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Content and skills related to primary school stem both from textbooks and from the most recent National Guidelines of 2012, whose development is still in progress.
Learning goals at the end of the first three-years period[edit]- Speaking
- Collaboratively interacting in a conversation/discussion/dialogue on a specific topic related to direct experience, making questions, answers, explanations, examples
- Understanding main topics of lectures
- Listening text, grasping their main sense and summarizing them
- Understanding and giving instruction about known games and activities
- Telling personal stories (real or fiction) respecting chronological order and making relevant information clear.
- Re-constructing the phases of lived experience.
- Reading
- Being able to reading out
- Grasping the content of a simple text on the basis of elements such as title and pictures; understanding the meaning of unknown words basing on the text.
- Reading texts (narratives, descriptions etc.) grasping the main topic and relevant information
- Understanding different texts for practical and entertainment purposes
- Reading short literary texts, showing to understand the main sense
- Reading simple divulgative texts and getting useful information to improve knowledge
- Writing
- Communicating in simple and comprehensive sentences, structured in short texts that match the basic conventions of spelling and punctuation.
- Producing simple texts related to concrete purposes (for personal needs, for communicating with others, for re stranded, etc..) and connected with everyday situations (school context and / or family).
- Produce clear and consistent short texts related to different purposes (narrative, descriptive, informative).
- Reflection on language
- Comparing texts to capture specific characteristics.
- Performing simple searches of words and expressions within texts.
- Recognizing the essential elements of a sentence to formulate complete sentences.
- Recognizing phrases or short texts, parts of speech, or lexical categories (name, article, adjective, verb) and conjunctions (such as and, but, because, when).
- Paying attention to the spelling of words and use the correct orthography in writing them.
Learning goals at the end of the second two-years period[edit]- Listening and speaking
- Taking the floor in discursive interactions (dialogue, conversation, discussion) with adequate speaking times.
- Understanding the main topics and information of a speech; understanding the purpose and topic of text produced by different media.
- Making specific questions during or after listening.
- Understanding instructions for the execution of school and extracurricular activities.
- Grasping the views of peers in an argument and express opinions in a clear and relevant manner.
- Telling personal experiences or fictional stories respecting chronological and logical order, inserting appropriate descriptions and information.
- Organizing a short oral discourse on a topic addressed in class with a short speech prepared earlier, reporting a subject supported by an outline.
- Reading
- Using techniques of silent reading and expressive reading aloud, paying attention to breaks and to the tone.
- Reading various types of text using appropriate strategies to analyze the content; self-questioning at the beginning and during the reading; grasping clues to better understand them
- Using titles, pictures and captions to have a general idea of the text.
- Reading and comparing information from different texts to get an idea of a subject and to find further inspiration.
- Looking for information in different kind of texts (including forms, schedules, charts, maps etc.) for practical/knowledge purposes using highlighting, diagrams, etc..
- Following written instructions to create products, to behave and to accomplish tasks and procedures.
- Reading narrative and descriptive texts, both realistic and fictional, distinguishing fiction from reality.
- Reading narratives and poems in Italian language grasping the main sense, the formal characteristics, the communicative intention of the author and expressing a motivated personal opinion.
- Writing
- Articulating ideas in outlines to produce plots for accounts.
- Producing written accounts of personal experiences or experienced by others, providing the information about people, places, times, situations and actions.
- Writing letters to known recipients; writing open letters or short articles for the school newspaper/website adapting the style to recipients and situations.
- Producing written accounts of experiences, emotions, states of mind in the form of a diary.
- Writing simple texts regarding rules and and short project to accomplish tasks (games, recipes, etc.).
- Producing text in cooperation with peers to report on school experiences and school subjects.
- Producing creative texts on the basis of given repertoires (nursery rhymes, short stories, poems).
- Editing texts (eg, paraphrasing or summarizing texts) and produce new text also with the support of word processors.
- Producing correctly texts in terms of spelling, syntax, lexicon.
- Creatively experimenting, also with the use of computer, different forms of writing, adapting vocabulary, the structure of the text, page layout, graphic choices, integrating texts tieh multimedia contents.
- Reflection on language
- Exploring the main mechanisms of formation of words (simple, derivatives, etc.).
- Understanding the main meaning relations between words (similarities, differences, semantic fields).
- Understanding and using words related to specific disciplines of study.
- Using the dictionary as a reference tool.
- Recognizing the logical-syntactic organization of the sentence (predicate, subject, etc.)
- Recognizing the main categories of speech and grammar in a sentence or a text.
- Achieving the basic conventions of spelling and using this knowledge to review written work and correct mistakes.
Content on Wikipedia with rate[edit]Example only for English.
Communitarian Languages[edit]Learning goals at the end of the first three-years period[edit]- Listening
- Understanding words, statements, expressions and phrases for everyday use, pronounced clearly and slowly about him/herself, peers and family.
- Speaking
- Producing meaningful sentences referring to objects, places, people, usual situations.
- Interacting with a partner to self introduce and/or play, using sentences appropriate to the situation.
- Reading
- Understanding postcards, notes and short messages through audiovisual support, grasping words and phrases already achieved in listening.
- Writing
- Writing words and simple phrases related to everyday classroom activities and to personal and group interests.
Learning goals at the end of the last two-years period[edit]- Listening
- Understanding clearly pronounced short dialogues, statements, expressions and phrases for everyday use and identifying the overall sense of a speech about familiar topics.
- Understanding short multimedia contents and identifying keywords and main sense.
- Speaking
- Describing people, places and objects using familiar words and phrases already encountered in listening and/or reading activities.
- Reporting basic information regarding to the personal sphere, integrating the meaning with facial expressions and gestures.
- Interacting in an understandable way with a partner using sentences appropriate to the situation.
- Reading
- Reading and understanding short, simple texts supported by audiovisual contents, grasping their overall meaning and identifying words and familiar phrases.
- Writing
- Writing short and understandable messages to self-introduce, to greet, thanks or invite people for announce news, etc.
- Reflection on language
- Looking at pairs of words that sound alike and discern their meaning.
- Looking at words and expressions in use and grasping their relations of meaning.
- Looking at the structure of the sentence and relate constructs and communicative acts to them.
Content on Wikipedia with rate[edit]Learning goals at the end of the first three-years period[edit]- Using historical sources
- Identifying historical sources and using them to produce knowledge about past generations, communities as well as his/her own past.
- Obtaining different types of information and knowledge on specific aspects of the past.
- Organizing information
- Representing in graphic and written form lived experiences, activities and events narrated.
- Recognizing relationships of sequence and simultaneity, duration, phases, time cycles, changes, in events and lived experiences narrated.
- Exploring the function and the use of conventional instruments for the measurement and representation of time (clock, calendar, timeline ...).
- Theoretical tools
- Organizing achieved knowledge in sociological frameworks in a range of about hundred years (social, political, institutional, economic, artistic, religious aspects, etc.).
- Identifying similarities and differences by comparing different social and historical frameworks that are distant in the space and time.
- Written and oral production
- Representing knowledge and concepts learned through charts, drawings, written texts and digital resources.
- Reporting achieved knowledge in a simple and consistent manner.
Learning goals at the end of the last two-years period[edit]- Using sources
- Producing information with different sources in order to reconstruct a historical phenomenon.
- Representing, in a socio-historical framework, the information emerging from the history of local territory.
- Organization of information
- Reading an historical and geographical chart regarding to civilizations studied.
- Using timelines and historical-geographical maps to represent knowledge.
- Comparing the historical charts of civilization studied.
- Conceptual tools
- Using the western measurement system of historical time (BC - AD) and knowing the measurement systems of other civilizations.
- Developing short representations of civilizations studied, emphasizing the relationship between their elements.
- Written and oral production
- Comparing the different aspects of societies studied and relating them to the present.
- Obtaining and produce information from graphs, charts, historical maps, artifacts and consulting different texts.
- Produce oral and written texts on the subjects studied, also using digital resources.
- Showing consistent knowledge of concepts learned using the specific language of the discipline.
Content on Wikipedia with rate[edit]Learning goals at the end of the first three-years period[edit]- Orientation
- Moving aware in the surrounding space, orienting through landmarks using topological indicators (front, back, left, right, etc..) and mental maps of known areas.
- Geographical language
- Representing in perspective known objects and environments (map of the classroom, etc..) and tracing pathways in the surrounding space.
- Reading and interpreting maps in nearby space.
- Landscape
- Exploring the surrounding area through perception and direct observation.
- Identifying and describing the physical and human elements that characterize the landscape.
- Regions and Territory
- Understanding that the territory is a space organized and shaped by human activities.
- Recognizing, in the living environment, the functions of spaces and their connections, the positive and negative human intervention; designing solutions through active citizenship.
Learning goals at the end of the last two-years period[edit]- Orientation
- Using the compass.
- Extending mental maps to Italian territory and beyond through indirect observation (films and photographs, documents, maps, digital processed maps etc.).
- Geographical language
- Analyzing facts and local/global phenomena, interpreting maps of various scales, charts, digital contents, statistics related to socio-demographic and economical indicators.
- Locating physical, historical and administrative areas in the Italian map; locating Italy in the world map.
- Landscape
- Exploring the elements that characterize the main Italian, European and World landscapes, Identifying the similarities and differences (also in relation to socio-historical frameworks); Identifying the elements of environmental and cultural heritage.
- Regions and Territory
- Achieving the manifold concept of geographic region (physical, climatic, historical, cultural, administrative) and apply it, in particular, to the study of the Italian context.
- Identifying problems related to the protection and enhancement of natural and cultural heritage, proposing appropriate solutions.
Content on Wikipedia with rate[edit]Learning goals at the end of the first three-years period[edit]- Numbers
- Counting objects/events in ascending and descending order, shifting 2/3 units.
- Writing and reading natural numbers in decimal calculus, aware of notation; confronting and ordering, also in a straight line.
- Mentally executing simple operations with natural numbers, verbalizing calculation procedures.
- Being albe to use multiplication tables till the number 10; executing usual operation with natural numbers.
- Reading, writing and confronting decimal numbers, representing them in a straight line and executing simple addition and subtraction, also referring to maney and other measures.
- Space and Shapes
- Communicating the position of object in physical space, respect to the self and respect to others, using adequate terms (above/under, left/right, inside/outside etc.).
- Executing simple path starting from oral description or draw, describing an ongoing path and giving instruction to somebody to follow a path.
- Recognizing, naming and describing geometric shapes.
- Drawing geometric shapes and building material models also in space.
- Relation, data and forecasts
- Classifying numbers, shapes, objects basing on their properties, using appropriate representations.
- Account for the criteria adopted to make assigned classification.
- Reading and representing relations and data with diagrams and tables.
- Measuring sizes (length, time etc.) using units and conventional tools.
Learning goals at the end of the last two-years period[edit]- Numbers
- Reading, writing, confronting decimal numbers.
- Executing basic mathematical algorithms with self-confidence, considering the possibility of mental/written/digital calculation.
- Making divisions with natural numbers; identifying multiples and divisors.
- Estimating the result of an operation.
- Operating with fractions and recognizing equivalent fractions.
- Using decimal numbers, fractions and percentages to describe everyday situations.
- Interpreting integers negative in concrete situations.
- Representing known numbers in a line and using scales in relevant context related to sciences and technology.
- Exploring notation systems of different cultures.
- Space and Shapes
- Describing, naming and classifying geometric shapes, identifying significant elements and symmetries, in order to allow others to reproduce them.
- Reproducing a shape on the basis of description, using appropriate tools (ruler and compass, software, etc.).
- Using Cartesian coordinates to locate points.
- Designing and using models as support to visualization.
- Recognizing rotated, translated and reflected shapes.
- Comparing and measuring angles using properties and tools;
- Using and distinguishing concepts of perpendicularity, horizontality, verticality, parallelism.
- Reproducing to scale a shape (using, for example, the squared paper).
- Determining the perimeter of a shape using the most common formulas or procedures.
- Determining the area of rectangles and triangles and other shapes by using the most common formulas.
- Recognizing flat representations of three-dimensional objects, identify different points of view of the same object (top, front, etc..)
- Relations, data, forecasts
- Representing relationships and data and, in relevant situations, using such representations to retrieve information, make judgments and decisions.
- Using the concepts of average and frequency.
- Representing problems with charts and graphs that express average and frequency structure.
- Using the main units of measurement for length, angle, area, volume, time, masses, weights and using them to make measurements and estimates.
- Switching from one unit to another, included money.
- In practical situations, guessing and arguing what is the most probable event, giving a preliminary quantification in the simplest cases.
- Recognizing and describing regularities in a sequence of numbers or shapes.
Content on Wikipedia with rate[edit]Learning goals at the end of the first three-years period[edit]- Exploring and describing with objects and materials
- Identifying, through direct interaction, the structure of simple objects; analyzing their qualities and properties; describing in their parts; disassembling and reassembling them; recognizing their functionalities.
- Ordering and classifying objects according to their properties
- Identifying tools and units appropriate to the problematic situations at stake; making measurements and using known mathematics to manipulate the data.
- Describing and modeling simple phenomena of everyday life related to liquids, food, forces and movement, heat, etc..
- Observing and experiencing on the field
- Observing relevant moments in the life of plants and animals, making farming of small animals, planting gardens and so on. Identifying similarities and differences in the development of plant and animal organisms.
- Observing, going out, the characteristics of soil and water.
- Observing and interpreting environmental changes (by the sun, by weather, by water, etc.) and those due to human intervention (urbanization, farming, industrialization, etc.).
- Being familiar with weather phenomena (winds, clouds, rain, etc..) And the cycle of astronomic phenomena (day/night, sun, seasons).
- Human beings and the environment
- Recognizing and describing the characteristics of familiar environment.
- Observing and paying attention to how the body works (hunger, thirst, pain, movement, cold and heat, etc.) in order to recognize it as a complex organism, guessing elementary models of its functions.
- Recognizing similar needs in other living organisms in relation to their environments.
Learning goals at the end of the last two-years period[edit]- Objects, materials and transformations
- Identifying from concrete experiences some scientific concepts such as: size space, weight, force, movement, pressure, temperature, heat, etc.
- Starting to recognize regularity in phenomena and to build an elementary concept of energy.
- Observing, using (and where possible, building) simple measuring tools (containers measuring volume, weighing scales, etc.), learning to use conventional units.
- Locating the properties of some materials such as, for example: hardness, weight, elasticity, transparency, density, etc.; realizing simple experiments with water (water and sugar, water and ink, etc.)
- Observing and sketching some state transitions; building simple interpretative models and trying to express in graphical form the relationships between identified variables (as a function of temperature, time, etc.).
- Observing and experiencing on the field
- Doing frequent and regular observations, also with appropriate tools, together and alone; identifying the elements which characterizes the nearby environment and its changes over time.
- Exploring the structure of soil with rocks, stones and potting soils; observing the characteristics water and its role in the environment.
- Reworking and interpreting the movement of stars, also through games.
- Human beings, living beings and the environment
- Describing and interpreting the functioning of the body as a complex system situated in the environment; building plausible models on the functioning of different organisms; Elaborating first intuitive models of cellular structure.
- Taking care of health in terms of food and movement. Achieve the first information on reproduction and sexuality.
- Recognizing, through the experience of farming and breeding, that the life of every organism is in relation to other forms of life.
- Developing the basic classifications of animalia and plants based on personal observations.
- Continuing with observation and interpretation of environmental change, including the global ones, in particular those consequent to the human intervention.
Content on Wikipedia with rate[edit]Learning goals at the end of the whole five-years period[edit]- Gradually using voice, musical instrument and sound technology with creativity and awareness, expanding music skills.
- Performing collectively and individually vocal/instrumental songs, including polyphonic ones, taking care of intonation, expression and interpretation.
- Evaluating functional and aesthetic aspects various music genres and styles, being aware of cultures in different times and places.
- Recognizing and classifying basic elements of musical language in aesthetically relevant songs of various types and origins.
- Representing the basic music syntax through conventional and unconventional notation.
- Practicing uses, functions and contexts of music and sound in different media (film, television, computer).
Learning goals at the end of the whole five-years period[edit]- Expressing and communicating
- Producing creatively personal and authentic productions to express feelings and emotions; representing and communicating the perceived reality.
- Transforming images and materials trying original figurative solutions.
- Explore different tools and techniques to realize graphical, material and multimedia products.
- Place linguistic and stylistic elements in creative productions observing works of art.
- Observing and reading images
- Observing carefully images and objects in the environment, describing the formal elements and using the rules of visual perception and orientation in the space.
- Recognizing in a figurative text elements of visual grammar and techniques (lines, colors, shapes, volume, space) identifying their expressive meaning.
- Identifying different types of codes in comics, film and audiovisual languages and narrative sequences; decoding the different meanings.
- Understanding and appreciating the works of art
- Identifying a work of art, both ancient and modern, the essential elements of form, language, technique and style of the artist, understanding its sense and function.
- Familiarizing with some forms of art and craftsmanship and their relations to other cultures.
- Recognizing and appreciating the most significant aspects of natural, cultural and artistic heritage in local territory.
Content on Wikipedia with rate[edit]Learning goals at the end of the whole five-years period[edit]- The body and its relation to space and time
- Synchronizing and using different movement patterns combined together in a sequntial and then simultaneous way (run/jump, grab/throw, etc.).
- Recognizing and evaluating trajectories, distances, rhythms, being able to organize movement in space in relation to the self, to objects, to others.
- Body language as a mode of communication-expression
- Using the body to create original and creative modes of expression through forms of dramatization, knowing at the same time hot to communicate emotional contents.
- Performing simple movement sequences or simple choreographies individually and collectively
- The game, the sport, the rules and fair play
- Understanding and correctly applying modes of execution of different sports/games.
- Performing various games from the folk tradition by applying rules.
- Actively participating in various forms of game in cooperation with others..
- Being able to accept defeat in competitions, and live the victory with respect for losers, complying with the rules, accepting diversity, showing sense of responsibility.
- Safety and prevention, health and wellness
- Being able to prevent physical harm and to be safe in the various environments of life.
- Recognizing the relationship between diet and exercise in healthy lifestyles; being aware of physiological functions (cardiorespiratory and muscular) and their changes in relation to exercise.
Content on Wikipedia with rate[edit]Learning goals at the end of the whole five-years period[edit]- Seeing and observing
- Performing simple measurements and photographic surveys about the school and/or about home.
- Reading and retrieving useful information manuals and “how-tos”.
- Using rules of technical drawing to represent simple objects.
- Performing tests and experiments on the properties of most common materials.
- Recognizing and documenting the main features of a new software application.
- Predicting and imaging
- Making rough estimates of weights and measures of objects in school environment.
- Anticipating the consequences of decisions or personal behaviours related to the classroom.
- Recognizing the faults of an object and imagine possible improvements.
- Planning the production of a simple object, listing the necessary tools and materials.
- Organizing a trip or a visit to a museum using the Internet for news and information.
- Intervening and transforming
- Removing simple objects and mechanisms, obsolete equipment or other common devices.
- Using simple procedures for the selection, preparation and presentation of food.
- Performing decorations, repair and maintenance on school equipment.
- Making a cardboard object describing and documenting the sequence of operations.
- Searching, selecting, downloading and installing common software in the PC.
Content on Wikipedia with rate[edit]Citizenship and Constitution[edit]- Understanding the meaning of Citizen and Citizenship, right and duty.
- Understanding the link between wellness and personal choices.
- Being able to control the self.
- Expressing their own point of view; improving communicative skills.
- Understanding difference between rage, violence and aggressiveness.
- Improving cooperation skills.
- Respecting the basic rules to behave in public/private places (eg the street, at school, in the library, in parks and in natural environments, in social gathering places and at home).
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