The student takes part in communicative/verbal exchanges (conversation, class or group discussion) with classmates and teachers respecting his/her turn and formulating clear and meaningful messages in the register most suited to the situation.

• Listen and understands communications and news “transmitted” by medias and is able to grasp the core of the message, the main information and its purpose.
• Reads and comprehends texts of various types – both continuous and non-continuous – and through the use of reading strategies that are appropriate to the scope of the task, is able to identify the texts overall meaning and main information.
• Uses functional abilities in his/her study: identifies and extrapolates from texts information that is relevant to the “assimilation” of a given topic and is able to compare it with other data; he/she is further able to summarize this same information, also in a view of a possible presentation; lastly, he/she acquires a core set of specific terminology.
• Reads texts of various genre – which are part of children’s literature – both aloud and to him/herself (silently and independently), formulating his/her own personal opinion.
• Writes texts – which are orthographically correct, clear and coherent – linked to the various experiences and writing opportunities offered by the school; he/she also reworks texts paraphrasing, completing and/or transforming them.
• Understands and uses in his/her oral and written exposition both basic and articulate vocabulary; understands and uses the most frequent, specific terms related to the discipline he/she is studying.
• Reflects on own texts and those of others to grasp morphological-syntactic regularity and other features of the lexicon; acknowledges that the different linguistic choices are related to the variety of communicative situations.
• Is aware that, in communicating, different language properties and different languages are used​​(multilingualism).
• Masters and applies, in different situations, fundamental knowledge regarding the logical-syntax organization of simple sentence, parts of speech (or lexical categories) and major connectives.

The student recognizes the significant elements of his/her past living environment.

• Recognizes and explores an increasingly thorough way the historical traces on the territory and understands the importance held by the artistic and cultural heritage.
• Uses timelines to organize information, knowledge, and eras and identify sequences, contemporary elements, durations, and periodization.
• Identifies the relationships between human groups and spatial contexts.
• Organizes information and knowledge, by schematizing and using relevant conceptualizations.
• Comprehends the historical texts assigned and is able to identify its main characteristics.
• Uses geo-historical maps, aided by digital resources and ICT tools.
• Is able to orally expose the studied facts and knows how to produce simple historical texts, using also digital resources.
• Understands events, facts and phenomena of society and civilization that have influenced mankind’s history from the Paleolithic to the end of the ancient world with a possibility of comparison with the contemporary
• Includes basic aspects of Italy’s past from the Paleolithic era to the end of the Western Roman Empire, with a possibility of comparison with the contemporary world.

The student is able to orient both in his/her surrounding space and on maps, using topological and cardinal references.

• Uses geographical language to: interpret maps and the terrestrial globe, make simple cartographic sketches and thematic maps, and plan routes and itineraries.
• Extracts geographic information from a plurality of sources (cartographic and satellite-based, digital technologies, photographs, along with artistic and literary representations).
• Recognizes and names the main physical geographic ‘objects’ (rivers, mountains, plains, coasts, hills, lakes, seas, oceans, etc.).
• Locates the elements that characterize various landscapes – namely, mountains, hills, valleys, volcanoes, etc. – with particular attention to Italian ones, and identifies both similarities and differences between major European and other continents’
• Appreciates, in world-history landscapes, the progressive changes brought forth by men on nature
• Is aware that the geographical space is a territorial system, made ​​up of physical and human elements, linked together by connection relationships and/or interdependencies.

Content: the student learns the state of Italy, recognizing the division of the territory into regions, provinces, and municipalities, and understands how the territory is administratively organized. He/She is able to identify the Italian regions, recognizing their main characteristics and geographical position. the Student analyzes how the distribution of the population and economic activities impacts the organization of the territory, considering both Italy and other areas of the world

The student is able to confidently complete both written and mental calculations with whole numbers and knows how to identify when the use of a calculator represents an opportunity.

• Recognizes and represents various geometrical forms both in 2D and in 3D, relationships and structures found in nature or that have been created by me
• Describes, names and classifies figures based on geometric characteristics, determines its measures, and designs/manufactures concrete models of various types.
• Uses tools for geometric design (line, compass, set square) and the most common measuring instruments (meters, protractor etc.).
• Analyses data in order to get information and constructs representations (tables and graphs). Also extracts information from data presented in tables and graphs.
• Recognizes and quantifies, in simple cases, situations of uncertainty.
• Reads and understands texts that involve logical and mathematical aspects.
• Can solve simple problems regarding a wide-range of content, while maintaining control on both the solution process and on the results. Describes the procedure followed and recognizes solution strategies that are different from the one he/she adopted.
• Builds reasoning based on assumptions, supporting his/her ideas and respecting the point of view of others.
• Recognizes and uses different representations of mathematical objects (decimals, fractions, percentages, reduction stairs etc.).
• Develops a positive attitude towards mathematics, through meaningful experiences, that make him/her realize the meaning behind the mathematical tools he/she learnt and the usefulness these have when applied to real life problems.

The student develops curiosity and interest in Citizenship, becoming a better global  citizen.

Citizenship Education is an essential subject that helps young students understand the core values of respect, responsibility, and active participation in society. Lessons in Citizenship cover themes such as understanding rights and duties, appreciating diversity, fostering empathy, and practicing social responsibility.

Through engaging activities and collaborative projects, students explore the importance of community, environmental awareness, and digital responsibility. They learn to express their ideas, listen to others, and recognize the role of institutions in promoting fairness and justice.

This foundation equips children with the skills to contribute positively to society, preparing them to become thoughtful and responsible citizens of tomorrow

Year 1 is the first year of Key Stage 1 and is usually the second year of Infant School. The children are usually taught in a combination of ‘carpet time’ where the teacher introduces and teaches a topic to the whole class seated on the carpet and then ‘table time’ when the children split into smaller groups and get to practice the concepts taught on their own or in pairs.

Most children can understand the basic concepts of number, shape and measurement and see mathematics as an exciting and practical element of the curriculum. They say and use the number names. They can count accurately and recognise that numbers may represent a quantity, position or label. Teachers provide a balance of whole-class activity involving counting, problem solving in groups and independent work where children apply and practise their learning. This mix of mental, practical and informal written work engages and motivates children and fosters purposeful attitudes to mathematics.

In Year 1, children develop their understanding of place value and recognise the importance of 10 in the number system. They position numbers on a number track and number line. Children count on or back in ones, twos, fives and tens and develop strategies to add and subtract that relate to counting and their increasing knowledge of number facts.

They name and describe the features of common 2-D shapes and 3-D solids and create pictures and patterns that they can explain. Children begin to use standard units to measure and read time to the hour and half hour.

Phonics Screening

A phonics assessment is given to all children in Year 1. It is designed to confirm whether individual pupils have grasped the basics of phonic decoding by the end of Year 1 and will identify those pupils who needed extra help, so the school can provide support.

Reading

The reading curriculum in Year 1 includes a wide range of high-quality fiction, poetry and non-fiction texts and provide opportunities for children to apply their developing reading skills appropriately. Teachers promote pleasure in reading through reading aloud a wide range of stories, poems, rhymes and information texts. They should be listened to reading independently at least once a week – not all children become fluent readers by the end of Year 1, but most take their first solid steps toward fluid reading. Through phonics teachers help children listen for sounds in words, write the sounds they hear, and discover parts of written language, like the –at in cat that they can then use to work out the words hat, mat, and sat.

Writing

Writing, like reading, takes a variety of forms in Year 1. Children “invent” their spellings as they work out their understandings of written language. Writing activities include diary writing, writing creative stories, or writing non-fictional texts. Teachers frequently ask children to sound out the words they write to confirm the sounds that letters make.

Year 2 is the last year of Key Stage 1. The children are usually taught in a combination of “carpet time” where the teacher introduces and teaches a topic to the whole class seated on the carpet and then “table time” when the children split into smaller groups and get to practice the concepts taught on their own or in pairs.

At the start of Year 2, most children have already acquired a basic knowledge of numbers and place value upon which they build their understanding of the number system. They count in twos, fives and tens and have started to derive and recall number facts. They solve problems from real life and in mathematical contexts and become more independent and competent early mathematicians.

Most children can order numbers to at least 100 using the vocabulary of greater than and less than. They can count in 2s, 5s, 10s and 100s and identify the numbers on a number line to help with calculations. The children develop more sophisticated counting skills, they identify, describe and explain simple patterns and relationships that involve numbers and shapes as well as being able to solve problems that involve all four operations (+, -, ÷, X).

Most children understand simple fractions, finding halves and quarters of shapes and sets of objects. By the end of Year 2, most children can read the numbered divisions on a scale and interpret the unnumbered divisions between them. They begin to make connections between standard units of length, mass and capacity. They are able to read time to the quarter hour on both digital and analogue clocks.

[each language receives 10 hours individually, totaling 20 hours per week for both languages combined]

Reading

By Year 2, most students can read and write at a basic level. They tackle more and more texts in and out of the classroom as they work to become rapid and accurate readers. The majority of children entering Year 2 can read automatically some 150 of the most frequently occurring words in English and can spell many of them. During Year 2, their phonic knowledge and speed of blending increases so that they can decode words independently and quickly. They routinely apply their phonic knowledge as the prime approach to reading unfamiliar and more complex words.

Writing
At this stage children also become better story writers as they learn to write basic sentences and short narratives about an event or a character. By the end of Year 2, most children write stories with a clear and sustained form, a logical sequence of events and a consistent use of person and time. Children’s handwriting often becomes smaller and neater.

Year 3 is the first year of Key Stage 2. The children are now usually taught sitting at tables where they listen to the teacher and get to practice the concepts taught on their own or in pairs.

In Year 3, most children can solve one-step and two-step problems involving numbers, money or measures, including time. They build on their understanding of place value to partition three-digit numbers, round two-digit and three-digit numbers to the nearest 10 or 100 and position numbers on a number line, helped by images such as a counting stick or use of interactive ICT tools.
The majority of children read and write proper fractions and can derive and recall addition and subtraction facts for numbers to at least 20 and learn by heart the 2, 3, 4, 5, 6 and 10 times-tables. They use these facts to derive division facts and to carry out multiplication and division mentally.

Most children can draw and make 2-D shapes and 3-D solids. They make shapes on grids and reflect these shapes in a mirror line, and identify and complete shapes with reflective symmetry. By the end of the year most children can read scales and measure to the nearest division with increasing precision and accuracy.

They use standard units to measure length, weight and capacity. In addition children can read the time on a 12-hour digital clock and to the nearest 5 minutes on an analogue clock.

Reading
The tasks for the Year 3 readers are to develop reading stamina and fluency and to widen their reading range across fiction, poetry and non-fiction. They’ll often discuss books or texts in small groups and ask questions about what they’re reading. This is a critical year for moving from a primarily phonics- based spelling approach to one that relies upon the child’s memory and the accuracy of spelling high frequency words increases.

Writing
Children in Year 3 also learn organizational methods that help them prepare for more complex writing tasks. They’ll create maps, webs, and Venn diagrams to plan their work. They’ll write reports, creative fiction, and personal narratives. They’ll also be asked to take more responsibility for the writing process, including revising, editing, and proofreading.

In KS2 students learn through combinations of enquiry-based, teacher-led and student-led sessions. Students participate in individual, pair and small group work, as well as many hands-on activities to reinforce learning.

Most children have a good understanding of place value and they begin to make connections in mathematics, understand and use the inverse relationships between the operations and derive and recall a wide range of number facts. They are becoming more secure in using mental and informal written methods of calculation for all four operations.

Reading
At the start of Year 4, the majority of children are rapidly gaining confidence and fluency in literacy, they are now securely established in Key Stage 2. These learners can access a wider range of fiction, poetry and non-fiction texts independently. They rely less on adult choice and suggestion. In addition to listening to teachers and other adults read, for example on CD, children need time to read silently for extended periods to develop fluency and stamina. For most children, the balance of attention in reading will have fully shifted from decoding words to comprehending subject matter. This control over literacy skills enables them to develop their personal preferences in reading and writing in and out of school.

Writing
As in reading, Year 4 is marked by growing confidence, control and fluency in writing fiction and nonfiction. They begin to use research tools, such as a dictionary, encyclopedia, library and the Internet, to gather information independently on a topic. Most importantly, they start to learn to organize this information into paragraphs, essays, projects, and presentations that help students synthesize their learning — although their work is appropriately far from “perfect.” They start to develop a writing style where their personality comes through. Children are aware of features that writers use to provoke reactions in readers and they have gained confidence in selecting forms of writing for different audiences and purposes. They have begun to use success criteria in evaluating their own writing.

Year 5 is the third year of Key Stage 2. The children are now usually taught sitting at tables where they listen to the teacher and get to practice the concepts taught on their own or in pairs. At the start of Year 5 most children have an understanding of numbers that include negative whole numbers, decimal numbers and fractions. They have a growing understanding of many mathematical concepts, including equivalence, estimation, proportion, scaling and angle and they are confident at calculating mentally and use place value to manipulate and partition numbers.

During Year 5, children continue to consolidate and apply their knowledge of number facts to include numbers with up to two decimal places, and refine their written methods of calculation for all four basic operations (adding, subtracting, multiplication and division) so that they recognise and use more efficient methods.
In addition, most children can read timetables and part numbered scales accurately, and use 24-hour clock notation and a calendar to calculate time intervals.

Reading
At the start of Year 5 the majority of children have gained independent control of literacy. The challenge in Year 5 is to use this increased fluency and confidence to read and write extended texts in all curricular areas. Children need to widen their range of reading so they develop new tastes as well as pursuing established personal preferences. The reading curriculum introduces children to a range of genres they may not choose for themselves, for example longer novels by significant and classic children’s authors, stories from other traditions and cultures and longer classic poetry.

Writing
Talking and reading continue to provide the foundation for writing. At the same time, Year 5 learners are able to draw on a range of secondary sources. Teachers emphasise the purpose and audience for all forms of writing. They encourage children to be experimental and adventurous and, wherever possible, give them choice and control over their writing. Children learn to develop and refine their ideas in writing and are able to summarise and shape material and ideas from different sources to write convincing and informative non-narrative texts. They organise their writing into paragraphs and start to use adverbs and conjunctions to organise cohesion within them.
They use language to create specific effects such as emphasis, humour, atmosphere, and settings and characterisations to engage readers’ interests.

Year 6 is the fourth and final year of Key Stage 2. The children are now usually taught sitting at tables where they listen to the teacher and get to practice the concepts taught on their own or in pairs.
At the start of Year 6 the majority of children have well-developed counting skills, secure knowledge of number facts and a range of calculation strategies, mental and written.

They use mental and written methods of calculation and use a calculator efficiently and accurately where appropriate. Most children have a strong understanding of numbers and the number system includes positive and negative whole numbers, common fractions and decimal numbers with up to three places.

Reading
At the start of Year 6, reading and writing are rapidly becoming confident, automatic skills for the majority of children. The reading curriculum includes longer novels, classic texts and significant authors as well as sophisticated picture books appropriate for this age group.

Writing
In addition by the end of Year 6, the majority of children are secure in the different stages of the writing process and can review their own work critically. They choose different planning tools for a range of writing. They understand the need for re-drafting at organisational level for a whole text as well as surface revision of spelling and punctuation. They work consciously at writing as a reader. The challenge in Year 6 is to embed the skills and knowledge acquired over the primary years into learning that transfers to the next key stage – and lasts a lifetime.

Acorn has developed a new system in the KS2 department, in which students are assigned to a house and earn rewards for their efforts in school. All primary school students are assigned to one of four houses, where they will belong throughout their time in primary school. Each house competes for the House Cup by collecting points for:

• Good work
• Inspired answers
• Thoughtful behavior
• Demonstrating school values

Each house has a house captain, who serves as a role model to younger students and is responsible for tasks such as collecting house points each week and assisting younger children when needed. Weekly, all points are submitted to the House and recorded in a House Points Log. The House Cup is awarded to the house with the highest score, and the school will be decorated in the color of the winning house.

At Acorn, we believe in the concept of “peer reinforcement”—a system in which positive student behaviour is rewarded, encouraging others to follow suit. This approach fosters a more positive form of discipline, where students learn that doing the right thing is valued by everyone. Students who behave well feel appreciated, while those who may need guidance can learn from their peers.

In KS2, the flipped classroom model transforms the traditional learning approach by encouraging students to explore new concepts at home before delving deeper with guidance and activities in class. This approach fosters autonomy, allowing students to engage with lesson materials—like videos, readings, or interactive assignments—at their own pace outside of school.

During classroom time, teachers facilitate discussions, collaborative exercises, and hands-on projects that enhance understanding and problem-solving skills. This model not only strengthens students’ grasp of the material but also promotes active participation, critical thinking, and a sense of responsibility for their own learning journey.

The flipped classroom aligns with the principles of modern education, preparing students to become self-directed learners who thrive in collaborative environments.

Our school offers tailored pathways for students learning English as an Additional Language (EAL) and Italian as an Additional Language (IAL). These programs are designed to support students who are non-native speakers in developing language skills that are essential for academic success and social integration.

The EAL and IAL pathways provide targeted instruction in speaking, listening, reading, and writing, with a focus on building vocabulary, grammar, and cultural awareness. Through individualized lessons and small group activities, students gain confidence and proficiency in their new language. This approach helps them engage fully in both the classroom environment and the school community, fostering a sense of belonging and participation.

By offering these language support pathways, we ensure that all students have the opportunity to thrive academically and socially, embracing a multicultural perspective that enriches our school community.