CIVIC EDUCATION IN ITALIAN SCHOOLS “Civic education” is considered a transdisciplinary subject introduced by law n.92 of 20 August 2019 (already present in the National Guidelines of 2010 and 2012 for teaching at different school levels) which has the aim of “Training responsible and active citizens by promoting full and conscious participation in the civic, cultural and social life of communities, respecting the rules, rights and duties". This teaching responds to the new social needs that have arisen around fundamental axes and values. Alongside the formative and transversal dimension of civic education, the skills and the multiple "educations" that it promotes, the Law, in this case, indicates a series of cognitive themes: § § §
The Italian constitution, national and international law, legality and solidarity Sustainable development: environmental education, national heritage and environmental protection; Digital Citizenship
It therefore simultaneously promotes aspects of civic knowledge and educational actions linked to responsible and active citizenship. The reformulation of the idea of citizenship and civic education passes through the assumption of a transversal perspective to plan curricular paths in which all the teachers of the class, both those involved in specific projects and those dealing with their own subjects, know how to integrate knowledge and activities around the cornerstones of citizenship education. The teaching of civic and citizenship education does not involve an increase in timetable or staffing, but is curricular in all school levels and provides an evaluation that contributes to admission to the next class and/or to the State Exam of the first and second cycle of education and, for the third, fourth and fifth classes of secondary schools including the attribution of school credit. The transversality and skills-based planning of the teaching-learning of civic and citizenship education implies the participation of all class teachers within it. The teachers share a common unitary project, which is then divided into Didactic Learning Units and/or lessons, multi-class or school projects, and implemented by different teachers in their own disciplines or learning areas. One of the teachers is designated as coordinator and constantly keeps track of both the ongoing lessons, evaluation activities and final results, systematically reporting back to their colleagues. The minimum number of hours to be dedicated to this shared activity is by law 33 hours.
CIVIC EDUCATION IN I.I.S. POMPONIO LETO In accordance with national legislation, l’Istituto di Istruzione Pomponio Leto has also organized its Curriculum of Civic Education. Each class board refers to this curriculum for the design of teaching interventions. Three modules of 11 h each , are organized for each class and are structured according to an outline common to the entire Institute.
I.I.S. Pomponio Leto - Curriculum of Civic Education Objectives of civic education The Italian constitution, national and international law, legality and solidarity The term citizenship means "the individual’s belonging to a society organized by the State" and, according to the case law, the acquisition and recognition of civil and political rights from the legal order. From this emerges the essential role which has the constitutional theme within a civic education path. The discourse regarding European citizenship is what brings us to broaden the concept of nationality, of belonging to one’s own State in a panorama where the historical identities of individual nations have been involved in globalization and continuous confrontation. Specific learning objectives FIRST BIENNIUM (9– 10 grade)
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Distinguish the different regulatory sources and their hierarchy with particular reference to the Italian Constitution and its structure. Placing personal experience in a system of rules based on mutual recognition of the rights guaranteed by the Constitution, for the protection of the community and the environment.
SECOND BIENNIUM (11– 12 grade) LAST YEAR (13 grade)
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Be able to exercise critical thinking and integrated problem-solving skills.
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Know the constitutional and administrative organization of our country to fulfill our duties as citizens and to consciously exercise political rights at territorial and national levels. Be aware of the values and rules of democratic life through the deepening of the fundamental elements of law that govern it, with particular reference to labour laws. To pursue by every means and in every context the principle of legality and solidarity of individual and social action, promoting principles, values and ways of combating organized crime and mafias.
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To understand the complexity of existential, moral, political, social, economic and scientific problems and to formulate personal, reasoned responses.
Sustainable development: environmental education, heritage and the natural environment The objectives concern not only the protection of the environment and natural resources, but also the construction of healthy living environments, of cities, choosing a correct and inclusive lifestyle and to be respectful of the fundamental rights of people. Taking into consideration first and foremost general health and psycho-physical well-being, food supply, equality amongst individuals, decent work, quality education, the protection of precious material, intangible assets of communities and finally financial education. Educating for sustainable development means, therefore, allowing students to develop a sense of citizenship that goes beyond their local national territory and involving the entire world (global citizenship). Specific learning objectives FIRST BIENNIUM (9– 10 grade)
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SECOND BIENNIUM (11– 12 grade)
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LAST YEAR (13 grade)
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Be aware of environmental issues, recognizing their local and global implications. Be able to engage effectively with others to achieve a common or public interest, such as the sustainable development of society. Know and master the objectives, values and policies of social and political movements as well as sustainable systems, in particular global climate and demographic change and its causes Recognize oneself as active members of a complex and structured society, becoming aware of one’s own social rights and duties, in relation to different areas of life. Digital Citizenship
Digital citizenship education, means developing and improving a student’s digital skills, enabling them to correctly use the web and social media in a critical and conscious way, to express and value themselves using the tools correctly, to be able to protect themselves from any negative consequences (such as plagiarism, scams, solicitation) of being able to respect the specific rules of right to privacy and respect/protection of copyright.
Specific learning objectives FIRST BIENNIUM (9– 10 grade)
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Be able to search, collect and process the information in the network and use it in a critical, systematic and creative way. Know how to communicate on the Web respecting the rules of the "place" where you are (mail, chat, social networks etc.) Develop a critical approach to the validity, reliability and impact of information and data made available by digital tools and be
SECOND BIENNIUM (11– 12 grade)
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LAST YEAR (13 grade)
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aware of the ethical and legal principles involved in using digital technology. Knowing how to use the technology offered by the web in a responsible and positive way Knowing how to make correct and careful use of social networks, chats and all places a virtual community might participate in Knowing how to recognize the risk of a web privacy violation, limits regarding the sharing of personal information Acquire the ability to avoid identity theft by protecting our personal data Be able to apply the rules of copyrights, both in the acknowledgement of the right to one’s own creation and also in the recognition of the property of others, respecting the risks arising from improper use that involves criminal liability (plagiarism, counterfeiting, ...) To be able to identify digital material that can be freely used on the Net and to recognize the copyrighted material Identifying remote work opportunities through digital improvement: new perspectives and ways of working
Lesson plan Main Theme
FIRST BIENNIUM (9– 10 grade)
SECOND BIENNIUM (11– 12 grade)
LAST YEAR (13 grade)
TOPICS The Italian constitution, national and international law, legality and solidarity
- The regulatory text: from the Institutional Regulation to the Constitution
- The relationship between individual and community: rights and duties
- The European Union and European citizenship
- Legality: witnesses
- The Organization of the Italian State
- The UN and international organizations - Global citizenship
- From the School Rules to the Constitution
- Active citizenship
- The relationship between individuals and communities: immigration and migration, Sustainable development
Digital Citizenship
- Environmental issues and sustainable development
- Environmental protection: from the Constitution to the 2030 Agenda
- Environmental protection: from the Constitution to the 2030 Agenda
- Protection of cultural heritage: conservation, care and investment
- Health: shared lifestyles and solutions
- Global citizenship
- Urban spaces on a human scale - Forms and methods of presence in social network
- fake news and the network - the protection of privacy
- online identity - copyright - digital and the global economy
- Digital creativity
- digital and work