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History | |
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Knowledge |
Skills |
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- Facts, events, historical figures and institutions, within a physical, social, economic, technological, cultural and religious framework, that characterize:
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- Use specific historical terminology. - Form "pictures of civilizations" based on physical-geographical, social, economic, technological, cultural and religious information. - Understand the essential elements of the methodology of historical research and of different kinds of historical interpretation. - Distinguish between historical narratives, personal narratives, and accounts with different perspectives and themes. - Differentiate and select various types of historical sources, gather information from one or more sources. - When applicable, use the essential features of historical periodization and temporal structures such as cycle, correlation, acceleration, stagnation... - Use literary narratives, epics, biographies, etc. in historical reconstruction. - Discover medieval and modern historical roots specific to the local community and region. - Weigh the local impact and effects of trends and events of national and international significance. - Identify problems in a historical narrative that can be addressed using the historian's methods. |
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Geography | |
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Knowledge |
Skills |
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- Principal forms of graphic representation (ideographs, histograms, bar graphs) and maps (physical, political, road, theme, topographic and topologic). - Concepts: surface distance, economic distance in terms of time and costs, geographic plotting, geographic coordinates (latitude, longitude, altitude), time zones. - Population: density, human movement and migration. - Physical systems and relationship with human systems. - Physical / human features of Europe and of some European countries: physical, socioeconomic and cultural characteristics. - The origins of the European Union and its diverse institutional forms - Italy as part of the European Union. |
- Find one's way with the use of a topographic map, a ground plan, a compass. - Recognize the man-made transformations in the physical environment, using maps and pictures. - Read and interpret statistics, topographic, thematic and historical maps, graphs, cartograms, ground and aerial photographs taken from different perspectives and satellite images. - Analyze the most significant features (human, economic, ecological, historical) using multiple sources. - Using direct / indirect observation, analyze an area (in the local community or region, in Italy or in Europe), study and understand its organization, and identify aspects and problems to do with man's interaction with the environment over time. - Compare different physical environments. - Sketch mental maps of Europe, thematic maps and graphs, using conventional symbols. |
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Science | |
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Knowledge |
Skills |
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- How objects move: velocity, trajectory, acceleration. - Forces in static position and as the cause of variations in movement. - Weight, mass, specific weight. - Work and energy. - Flotation; Archimedes' Principle. - Introduction to chemistry: acids, bases and salts in everyday experience as examples of chemical substances. - Characteristics of soil types: their origins and the chemical substances they contain. Fertilizers. - Cells and single cell and multicellular organisms. - Vascular plants: life cycle. - Vertebrates and invertebrates. - Structures and systems of the human body: systems for movement, circulatory system, respiratory system. - Earth's ecosystem; land and marine environments. - Local ecosystems: factors and conditions for their equilibrium. - Concept of habitat, population, food chains and food webs. |
- Represent different types of movement in space/time diagrams; interpret the diagrams. - Create force and deformation; observe the effects of weight; identify states of equilibrium. - Measure force (dynamometer, scales). - Estimate the specific weight of different commonly used materials. - Give examples from daily life to demonstrate the difference between temperature and heat. - Cause simple chemical reactions (for example, acids and bases with some metals, calcium carbonate .... soaps, toothpastes) and describe them in their proper order. - Demonstrate the importance of the proportions used with chemical substances that cause a reaction (for example, using indicators). - Perform simple experiments to determine different soil types. - Recognize common plants by their seeds, roots, leaves, flowers and fruits. - Use examples from everyday life to illustrate the complexity of the working of the human body during its various activities (movement, respiration, nutrition...). - Collect data on the frequency of heartbeats and of breathing. - Identify, explain and demonstrate with simple models how the human body moves. - Discover the basic relationship between man, animals and plants in familiar environments. - Collect information about the food chain in familiar environments. - Link the characteristics of animal and plant organisms to the conditions and characteristics of their environment. |
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Technology and Information Technology | |
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Knowledge |
Skills |
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- The sectors of the economy. - The difference between industry and handicrafts. - The principle sectors of industrial production (chemical, mechanical, etc...). |
- Recognize and analyze the pertinent production sector of diverse objects. - Recognize, analyze and describe the production cycle for each object and each of its parts. - Analyze objects, utensils and tools in everyday use, identify the principle function and that of its parts, and classify each part devising descriptive labels (support, anchorage, etc....). - Select commonly used objects and classify them as useful, as fulfilling their purpose, as unnecessary. - Identify a need, create a model of an object or tool for that purpose, following a process of: conception, plan, production, testing. |
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Citizenship | |
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Knowledge |
Skills |
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- The uses and purposes of rules and laws. - The Constitution and its principles. - The organizational structure of Italy's Republic. - The modification of Title V of 1948 by constitutional law n. 3 of October 18, 2001. - Conceptual distinction between republic, state, region, province, metropolitan city and municipality. - The 'central periphery' position of government in the regulation of social, educational, economic and cultural activities. - How, why and when, during Italy's history, did the government intervene in the social and economic sectors. - The importance of autonomy for regional governments, scholastic institutions and social groups. - The principles of subsidy, adequacy and differentiation of services. - E-government and the administration of public organizations. - The relationship between schools and local administrations. - The political and economic organization of the European Union. - The common currency. - Bill of rights of the European Union and the European Constitution. - International Declaration of human rights. - United Nations. - UNESCO and the AIA international tribunal. - The Atlantic Treaty. - Amnesty International and the Red Cross. - The Workers Statute and Statute of Work. - The organization of the job market. - The Italian educational system: instruction and vocational training. - Factors determining North/South, East/West divergences/inequalities. - Forms of communication between different ideas and cultures. |
- Compare the organization of the Italian Republic to that of other European Union countries. - Analyze the organizational structure of the Republic and its various institutions, using newspapers and mass media. - Identify the historical and geographical facts portrayed in regional, provincial, and municipal emblems. - Be able to recognize which institution promotes specific activities and initiatives. - Organize a municipal meeting of students. - Evaluate the effectiveness of communications by a comparison of websites and other means of communication used by different institutions. - Analyze the language used by the different institutions and evaluate its effectiveness in communicating to the public. - Use on-line resources to request certificates, declarations, services... - Organize a guided tour, real or virtual, to the city offices to resolve a problem or to make use of services offered. Identify initiatives that schools and local institutions co-sponsor. - Trace the steps leading to the unification of Europe and its particular form of government. - Reading newspapers and following the mass media, be informed of the actions, role and history of:
- Identify significant elements in the 'professional ethic' of different categories of work. - Begin the decision process for choosing among the available options for secondary school, by gathering information about the programs offered and by having an awareness of one's own inclinations. - Identify, analyze, visualize and demonstrate the connections that exist between globalization, migration patterns and problems of identity. |
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Traffic Safety | |
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Knowledge |
Skills |
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- Rules of the road: street signs, classes of vehicles and regulations regarding their use. - The legal implications of prohibited actions. - Technical risks deriving from a glorification of mechanical means: feeling of power, speeding to excess, underestimating danger, false sense of competence in possessing the skills required to use the means, etc. - Principles of traffic safety; use of the helmet. - Effects of medications, drugs, alcohol consumption, unbalanced diet on driving ability. - Basic first aid. - Physical and learned functions that come into play when operating a vehicle (visual energy, sensory alert...). - Environmental pollution caused by traffic (atmospheric, acoustic...). |
- Map out routes in real and simulated situations for diverse roles (pedestrian, cyclist, motorcyclist). - Learn correct and responsible behaviors for each of the roles (pedestrian, cyclist, motorcyclist). - Recognize and respect street signs, in each situation. - Use each means of transportation according to its possibilities and limits, without abuse or force. - Practice preventive behaviors and first aid in simulated situations. - Recognize psychologically and physically negative situations that may interfere with traffic circulation. - Be aware of the connection between traffic and environment and adopt behaviors to keep them in balance. - Analyze environmental problems related to traffic circulation: propose solutions. |
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Environmental Education | |
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Knowledge |
Skills |
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- Identify the major environmental problems in the surrounding community and analyze them from a scientific point of view and formulate hypotheses to resolve them. - Learn about the problems of raising plants in diverse environments (vegetable gardens, indoor/outdoor gardens, green houses, etc.). - Identify the most effective means of communicating the results of the analyses performed to the surrounding community. - Analyze documents pertaining to environmental issues prepared by national and international agencies. - Analyze international, national and local data regarding the most pressing environmental issues. - Analyze the effectiveness of the measures taken by various institutions. - Recognize which measures are proposed by different public and private institutions that deal with environmental problems. - Plan and participate in guided tours. - Link individual behaviours to local and global impact: each person's contribution to problems shared by everyone. - Identify in the surrounding area an environmental protection problem, develop and activate a project of intervention to correct it. - In a laboratory, discover the difficulties in restoring objects. |
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Health Education | |
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Knowledge |
Skills |
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- Proper and responsible behaviors in different situations. - Smoking and health: respiratory diseases, heart and circulatory diseases, the effects of active and passive smoke. - Limitations and risks for smokers, activities to be avoided. - Emotional and psychological problems typical of pre-adolescence and psychosomatic symptoms. - Basic first aid. - Basic scientific knowledge to be used in cases of poisoning. - Biotechnology: instruments, resources, aims. - Biotechnology and sports. |
- Adopt healthy and correct behaviors. - Take personal responsibility when assigned tasks. - Distribute physical and sports activities correctly throughout the day. - Recognize the dangers of active and passive smoke in private and public places and the effects of smoking. - Collaborate with experts in planning and promoting measures of prevention. - Make use of strategies to control the emotions, to relax and to critically observe the mind-body relationship. - Practice first aid in simulations. - Take proper action in situations that endanger the environment or oneself. - Participate in planning for school security. - Making use of available data in cases where biotechnology is employed, form and defend a personal opinion. |
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Nutrition | |
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Knowledge |
Skills |
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- Relationship between nutrition - wellbeing - personal achievement. - Recommended caloric allowances for the various nutrients. - Caloric requirements for physical activity and sports. - Relationship between meals and the amount of energy needed by our bodies. - A balanced diet: recommended amounts of calories, vitamins and minerals. - Composition and caloric values of principle foods: fruit, vegetables, pulses, fish. - Dietary habits in different countries and in different eras. - Problems of nutrition in history and in geography: nutritional requirements, famines, surpluses, etc.). - Developments in the history of nutritional technology. - Liquid intake requirements for physical activity and sports. - Deviant nutritional behaviors. - Nutritional requirements during illness. - Physical and psychological effects of under-nutrition, malnutrition, and over-nutrition. - International organizations that fight hunger in the world. - Historical, geographical, political causes of hunger in the world, discussion of possible solutions. |
- Recognize the relationship between nutrition - wellbeing - personal achievement in real situations. - Differentiate foods based on their caloric content. - Check food labels and nutritional information regularly. - Distribute meals correctly throughout the day based on one's activities. - Eat sufficient amounts of fruit, vegetables, pulses and fish. - Prepare balanced menus, in a kitchen-laboratory setting. - Cook, using different methods and techniques, following the important developments in the history of nutritional technology. - Calculate and regulate intake of liquids according to one's own needs. - Evaluate one's own diet and compare it to a balanced diet. - Organize a meeting between experts, students and families to learn about nutrition. - Find links between one's own nutritional choices and the dynamics of relationships. - Be aware of nutritional problems in the world and contribute, as far as is possible, to solving them with personal initiatives and appropriate behaviors. |
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Life Skills | |
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Knowledge |
Skills |
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- Literature and other texts that address the problems of self-knowledge, self esteem and the search for identity in pre-adolescence. - Pre-adolescence in art (painting, music, cinema, etc.). - Artistic representations of love and sex today and in the past. - Physical and psychological changes. - The anatomy of the reproductive system, fertilization, birth, the phases of human life. - Cultural and moral aspects of the connection between love-sex-morality.
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- Learn more about and accept oneself, strengthen self esteem, and learn from one's own errors. - Understand changes in the body and relate them to psychological changes and to social behavioral changes. - Relate to peers and adults of the opposite sex, striving to correct eventual inadequacies. - Read and produce work, (written, multimedia, iconographic, filmed) or hold discussions relating to significant experiences in interpersonal relations and to problems at different stages of life (birth, childhood, pre-adolescence, youth, married and family life, old age). - Understand the connection between love-sex-morality. - Identify activities and behaviors that stress the affective aspect of interpersonal relationships and that facilitate its communication. |
