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Institution:
Ministry of
Public Education
Rome
Address:
Ministero
della Pubblica Istruzione
Viale Trastevere, 76/A
00153 Rome
Tel.: 06 5849.1
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Ministry of Public Education
Recommendations for the curriculum of the pre-primary (early childhood) and first
cycle education
Main
contents
Culture, education, person
School in the new scenario
"[...] Each individual must consider, in his/her
daily experience, more and more numerous and heterogeneous information and
faces the plurality of cultures." (p. 15)
"[...] In this scenario, school is responsible for specific goals: ...
to make sure that students acquire tools of critical thinking needed for
learning and selecting information;..." (p. 16)
The
curriculum organisation
Pre-primary
(early childhood) education
First
cycle education
Linguistic-artistic-expressive disciplinary area
-
Italian
language
"[...] The pupil will learn
writing by reading and producing a wide range of different texts (functional
and creative) following teachers' lead at earlier stages and then autonomously.
[...] Pupils should ... develop the ability of ordering, grouping together
and expliciting all information necessary for
achieving the goal." (p. 50)
The final goals of the development of competences at
the end of the primary education
"The pupil... understands texts of different kinds, in order to
achieve functional goals, for study, entertainment, and/or fun purpose,
identifies their overall meaning and /or main information, uses reading
strategies functional to achieve his/her goals.
He/She gradually develops abilities functional to study, extracting
from written texts information on a given topic, useful for oral
presentations and memorising, acquring a first core of specific terminology,
collecting personal and/or collective impressions, noting his/her own
or somebody else's opinions." (p. 52)
[...]
"Learning goals at
the end of the third class in the primary education
Listening and speaking
[...]
- To understand the subject and the main information of in-class
speeches.
[...]
Learning goals at
the end of the fifth class in the primary education
Listening and speaking
[...]
- To understand the essential information of a presentation,
of instructions to perform tasks, of messages transmitted by the media (announcements,
bulletins...)" (p. 53)
"Reading
[...]
- To exploit information from titles, images and captions in order to
get an idea of the text which is to be read.
- To read and compare information from different texts in order to get an
idea of a topic, to take cues which starting from to speak or write.
- To search for information in texts of different type and origin, in
order to achieve practical and/or cognitive goals applying simple techniques
for supporting comprehension (e.g. underlining, noting down information,
building maps and schemes etc.)." (p. 54)
The final goals of the development of competences at
the end of the first-grade secondary school
"The student... in study activities - both individual and
collaborative - uses the manuals of disciplines or other study books , in
order to search for, collect, process and elaborate necessary data,
information and experiences, also by utilising ICT tools."
(p. 55)
"Learning goals at
the end of the third class in the first-grade secondary school
Listening and speaking
[...]
- To express orally personal experiences selecting significant
information depending on the purpose, ordering it according to a
logical-chronological criterion, expliciting it clearly and exhaustively and
using a register suitable for the subject matter and situation.
- To report orally on a study topic making the purpose explicit and clearly
presenting the subject matter: to present information in a predetermined and
consistent order, to use a register
suitable for the subject matter and situation, to control the
specific vocabulary, specifying sources and eventually using support
materials (maps, tables, charts).
Reading
[...]
- To extract explicit and implicit information from informative and
expository texts in order to read up on a specific topic and/or to achieve
practical goals.
- To compare, on the same topic, information drawn from many sources,
selecting those most relevant.
- To reformulate synthetically information selected from a text and
reorganise it in a personal way (topic lists, schematic summaries, maps,
tables).
- To use functionally the various parts of a study manual:
indices, table of contents, chapters, headlines and captions, synopses,
boxes, images, graphic apparatuses." (p. 56)
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EU LANGUAGES
The final goals of the development of competences at
the end of the first-grade secondary school for the first and the second
foreign language
"The student... acquires and interprets information evaluating
its reliability and usefulness." (p. 61)
Historical-geographical
disciplinary area
-
History
"Learning goals at
the end of the fifth class in the primary education
How to use documents
- To extract information from different types of documents useful to understand
a historical phenomenon.
[...]
How to organise information
[...]
How to produce information
[...]
- To extract and produce information from charts, tables, historical maps,
iconographic finds, and to consult texts of different genre, both manual and
not." (p. 84)
"Learning goals at
the end of the third class in the first-grade secondary school
How to use documents
- To use different kinds of sources (documentary, iconographic, narrative,
material, oral, etc.)
[...]
How to organise information
- To formulate problems depending on the gathered
information
[...]
Conceptual tools and knowledge
- To select, file and organise information through maps, schemes,
tables and charts.
[...]
- To use acquired knowledge in order to understand ecological,
intercultural problems and those related to social harmony and integration
How to produce information
- To produce texts, using knowledge selected
and filed from different information sources..." (p. 85)
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Geography
The final goals of the development of competences at
the end of the primary education
"The pupil... extracts geographical information from many
different sources (cartographical and satellite, photographic,
artistic-literary)." (p. 87)
Mathematical-scientific-technological disciplinary area
"[...] the student... learns to collect data and to compare them
with the formulated assumptions, negotiates and builds interindividual meanings,
is pushed to temporary conclusions and new openness in his/her building of
individual and collective knowledge." (p. 91)
-
MATHEMATICS
The final goals of the development of competences at
the end of the primary education
" The pupil... uses suitable data representations and is able to
utilize them in significant situations in order to extract information."
(p. 94)
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TECHNOLOGY
"[...] the gradual
competence in using specific ICT tools will enable students to develop their
own ideas and present them accurately..., to find, interpret, exchange and
share information, to organise, process and elaborate, retrieve, file and
reutilize it. The development of critical and evaluation skills - goal of
general validity - will be especially pivotal also with respect to
information more and more available in the net, which requires to be put in
suitable reference and organisation frameworks, in order to be used
in a significant and relevant way." (p. 108)
The final goals of the development of competences at
the end of the first-grade secondary school
"The student... searches for information and is able to select and
synthesise it, develops his/her own ideas using ICTs, and is able to share
them with others." (p. 110)
"Learning goals at
the end of the third class in the first-grade secondary school
[...]
- To know how to use the net for searching for and exchanging information"
(p. 111)
Keywords: policy document -
new educational framework - educational reform - recommendations for the
curriculum - pre-primary education - first-cycle education - educational goals -
learning objectives - basic competences - basic educational contents -
information overload - informaiton needs - information management - use of
information - organisation of information - selection of information -
information sources - information processing - information searching -
information sharing - information filing - analysis skills - synthesis skills -
speaking skills - reading skills - writing skills - presentation skills -
communication skills - information skills - information competences
- language skills - language competences - ITC skills - ICT competences - study
skills - learning skills - critical thinking - problem solving - critical skills
- evaluation skills - knowledge building
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