Acorn House KS3 learning course provides a framework of academic and life skills for students aged 11-14. It offers an educational model that embraces both UK and Italian traditional school subjects with a constructivist approach. The dual curriculum offer we have established in primary is deepen and broaden during KS3. Our students are motivated and committed learners, interested to get involved in an intense working frame, where six of the learning areas are fully developed in each curriculum and in both languages. Our Middle School curriculum is thought provoking and challenging. It enables your child to become a confident learner, able to follow entirely the English and Italian requirements, and seeks to actively promote the individual development of all students, enabling each pupil to reach his/her full potential in a well structured, inspiring and controlled learning environment.
AHI MIDDLE SCHOOL FORMATIVE OFFER
Subjects British curriculum | Hours per Week | Subjects Italian curriculum | Hours per week | Total weekly teaching hrs. |
English literacy and language | 8 | Italiano | 6 | 13 |
Matematica | 6 | 6 | ||
History English/European | 2 | Storia Italiana/Europea | 1 | 3 |
Geography | 1 | Geografia | 1 | 2 |
Science | 2 | Scienze | 1 | 3 |
Music | 1 | 1 | ||
Art | 1 | Storia dell'Arte | 30' | 1:30 |
Technical Drawing | 1 | Tecnologia | 30' | 1:30 |
Gym | 1 | 1 | ||
TOTAL | 17 | TOTAL | 16 | 33 |
Additional European language (Spanish) | 2 | 2 | ||
Weekly learning time | 35 |
Middle School Timings: Monday-Friday from 8:15-16:15
Please consider that families when enrolling their children at Acorn, can choose between two pathway options in Middle School, which are outlined in the following document "AIS Middle School".
In this document, you will find a list of subjects offered in each option.
Option A is designed to meet the needs of international students or Italian students, who are more interested in the Middle School UK curriculum. It offers Italian as an additional European language, alongside Spanish as Language 2. The majority of lessons are therefore conducted in English, following the UK curriculum. This option prepares students for the international pathway in high school (IGCSE and IB) and also includes the preparation for the Cambridge Certification of interest of students who aren’t English mother tongue (PET, FIRST, or Advanced, according to students' English entry level).
Option B is designed for Italian native speakers who wish to prepare for the Italian State exam at the end of middle school. This option also includes preparation for the Cambridge Certification (PET, FIRST, Advanced, according to their entry level) and prepares students for the international pathway in high school, alongside with preparing students for the Italian curriculum requirements.
Please note that in the document where both options are presented, students from the same year group will attend lessons together as a whole group, during the periods/subjects highlighted in light blue. Instead, during the periods/subjects highlighted in light green, students will be divided for attending either the UK or Italian curriculum lessons, for a total of 13 periods per week.
At Acorn House we are aware that during their time in KS3, students are entering year 7 during puberty and will complete the middle school cycle in year 9 at the beginning of their adolescence.
They will not only face the academic challenges moving from primary towards college time, learning how to learn, but will also get through a particularly critical phase of personal and intellectual development. This is a time of changes, physical and emotional questioning, characterised by instability and sensitivity, where students have to learn to cope with different pressures. At Acorn House, we aim to guide our students not only towards academic success, but also to support their ability to reflect on their actions and to be open to others. A mentoring teaching team supports students and allows space for personal growth.
AIS MIDDLE SCHOOL CURRICULUM OPTIONS
(green subjects are split classes where Italian students attend Italian subjects during this time - light blue subjects is attended by the whole class)



We pride ourselves on offering your children a challenging and nurturing educational programme that provides them with discipline, skills, and challenging learning goals, but also with flexibility, empathy and creativity. We also aim to support students in developing a value system by which to guide their own lives, as thoughtful, respectful, active members of their class and the world around them.
Learning Objectives
Select each item to expand content
Comparison of Acorn House dual curriculum
ITALIANO Traguardi per lo sviluppo delle competenze al termine della scuola secondaria di primo grado (Estratto dalle linee guida) | ENGLISH Aims of the study (Extract of the KS3 Programme of study) |
L’allievo interagisce in modo efficace in diverse situazioni comunicative, attraverso modalità dialogiche sempre rispettose delle idee degli altri; con ciò matura la consapevolezza che il dialogo, oltre a essere uno strumento comunicativo, ha anche un grande valore civile e lo utilizza per apprendere informazioni ed elaborare opinioni su problemi riguardanti vari ambiti culturali e sociali.Usa la comunicazione orale per collaborare con gli altri, ad esempio nella realizzazione di giochi o prodotti, nell’elaborazione di progetti e nella formulazione di giudizi su problemi riguardanti vari ambiti culturali e sociali. Ascolta e comprende testi di vario tipo "diretti" e "trasmessi" dai media, riconoscendone la fonte, il tema, le informazioni e la loro Espone oralmente all’insegnante e ai compagni argomenti di studio e di ricerca, anche avvalendosi di supporti specifici (schemi, mappe, Usa manuali delle discipline o testi divulgativi (continui, non continui e misti) nelle attività di studio personali e collaborative, per Legge testi letterari di vario tipo (narrativi, poetici, teatrali) e comincia a costruirne un’interpretazione, collaborando con compagni e Scrive correttamente testi di tipo diverso (narrativo, descrittivo, espositivo, regolativo, argomentativo) adeguati a situazione, Produce testi multimediali, utilizzando in modo efficace l’accostamento dei linguaggi verbali con quelli iconici e sonori. Comprende e usa in modo appropriato le parole del vocabolario di base (fondamentale; di alto uso; di alta disponibilità). Riconosce e usa termini specialistici in base ai campi di discorso. Adatta opportunamente i registri informale e formale in base alla situazione comunicativa e agli interlocutori, realizzando scelte Riconosce il rapporto tra varietà linguistiche/lingue diverse (plurilinguismo) e il loro uso nello spazio geografico, sociale e Padroneggia e applica in situazioni diverse le conoscenze fondamentali relative al lessico, alla morfologia, all’organizzazione | The overarching aim for English in the national curriculum at KS3 is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aim to ensure that all pupils:read easily, fluently and with good understanding; develop the habit of reading widely and often, for both pleasure and information; acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language; appreciate our rich and varied literary heritage; write clearly, accurately and coherently, adopting their language and style in and for a range of contexts, purposes and audiences; use discussion in order to learn - they should be able to elaborate and explain clearly their understanding and ideas; are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate Progression Here below you can find an outline of the progression through KS3 to KS4. The progression statements are inter-related and interactive Within the context of this programme of study, pupils should progress: from asking questions and contributing in talk towards talking with increasing confidence to engaging in talk confidently in sustained and from responding to others’ ideas towards discussing their own and others’ contributions to using appropriate terminology to review the from beginning to adapt what they say and how it is said towards deliberately varying their use of register according to purpose and from organizing and sequencing talk sufficiently to make meaning clear towards structuring contribution logically and asking questions to from adopting a role, making a conscious use of movement, gesture and speech towards creating and developing a role in specific situations |
MATEMATICA Traguardi per lo sviluppo delle competenze al termine della scuola secondaria di primo grado | |
L’alunno si muove con sicurezza nel calcolo anche con i numeri razionali, ne padroneggia le diverse rappresentazioni e stima la grandezza di un numero e il risultato di operazioni.Riconosce e denomina le forme del piano e dello spazio, le loro rappresentazioni e ne coglie le relazioni tra gli elementi. Analizza e interpreta rappresentazioni di dati per ricavarne misure di variabilità e prendere decisioni. Riconosce e risolve problemi in contesti diversi valutando le informazioni e la loro coerenza. Spiega il procedimento seguito, anche in forma scritta, mantenendo il controllo sia sul processo risolutivo, sia sui risultati. Confronta procedimenti diversi e produce formalizzazioni che gli consentono di passare da un problema specifico a una classe di problemi. Produce argomentazioni in base alle conoscenze teoriche acquisite (ad esempio sa utilizzare i concetti di proprietà caratterizzante e di Sostiene le proprie convinzioni, portando esempi e controesempi adeguati e utilizzando concatenazioni di affermazioni; accetta di cambiare Utilizza e interpreta il linguaggio matematico (piano cartesiano, formule, equazioni, ...) e ne coglie il rapporto col linguaggio naturale. Nelle situazioni di incertezza (vita quotidiana, giochi, …) si orienta con valutazioni di probabilità. Ha rafforzato un atteggiamento positivo rispetto alla matematica attraverso esperienze significative e ha capito come gli strumenti | |
STORIA Traguardi per lo sviluppo delle competenze al termine della scuola secondaria di primo grado | HISTORY |
L’alunno si informa in modo autonomo su fatti e problemi storici anche mediante l’uso di risorse digitali. Produce informazioni storiche con fonti di vario genere – anche digitali – e le sa organizzare in testi. Comprende testi storici e li sa rielaborare con un personale metodo di studio, Espone oralmente e con scritture – anche digitali – le conoscenze storiche acquisite operando collegamenti e argomentando le proprie Usa le conoscenze e le abilità per orientarsi nella complessità del presente, comprende opinioni e culture diverse, capisce i problemi Comprende aspetti, processi e avvenimenti fondamentali della storia italiana dalle forme di insediamento e di potere medievali alla Conosce aspetti e processi fondamentali della storia europea medievale, moderna e contemporanea, anche con possibilità di aperture e Conosce aspetti e processi fondamentali della storia mondiale, dalla civilizzazione neolitica alla rivoluzione industriale, alla Conosce aspetti e processi essenziali della storia del suo ambiente. Conosce aspetti del patrimonio culturale, italiano e dell’umanità e li sa mettere in relazione con i fenomeni storici studiati. | Pupils will have opportunities to develop an understanding of important aspects of the culture, economy, politics and societies in the context of Britain and Europe and, where appropriate, the wider world from the early Middle ages to the 20th century. They should make links and connections between historical events and changes in the different periods and areas studied. They will be given opportunities to use their historical knowledge to evaluate and use sources of information, and to construct narratives, descriptions and explanations of historical events and developments at levels appropriate to their age and ability.The programme of studies is set out under: Historical skills and Concepts, which suggest possible progression; and Six study units as follows: 1 – The Normans and the Medieval World 2 – Rivalry and Conflicts 3 – Union and Partition 4 – The Twentieth-Century World 5 – A Unit of the school choice 6 – A Unit of the school choice APPROACHES TO HISTORY AT KS3 The Study Units and historical skills and concepts are taught together. PROGRESSION IN HISTORY will be achieved by: developing and reinforcing the historical skills and concepts as an integral part of the work undertaken to deliver the historical contents increasing the range and depth of pupils’ knowledge and understanding and their ability to make links and connections across periods developing pupils’ ability to organise and communicate their knowledge and understanding Across the Key stage pupils will study aspects of the past in outline, in order to develop their knowledge and understanding of a broad sweep of history within and across the periods studied with From a variety of perspectives and points of views, political, economic, social, cultural and aesthetic, religious, technological and |
GEOGRAFIA Traguardi per lo sviluppo delle competenze al termine della scuola secondaria di primo grado | GEOGRAPHY |
Lo studente si orienta nello spazio e sulle carte di diversa scala in base ai punti cardinali e alle coordinate geografiche; sa orientare una carta geografica a grande scala facendo ricorso a punti di riferimento fissi.Utilizza opportunamente carte geografiche, fotografie attuali e d’epoca, immagini da telerilevamento, elaborazioni digitali, grafici, dati statistici, sistemi informativi geografici per comunicare efficacemente informazioni spaziali. Riconosce nei paesaggi europei e mondiali, raffrontandoli in particolare a quelli italiani, gli elementi fisici significativi e le Osserva, legge e analizza sistemi territoriali vicini e lontani, nello spazio e nel tempo e valuta gli effetti di azioni dell’uomo sui | The Geography education will inspire in pupils a curiosity and fascination about the world and its people that should remain with them for the rest of their lives.We will equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. Students will progressively understand the interaction between physical and human processes, and of the formation and use of landscape and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different AIMS The geography curriculum aims to: develop contextual knowledge of location of globally significant places, both terrestrial and marine, including their defining physical and Understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how Are competent in the geographical skills needed to: collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing length |
SCIENZE Traguardi per lo sviluppo delle competenze al termine della scuola secondaria di primo grado per la seconda lingua comunitaria | SCIENCE |
Traguardi per lo sviluppo delle competenze al termine della scuola secondaria di primo grado per la seconda lingua comunitaria L’alunno esplora e sperimenta, in laboratorio e all’aperto, lo svolgersi dei più comuni fenomeni, ne immagina e ne verifica le cause; Sviluppa semplici schematizzazioni e modellizzazioni di fatti e fenomeni ricorrendo, quando è il caso, a misure appropriate e a semplici Riconosce nel proprio organismo strutture e funzionamenti a livelli macroscopici e microscopici, è consapevole delle sue potenzialità e dei Ha una visione della complessità del sistema dei viventi e della loro evoluzione nel tempo; riconosce nella loro diversità i bisogni È consapevole del ruolo della comunità umana sulla Terra, del carattere finito delle risorse, nonché dell’ineguaglianza dell’accesso a Collega lo sviluppo delle scienze allo sviluppo della storia dell’uomo. Ha curiosità e interesse verso i principali problemi legati all’uso della scienza nel campo dello sviluppo scientifico e tecnologico. | Science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity. All pupils will be taught essential aspects of the knowledge, methods, processes and uses of science. Students will develop excitement and curiosity about natural phenomena. They will be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.Students should develop a deeper understanding of a range of scientific ideas in biology, chemistry and physics being able to link between structure and function in living organisms, understanding the properties and interactions of matter in all its forms and the resources and means of transfer of energy as key determinants of all these interactions. They will be encouraged to relate scientific explanations to phenomena in the world around them. Pupils should understand that science is about working objectively, modifying explanations to take account of new evidence and subjecting Pupils should develop their use of scientific vocabulary, including the use of scientific nomenclature and units and mathematical They should be familiar with, and use, technical terminology accurately and precisely, building up a specialist vocabs. |
SECONDA LINGUA COMUNITARIA Traguardi per lo sviluppo delle competenze al termine della scuola secondaria di primo grado per la seconda lingua comunitaria (I traguardi sono riconducibili al Livello A1 del Quadro Comune Europeo di Riferimento per le lingue del Consiglio d’Europa) | SECOND EUROPEAN LANGUAGE |
L’alunno comprende brevi messaggi orali e scritti relativi ad ambiti familiari. Comunica oralmente in attività che richiedono solo uno scambio di informazioni semplice e diretto su argomenti familiari e abituali. Descrive oralmente e per iscritto, in modo semplice, aspetti del proprio vissuto e del proprio ambiente. Legge brevi e semplici testi con tecniche adeguate allo scopo. Chiede spiegazioni, svolge i compiti secondo le indicazioni date in lingua straniera dall’insegnante. Stabilisce relazioni tra semplici elementi linguistico-comunicativi e culturali propri delle lingue di studio. Confronta i risultati conseguiti in lingue diverse e le strategie utilizzate per imparare. | Learning foreign languages provides an opening to other cultures. A high quality language education should foster pupils’ curiosity and deepen their understanding of the world. AIMS: The National curriculum aims to ensure that all pupils: understand and respond to spoken and written language from a variety of authentic sources speak with increasing confidence, fluency and spontaneity, finding ways of communicating what students want to say, including through can write a varying length, for different purposes and audiences, using the variety of grammatical structures discover and develop an appreciation of a range of writing |
ARTE E IMMAGINE Traguardi di sviluppo delle competenze al termine della scuola secondaria di primo grado | ART AND DESIGN |
L’alunno realizza elaborati personali e creativi sulla base di un’ideazione e progettazione originale, applicando le conoscenze e le regole del linguaggio visivo, scegliendo in modo funzionale tecniche e materiali differenti anche con l’integrazione di più media e codici espressivi.Padroneggia gli elementi principali del linguaggio visivo, legge e comprende i significati di immagini statiche e in movimento, di filmati audiovisivi e di prodotti multimediali. Legge le opere più significative prodotte nell’arte antica, medievale, moderna e contemporanea, sapendole collocare nei rispettivi contesti Riconosce gli elementi principali del patrimonio culturale, artistico e ambientale del proprio territorio e è sensibile ai problemi della Analizza e descrive beni culturali, immagini statiche e multimediali, utilizzando il linguaggio appropriato. | The fundamental aim of art and design curriculum is to develop pupils’ artistic potential and aesthetic sensitivity to the visual and tactile elements of the world within they live. All pupils, as they progress, should be able to think critically and develop a more rigorous understanding of art and design. They should know how art and design both reflect and shape our history and contribute to a country culture.AIMS: the national curriculum for art and design aims to ensure that all pupils: produce creative work, exploring their ideas and recording their experiences on to sketch books, journals and other media as a basis to become proficient in drawing, painting, sculpture and other art, craft design, becoming proficient in handling of different materials evaluate and analyse their own work and that of others, using the appropriate language, in order to strengthen the visual impact or know about the history of art, craft, design and architecture, including periods, styles and major movements from ancient times up to the |
MUSICA Traguardi per lo sviluppo delle competenze al termine della scuola secondaria di primo grado (*) | MUSIC |
L’alunno partecipa in modo attivo alla realizzazione di esperienze musicali attraverso l’esecuzione e l’interpretazione di brani strumentali e vocali appartenenti a generi e culture differenti.Usa diversi sistemi di notazione funzionali alla lettura, all’analisi e alla produzione di brani musicali. È in grado di ideare e realizzare, anche attraverso l’improvvisazione o partecipando a processi di elaborazione collettiva, messaggi Comprende e valuta eventi, materiali, opere musicali riconoscendone i significati, anche in relazione alla propria esperienza musicale e ai Integra con altri saperi e altre pratiche artistiche le proprie esperienze musicali, servendosi anche di appropriati codici e sistemi di | Music is a universal language that embodies one of the highest forms of creativity. A high quality music education should engage and inspire pupils to develop a love for music and a talent as musicians. As pupils progress AIMS: children should: perform, listen to, review, evaluate music across a range of historical periods, genres, styles and traditions, including the works of learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical understand and explore how music is created, produced and communicated |
EDUCAZIONE MOTORIA Traguardi per lo sviluppo delle competenze al termine della scuola secondaria di primo grado | |
L’alunno è consapevole delle proprie competenze motorie sia nei punti di forza che nei limiti. Utilizza le abilità motorie e sportive acquisite adattando il movimento in situazione. Utilizza gli aspetti comunicativo-relazionali del linguaggio motorio per entrare in relazione con gli altri, praticando, inoltre, Riconosce, ricerca e applica a se stesso comportamenti di promozione dello “star bene” in ordine a un sano stile di vita e alla Rispetta criteri base di sicurezza per sé e per gli altri. È capace di integrarsi nel gruppo, di assumersi responsabilità e di impegnarsi per il bene comune | |
TECNICA Traguardi per lo sviluppo delle competenze al termine della scuola secondaria di primo grado | DESIGN AND TECHNOLOGY |
L’alunno riconosce nell’ambiente che lo circonda i principali sistemi tecnologici e le molteplici relazioni che essi stabiliscono con gli esseri viventi e gli altri elementi naturali.Conosce i principali processi di trasformazione di risorse o di produzione di beni e riconosce le diverse forme di energia coinvolte. È in grado di ipotizzare le possibili conseguenze di una decisione o di una scelta di tipo tecnologico, riconoscendo in ogni innovazione Conosce e utilizza oggetti, strumenti e macchine di uso comune ed è in grado di classificarli e di descriverne la funzione in relazione Utilizza adeguate risorse materiali, informative e organizzative per la progettazione e la realizzazione di semplici prodotti, anche di Ricava dalla lettura e dall’analisi di testi o tabelle informazioni sui beni o sui servizi disponibili sul mercato, in modo da esprimere Conosce le proprietà e le caratteristiche dei diversi mezzi di comunicazione ed è in grado di farne un uso efficace e responsabile rispetto Sa utilizzare comunicazioni procedurali e istruzioni tecniche per eseguire, in maniera metodica e razionale, compiti operativi complessi, Progetta e realizza rappresentazioni grafiche o infografiche, relative alla struttura e al funzionamento di sistemi materiali o | Design and technology is an inspiring and practical subject. Using creativity and imagination, pupils design and make their own products and solve real and relevant problems within a variety of Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. AIMS: the national curriculum for design and technology aims to ensure that all pupils: develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an build and apply a repertoire of knowledge, understanding and skills in order to design and make high quality prototypes and products for a critique, evaluate and test their ideas and products and the work of others understand and apply the principles of nutrition and learn how to cook. |
The specific aims of Acorn House dual curriculum
Positive reinforcement - House and House Points system
- Good work
- Inspired answers
- Thoughtful behavior
House points are small cards handed out by teachers. Each house has a male and a female house captain, who serve as a role model to younger students and also has duties including accepting and presenting the House Cup, reading out results and helping younger children when necessary. Usually Year 9 student would put him/herself forward to be chosen by a vote by students of each house; however, volunteers’ selection will be automatic, with another chosen from Year 8. Each month, all merits are handed back to the class teacher and totted up in a note book, and the House Cup is awarded to the most successful house. It is then placed on display in the library with the house’s colours, alongside a poster of the students who earned it together. Children are also individually recognised for their personal totals, with certificates being awarded in monthly assemblies when they reach 50,100,150,200 and even 250 totals. We at Acorn House believe in the idea of “peer reinforcement”- this is a concept by which positive behavior from students is rewarded, which in turn encourages others to follow suit. It is a more positive form of discipline, where students learn that doing the right thing is appreciated by everyone. Students who behave well feel valued, and children who are not behaving well as they could can learn from other students.
Certification of learning acquisition
The amount of time allotted to the Italian programme, which includes Maths, Science, Technology, History and History of Art along with Geography, as well as Italian literature and language, is sixteen periods per week: six periods for Italian, six for Mathematics, four periods for Geography / History / History of Art / Science, Technology. Two periods for Gym and Music/History of Music. The methods of instruction used by the teachers allow foreign students to achieve an interdisciplinary appreciation of the Italian language and culture and to develop strong logical and mathematical skills. Participation to Italian government exams are not mandatory for non-Italian students.
Resources
Teaching approaches
Years 7 through to 9 at Acorn House equates to Key Stage 3 in the English National Curriculum. Our aim is to provide students, wherever possible, with subject matter that can be connected and related to other parts of the curriculum to see the interconnectedness of literature, mathematics, science, history, art and music, and by extension learn to value the importance and pleasure of being a fully-rounded, cultured citizen of the world.
For example, when the Vikings are being studied in history, and settlements in geography at the start of Year 7, Beowulf - an Anglo-Saxon manuscript which gives students an insight into Viking traditions and attitudes - is studied alongside it in English. To give students an understanding of Mediaeval England after the Battle of Hastings, Chaucer’s seminal work The Canterbury Tales is read alongside historical studies of the feudal system and English society.
This idea continues throughout the school, for example in Year 8, with Henry V and The Lady of Shalott referencing historical events such as the Battle of Agincourt or concepts of Arthurian chivalry being revitalised by King Edward I. Another example, in Year 9, is A Tale Of Two Cities and To Kill A Mockingbird being contextualised by the French Revolution and the slave trade respectively.
As well as a cross-curricular scheme that meets the requirements of the English National Curriculum, Acorn House students are also given lessons that focus on specific aspects of grammar and linguistic skills to prepare them for the Cambridge First Certificate, with the option of taking the exam in Y8 or Y9.
Apart from these English literature and separate grammar lessons, English-spoken lessons are always taught with Cambridge requirements in mind to ensure students’ language learning is always supported. Comprehension lessons are given weekly to support Cambridge testing as well as to support literary, historical, scientific and geographical topics in the curriculum.
The English Curriculum is shown below, with selected texts included in italics.
The selected texts in the curriculum overview are neither definitive nor exhaustive. Through the years, a variety of cross-curricular projects are created by the Middle School teachers, and as a result some texts may be replaced by others of equal relevance.
The English department strives to make English literary classics accessible to our students in a way that is challenging, memorable, engaging and fun, while conforming to English National Curriculum requirements and supporting language learning relating to the Cambridge tests.
Because some of our students wish to move on to other schools following the British or American curriculum, or return to the Italian state system with an exceptional level of English, we at Acorn House prepare our students for both pathways in a way that is balanced and considered. The selected texts help us to do this.
Reading
Pupils should:
- develop an appreciation and love of reading, and read increasingly challenging material independently through:
- reading a wide range of fiction and non-fiction, including in particular whole books, short stories, poems and plays with a wide coverage of genres, historical periods, forms and authors. The range will include high-quality works from:
- English literature, both pre-1914 poetry and prose Beowulf, The Canterbury Tales, Shakespeare’s Sonnets, Romeo and Juliet, Frankenstein, Dracula, The Hound Of The Baskervilles, A Tale OF Two Cities and contemporary, including poetry and prose, Nineteen-Eighty-Four, The Pearl, Private Peaceful, In Flanders Fields, To Kill A Mockingbird, , Vultures, A Christmas Carol and drama
- Shakespeare (two plays) Romeo and Juliet / Coriolanus / Julius Caesar
- seminal world literature Vultures, To Kill A Mockingbird
- reading a wide range of fiction and non-fiction, including in particular whole books, short stories, poems and plays with a wide coverage of genres, historical periods, forms and authors. The range will include high-quality works from:
- choose and read books independently for challenge, interest and enjoyment.
- Re-read books encountered earlier to increase familiarity with them and provide a basis for making comparisons.
- understand increasingly challenging texts through:
- learning new vocabulary, relating it explicitly to known vocabulary and understanding it with the help of context and dictionaries
- making inferences and referring to evidence in the text
- knowing the purpose, audience for and context of the writing and drawing on this knowledge to support comprehension
- checking their understanding to make sure that what they have read makes sense.
- read critically through:
- knowing how language, including figurative language, vocabulary choice, grammar, text structure and organisational features, presents meaning
- recognising a range of poetic conventions and understanding how these have been used
- studying setting, plot, and characterisation, and the effects of these understanding how the work of dramatists is communicated effectively through performance and how alternative staging allows for different interpretations of a play
- making critical comparisons across texts
- studying a range of authors, including at least two authors Chaucer/Shakespeare Y7 Doyle/Morpurgo Y8 Dickens/Lee/Steinbeck Y9 in depth each year.
Writing
Pupils should:
- write accurately, fluently, effectively and at length for pleasure and information through:
- writing for a wide range of purposes and audiences, including:
- well-structured formal expository and narrative essays
- stories, scripts, poetry and other imaginative writing
- notes and polished scripts for talks and presentations
- a range of other narrative and non-narrative texts, including arguments, and personal and formal letters
- writing for a wide range of purposes and audiences, including:
- summarising and organising material, and supporting ideas and arguments with any necessary factual detail applying their growing knowledge of vocabulary, grammar and text structure to their writing and selecting the appropriate form
- drawing on knowledge of literary and rhetorical devices from their reading and listening to enhance the impact of their writing
- plan, draft, edit and proof-read through:
- considering how their writing reflects the audiences and purposes for which it was intended, amending the vocabulary, grammar and structure of their writing to improve its coherence and overall effectiveness
- paying attention to accurate grammar, punctuation and spelling
Grammar and vocabulary
Pupils should:
- consolidate and build on their knowledge of grammar and vocabulary through:
- extending and applying the grammatical knowledge
- analyse more challenging texts
- study the effectiveness and impact of the grammatical features of the texts they read
- draw on new vocabulary and grammatical constructions from their reading and listening, and using these consciously in their writing and speech to achieve particular effects
- know and understand the differences between spoken and written language, including differences associated with formal and informal registers, and between Standard English and other varieties of English
- use Standard English confidently in their own writing and speech
- discussing reading, writing and spoken language with precise and confident use of linguistic and literary terminology.
Spoken English
Pupils should:
- speak confidently and effectively, including through:
- confident use of standard English in a range of formal and informal contexts, including classroom discussion
- short speeches and presentations, expressing their own ideas and keeping to the point
- Participate in formal debates and structured discussions, summarising and/or building on what has been said
- improvise, rehearse and perform play scripts and poetry in order to generate language and discuss language use and meaning, using role, intonation, tone, volume, mood, silence, stillness and action to add impact.
At Acorn house the teaching method is based upon the use of different forms of instruction to stimulate the student's development, such as whole class lessons, peer work and class group activities, research and projects, following a constructivist approach.
Classroom strategies in use at Acorn House by English and Italian professors
Specific learning strategies are used to activate students' prior knowledge and set a purpose for learning.
Different strategies are then used to help students make connections, monitor their understanding, generate questions, and stay focused. Plenaries at the end of the lessons provide students with a opportunities to summarise, question, reflect, discuss respond and consolidate learning.Facilitators at AHI help students to understand why each strategy is useful, how it is used, and when it is appropriate. Teacher demonstration and modelling are critical factors for success. Student discussions are also helpful, in order to achieve reflective learning.
Pupils whose linguistic development is more advanced are challenged by being offered opportunities for increasing breadth and depth in all subjects. Those who are less fluent consolidate their knowledge, understanding and skills through additional and specific practice.