General information

SCHOOL OF HIGHER EDUCATION ‘ D. M. Turoldo’ Zogno – BG

General information

The School of Higher Education in Zogno, named after the priest and poet David Maria Turoldo, in recent years has been engaged in a huge process of integration and organization of various educational activities. This large institutional complex is rich in experience offering 7 different scholastic courses in 56 classrooms to approximately 1230 students, with 130 teachers and 39 school assistants and caretakers.

The school headmaster is Prof. GHILARDI CLAUDIO

ABOUT US

Our School was named ‘Istituto di Istruzione Superiore  David Maria Turoldo because we identify ourselves with the high values which  marked the life of our namesake, in particular his interest in others, his commitment to justice and peace and love of poetry.

Zogno’s School of  Higher Education has different courses, offering its pupils and their families a wide range of choices for their educational and professional growth.

While maintaining its own specificity, the different courses have been developed to offer  a common education and learning standard, suitable to meet the needs of pupils coming from the surrounding area. The aim is to promote and provide  a good training and cultural preparation in order to make it easier for our students to get into the labour market or to be adequately prepared for acceptance for  undergraduate or post graduate courses.

This is also the case for pupils who choose  shorter and specialised  professional courses.

The socioeconomic and cultural courses undertaken at the School of Higher Education D. M. Turoldo are principally offered to those living in the Brembana Valley and its surrounding areas of Villa d'Almè,  Almenno  and  the Imagna Valley.

COURSES

  1. SCIENCE EDUCATION HIGH SCHOOL

(LICEO SCIENTIFICO)

The high school specialising in scientific subjects offers a broad cultural background both in  scientific and humanistic areas. It promotes the learning of a specific knowledge of mathematics, physics and natural science and of their  methods of investigation. It helps students to gain and develop useful knowledge and skills to understand and follow the improvement  of scientific and technological research. Our main aim is to identify the interactions between the different  areas of knowledge, ensuring the mastery of necessary specific languages, techniques and methods.
This is also done through various laboratory activities.

At the end of their curriculum, students should:

-       have acquired a balanced knowledge in all  linguistic, historical, philosophical and scientific fields;

-       be able to identify and focus on the most relevant points and moments in the development of human thought;

-      understand the connections between the methods of investigation in  mathematics, and experimental sciences and human sciences;

-       be able to grasp the relationship between scientific thought and philosophical thought;

-       know how to apply mathematical applications expressed in the  specific formal- logic language, to identify and solve problems of various kinds;

-       be able to use computational tools to create models and graphical displays
and to solve problems ;

-       have obtained a wide knowledge of the basic contents of the physical and natural sciences
 (chemistry, biology, earth sciences, astronomy) and the mastery of specific languages ​​and methods of investigation
through systematic laboratory activities;

-        be aware of the reasons behind past and recent developments in science and technology, in different contexts with particular attention to the technical and ethical application of scientific achievements;

-        be able to grasp the potential application of scientific results in daily life.

WEEKLY TIMETABLE –number of hourly lessons-

* with Information Technology in the first two years

** combining Biology, Chemistry and Geology

One subject -not a formal language course- will be taught in a foreign language

(CLIL).

2.     HIGH SCHOOL FOR HUMAN SCIENCES 

(LICEO DELLE SCIENZE UMANE)

The curriculum of the High School for Human Sciences focuses on the study of  theories and phenomena related to the development of personal identity and social and human relationships.

It enables students to deepen and develop their  abilities and skills and to acquire the necessary knowledge to grasp the complexity and specificity of learning processes. It ensures the mastery of  languages , methodologies and survey techniques in the field of human sciences.

 At the end of their curriculum, students should:

- have acquired a good  knowledge in the main areas of investigation of Human Sciences;

- have obtained a good knowledge in the main educational, relational and social fields , through the reading and studying of  works by significant past and contemporary  authors;

- be able to identify the political and theoretical models of human societies, the basis of their historical and philosophical development;

- be capable of comparing different theories and use the right tools to understand the variety of social phenomena;

- be conscious and critical of the use of tools suitable to analyse the main relational and communicatory methodologies.

 WEEKLY TIMETABLE –number of hourly lessons-

        ¹ Sums up cultural anthropology, pedagogy, psychology and sociology

        ² with Information Technology in the first two years

        ³ sums up Biology, Chemistry and Geology

3. FOREIGN LANGUAGE HIGH SCHOOL  (LICEO LINGUISTICO)

The curriculum of the Foreign Language High School focuses on the study of several linguistic and cultural systems,  enabling the students to develop their cultural knowledge and communicative skills in three European foreign languages, as well as in Italian.

At the end of their curriculum, students should:

- have acquired communication skills in two European Foreign Languages at least up to level B2 of  the Common European Framework of Reference for Languages (CEFR);

- have acquired communication skills in a third European foreign language at least up to level B1 of the CEFR;

- be able to communicate in the three European Foreign Languages in various social contexts and professional situations using different registers and text types;

- be able to recognize the distinctive features of each of the languages studied and  easily switch from one language to another;

- be able to deal with specific aspects in one of the foreign languages (starting from the third year  one subject -not a formal language course- will be taught in a foreign language , and the same will apply with a second subject starting in the fourth year);

- know the main cultural features of the foreign countries whose language is being studied, through the analysis of literary, aesthetic, visual, musical and cinematographic works, as well as their history and their traditions;

- be able to confront other people’s culture, thanks to possible opportunities of school trips and student exchange programmes.

WEEKLY TIMETABLE –number of hourly lessons-

¹ 33 hourly conversation lessons with a native speaker teacher.

² including Information Technology in the first two years.

³ combining Biology, Chemistry and Geology

 TECHNICAL HIGH SCHOOLS

 The curricula of the different technical High Schools are characterized by a common cultural background scientifically and technologically oriented in relation to the basic economical and productive fields of the country and in line with the directions of the European Union.

The specific subjects aim to enable students to acquire both theoretical knowledge and technical skills, as well as self-management and a problem solving capacity in fields characterized by continuous innovations.

Technical schools follow a common curriculum for the first two years (see below), with some practical training carried out in workshops and businesses. In the last three years, the number of hours of practical training increases.

4. BUSINESS ADMINISTRATION, FINANCE AND MARKETING HIGH SCHOOL

    (ISTITUTO TECNICO “AMMINISTRAZIONE, FINANZA E MARKETING”)

 The curriculum of the business administration high school is characterized by a technical and economic culture regarding wide areas: economics, business administration, finance, marketing, social economy and tourism.

At the end of their curriculum, students should:

-       know the issues related to the business macro-phenomena, both national and international;

-       know civil and tax legislation and corporate systems;

-       be able to refer to the baseline, organization, operation and control of management, marketing tools, products/services.

5.  SURVEYOR TECHNICAL HIGH SCHOOL

(ISTITUTO TECNICO “COSTRUZIONI, AMBIENTE E TERRITORIO”)

 The curriculum of  this high school is characterized by a cultural and scientific knowledge together with a technological flexibility in areas with continuous innovation of processes, products, services, methodologies of design and organization.

 At the end of their curriculum, students should:

- have specific competences in  materials, machinery and equipment used in construction;

- know how to use specific tools for surveying;

- be able to use specific information technology programmes for drawing and planning;

- be able to use specific information technology programmes for computation, in technical and economic evaluations of existing public and private properties and the optimal use of environmental resources;

- have acquired graphic design and planning skills;

- have acquired skills in the organization of building sites, in the management of systems and surveying;

- have acquired skills in the valuation of land, buildings and other components of the territory, as well as property restraints and land registry operations;

- be competent  in the administration of properties.

6. INDUSTRIAL TECHNICAL SCHOOL of Mechanics, Mechatronics and Energy course

 (ITI, ISTITUTO TECNICO INDUSTRIALE)

In the past this course of study  formed  intermediate-level technicians, who, having  acquired practical as well as executive skills ( in manufacturing departments and technical drawing) were almost immediately able to take up  professional tasks.

The rapid development of technology has brought about  the need of a modified role,  i.e. a technician that has a greater basic culture and knowledge together with specialist training.

The curriculum for this course reflects the evolution of industrial production processes. Hence robotics as a new technique includes  mechanics, electronics and computer science, in order to  improve working conditions,  occupational safety, product quality and productivity.

The course aims at producing professionals with extensive basic skills and a high level of expertise, so that they will have wider job opportunities in local factories.

Due to its continuous innovation, as far as processes,  products, services, design  methodologies and organization are concerned, the technologic sector is characterized by a scientific-technical and technological approach.

At the end of their curriculum students should:

- have acquired  specific expertise in the field of materials, in their choice, of treatments and processing;

- have expertise in the machines and devices used in manufacturing, agriculture, transport and services in various economic contexts;

- be able to cooperate in the designing , construction and testing of devices and products and in the realization of their  production processes;

- be capable of participating in standard maintenance procedures and the operation of mechanical systems and electromechanical complexes;

- be able to design, install and manage simple industrial plants.

7. Vocational education and training  (IeFP

Professional education and training is a three-year course at the end of which students can either  take their final regional qualification exam and enter the labour market or continue their studies for another 2 years  and get  their State High School Diploma.

Thanks to an agreement between the Government and the Lombardy Region our school has been able to offer  a course  to obtain the qualification of "Electric Operator" since 2011-2012 school year.

ELECTRIC OPERATOR COURSE: CURRICULUM

After a  three-year course, students who decide to continue their studies can get the fourth year qualification, followed by a professional diploma in their fifth year.

In fact they may achieve the high school diploma by attending the 5th year at a State Technical Institute.

An electric operator takes part  in the practical realization process of electric plants with autonomy and responsibilities  limited to what the procedures and methodologies of his role stipulate. Qualification in applying basic methods, tools and information  allow him to perform tasks with expertise, by installing and  maintaining  electrical installations in private homes, offices and industrial concerns  as well as  handicraft workshops,   in compliance with the standards for safety in electrical  systems.

Electric operators plan and organize their work according to  design specifications, taking care of the installation of pipes, wiring, electrical panels, and of the  checking and maintenance of the system itself.

At the end of their curriculum students should be able to :

- plan and organize their own work;

- install electrical systems;

- check the operation of electrical installations;

- perform standard and out of the ordinary maintenance procedures.