Grade 1

Curriculum Guide
2014-2015

CONTENTS

Welcome to Grade 1
Units of Inquiry 2014-2015
IB Primary Years Programme overview
Homework
The Arts
Information Technology/Information Literacy
Language
English Additional Language
Italian Mother Tongue
Italian Additional Language
Mathematics
Personal Social and Physical Education
Science
Social Studies

2
2
3-4
5
6-7
8
9-11
11
12-13
14
15-16
17-18
19
20

The following documents were used to compile the ISModena Curriculum Guides:
International Baccalaureate Organization, (2009), Arts Scope and Sequence, IBO.
International Baccalaureate Organization, (2009), Language Scope and Sequence, IBO.
International Baccalaureate Organization, (2009), Making the PYP Happen: A curriculum framework for international
primary education, IBO.
International Baccalaureate Organization, (2009), Mathematics Scope and Sequence, IBO.
International Baccalaureate Organization, (2009), PSPE Scope and Sequence, IBO.
International Baccalaureate Organization, (2011), The role of ICT in the PYP, IBO.
IS Milan Curriculum Guides 2014

Welcome to the Grade 1 Curriculum Guide

In Grade 1, our students build upon the foundations that they have already laid in Kindergarten and
Transition. They explore a broader range of units of inquiry, which are designed to enhance their
understanding of themselves and the world in which we live. In Grade 1, our students also begin to develop
greater independence in their learning, as well as a sense of responsibility, self-discipline and organization.
The students are based with one class teacher, Miss McCabe and continue to go to certain sessions with
single subject teachers. The class teacher has primary responsibility for the development of the students
mathematical and English language skills and understanding. However, all teachers within IS Modena are
seen as being language teachers and therefore all take responsibility for helping to develop the students
language. Below are a list of their teachers.
Subject Area
Italian Mother Tongue
Italian Additional Language
Music
Physical Education

Teacher
Miss Ferrari
Miss Pedrazzi
Miss Chesterman
Miss Sidor

Units of Inquiry 2014-2015

(Please note this is not the order in which the units will be done)
WHO WE ARE

WHERE WE ARE IN
PLACE AND TIME

Central Idea:
Making balanced
choices about daily
routines enables us to
have a healthy lifestyle

Central Idea:
Journeys create
change and can lead to
new opportunities.
Inquiry into:

Grades 1 & 2

Inquiry into:
Daily habits and
routines
How different
choices affect the
body
Balanced choices
Consequences of
choices
Key concepts:
Function, causation,
reflection
Related Concepts:
Health

Types of journeys
people make

Choices and
decisions involved
in making a journey
Changes
experienced
because of a
journey
Challenges and
opportunities
created because of
a journey

HOW WE EXPRESS
OURSELVES

HOW THE WORLD

WORKS

HOW WE ORGANISE
OURSELVES
Central Idea:
Communities provide
interconnected services
designed to meet
peoples needs..

Key concepts: Form,

connection

Central Idea:
Our activity is usually
connected to the
Earths natural cycles.
Inquiry into:
Night and day
cycles
Seasonal changes
Health and safety as
related to climate
and seasonal
changes

Related concepts:
Culture, perspective

Key Concepts:
Change, connection

Central idea:
Culture can be shared
through storytelling
Inquiry into:
Forms of storytelling
Awareness of
culture
Sharing stories

Related concepts:
Cycles, interaction

Inquiry into:
Reasons people live
in the local
community
Services needed to
support a
community
Planning services
for a community
Key Concepts:
Function, causation,
connection
Related concepts:
Networks

Key Concepts:
Change, causation
Related concepts:
Choice

SHARING THE
PLANET
Central Idea:
Different perspectives
affect human
interactions
Inquiry into:
Types of interactions
and how they make
us feel
Why people have
different
perspectives
Effective
communication
Key concepts:
Responsibility,
perspective
Related concepts:
Communication,
conflict,

THE INTERNATIONAL BACCALAUREATE - OVERVIEW

The International School of Modena is an International Baccalaureate World School authorised to offer the
Primary Years Programme (PYP).
The PYP is a programme of international education designed to help students develop the knowledge,
understanding, attitudes and skills necessary to participate actively and responsibly in a changing world. The
PYP is designed for students aged 3 to 12 and works to develop the whole child it aims to build within each
young learner a passion for learning that will last a lifetime. At the heart of the PYP is a powerful emphasis
on inquiry-based learning.
At the heart of our schools philosophy is a commitment to inquiry as the pedagogical basis for all teaching
and learning. Inquiry is the process through which a learner moves from his or her current level of
understanding to a new and deeper level of understanding. We believe that all students bring their own prior
knowledge to the learning situation and they then deepen and construct new understanding through learning
experiences at school and outside of school. We believe not all students progress at the same rate and
students may have different approaches to learning.
The PYP offers a comprehensive approach to teaching and learning. It is a multi-faceted program that we
have embraced wholeheartedly at the International School of Modena.
The Learner Profile
At the heart of all of the IB programmes is the learner profile. By choosing to join our school all members of
the IS Modena community, students, staff and parents strive to develop these following attributes:
Inquirers We nurture our curiosity, developing
skills for inquiry and research. We know how to
learn independently and with others. We learn with
enthusiasm and sustain our love of learning
throughout life.

Open-minded We critically appreciate our own

cultures and personal histories, as well as the
values and traditions of others. We seek and
evaluate a range of points of view, and we are
willing to grow from the experience.

Knowledgeable We develop and use conceptual

understanding, exploring knowledge across a
range of disciplines. We engage with issues and
ideas that have local and global significance.

Caring We show empathy, compassion and

respect. We have a commitment to service, and we
act to make a positive difference in the lives of
others and in the world around us.

Thinkers We use critical and creative thinking skills

to analyse and take responsible action on complex
problems. We exercise initiative in making
reasoned, ethical decisions.

Risk-takers We approach uncertainty with

forethought
and
determination;
we
work
independently and cooperatively to explore new
ideas and innovative strategies. We are resourceful
and resilient in the face of challenges and change.

Communicators We express ourselves confidently

and creatively in more than one language and in
many ways. We collaborate effectively, listening
carefully to the perspectives of other individuals
and groups.

Balanced We understand the importance of

balancing different aspects of our lives intellectual, physical, spiritual and emotional - to
achieve well-being for ourselves and others. We
recognize our interdependence with other people
and with the world in which we live.

Principled We act with integrity and honesty, with

a strong sense of fairness and justice, and with
respect for the dignity and rights of people
everywhere. We take responsibility for our actions
and their consequences.

Reflective We thoughtfully consider the world and

our own ideas and experience. We work to
understand our strengths and weaknesses in order
to support our learning and personal development.
International Baccalaureate Organization 2013

The essential elements of the PYP

The PYP written curriculum has five essential elements that resonate throughout the programme.

Knowledge - Significant, relevant content that we wish the students to explore and know about, taking into

consideration their prior experience and understanding.

Concepts - Powerful ideas that have relevance within the subject areas but also transcend them and that
students must explore and re-explore in order to develop a coherent, in-depth understanding. There are
eight PYP key concepts: form, function, causation, change, connection, reflection, responsibility and
perspective.

Skills - Capabilities the students need to demonstrate to succeed in a changing, challenging world, which
may be disciplinary or transdisciplinary in nature. There are five groups of transdisciplinary skills: socials
skills, communication skills, research skills, self-management skills and thinking skills.

Attitudes Dispositions which are expressions of fundamental values, beliefs and feelings about learning,
the environment and people. There are ten PYP attitudes: appreciation, commitment, confidence,
cooperation, creativity, curiosity, empathy, enthusiasm, independence, integrity, respect and tolerance.

Action - Demonstrations of deeper learning in responsible behaviour through responsible action; a

manifestation in practice of the other essential elements.

Homework
Homework in the Primary School is set:
To give students the opportunity to prepare materials or research for work that will take place in class.
To provide an opportunity to share work with parents.
To reinforce skills, knowledge, concepts and attitudes taught in class.
To encourage students to develop the skills of studying and carrying out homework tasks independently
and responsibly.
To ensure that students are able to finish class work when they have not been working to the best of their
ability during school time.
The following is taken from the Student Parent Handbook
Reading and the sharing of books is a highly valued activity at all grade levels. In all grades the expectation is that
students will read and/or be read to regularly at home, although this may not be explicitly stated on a daily basis. In
addition to this, the teacher may require independent research, project work, writing, reflection, spelling practice,
mathematics practice and so forth, depending on the needs of the student.
We strongly encourage all families to regularly discuss the learning from each day as part of the homework. We
will be encouraging all students to be thinking about what theyre learning and not just completing tasks for the sake
of doing homework.
The following are average times we would expect students to spend on homework. Please note that some
homework is assigned on a daily basis, while some is assigned weekly. These are guidelines only and not hard and
fast rules. However all students are expected to read on a daily basis.
Early Years: Sharing books with parents daily
Grades 1-2: Reading and 2 pieces of set homework per week
Elementary Grades 3-6: 45 minutes daily and reading
Middle Years Grades 7-9: About 60 minutes daily and reading. A homework timetable will be distributed at the
beginning of the school year.
Middle Years Grades 10-11: About 90 minutes daily and reading. Approximately 1 hour homework per subject.
We encourage parents to use the home/school diary to communicate daily notes and messages to the teacher. If
your child, for any reason, has had a problem completing the homework, please jot this down so that the teacher
knows that it has not simply been forgotten. If it has taken your child much longer than the expected amount of time
to do the homework, or vice versa, then please let the teacher know. Finally, homework should be seen as another
way of learning about what your child is doing in school. It should be a positive experience for yourself and your
child. If homework becomes a battle, please speak with your childs teacher.

The following pages explain how the six subject areas are integral to the PYP and also how Information
Technology fits into the curriculum.
THE ARTS
Arts are integral to the IB Primary Years Programme (PYP). They are a powerful mode of communication through
which students explore and construct a sense of self and develop an understanding of the world around them. Arts
provide students with a wide range of opportunities and means to respond to their experiences and engage with
historical, social and cultural perspectives. The students are stimulated to think and to articulate their thoughts in
new ways, and through a variety of media and technologies.
The PYP recognizes that not all learning can be supported solely through language, and that arts as a medium of
inquiry also provide opportunities for learning, communication and expression. Learning about and through arts is
fundamental to the development of the whole child, promoting creativity, critical thinking, problem-solving skills and
social interactions.

In the PYP, arts are identified as dance, drama, music and visual arts. The framework that the students follow in the
PYP curriculum is arranged into two strands, Responding and Creating.
In Grades 1 and 2 students will:

Dance
Responding:

Creating:

Drama
Responding:

Creating:

Music
Responding:

Creating:

Explore the theme of a dance and communicate their personal

interpretation
Begin to identify dance components such as rhythm and use of space
Create movement to various tempos
Communicate feelings and ideas through dance
Design a dance phase with a beginning, middle and end
Develop physical balance and coordination
Share dance with different audiences

Use drama performances to tell stories about people and events

Discuss and explain the way ideas, feelings and experiences can be communicated through
stories and performance
Describe and evaluate the learning and understandings developed through drama
Describe the connection between the audience and the performer

Share drama with different audiences by participating, listening and watching

Identify with characters through role-play development
Use performance as a problem solving tool
Work cooperatively towards a common goal, taking an active part in a creative experience

Sing individually and in unison

Respond to music through body movement
Reflect and communicate their reactions to music
Express their responses to music from different cultures and styles
Share performances with others and give constructive criticism

Explore sounds on musical instruments

Express moods and feelings in a musical composition
Collaboratively create a musical sequence
Create music to represent different cultures and styles
Read, write and perform simple musical patterns and phrases
Create their own basic musical instruments

Visual Art
Responding:

Creating:

Investigate artwork from different times, places and cultures

Describe similarities and differences between artworks
Identify the stages of their own and others creative processes
Engage with and respond to artworks

Identify, plan and make specific choices of materials, tools and processes
Develop their observational skills and control of tools and materials
Combine elements to communicate ideas, feelings and/or experience
Consider their audience when creating artwork

INFORMATION TECHNOLOGY (IT) and INFORMATION LITERACY

IS Modena students are immersed in a rich learning culture that values inquiry and learning through exploration
within a collaborative environment. They are given every opportunity to research, share and present their
knowledge and findings. In doing so, our students actively construct their own knowledge and become designers
and presenters of their knowledge and understanding.
We believe that the use of technology and the use of the library should support the philosophy and curricular goals
of the school. To achieve this goal, technology usage and information literacy are an integral part of student
learning which help students acquire skills that will prepare them for the future.
We believe that IT and Information Literacy provide the perfect vehicles for collecting and communicating
information leading to meaning construction and knowledge. They let children investigate and manipulate
information and show relationships between concepts and ideas. Students converse, share and work towards
common goals. The skills that the students gain during regular sessions in the Library and in the IT suite are then
built on by their classroom experiences and using iPads. This enables them to become increasingly independent
as they develop their own understandings.
The following six IT skills are relevant to all learners: investigating, creating, communicating, collaborating,
organizing and becoming responsible digital citizens. Each skill is transdisciplinary and will support learning both
within the transdisciplinary programme of inquiry and within the subject areas.
Investigating
Investigating is to carry out a purposeful inquiry or research, to test existing understanding, discover new
information and create new understanding. Through investigation, learners critically evaluate a variety of sources,
making connections and synthesizing findings to apply knowledge to real-life contexts.
Creating
Creating is a process through which learners are provided with an opportunity to innovate and test boundaries.
Learners construct meaning, apply critical thinking and original ideas to real-world situations, and share knowledge
through self-expression, problem-posing and problem-solving, and reflection.
Communicating
Communicating is the exchange of information with various audiences using a range of media and formats.
Effective communicators contribute to cross-cultural understanding, make informed choices when deciding on tools
to articulate meaning, and provide relevant, significant feedback to others.
Collaborating
Collaborating is the process through which learners validate and negotiate ideas and reach a deeper understanding
and a global perspective. Learners are empowered through digital tools, media and learning environments and
through active participation in creating and sharing knowledge.
Organizing
Organizing is the ability to structure or arrange connected items. Learners understand that ICT systems can be
used to inform, adapt, manage and problem-solve during their creative, communicative, collaborative and
investigative processes. Learners make connections, transfer existing knowledge and independently explore new
technologies.
Becoming responsible digital citizens
Becoming a responsible digital citizen involves using ICT to make informed and ethical choices while acting with
integrity and honesty. In a globally connected digital world, learners are empowered to be responsible for their
actions, to value others rights and to practise safe and legal behaviours. The students are taught to be
academically honest when carrying out research in accordance with our schools Academic Honesty Policy.

LANGUAGE English and Italian

Language is fundamental to learning and permeates our entire curriculum therefore all teachers are viewed as
being language teachers and language is being taught through all of subjects. By learning language as well as
learning about and through language, we nurture an appreciation of the richness of language and a love of
literature. The PYP has identified three main communication strands
Oral Communication:
Speaking and Listening
Written Communication:
Reading and Writing
Visual Communication:
Viewing and Presenting
Although the strands of language are being taught and learned simultaneously, the specific skills needed to acquire
fluency in English are taught specifically to ensure that students become confident and fluent speakers, readers
and writers in the English language.
Oral communication: listening and speaking
Listening and speaking are natural, developmental processes that infants and young children are immersed in from
their earliest experiences. Almost all children arrive at school with an impressive command of their mother-tongue
language. However, the expectations and approach to language development in school is often very different from
the successful learning environment the child has previously experienced. In the transition from home to school, or
from one school to another, it is important to acknowledge the language profile of the individual and build on
previous learning in ways that are positive and productive.
The students will:
Use a variety of oral language appropriately with increasing confidence
Work in groups and discuss ideas
Learn to appreciate that listening is important in both small and large groups
Listen with increasing concentration and consideration and respond appropriately
Learn to pick out main events and relevant ideas
Develop their ability to anticipate and predict
Have the opportunity to participate in drama activities
Have the opportunity to listen to other speakers from outside the classroom or through different media
Written communication
Reading
Reading is a developmental process that involves constructing meaning from text. The process is interactive and
involves the readers purpose for reading, the readers prior knowledge and experience, and the text itself. It begins
to happen when the young learner realizes that print conveys meaning and becomes concerned with trying to make
sense of the marks on the page.
Children learn to read by reading. In order to develop lifelong reading habits, learners need to have extended
periods of time to read for pleasure, interest, and information, experiencing an extensive range of quality fiction and
non-fiction texts. As learners engage with interesting and appealing texts, appropriate to their experiences and
developmental phase, they acquire the skills, strategies and conceptual understanding necessary to become
competent, motivated, independent readers.
In Grade 1 the classroom environment nurtures a community of readers, fosters an enjoyment of reading and
encourages the students to become confident in selecting their own reading material.
The teacher reads and shares a range of texts, both fictional and informational, with the students, demonstrating
ways of responding to a text, drawing upon explicit information in the text in order to comprehend it.
The students visit the Library on a weekly basis and are encouraged to choose books that are stimulating and
interesting. The students in Grade 1 are beginning to read more confidently, and sharing a book is part of their
daily homework. They are encouraged to read in their mother tongue as well as English.
In order to learn to read, the students are taught the conventions of reading and are introduced to a range of skills
and strategies.

Sight vocabulary
The students continue to practise whole words in English that are considered to be the key, high frequency
words e.g. look, said, here. They build up their own personally significant word bank.

Conventions of print
The students are taught the use of punctuation to clarify meaning of a text.
Comprehension strategies
The students are taught how to interpret the text by using strategies e.g. connecting, comparing, predicting,
self-questioning.
Location of information
The students are taught how to locate and select information in texts.

Writing
Writing is a way of expressing ourselves. It is a personal act that grows and develops with the individual.
From the earliest lines and marks of young learners to the expression of mature writers, it allows us to organize and
communicate thoughts, ideas and information in a visible and tangible way. Writing is primarily concerned with
communicating meaning and intention. When children are encouraged to express themselves and reveal their own
voice, writing is a genuine expression of the individual. The quality of expression lies in the authenticity of the
message and the desire to communicate. If the writer has shared his or her message in such a way that others can
appreciate it, the writers intention has been achieved. Over time, writing involves developing a variety of structures,
strategies and literary techniques (spelling, grammar, plot, character, punctuation, voice) and applying them with
increasing skill and effectiveness. However, the writers ability to communicate his or her intention and share
meaning takes precedence over accuracy and the application of skills.
Accuracy and skills grow out of the process of producing meaningful communication. Children learn to write by
writing. Acquiring a set of isolated skills will not turn them into writers. It is only in the process of sharing their ideas
in written form that skills are developed, applied and refined to produce increasingly effective written
communication.
The students have an opportunity throughout the year to write:

To describe
This includes writing a report; contents page; bibliography; label; index; glossary; blurb; menu; description
To entertain
This includes writing a narrative; poem; song lyric; joke; fable; fairy tale
To explain
This includes writing an explanation; rules; timetable; complaint; memo; journal; policy
To inquire
This includes writing and carrying out a survey; questionnaire; interview
To instruct
This includes writing a set of directions; manual; experiment; invoice; recipe; list; blueprint.
To peruade
This includes writing an exposition; headline; job application; editorial; slogan.
To recount
This includes writing an autobiography; review; diary; minutes of meeting; retell; journal
To socialise
This includes writing an invitation; note; apology; greeting; message.

The students are taught the conventions and skills of writing. They learn:

To develop their own voice and style of writing

To write a range of text forms for a range of audiences confidently and with increasing independence
How to spell more complex words
The spelling of common irregular words in English
About the construction of sentences
The use and extension of vocabulary
About the use of punctuation ( full stops, capital letters, question marks and exclamation marks)

Handwriting
The students practise writing and learn to form the letters correctly, developing a consistency in the size and
proportion of the letters and spacing between letters and words.
Visual communication: viewing and presenting

10

Viewing and presenting are fundamental processes that are historically and universally powerful and significant.
The receptive processes (viewing) and expressive processes (presenting) are connected and allow for reciprocal
growth in understanding; neither process has meaning except in relation to the other. It is important to provide a
balanced programme with opportunities for students to experience both viewing and presenting. These processes
involve interpreting, using and constructing visuals and multimedia in a variety of situations and for a range of
purposes and audiences. They allow students to understand the ways in which images and language interact to
convey ideas, values and beliefs. Visual texts may be paper, electronic or live, observable forms of communication
that are consciously constructed to convey meaning and immediately engage viewers, allowing them instant access
to data. Examples of visual texts are: advertisements, brochures, computer games and programs, websites,
movies, posters, signs, logos, flags, maps, charts, graphs, diagrams, illustrations, graphic organizers, cartoons and
comics. Learning to interpret this data, and to understand and use different media, are invaluable life skills.
Acquiring skills related to information and communication technology (ICT) and visual texts is significant because of
their persuasive influence in society. It is important to learn how visual images influence meaning and produce
powerful associations that shape the way we think and feel. Opportunities that invite students to explore the
function and construction of images facilitate the process of critically analyzing a range of visual texts. Learning to
understand and use different visual texts expands the sources of information and expressive abilities of students.

ENGLISH AS AN ADDITIONAL LANGUAGE

The English as an Additional Language (EAL) program is designed to help students and families with a smooth
transition into our school. This is done in a variety of ways depending on the childs English language ability. We
aim to enable English language learners to participate fully in both social and academic aspects of our school.
Usually beginning English language learners will work with the EAL teacher very frequently during their first months
in the school. This may be on a pull out basis depending on the childs level of understanding. As oral language
skills improve and progress is shown, students will be increasingly integrated back into their regular classes with
the EAL teacher working in the classroom supporting reading and writing skills. Our goal is to make students feel
comfortable as quickly as possible in their new environment. To do this a range of language learning strategies that
address different learning styles are employed.

11

ITALIAN
Although English is the language of instruction at IS Modena, students throughout school continue to learn or
undertake the study of Italian. This program provides children with an opportunity to learn and use the host country
language.
Students new to Italian gradually develop towards fluency, ultimately leading to a lifelong interest and ability to learn
new languages. Native Italian speakers continue to develop their mother tongue with other fluent Italian speakers.
Wherever possible, the approach to language teaching will be linked with units of inquiry as well as related to stand
alone teaching. Whenever possible a cultural approach to learning the language is followed to help promote an
understanding and appreciation of others.
L' ITALIANO NEL GRADE 1
4 lezioni alla settimana
Premessa
I risultati della ricerca psicopedagogica degli ultimi anni affermano che "il processo di concettualizzazione della
lingua scritta inizia prima dell'ingresso nella Scuola Elementare".
I bambini oggi sono infatti immersi quotidianamente in un ambiente ricco di informazioni e di immagini: la
televisione, la carta stampata, le insegne dei negozi, la pubblicit Per questo anche la Scuola Materna Italiana,
secondo i propri ORIENTAMENTI, prevede una programmazione specifica di attivit sulla lingua scritta che deve
raccordarsi con quello della Scuola Elementare, pur senza collocarsi nell' ottica di un insegnamento-apprendimento
formalizzato.
Tutto ci stato considerato nella attuazione del corso di Italiano del 1st grade e, data la particolarit della nostra
scuola in cui la Lingua Inglese parte fondamentale nello sviluppo cognitivo ed espressivo dei bambini, si lavorer
in stretta connessione con le insegnanti di classe, anche nello sviluppo dei nuovi programmi PYP, per ampliare,
migliorare e sviluppare le conoscenze degli alunni attraverso l'uso sempre pi consapevole di entrambe le lingue.
Contenuti e attivit
Ascoltare e parlare
Dialogare con persone conosciute per scopi diversi (descrivere un gioco, programmare una festa,
progettare un incontro, comunicare emozioni, esprimere, ecc.)
Intervenire nel dialogo e nella conversazione in modo ordinato e pertinente
Comprendere, ricordare e riferire i contenuti essenziali dei testi ascoltati
Narrare brevi esperienze personali e racconti fantastici, seguendo un ordine temporale
Mantenere lattenzione sul messaggio orale
Leggere
Giochi di abbinamento tra parole e immagini
Leggere e comprendere parole
leggere una frase e illustrarla
Leggere e comprendere frasi e semplici testi
Scrivere
Utilizzare la scrittura in relazione allet e alle proprie capacit per comunicare esperienze, idee ed
emozioni, anche attraverso luso di immagini
Iniziare ad utilizzare le convenzioni della scrittura: corrispondenza tra fonema e grafema, I suoni difficili
CA-CO-CU
CE-CI
GA-GO-GU
Primo accenno a CHI-CHE
SCA SCO SCU
SCI SCE
GLI GN
MP-MB

Primo accenno a doppie, accento ed apostrofo.

Riflettere sulla lingua

Riflettere sul lessico, sui significati, sulle principali relazioni tra le parole
Prima introduzione ad:

12

o
o
o
o

13

articolo
verbo
aggettivo qualificativo
nome (singolare/plurale maschile/femminile comune/proprio)

Introduzione ai principali segni di punteggiatura: punto, virgola, punto esclamativo, punto interrogativo.

ITALIAN AS AN ADDITIONAL LANGUAGE

4 lessons a week
Emphasis is placed on the essential elements of spoken language in order to meet the prime needs of the students,
now living in Italy, to understand and communicate in the world around them. Reading is the natural extension of
these oral skills, as is writing, given the phonetical nature of the language.
Essential vocabulary and grammar form part of the programme. When appropriate, regular and irregular verbs are
taught in the higher grades, always keeping in mind that this knowledge enables students to speak clear and
correct Italian.
In order to motivate students and give them the confidence to speak a new language, and to increase their
vocabulary, various activities (such as games, drawing, role-playing, songs, poems, storytelling, projects, etc.) form
a large part of the programme and enable students to take an active, rather than passive role in the classroom.
Grade 1 Aims and Objectives:
Listening and speaking skills:

Understand the teachers commands during a game activity

Listen to nursery rhymes and songs in Italian

Understand short stories read by the teacher

Be able to introduce oneself in Italian

Reading skills:

Read familiar words and associate them with images to describe them

Recognize familiar words

Writing skills:

14

Copy down words and associate them with objects that help describe them

Widen vocabulary

MATHEMATICS
In the IB Primary Years Programme mathematics is viewed as a vehicle to support inquiry, providing a global
language through which we make sense of the world around us. It is intended that students become competent
users of the language of mathematics, and can begin to use it as a way of thinking, as opposed to seeing it as a
series of facts and equations to be memorized.
How children learn mathematics
It is important that learners acquire mathematical understanding by constructing their own meaning through everincreasing levels of abstraction, starting with exploring their own personal experiences, understandings and
knowledge. Additionally, it is fundamental to the philosophy of the PYP that, since it is to be used in real-life
situations mathematics needs to be taught in relevant, realistic contexts, rather than by attempting to impart a fixed
body of knowledge directly to students. How children learn mathematics can be described using the following
stages:

Constructing meaning - Students are involved in an active learning process based upon their previous
experiences and understanding. Interacting with manipulatives and engaging in conversations with others is
paramount to this stage of learning mathematics, at all ages.
Transferring meaning into symbols - Once students have constructed their ideas about a mathematical concept
they can transfer this understanding into symbols. They are given opportunities to describe their understanding
using both their own methods of notation and conventional notation.
Applying with understanding - Students demonstrate and act on their understanding through a range of practical
hands-on problem-solving activities and realistic situations.
Mathematics is split into five strands data handling, measurement, shape and space, pattern and function, and
number. The learning of mathematics is a developmental process and the phases a learner passes through are not
always linear or age related.
Where possible, mathematics is taught through the context of the units of inquiry.
By the end of Grade 1 students will have had the opportunity to work on the following areas, however, due
to each individuals learning journey they may not all be secure in all of these areas.
Whole Numbers and Place Value

Use language of mathematics: more, less, number names, total

Count with one to one correspondence to 20

Understand conservation of number up to 10

Subitize up to 6 (recognise a group of object without counting)

Count, compare and order numbers to 20

Begin to count in 2s and 10s

Count on from any number to 20

Develop number relations to 20 using manipulatives

Undersand numbers before and after up to 20

Read, write and model numbers to 20

Match numerals to number of objects up to 20

st
nd
rd

Understand 1 , 2 and 3
Addition and Subtraction
Understand that numbers can be constructed and separated in multiple ways
Show familiarity thorough play with commutative properties of addition
Model and draw number stories to 10
Understand conservation of number

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Explore subtraction patterns of repeated subtraction of 1 or 2)

Show familiarity with operation symbols, +, -, = within a rich variety of informal problem situations

Estimation and Problem Solving

Estimate the reasonableness of answers
Estimate the number in a set up to 20 objects
Select and explain an appropriate method for solving a problem
Fractions and Decimals
Use fraction names half and whole
Count and organise sets of 1c, 2c, 5c and 10c coins.
Graphing
Sort and label objects into sets by one or more attributes
Read, compare and discuss data from bar graphs and pictographs and other teacher-generated diagrams
Understand how collecting and graphing data can answer questions
Use own diagrams to organize information.
Probability
Discuss and identify outcomes that will happen, wont happen and might happen
Pattern and Function
Copy, continue and create 3 part-patterns
Transfer patterns to a different medium,
Shapes
Recognise common 2D and 3D shapes (cube, cuboid, cone, pyramid, cylinder, and sphere)
Describe, draw and make 2D shapes.
Describe 3D shapes (using terms such as face, corner, side)
Space
Describe and represent the paths, regions and boundaries of their immediate environment (inside, outside,
above, below) and their position (next to, in front of, up, down)
Non-standard and Standard Measurement
Use a variety of non-standard systems of measurement
Show awareness that there are standard systems of measurement (1m) & why we use them
Use language of comparisons (tall, taller, and tallest)
Use the calendar to record and learn about events in the class routine.
Understand how the hands on the clock show different times based on where they are situated on the clock
face (half past, oclock)

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PERSONAL, SOCIAL AND PHYSICAL EDUCATION

PSPE in the IB Primary Years Programme is concerned with the individuals well-being through the promotion and
development of concepts, knowledge, attitudes and skills that contribute to this well-being. Well-being is intrinsically
linked to all aspects of a students experience at school and beyond. It encompasses physical, emotional, cognitive,
spiritual and social health and development, and contributes to an understanding of self, to developing and
maintaining relationships with others, and to participation in an active, healthy lifestyle.
PSPE is integral to teaching and learning in the PYP and is embodied in the IB learner profile that permeates the
programme and represents the qualities of internationally minded students and effective lifelong learners. As
lifelong learners we strive to make sense of our lives and the world around us by constructing meaning, exploring
concepts and revising understandings.
The development of a students well-being can be implicitly and explicitly addressed through all areas of the PYP
curriculum. Therefore, every teacher has a responsibility to support each students personal, social and physical
development through all learning engagements both within and outside the programme of inquiry.
Physical Education in a PYP school should be more than just student participation in sports and games. Its purpose
should be to develop a combination of transferable skills promoting physical, intellectual, emotional and social
development; to encourage present and future choices that contribute to long-term healthy living; and to understand
the cultural significance of physical activities for individuals and communities. Therefore, in the PYP, there should
be specific opportunities for learning about movement and through movement in a range of contexts.
In the PYP curriculum framework PSPE is arranged into three interacting strands: Identity, Active Living,
Interactions.
Identity: Students will develop an understanding of our own beliefs, values, attitudes, experiences and feelings
and how they shape us; the impact of cultural influences; the recognition of strengths, limitations and challenges as
well as the ability to cope successfully with situations of change and adversity; how the learners concept of self and
feelings of self-worth affect his or her approach to learning and how he or she interacts with others.
Active Living: Students will develop an understanding of the factors that contribute to developing and maintaining
a balanced, healthy lifestyle; the importance of regular physical activity; the bodys response to exercise; the
importance of developing basic motor skills; understanding and developing the bodys potential for movement and
expression; the importance of nutrition; understanding the causes and possible prevention of ill health; the
promotion of safety; rights and the responsibilities we have to ourselves and others to promote well-being; making
informed choices and evaluating consequences, and taking action for healthy living now and in the future.
In Physical Education there are five strands; games, movement composition, health related fitness, individual
pursuits and adventure challenge. Over to the two years of the programme the students will cover the following.
In games students will:
Develop coordination, manipulation and balance with and without equipment
Demonstrate body control whilst travelling in different directions with various speeds Explore different
apparatus and small equipment using various body parts
Follow instructions while participating in simple games
In movement composition students will:
Develop an awareness of space, direction and levels in relation to others and their environment
Combine loco-motor (travelling) and non loco-motor skills using music as a stimulus
Begin to express feelings and moods using imagination
Link moves to form sequences (some basic, some more complex.)
Combine basic step patterns to perform a short dance
Move to the beat and rhythm of the music to perform a longer dance sequence
Develop specific gymnastics skills such as, agility, flexibility, strength and balance
Learn and improve basic movements on the floor and on apparatus
Create movement patterns to form simple sequences
Travel in different ways, changing speed and direction on the floor and on apparatus
In health-related fitness students will:
Recognize changes that occur to their body when exercising
Value physical activity as an important aspect of their life

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Show awareness of others and own safety during exercise

In individual pursuits students will:

Become aware of their own strengths and limitations and form personal goals
Practise specific techniques of running, jumping and throwing events

In adventure challenge students will:

Participate in group activities to accomplish a common goal

Collaboratively solve problems involving physical and critical thinking skills

Interactions: Students will begin to develop an understanding of how an individual interacts with other people,
other living things and the wider world; behaviours, rights and responsibilities of individuals in their relationships
with others, communities, society and the world around them; the awareness and understanding of similarities and
differences; an appreciation of the environment and an understanding of, and commitment to, humankinds
responsibility as custodians of the Earth for future generations.

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SCIENCE
Science is an integrated area of inquiry. The content is arranged into four main strands:
Living things: The study of the characteristics, systems and behaviours of humans and other animals, and of
plants; the interactions and relationships between and among them, and with their environment.
Earth and space: The study of planet Earth and its position in the universe, particularly its relationship with the
sun; the systems, distinctive features and natural phenomena that shape and identify the planet; the infinite and
finite resources of the planet.
Materials and matter: The study of properties, behaviours and uses of materials, both natural and human-made;
the origins of human-made materials and how they are manipulated to suit a purpose.
Forces and energy: The study of energy, its origins, storage and transfer, and the work it can do; the study of
forces, the application of scientific understanding through inventions and machines.
These strands do not have fixed boundaries; many areas will necessarily overlap with each other and with other
disciplines such as mathematics, social studies, and personal and social education (PSE). Science and technology
provides opportunities for students to engage in scientific investigations by making accurate observations, handling
tools, recording and comparing data, and formulating explanations using their own scientific experiences and those
of others. Students will gain experience in testing their own assumptions the perspectives of others in order to
further develop their own ideas.
Science in the PYP should be viewed as a way of thinking and a process that strives for balance between the
construction of meaning and the acquisition of knowledge and skills.
(International Baccalaureate Organization, 2003)
The science component of the curriculum provides opportunities for students to:

Observe carefully in order to gather data

Use a variety of instruments and tools to measure data accurately
Use scientific vocabulary to explain their observations and experiences
Identify or generate a question or problem to be explored
Plan and carry out systematic investigations
Make and test predictions
Interpret and evaluate data gathered in order to draw conclusions
Consider scientific models and applications of these models

All planned science learning takes place within the units of inquiry.
In Grade 1 students will develop the following understandings:

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What is meant by the term health

What is meant by the term hygiene
That there are different food groups and their effect on the body.
That actions such as sleep, eating and exercise affects the performance of the body.
To begin to understand the scale involved with the earth in space in relation to objects they know.
That we experience night and day because of the movement of the earth.
That the earth turns on an axis and this is why the sun appears to be moving.
That the sun does not move.
That the earth is on an angle/tilt.
To begin to understand that the earth is orbiting the sun
To begin to understand that the tilt of the Earth and the orbit of the sun are why we experience the
seasons.

SOCIAL STUDIES
Students explore the experiences of the cultural groups with which students identify. Such exploration can provide
them with a secure sense of who they are. Students will develop an understanding of other groups and the ways in
which culture influences peoples perceptions and responses to events, issues and circumstances. They will
explore how the influence of the movement of people and the spread of technology helps to explain how and why
cultures adapt and change.
Social studies provide opportunities for students to look at and think about human behaviour realistically, objectively
and with sensitivity. It aims to guide students towards a deeper understanding of themselves and others, and of
their place in an increasingly global society.
(International Baccalaureate Organization, 2007)
The social studies component of the curriculum provides opportunities for students to:

learn how to ask relevant questions that can be researched

gain an understanding of their own identity and their place in the world
develop an understanding of other cultural groups and an appreciation of other ideas and beliefs
gain knowledge about the human condition through the exploration of themes that have significance for all
students in all cultures
gain conceptual understanding though participating in learning experiences that foster sensitivity, creativity
and initiative, leading to socially responsible action
gain a sense of time and place in relation to their own experience and the experience of other people
gain an understanding of humankinds role in, and dependence on, the natural and constructed world, and
learn to apply this knowledge in responsible ways

All planned social studies learning takes place within the units of inquiry.
In Grade 1 students will develop the following understandings:

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That a community is a group of people living in a particular area or who form a group with something in
common.
That communities can be made up of different types of people who have different needs- young, old,
disabled etc.
That services are planned with the community in mind.
Some of the services that are commonly found in communities- doctors surgery, hospital, fire station,
library.
That cultures are expressed in stories
The common features of stories and to be aware of the similarities and differences between them
The meaning of perspective and how this can lead to disagreements and conflicts.
That explaining points of view can lead to resolving conflict.
That feelings are personal and very individual.
The different choices that need to be made in a journey
The details of a map and how different things are represented on a map.
The changes that occur due to a journey.