According to the 1,000 high school graduates reached by a Skuola.net survey, in most classes - so for about 7 out of 10 - the last few months have been spent questioning and carrying out tasks in class, losing sight of the 'big appointment'. Arriving at the last bell having left out the door the chronologically most recent themes of the main disciplines and underestimating the ancillary subjects. Speaking, for example, of Italian Literature - fundamental both for the first written test and for the oral interview - less than 1 in 3 says they have dealt with all the main authors of the last century and contemporaries, and have even had time to review the most important names. About 1 in 4 has instead arrived at the second '900. But as many as 4 out of 10 say they stopped in the first half of the twentieth century, if not earlier.
More or less the same thing happened for another pillar of Maturity: History, also central to the oral but also for the more "argumentative" traces of the Italian writing (which recall anniversaries, famous people, epochal passages). Well, only a quarter of high school graduates (26%) spoke in class about more contemporary events. A similar share (27%) had to stop roughly in the 70s of the twentieth century. Always better than those who failed to make it beyond the Second World War: we are talking about almost half of the respondents (47%). Some teachers have however tried to open up to debate at least on current events to give students the opportunity, if necessary, to carry out a track of this type in the first test: 36% of respondents confirm that contemporary events have often peeped into the lessons, while 42% had to settle for some excerpts. Always better than that 22% who had to look beyond their teachers to deepen what is happening in the world.
Slightly better, fortunately, is the situation in the subjects characterizing the individual fields of study, which will be the subject of the second written (Latin to the Classical, Mathematics to the Scientific, Business Administration in the technical-economic, etc.): here the teachers, in order not to put their students too much in difficulty, have worked hard to deal with as many topics as possible. The mission can be said to have been accomplished for 3 out of 4 graduates, who have practically exhausted the optimal roadmap to get ready for the exam; In some cases they have even found a way to review the most useful things for the test. But the figure that sees the remaining quarter (25%) having gone out of time cannot be ignored.
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Another pillar of the most recent State exams is also decidedly neglected which, although not among the leading subjects, will have its own reserved space during the oral question: Civic Education. Too bad that only 1 student out of 3, among those interviewed by Skuola.net, says they talk about it frequently during the year, developing many topics; the largest audience (49%) faced it only in passing; 19% say they have done little or nothing. Only 1 in 4 will try to show up for the exam without having potential weaknesses. About 1 in 5, aware that they cannot follow everything, will instead focus only on key subjects. 38% already if that would be a vain enterprise and, probably, will give up at the start. 15% have already given up and will focus on what has actually been explained. Only 4 out of 10 have done more than one simulation of Italian writing in class. Just as many have been able to periodically take measures in the written "address". For a similar share (40%), in both cases, in the whole year there was only one opportunity to do so. About 1 in 10 could only test themselves with exercises assigned at home. Another 10% couldn't do that either. That's why, many, plan to dedicate a few hours to formal training for the initial tests. Not exactly the ideal condition to approach the exam serenely.