
8 |
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AAF1007 - Final exam |
The final test of the Single Cycle Degree in Sciences of Primary Education allows teaching in nursery and primary school, and consists of thesis defence and final internship report. At the end of the test, the student will:
- know and master tools and methods needed to prepare a documentary, theoretical, historical, empirical, or experimental research path on pedagogical, educational, and didactic themes;
- be skilled in documenting his/her professional experience taking into account the adequately reported internship. Such a skill implies the ability of mastering a textual typology peculiar of educational professional writings.
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Second semester |
9 |
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Optional Groups
