The Ignatian Curriculum, in our sense, has a much broader meaning than that with which it is normally understood in schools or in the common feeling, it is much more than an ordered and progressive set of disciplinary contents.

The Curriculum as we understand it is the set of spiritual, formative, cultural and didactic choices of each school and is synonymous with the entire educational proposal (formative offer) that we present to our families: it indicates the identity and mission of a school of the Society in the daily fabric of our school life.

In this sense, the Foundation and the Guidelines are a useful support for each school in the network to implement its own educational project in a personal way and in the perspective of the Three-Year Plan of Education (PTOF).

In this historical moment, the reference to Pope Francis and his encyclicals and apostolic exhortations assumes a strategic importance as a “compass” to orient the educational and didactic choices of the Curriculum of the schools of the Society of Jesus throughout the world.

The encyclicals Laudato si’ and Fratelli tutti are important documents of our time, which must be valued as the horizon of the Curriculum of our schools. Their vision is the foundation of the Ignatian Curriculum in terms of a pedagogy and of carefully chosen formative and didactic paths aimed at preparing students to understand and embrace their global responsibility.

“Our goal as educators is to form men and women of Consciousness, Competent, Compassionate and Committed” (Italian translation of Committed, summarized in the so-called “4C“).

So these4Cs express and explain the vision of integral personal formation and growth that Jesuit schools offer their students. These 4 adjectives express the human excellence that the Society of Jesus wants for the young people that society entrusts to their Colleges and works. Human excellence represents the ultimate goal of the educational commitment and passion of those who work in Ignatian schools.

In the construction of the Curriculum, the first operation to be done is to better specify the profile of the student leaving our schools, translating the 4Cs of the international profile into the realities of the schools of the Province (considering also the specificity of the context of Albania, Italy and Malta). The 4Cs, as an expression of the founding values and reference horizons of Jesuit education, are declined and articulated in skills and keywords in the Ignatian Student Profile.

The Jesuit Education Foundation, in its Guidelines, has developed a profile of the Ignatian Student founded on the “educational vision” of human excellence, characterized by “competencies for life,” promoted, developed and consolidated through a dynamic and integrated Curriculum, aimed at forming a person of conscience, competent, compassionate and committed.

The Curriculum of our Colleges is configured as a vertical, progressive, step-by-step, coherent pathway aimed at forming a person modeled after the Ignatian Student profile, i.e., a competent person capable of creating, understanding, and using knowledge and life skills/competencies to live in and transform one’s context, elaborating a life project for others and with others, in which intellectual-academic (mind), emotional-affective (heart) and social (hands) skills are integrated for the full professional and human realization of each person in the service of others.

In the Colleges of our network there are more than one school, so this co-presence requires and allows the construction of a single vertical Institute Curriculum and facilitates the connection between the various schools. This implies that great attention must be paid to vertical continuity.

In our schools, the exit levels at the end of the various school cycles and the stages are established, the methods of accompaniment (Tutoria), the reading tools and the evaluation criteria are defined.

The path described by the Curriculum is ultimately the path of the student. A personal and original path that invites to find forms maybe more and more evident as the student grows so that it is a flexible and personalized path according to the characteristics of each student.

But in this journey we do not travel alone and in this road that leads us to the profile, all the teachers and staff of a school are characterized as companions of the path of the students. It is a matter of accompanying with the disciplines, with the experiences, with the testimony of their own research that of the other.

This path is based on the integral vision of the person, as proposed by Ignatian spirituality and pedagogy, all of which contribute in a synergistic way to integral human formation.

This presupposes the need to overcome the classical disciplinary boundaries and that the disciplines ask themselves how they contribute to the formation of the competences foreseen by the student’s profile.

The formative system of the Colleges of the Network is essentially based on three axes: to feel, to think, to act the disciplines through the deepening of their epistemological statute, of their specific methods of investigation, of their founding nodes and of the teaching/learning methodologies.