Fifteen years after providing a supportive, exploratory, enjoyable and educational experience at Acorn House from nursery to primary, three years ago we decided to accept the challenges of creating a balanced middle school dual curriculum, extending the work done in EYFS, KS1 and KS2 to KS3 learning cycle. Working in conjunction with well-prepared colleagues, supported by trustful parents we were able to provide the fusion of two systems: Anglo-Saxon and Italian. We propose two distinct curricula, with similar methodologies, yet still differentiated. Two curricula that run in parallel helping students to gain a larger vision of the knowledge. Helping them to gain analytical abilities, promoting the spiritual, moral, cultural development and preparing pupils for the opportunities, responsibilities and experiences of their later life. At Acorn House teachers develop exciting and stimulating lessons to promote students’ understanding and skills development as part of the common aims of both curricula, setting high expectations for every pupil. At Acorn House we believe that it is extremely important for students today to be exposed to a high-quality education both in English and in Italian. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development and at Acorn House the learning time dedicated to this core subject when considering both curricula is doubled. Reading also enables pupils both to acquire knowledge and to build on what they already know in any other subject. All the skills of language are essential to participating fully as a member of society.

One of our major aim is to support young students with the necessary skills to become the adults of tomorrow – free and prepared to face the world with curiosity. It is this same curiosity that guides the planning of the Italian Middle School cycle: the subjects and teachings are, in this respect, enriched by field experience. For example, the Project on Journalism which run through the length of the three years’ cycle sees the children as protagonists and detainers of Information that are then delivered through TV News, a school newspaper or a web journal depending from the age of the students belonging to different classes. The workshops, the yearly participation to Bocconi Math games, the daily use of digital tools, school field trips and group activities are all aimed at supporting students interest and challenge as well as creating team building skills in an international and forefront teaching method. Another strong point that characterises the Acorn House philosophy, shared by all our KS3/Middle school teaching team is based on the idea that each student is unique and expresses him/herself in a different way, needing to be challenged and stimulated or supported in order to be successful and fully involved in the learning. Teachers at Acorn House stretch the work for pupils whose attainment is significantly above the expected standard, but they also plan an appropriate challenge for those ones who may have a lower level of attainment, supporting each of their students towards setting and reaching personal targets in every subjects, nurturing their desire to learn and deepen their knowledge. With a view of sharing cultures and ideas, the educational offer of the Italian curriculum takes shape and following the Italian Educational Minister guideline Acorn House Italian curriculum in middle school includes the study of educational disciplines such as Science and Technology, Mathematics, Italian Literature, Myth and Epic, History, Geography, Art History, Music, Spanish and Grammar. These subjects have various point of contact with the Anglo-Saxon curriculum, thus creating an open and formative dialogue between the two systems and cultures, strongly enriching each student who is exposed to two different way of approaching topics that are complementary. Below are charts outlining and summarising the division of annual objectives for those courses belonging to the Italian Curriculum. By the end of key stage 3, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. Details of each subject yearly planning are made available to families and students before starting a new school year.

Learning Objectives
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Italian
Year | Italian literature | Objective |
7 I media | ----- | ----- |
8 II media | From Dante to Parini | To understand and interpret the texts of Italian literature from its beginnings to the early ‘800s |
9 III media | From Foscolo to Luzi | Knowing how to read and understand the texts of Italian literature from the ‘900s, with particular attention placed to the hermetic movement |
Year | Classical and Medieval Epics | Objective |
7 I media | From the Iliad to the Breton Cycle | Knowing how to read and interpret the epic texts of classical and medieval heritage |
8 II media | ----- | ----- |
9 III media | ----- | ----- |
Year | Grammar | Objective |
7 I media | Grammar Analysis | Reinforce writing, phonological and morphological skills of the Italian language and expand vocabulary |
8 II media | Logical Analysis | Knowing how to distinguish the phrases that make up the sentence and increase the knowledge on the use and on differences between the direct and indirect complements |
9 III media | Period Analysis | Understanding the structure of the sentence and the relationships between the main clause and the various coordinated and subordinated clauses |
History
Year | History | Objective |
7 I media | Medieval History | Learn the dynamics that led to the fall of the Western Roman Empire up to the establishment of the barbaric empires; understand the consequences triggered by the discovery of America |
8 II media | Modern History | Understand and know how to read historical sources for a correct interpretation of the dynamics that led to the formation of modern nations |
9 III media | Contemporary History | Knowing how to identify the relationships of cause-effect between historical events of the contemporary age and the creation of the current nations and communities |
Geography
Year | Geography | Objective |
7 I media | Italian and European landscape | Knowing how to identify the characteristics of the major biomes (environments) of the European landscape |
8 II media | European States | To know and know how to identify the characteristics of the different environments and the relations among the European states |
9 III media | Non-European States | Discern places on the world map and between the different continents taking into account the particularities of non-European countries |
Art History
Year | Art History | Objective |
7 I media | Middle age | Knowing how to interpret works of the artistic and cultural heritage from Middle age period |
8 II media | Renaissance and Romantic period | Knowing how to interpret works of the artistic and cultural heritage from the Renaissance, Classical and Romantic period |
9 III media | Futurism and Cubism | Knowing how to interpret works of the contemporary artistic heritage and know how to relate it to the historical and cultural context |
Mathematics
Year | Mathematics and Geometry | Objective |
7 I media | Powers, fractions, expressions. Triangles and quadrangles, perimeters and corners | Knowing how to perform arithmetic calculations using powers and fractions properly. Solving plane geometry problems with linear and angular measurements. |
8 II media | Square roots and proportions. Areas of plane figures and similes | Square root of a number, problem on direct and inverse proportionality. Calculation of the area of plane figures. Similarity problems. |
9 III media | Algebra of polynomials. Equations. Functions in the Cartesian plane. Volumes and surfaces of solid figures | Understand the main structures of algebraic calculation and use them to solve equations or represent functions in the Cartesian plane. Calculation of volume and surface of the main solid figures. |
Science
Year | Science | Objective |
7 I media | The properties of matter and the states of aggregation. Biology and Earth life forms. | Introduce students to the scientific rational way of thinking. Make observations about facts and phenomena. Understand the history and differences between the various forms of life. |
8 II media | The atom and the laws of chemistry. Kinematics and principles of dynamics; Energy, heat and principles of thermodynamics. | Understand the atomic structure of matter and the laws of chemistry. Understand the laws of mechanics and energy transformations up to the concept of entropy. |
9 III media | The theory of evolution. Laws of electromagnetism. The cosmos. The human body | Understanding the limitations and questions of modern science in various fields, whilst knowing how to grasp the strengths and weaknesses of the various theories. |
Spanish
Year | Spanish | Objective |
7 I media | Grammar rules – the basics. The present tense | Understand and produce simple texts concerning the personal sphere. Acquisition of a basic vocabulary |
8 II media | The different forms of the past tense | Communicate and understand, within a more extensive time slot, well-known topics. Knowing characteristic aspects of Hispanic culture |
9 III media | The conditional, the future and the subjunctive tense | Produce and understand texts related to various topics. Enrichment of vocabulary and knowledge of the relevant aspects of Hispanic arts and history |
Music History
Year | Music History | Objective |
7 I media | Middle ages | Knowing how to decode the main musical languages, in relation with religious, social and political events. |
8 II media | Viennese Classicism | Recognize and listen to the main composers and their works |
9 III media | From Impressionism to the twelth-tone | Understanding the interactions between music, the main artistic movements and the historical events in Europe. |