Key Stage 3

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.

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.

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
gerarchia, l’intenzione dell’emittente.

Espone oralmente all’insegnante e ai compagni argomenti di studio e di ricerca, anche avvalendosi di supporti specifici (schemi, mappe,
presentazioni al computer, ecc.).

Usa manuali delle discipline o testi divulgativi (continui, non continui e misti) nelle attività di studio personali e collaborative, per
ricercare, raccogliere e rielaborare dati, informazioni e concetti; costruisce sulla base di quanto letto testi o presentazioni con
l’utilizzo di strumenti tradizionali e informatici.

Legge testi letterari di vario tipo (narrativi, poetici, teatrali) e comincia a costruirne un’interpretazione, collaborando con compagni e
insegnanti.

Scrive correttamente testi di tipo diverso (narrativo, descrittivo, espositivo, regolativo, argomentativo) adeguati a situazione,
argomento, scopo, destinatario.

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
lessicali adeguate.

Riconosce il rapporto tra varietà linguistiche/lingue diverse (plurilinguismo) e il loro uso nello spazio geografico, sociale e
comunicativo

Padroneggia e applica in situazioni diverse le conoscenze fondamentali relative al lessico, alla morfologia, all’organizzazione
logico-sintattica della frase semplice e complessa, ai connettivi testuali; utilizza le conoscenze metalinguistiche per comprendere con
maggior precisione i significati dei testi e per correggere i propri scritti.

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
across the curriculum.

Progression

Here below you can find an outline of the progression through KS3 to KS4. The progression statements are inter-related and interactive
characteristics of attainment.

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
interested manner;

from responding to others’ ideas towards discussing their own and others’ contributions to using appropriate terminology to review the
effectiveness of their own and others’ talk;

from beginning to adapt what they say and how it is said towards deliberately varying their use of register according to purpose and
audience to consciously and successfully adapting to a range of talking and listening situations and audiences;

from organizing and sequencing talk sufficiently to make meaning clear towards structuring contribution logically and asking questions to
develop ideas to organising and stating clearly their point of view using an apt vocabulary to express their ideas;

from adopting a role, making a conscious use of movement, gesture and speech towards creating and developing a role in specific situations
to developing the use of role- play or improvisation or simulation to explore themes and concepts encountered in a variety of learning
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
definizione).

Sostiene le proprie convinzioni, portando esempi e controesempi adeguati e utilizzando concatenazioni di affermazioni; accetta di cambiare
opinione riconoscendo le conseguenze logiche di una argomentazione corretta.

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
matematici appresi siano utili in molte situazioni per operare nella realtà.

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
riflessioni.

Usa le conoscenze e le abilità per orientarsi nella complessità del presente, comprende opinioni e culture diverse, capisce i problemi
fondamentali del mondo contemporaneo.

Comprende aspetti, processi e avvenimenti fondamentali della storia italiana dalle forme di insediamento e di potere medievali alla
formazione dello stato unitario fino alla nascita della Repubblica, anche con possibilità di aperture e confronti con il mondo antico.

Conosce aspetti e processi fondamentali della storia europea medievale, moderna e contemporanea, anche con possibilità di aperture e
confronti con il mondo antico.

Conosce aspetti e processi fondamentali della storia mondiale, dalla civilizzazione neolitica alla rivoluzione industriale, alla
globalizzazione.

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
reference to significant features and changes of the periods in-depth, in order to develop more detailed knowledge of individuals, events
and developments and their impact on the period and to consider available evidence from a range of point of view.

From a variety of perspectives and points of views, political, economic, social, cultural and aesthetic, religious, technological and
scientific and from the perspectives of men and women, in order to develop awareness of many dimensions of events and that these can be
viewed and interpret from a range of standpoints.

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
emergenze storiche, artistiche e architettoniche, come patrimonio naturale e culturale da tutelare e valorizzare.

Osserva, legge e analizza sistemi territoriali vicini e lontani, nello spazio e nel tempo e valuta gli effetti di azioni dell’uomo sui
sistemi territoriali alle diverse scale geografiche.

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
scales are shaped, interconnected and change over time.

AIMS

The geography curriculum aims to:

develop contextual knowledge of location of globally significant places, both terrestrial and marine, including their defining physical and
human characteristics and how these provide a geographical context for understanding the actions of processes.

Understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how
they bring about spatial variation and change over time.

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
geographical processes

interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information
Systems ( GIS)

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;
ricerca soluzioni ai problemi, utilizzando le conoscenze acquisite.

Sviluppa semplici schematizzazioni e modellizzazioni di fatti e fenomeni ricorrendo, quando è il caso, a misure appropriate e a semplici
formalizzazioni.

Riconosce nel proprio organismo strutture e funzionamenti a livelli macroscopici e microscopici, è consapevole delle sue potenzialità e dei
suoi limiti.

Ha una visione della complessità del sistema dei viventi e della loro evoluzione nel tempo; riconosce nella loro diversità i bisogni
fondamentali di animali e piante, e i modi di soddisfarli negli specifici contesti ambientali.

È consapevole del ruolo della comunità umana sulla Terra, del carattere finito delle risorse, nonché dell’ineguaglianza dell’accesso a
esse, e adotta modi di vita ecologicamente responsabili.

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
results to peer review, when collecting, recording and processing data. They should evaluate their results and identify further questions
arising from them.

Pupils should develop their use of scientific vocabulary, including the use of scientific nomenclature and units and mathematical
representations.

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
discussion and asking questions, improving the accuracy of their pronunciation and intonation

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
storici, culturali e ambientali; riconosce il valore culturale di immagini, di opere e di oggetti artigianali prodotti in paesi diversi dal
proprio.

Riconosce gli elementi principali del patrimonio culturale, artistico e ambientale del proprio territorio e è sensibile ai problemi della
sua tutela e conservazione.

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
exploring their ideas, using a range of different techniques,

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
applications of their work

know about the history of art, craft, design and architecture, including periods, styles and major movements from ancient times up to the
present day, focusing on some great artists, craft makers and designers.

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
musicali e multimediali, nel confronto critico con modelli appartenenti al patrimonio musicale, utilizzando anche sistemi informatici.

Comprende e valuta eventi, materiali, opere musicali riconoscendone i significati, anche in relazione alla propria esperienza musicale e ai
diversi contesti storico-culturali.

Integra con altri saperi e altre pratiche artistiche le proprie esperienze musicali, servendosi anche di appropriati codici e sistemi di
codifica.

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
they should develop a critical engagement with music, allowing them to compose and to listen with discrimination to the best musical canon.

AIMS:

children should:

perform, listen to, review, evaluate music across a range of historical periods, genres, styles and traditions, including the works of
great composers and musicians

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
instrument, use technology appropriately

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,
attivamente i valori sportivi (fair – play) come modalità di relazione quotidiana e di rispetto delle regole.

Riconosce, ricerca e applica a se stesso comportamenti di promozione dello “star bene” in ordine a un sano stile di vita e alla
prevenzione.

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
opportunità e rischi.

Conosce e utilizza oggetti, strumenti e macchine di uso comune ed è in grado di classificarli e di descriverne la funzione in relazione
alla forma, alla struttura e ai materiali.

Utilizza adeguate risorse materiali, informative e organizzative per la progettazione e la realizzazione di semplici prodotti, anche di
tipo digitale.

Ricava dalla lettura e dall’analisi di testi o tabelle informazioni sui beni o sui servizi disponibili sul mercato, in modo da esprimere
valutazioni rispetto a criteri di tipo diverso.

Conosce le proprietà e le caratteristiche dei diversi mezzi di comunicazione ed è in grado di farne un uso efficace e responsabile rispetto
alle proprie necessità di studio e socializzazione.

Sa utilizzare comunicazioni procedurali e istruzioni tecniche per eseguire, in maniera metodica e razionale, compiti operativi complessi,
anche collaborando e cooperando con i compagni.

Progetta e realizza rappresentazioni grafiche o infografiche, relative alla struttura e al funzionamento di sistemi materiali o
immateriali, utilizzando elementi del disegno tecnico o altri linguaggi multimediali e di programmazione.

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
context, considering their own and others’ needs, wants and value.

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
increasingly technological world

build and apply a repertoire of knowledge, understanding and skills in order to design and make high quality prototypes and products for a
wide range of users

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

To provide a learning environment that caters for the international community and that offers excellent standards of preparation through the use of up-to-date teaching and learning strategies prepare and equip students for the challenges of an increasingly diverse and complex world and to ensure that they become lifelong learners and informed participants in the future society they will have to face provide students with a solid academic base in all subjects both in English and Italian curriculum, leading them from the basic skills of the Primary school to the academic and social challenges of further education provide a dual curriculum that is broad and balanced in terms of subject content and to deliver the formative elements of the British and Italian Academic Programmes in such a way that skills and abilities are developed alongside knowledge, forming thoughtful, creative and motivated students provide an education which develops and consolidates skills, concepts, knowledge and good study habits.

Positive reinforcement - House and House Points system

Acorn House has implemented a new system in KS3 department, which sees students allocated to a house and earning rewards for their efforts in school. All middle school students will be ascribed one of three houses, to which they will belong for their time in middle school. Each house will compete every month for the House Cup, by collecting house points for:

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

At the end of each of the three years of the Middle School course students will take a public exam at the Rosmini Institute. At the end of the second year in middle school students will be offered the opportunity to take the internationally recognised Cambridge First Certificate in English (FCE). At the beginning of the third year of the middle course programme students identified by the Spanish professor will be offered the opportunity to take the internationally recognized DELE (B2) The Middle School Italian programme at AHI is directed to both native and non-native Italian speakers. The Italian Middle School programme is created to prepare students for the Italian yearly exams during the first two years of the middle school and the Government “Terza Media” exam, which is essential to enter the Italian Secondary School system, but it is not mandatory for non-Italian students who may not continue their education in the Italian system. In English in year 8 we prepare students for the Cambridge First Certificate. This English exam, internationally recognised, determine the level of the English Language acquired. This certification (A-B results) is required for non-mother tongue students to apply to a UK boarding school or International school.
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

Text books and materials are selected from the required English and Italian Government educational resources. There are several resources available: Interactive boards in every classroom, textbooks, computer access, class trips and a big park, a music room, a well-equipped Art laboratory, a small football pitch and a library. Students benefit from a variety of material and educational activities, and the opportunities offered by visits to Rome, the surrounding areas and to specific yearly educational trips.

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

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

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

Explicit strategies, clear instruction and success criteria are at the core of good comprehension and learning at AHI.
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.

Assessment

takes place according to KS3 Acorn House Assessment and Marking Policy. Grades are given from A to D - 10 to 4 following the Middle School criteria. Oral and written test/assessment results are available online through the Regel digital register system accessible to parents and students and password protected. Families can keep track of children's progress or need of reinforcement from the end of September. Twice a year, in January and June, families also receive specific and detailed reports.

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