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Chapter Two
Planning
71
one related to situation, modular teaching; despite the theoretical
differences, these curriculum models emphasise, to be achieved, the
need of a common transversal work between teachers of different areas
and schools.
This strong need for common work among teachers, underscored
by the latest theoretical studies on the processes of learning, is trans-
ferred on the ever increasing importance given to the educational
planning of the institute from the nineties.
The Law 148/90 on elementary schools, the CM 271/91, the recom-
mendations included in the Guidelines for kindergartens and in the
Brocca project for experimental high school, the CM 339/92 on the
continuity of education, all re-launched the importance of the educa-
tional
curriculum
that every school, collectively, had to develop, after
having analyzed the speciic needs of the area in which it operates, as
an integrating background against which all teachers had to coher-
ently deine their activities.
In addition to the
explicit curriculum
, i.e. the methodological-disci-
plinary choices that schools had to implement in order to contex-
tualise the content of the national programmes, at the beginning of
the nineties the following
curricula
became visible and a reason for
relection and conscious planning:
>
The
implicit curriculum
, in respect of the growth of the student as
a person and the development of his aptitudes, his learning styles
and his expressive, learning, decision-making skills which are con-
nected with the climate and the organisation of the educational
environment;
>
The
cross curriculum
, i.e. the acquisition by the pupil of all those skil-
ls that “pass through” the various subjects and the entire education
process, from primary school to higher education, such as listening
skills, understanding of a text, study skills which, not being exclu-
sive to one area or one type of study, must provide for common
planning moments. Such skills are an indispensable resource to
continue to learn, understand, study even after one leaves school.
During the programming/rating activities teachers have begun to
distinguish between achievements, skills and
masteries
acquired by
students, the latter intended as the capacity to know how to rework
and reuse the knowledge and experiences in different contexts. This
route involves the shift from “knowing” to “know-how” then going