Via Piersanti Mattarella 38/42 Palermo

Grade 1

At ISP we encourage children to learn at their own pace and challenge them to reach goals at their full potential.

Below are the general IBO learning outcomes for Grade 1 that most students are expected to achieve by the end of the academic year. These learning outcomes are used to inform your child’s progress against grade level expectations.

Personal , Social and Physical Education


Learners understand that there are many factors that contribute to a person’s identity and they have an awareness of the qualities, abilities, character and characteristics that make up their own identity. They are able to identify and understand their emotions in order to regulate their emotional responses and behaviour. Learners explore and apply different strategies that help them approach challenges and new situations with confidence.


Active Living

Learners recognize the importance of being physically active, making healthy food choices, and maintaining  good hygiene in the development of well-being. They explore, use and adapt a range of fundamental  movement skills in different physical activities and are aware of how the body’s capacity for movement  develops as it grows. Learners understand how movements can be linked to create sequences and that  these sequences can be created to convey meaning. They understand their personal responsibilities to  themselves and others in relation to safety practices.



Learners recognize the value of interacting, playing and learning with others. They understand that  participation in a group can require them to assume different roles and responsibilities and they show  a willingness to cooperate. They nurture relationships with others, sharing ideas, celebrating successes and offering and seeking support as needed. Learners understand that responsible citizenship involves  conservation and preservation of the environment.(IBO 2009)



Students will develop their observational skills by using their senses to gather and record information,  and they will use their observations to identify patterns, make predictions and refine their ideas. They will  explore the way objects and phenomena function, identify parts of a system, and gain an understanding of cause and effect relationships. Students will examine change over varying time periods, and will recognize  that more than one variable may affect change. They will be aware of different perspectives and ways  of organizing the world, and they will show care and respect for themselves, other living things and the environment. Students will communicate their ideas or provide explanations using their own scientific  experience.

(IBO 2008)


Social Studies

Students will increase their understanding of their world, focusing on themselves, their friends and families  and their environment. They will appreciate the reasons why people belong to groups, the roles they fulfill and the different ways that people interact within groups. They will recognize connections within and  between systems by which people organize themselves. They will broaden their sense of place and the  reasons why particular places are important to people, as well as how and why people’s activities influence,  and are influenced by, the places in their environment. Students will start to develop an understanding  of their relationship with the environment. They will gain a greater sense of time, recognizing important events in their own lives, and how time and change affect people. They will become increasingly aware of  how advances in technology affect individuals and the environment.

(IBO 2008)


Data Handling

Learners will understand how information can be expressed as organized and structured data and that this can occur in a range of ways. They will collect and represent data in different types of graphs, interpreting the resulting information for the purpose of answering questions. The learners will develop an understanding that some events in daily life are more likely to happen than others and they will identify and describe likelihood using appropriate vocabulary.



Learners will understand that standard units allow us to have a common language to measure and  describe objects and events, and that while estimation is a strategy that can be applied for approximate  measurements, particular tools allow us to measure and describe attributes of objects and events with more  accuracy. Learners will develop these understandings in relation to measurement involving length, mass,  capacity, money, temperature and time.


Shape and Space

Learners will continue to work with 2D and 3D shapes, developing the understanding that shapes are  classified and named according to their properties. They will understand that examples of symmetry and transformations can be found in their immediate environment. Learners will interpret, create and use simple  directions and specific vocabulary to describe paths, regions, positions and boundaries of their immediate  environment.


Pattern and Function

Learners will understand that whole numbers exhibit patterns and relationships that can be observed  and described, and that the patterns can be represented using numbers and other symbols. As a result,  learners will understand the inverse relationship between addition and subtraction, and the associative and commutative properties of addition. They will be able to use their understanding of pattern to represent  and make sense of real-life situations and, where appropriate, to solve problems involving addition and  subtraction.



Learners will develop their understanding of the base 10 place value system and will model, read, write,  estimate, compare and order numbers to hundreds or beyond. They will have automatic recall of addition  and subtraction facts and be able to model addition and subtraction of whole numbers using the appropriate  mathematical language to describe their mental and written strategies. Learners will have an understanding  of fractions as representations of whole-part relationships and will be able to model fractions and use fraction names in real-life situations. 

(IBO 2009)



Listening and Speaking

Learners show an understanding that sounds are associated with objects, events and ideas, or with symbolic  representations of them. They are aware that an object or symbol may have different sounds or words  associated with it in different languages. They are beginning to be cognizant about the high degree of  variability of language and its uses.


Viewing and Presenting

Learners identify, interpret and respond to a range of visual text prompts and show an understanding that  different types of visual texts serve different purposes. They use this knowledge to create their own visual  texts for particular purposes.



Learners show an understanding that language can be represented visually through codes and symbols.  They are extending their data bank of printed codes and symbols and are able to recognize them in new  contexts. They understand that reading is a vehicle for learning, and that the combination of codes conveys  meaning.


Learners show an understanding that text is used to convey meaning in different ways and for different  purposes—they are developing an awareness of context. They use strategies, based on what they know, to  read for understanding. They recognize that the structure and organization of text conveys meaning.



Learners show an understanding that writing is a means of recording, remembering and communicating.  They know that writing involves the use of codes and symbols to convey meaning to others; that writing and  reading uses the same codes and symbols. They know that writing can describe the factual or the imagined  world.

(IBO 2009)



Learners show an understanding that ideas, feelings and experiences can be communicated through arts.  They recognize that their own art practices and artwork may be different from others. They are beginning  to reflect on and learn from their own stages of creating arts. They are aware that artworks may be created  with a specific audience in mind.


Learners show an understanding that they can use arts to communicate their ideas, feelings and experiences.  They use strategies in their work to enhance the meaning conveyed and to make it more enjoyable for  others. They are aware that their work can provoke different responses from others. They understand the  value of working individually and collaboratively when creating different art forms.


(IBO 2009)


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