Via Luigi Canonica 67

20154 Milano (MI) IT

How cross curricula educational approach can be the way for a successful longlife learning

Project Info
Course center Provider: Europe for all
PIC: 948745070 OID: E10049367

Location: Milano Italy; Cork Ireland; Cz─Östochowa Poland
Category: Teaching Method


CCC (cross curricula competences) are skills that are not directly explained in the official curricula that the school contributes to promoting and training in adolescents. These skills are considered essential so that young people can carry out their task as citizens, master work commitments in their future occupational roles and develop motivational availability and lasting learning skills. The inclusion of these skills in the PISA survey plan derives from the recognition of the importance attributed by the educational systems of the OECD countries to the development by young people of study skills, critical, comparative and problem solving skills as well as motivational strategies / affective that can promote lifelong learning processes.

To this end, young people must have effective self-regulating learning abilities, or skills that are activated selectively by students to exercise control over their learning process and study activities (at school and at home) in order to make their own optimal school results and more generally to interact positively with their learning environment. To this end, tools are also included for the detection of social competences towards comrades and teachers.assessed through a variety of means.”



The transversal skills / competences are, therefore, to be acquired in all the disciplines, even if they are characterized in a peculiar way within each one (some disciplines have a predominantly procedural connotation), provided one intends to aim intentionally at their teaching / learning, using all the resources disciplinary. This is the first type of transversality.

We must also think of another type of transversality that coincides with transferability in very different fields: it is not at all spontaneous and natural. But it is necessary that there be a specific intentionality for accompanying young people, through targeted experiences and exercises, to pass from acquisition to awareness and therefore to the effort of application in other fields, contexts, situations that are increasingly distant from those of learning (transfer, bridging).



Integrating transversal skills into curricula means simply adding new goals, but building the material conditions for effective teaching practice. If the learning outcome has to be the possession of skills and if these are a complex construct (of the subject) in which they are integrated three components (declarative knowledge, procedural knowledge and personal attitudes) the third of which is decisive, indeed strategic, for the activation / automatic and / or conscious mobilization of the knowledge possessed. The teaching / learning method is decisive: in fact, only starting, from learning SIMPLE KNOWLEDGE (declarative and procedural, each passable, measurable, assessable) and being then GUIDED IN AN INTENTIONAL WAY TO AGGREGATE them they can acquire complex knowledge, skills and competences



day /lesson 1

Welcome time, needs analysis, presentation of the program, bibliographic and study material indications, question time

day/lesson 2

I ACTIVATION: CCC workshop, presentation and discussion about results, critical approach to transversal skills, question time

day/lesson 3

Skills and skills at school, cross-cutting skills for citizenship, key competences, cross-curricular skills and teaching practice, question time.

day/lesson 4

Communication skills, cognitive, logical and methodological skills, metacognitive skills and strategies, question time.

day/lesson 5

II ACTIVATION: activities for training CCC: workshop, presentation and discussion about results, critical analysis, question time.

day/lesson 6

School visit, meeting with staff and headteacher

day/lesson 7

Meta-emotional, personal and social skills, strategies, the abilities that allow to have awareness, self-control, motivation and knowing how to be with others, question time.

day/lesson 8

The richness of the disciplines, the building of CCC, the breakdown of competences into single simple knowledge and skills, transversality and intentionality, question time.

day/lesson 9

III ACTIVATION: study case, workshop, presentation and discussion about results, critical approach to the case, question time

day 10

Final evaluation, providing course materials and the certificate of participation.


from 27/06/2021 to 10/07/2021
from 11/07/2021 to 24/07/2021
from 12/09/2021 to 25/09/2021
from 10/10/2021 to 23/10/2021
from 21/11/2021 to 04/12/2021

from 16/01/2022 to 29/01/2022
from 27/03/2022 to 09/04/2022
from 08/05/2022 to 21/05/2022
from 19/06/2022 to 02/07/2022
from 18/09/2022 to 01/10/2022
from 06/11/2022 to 19/11/2022
from 04/12/2022 to 17/12/2022

Extra date
from 00/00/2021 t0 00/00/2022*

* we can also arrange a new date for specific needs of the group.

We can also provide at accomodation, airport services etc.

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