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Third Class Laboratories


General objective

Music workshops structured in small groups allow both the teachers and the students to work with modalities which are different from the dynamics of a classroom setting. The teacher’s ideas are immediately re-elaborated by the students who participate, manipulate, and create whittin the actual group. A group that is so unified and harmonious can give life to new forms of education through the adoption of teaching methods and techniques that differ from traditional unidirectional teaching, such as the integration of the more timid children of the class. The participation of the children is substantially more dynamic and spontaneous and through the use of recreational activies, one is able to explore the many aspects of the world of music.


  • To listen and to memorize diverse music and sounds;
  • To be able to use one’s speaking voice, with the correct pronunciation and with greater expression;
  • To be able to express one’s corporeity through music;
  • To externalize one’s voice in song with precision and emotional richness;
  • To manipulate and play ryhthmic, polyrhythmic, melodic and harmonic combinations, in time;
  • To acquire graphical musica skills and to be able to read and interpret them;
  • To be able to give meaning to musica and to acquire multidisciplinary skills through music.


  • LISTEN: development of the capacity of attention, concentration, discrimination, comparison. To listen to musical tracks, sound stimuli, musical settings.
  • SPEAK: development of correct pronunciation, linguolabial improvement, a greater awareness of the rythmic value and expressiveness of a text (nursery rhime, poem, spoken chorus).
  • SING: development of vocality when singing, managing one’s breathing, one’s intonation, attention to different durations and dynamic ranges, the evolution of one’s expressiveness when singing (nursery rhymes, educational songs, solmisation, singing games, interaction between solo singing and group singing).
  • PLAY: development of sounfs and rhythm, body movement through imitation, following a written score or something created by the group (body percussion, rhytmic and didactic instruments, recycled objects).
  • MOVEMENT: development of body awareness, direction, motor skills, expression and motor skill, managing one’s emotions and expression, dance (moving to musical bases, movement arranged amd created by the group, mine simple choreography, games involving motor skills, folk dance).


The musical proposals are coordinated by the teacher and assigned gradually to the students – from simple activities, to allow the children to get acquainted with one another and to stimolate student participation – to more complex activities which leave room for the creativity of the single child as well as and the group.

The children’s curiosity towards various aspects of the musical world are stimulated in addition to their ability to manipulate texts, vary rhythmic arrangements and to invent musical, motor and expressive games.

The activities are primarily oral and active. The teacher provides worksheets and summaries as well as rythmic tracks and texts of songs.

The teacher chooses and orients her activities according to the requests and the approval of the group and adjusts them according to their difficolties and their results.

The activities are held for brief moments with children seated their desks in a classroom environment, but for the most part, they take place in classrooms with the children positioned on a big area rug that allows for circle games, movement-based games and activities with small rhythmic and melodic instruments.


The students observe experiments and phenomenon regarding light and energy. They will learn how to form an hypothesis and to better understand the theories and the scientific laws which regulate them.

The students will have a chance to experiment and to reflect upon the numerous functions of the body’s organs through theorical analysis and specific experiments wich will make them aware of their vital importance. In addition, by using a scientific approach they will be able to broaden their knowledge of specific chemical phenomena.

Moreover, the students wull be able to observe certain organisms under the microscope that they wouldn’t normally see with the naked eye.

Experiment themes:

  • Matter and solids: the characteristics of matter: ductile, flexible, rigid, fragile ……; the blackening of a solid, the atoms and their composition and elements.
  • Mixtures, solutions and compounds: solutions and mixtures (solute, solvent, emulsions, suspensions); saturation level (saturated; unsaturated; supersaturated); formation of a compound interaction between materials.
  • The air: where is the air, what is in the air, hot and cold air, the air pressure.
  • Heat: effects of heat; how heat is transmitted: in the air, in the water ..
  • The light: the color of the light, the light can be colored, the light is reflected, refracted and decomposed ..,
  • Astronomy: because the stars tremble and the night is black, discovery of astronomical instruments;
  • Energy: gravitational potential energy, inertia force, electricity (a body becomes electrified and what happens), friction;
  • The force of inertia
  • Friction
  • Electricity: a body becomes electrified and what happens …
  • Chemistry: leavening Animal and plant cells: microscopic observation, characteristics;
  • A blood cell

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