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High School

FROM YEAR 10 TO YEAR 13

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Our First IB Diploma Cohort Exceeds the Global Average

Acorn International School celebrates a major milestone as its first IB Diploma cohort achieved an average score of 33.5 points, surpassing the global average. Graduates have already secured places at leading universities across Europe, pursuing degrees in Engineering, Mathematics, Biology, Design, Drama & Music.

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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.

Introduction to Acorn high school

At AIS, we strive to cultivate a nurturing and challenging educational environment that fosters curiosity, critical thinking, and a deep-seated passion for learning. We believe in empowering our students to become globally aware citizens, who are equipped with the skills and understanding necessary to make positive contributions to their communities and the world.

Our mission is to provide an inclusive, holistic education that balances academic excellence with personal and social development. We are committed to offering a diverse curriculum that supports the individual needs and aspirations of each student, encouraging them to pursue their passions and interests.

Our Year 1 and Year 2 High School program at AIS is a comprehensive, two-year course designed for Year 10 and Year 11 students. It provides a broad and balanced education, preparing students for further academic pursuits and a successful future. The curriculum encompasses a range of subjects that cater to a wide array of interests and academic strengths, ensuring a well-rounded educational experience. At the core of this program we have our IGCSE courses that are then augmented by our in-house courses based on best practices and syllabi from around the world.

Why IGCSE?

It incorporates the best in international education for learners at this level. It develops in line with changing needs, and is regularly updated and extended. IGCSE teachers can draw on excellent resources, training and advice from subject experts.

It encourages learner-centered and enquiry-based approaches to learning. It develops learners’ skills in creative thinking, inquiry and problem solving, giving learners excellent preparation for the next stage in their education.

Core Subjects

  • English Language and Literature
  • Humanities (History and Geography)
  • Sciences Coordinated
  • Mathematics
  • Italian Language and Literature (Based on Programma Statale)

Additional Pre-IB Subjects

  • English Second Language
  • Italian Second Language
  • PHE
  • Music, Visual Arts, Design

Skills and Project Based Pre-IB Subjects

  • Study Skills
  • Personal Project

Pre-IB Subject Hours

  • 35 periods a week, 7 periods x 50 min each day, 5 min transition time between subjects
  • 1h 30’ breaks (morning and lunch break)
  • School starts at 8.10 am and finishes at 3.45 pm
Core Subjects Periods
English Language and Literature 5
Italian Language and Literature 4
Mathematics 5
Science 4
Integrated Humanities 4
Language Acquisition 2
PE 2
Electives Periods
Ancient Language (Latin), Philosophy 2
Music, Visual Arts 2
Design, Computer Science 2
ATL Skills Periods
Study Skills 2
CAS 1

 

We Work Towards Whole Students Wellbeing

Academic

Our Academic Program is rigorous and culminates in independent external examinations.

International

Our international student body helps us form Global Citizens with an International Mindset.

Sport

Our large campus includes an indoor gym and numerous external sport pitches.

Extension

Our rich extra curricular afternoon activities program allows students to nurture their passions.

Support

Our support system includes a psychologist available for students and families.

Nature

Our campus is located inside a Regional Nature Reserve. We let Nature be a teacher for our students.

CURRICULUM

English Literature

To develop students’ abilities to read, interpret, and appreciate literary and non-literary texts, and to use English effectively for communication.

The course includes the study of novels, poetry, plays, and non-fiction texts, focusing on critical thinking, language analysis, and creative writing skills.

  • Margaret Atwood, ‘The City Planners’
  • Boey Kim Cheng, ‘The Planners’
  • Thom Gunn, ‘The Man with Night Sweats’
  • Robert Lowell, ‘Night Sweat’
  • Edward Thomas, ‘Rain’
  • Anne Stevenson, ‘The Spirit is too Blunt an Instrument’
  • Tony Harrison, ‘From Long Distance’
  • W H Auden, ‘Funeral Blues’
  • Thomas Hardy, ‘He Never Expected Much’
  • Fleur Adcock, ‘The Telephone Call’
  • Peter Porter, ‘A Consumer’s Report’
  • Judith Wright, ‘Request To A Year’
  • Charles Tennyson Turner, ‘On Finding a Small Fly Crushed in a Book’
  • Percy Bysshe Shelley, ‘Ozymandias’
  • Stevie Smith, ‘Away, Melancholy’

The following 7 novels:

  • Chinua Achebe Things Fall Apart
  • Anita Desai Fire on the Mountain
  • Charles Dickens Great Expectations
  • Daphne du Maurier Rebecca
  • Harper Lee To Kill a Mockingbird
  • Joan Lindsay Picnic at Hanging Rock
  • H G Wells The War of the Worlds

The following 10 stories:

  • Christina Rossetti, ‘Nick’
  • Olive Schreiner, ‘The Woman’s Rose’
  • Ralph Ellison, ‘The Black Ball’
  • Mulk Raj Anand, ‘The Gold Watch’
  • Margaret Atwood, ‘When It Happens’
  • J G Ballard, ‘The Man Who Walked on the Moon’
  • Jamaica Kincaid, ‘A Walk to the Jetty’
  • Jane Gardam, ‘Showing the Flag’
  • Aminatta Forna, ‘Haywards Heath’
  • Romesh Gunesekera, ‘Fluke’

Humanities

To explore historical events and periods and locations, enhancing students’ understanding of the past and its impact on the modern world.

The course includes the study of global and regional history, encouraging analytical and evaluative skills through source analysis and essay writing. We aim to enable students to develop:

  • An interest in and enthusiasm for learning about the past
  • Knowledge and understanding of individuals, people and societies in the past
  • Knowledge that is rooted in an understanding of the nature and use of historical evidence
  • An understanding of key historical concepts: cause and consequence, change and continuity, and similarity and difference
  • An understanding of international issues in history
  • Historical skills, including investigation, analysis, evaluation and communication skills
  • A sound basis for further study and the pursuit of personal interest

The twentieth century: international relations since 1919:

  • Was the Treaty of Versailles fair?
  • To what extent was the League of Nations a success?
  • How far was Hitler’s foreign policy to blame for the outbreak of war in Europe in 1939?
  • Who was to blame for the Cold War?
  • How effectively did the United States contain the spread of communism?
  • How secure was the USSR’s control over Eastern Europe, 1948–c.1989?

An in depth study of one of the following:

  • A The First World War, 1914–18
  • B Germany, 1918–45
  • C Russia, 1905–41
  • D The United States, 1919–41
  • E The Second World War in Europe and the Asia–Pacific, 1939–c.1945

Population and settlement

  • Overpopulation and underpopulation and what causes population changes.
  • Case studies Nigeria, Australia, Niger, and Russia

 

The Natural Environment

  • Plate tectonics, Earthquakes and volcanoes
  • Rivers, landorfms, drainage basins, coastal landforms

 

Economic and International Development

  • Identifying inequalities
  • Globalisation
  • Food shortages
  • Sustainability
  • Energy

 

Geographical Skill

  • Map skills and ability to handle geographical information
  • Grid references
  • Cross sections

Philosophy

To engage students in the fundamental questions of existence, ethics, and knowledge.

Students explore philosophical theories and thinkers, developing skills in critical thinking, argumentation, and reflection. The course develops reasoning skills by focusing on abstract concepts and philosophical problems, to:

  • Develop basic knowledge and understanding of philosophy
  • Encourage candidates’ ability to engage with abstract thought
  • Offer candidates insight into the ideas of others

Candidates develop a range of skills, including:

  • Analysing arguments
  • Recalling, selecting and using specified knowledge
  • Explaining philosophical ideas and theories
  • Explaining criticisms of philosophical ideas and theories
  • Presenting ideas in a logical sequence in an extended piece of writing.

Arguments in Action – Candidates must be able to:

  • Distinguish statements from questions, commands, exclamations and arguments
  • Identify premises and conclusions in an argument
  • Present an argument in standard form
  • Analyze simple arguments: identifying valid and invalid arguments; identifying informal fallacies within an argument
  • Identify, explain and give examples of fallacies

Knowledge and Doubt – Candidates will be able to explain:

  • The distinction between ‘knowing how’ and ‘knowing that’ — knowledge as ‘justified, true belief’ (the tripartite theory of knowledge)
  • Empiricism — all knowledge of the world ultimately depends on experience (Locke’s blank sheet of paper)
  • Rationalism — at least some knowledge of the world can be gained through reason and innate ideas (Leibniz’ block of marble)
  • Skepticism — the claim that knowledge (perhaps in just some cases; perhaps in all cases) is unattainable: skeptical arguments; infinite regress of justifications

Moral Philosophy – Candidates will be able to:

  • Explain Utilitarianism and offer criticisms of its arguments
  • Offer explanation and criticisms of another branch of moral philosophy
  • John Stuart Mill Utilitarianism
  • Descartes and Hume

Coordinated Sciences

The Double Award IGCSE Science course comprises Biology, Chemistry and Physics.

This course is designed to emphasize the relationship between the main areas of science while retaining the separate identities of Biology, Chemistry and Physics. The examinations test knowledge and skills in all three subjects. Students will be eligible for a Double Award (i.e. they will be awarded two IGCSE grades).

The course aims to impart a systematic body of scientific knowledge and facts, and an understanding of scientific concepts, principles, themes and patterns. Experimental skills based on correct and safe laboratory techniques are developed, as well as students’ ability to form hypotheses and design experiments to test them. As well as theoretical work in all three areas, the course provides topics through which students can study issues that arise from the interaction of science, technology and society. Practical work is an integral part of the course. The course forms a good foundation for students proceeding to IB courses in any of the Sciences.

Biology

  • The nature and variety of living organisms
  • Structures and functions in living organisms
  • Reproduction and Inheritance
  • Ecology and the Environment
  • Use of Biological Resources

 

Chemistry

  • Principles of Chemistry
  • Inorganic Chemistry
  • Organic Chemistry
  • Physical Chemistry

 

Physics

  • Forces and Motion
  • Electricity
  • Waves
  • Energy resources and energy transfer
  • Solids, Liquids and Gasses
  • Magnetism and Electromagnetism
  • Radioactivity and Particles
  • Astrophysics

Biology

  • Histological Slide Preparation
  • Identifying cells structures on the Microscope
  • Enzymatic Reactions
  • Photosynthesis Experiments
  • Anaerobic Fermentation
  • Growing Plants and Caring for Animals

 

Chemistry

  • Diffusion Experiments
  • Acid Base Reactions
  • Atomic Modeling
  • Fermentation

 

Physics

  • Motion- Calculating Speed and Acceleration
  • Measuring Forces- Springs and Hinges
  • Levers and Weights
  • Thermal Energy. Calorie Experiments
  • Electricity and circuits

Mathematics

The aims of teaching and learning mathematics are to enable students to:

Enjoy mathematics and develop patience and persistence when solving problems.

Develop mathematical curiosity and use inductive and deductive reasoning when solving problems.

Become confident in using mathematics to analyse and solve problems both in school and in real-life situations.

Develop abstract, logical and critical thinking and the ability to reflect critically upon their work and the work of others.

Develop competency, confidence, and fluency in their use of techniques, cultivating mathematical understanding.

Recognize that mathematics permeates the world around us appreciate the usefulness, power and beauty of mathematics.

Mathematics provides an effective way of building mental discipline, develops logical reasoning and plays a crucial role in understanding the contents of other school subjects (science, music…).

Numbers

  • Sets
  • Power and roots
  • Fractions and decimals
  • Indices
  • Ratio and proportion
  • Percentages

 

Algebra

  • Algebraic manipulations
  • Equations
  • Inequalities
  • Simultaneous equations

 

Geometry

  • Straight lines and graphs
  • Similar shapes
  • Areas and perimeters
  • Pythagoras’ theorem
  • Angles

 

Probability

  • Probability of a single event

 

Statistics

  • Classifying and interpreting statistical data

Algebra

  • Algebraic manipulations
  • Rational expressions
  • Quadratic equations
  • Inequalities in two variables
  • Sequences
  • Graphs of functions
  • Roots of functions
  • Sketching curves
  • Differentiation
  • Inverse and composite functions, domain and range of a function

 

Geometry

  • Circle theorems
  • Compound shapes (surfaces and volume)
  • Areas and perimeters
  • Transformations and vectors
  • Trigonometry

 

Probability

  • Probability of combined events

 

Statistics

  • Statistical charts
  • Scatter diagrams

Italian Language and Literature

To immerse students in Italian literature and language, following the first two years of the Italian Liceo syllabus.

Includes Italian literary texts and language studies, emphasizing cultural and linguistic understanding.

Grammar

  • Parts of speech
  • Principles of phonetics (phonetic alphabet)
  • Vocabulary
  • Spelling Grammatical function and word formation
  • Relationship between words within a sentence
  • Phrases and their logical function
  • Verbal predicate
  • Nominal predicate
  • Direct and indirect objects

 

Poems

Epic Poetry

  • Ovid’s Metamorphoses
  • Pluto and Proserpina
  • Pyramus and Thisbe
  • Orpheus and Eurydice

Homer’s Iliad

  • The wrath of Achilles
  • Hector and Andromache
  • The death of Patroclus
  • Homer’s Odyssey
  • Odysseus and Calypso
  • Odysseus and the Trojan Horse Scylla and Charybdis
  • Virgil’s Aeneid (proem)

 

Novels

  • Text sequences
  • Story and plot
  • Linguistic registers
  • Zero, internal, and external focalization; multiple focalization
  • Regulatory, expository, narrative texts, summarization
  • Text expansion
  • Luigi Pirandello, Andrea Camilleri, Kafka, Rowling, Manzoni

Grammar

  • Semantics and phonetics
  • relationship between graphemes and phonemes
  • Function of verbs
  • Active and passive voice
  • transitivity and intransitivity of verbs
  • Verbal and nominal predicates
  • Predicative complements
  • Analysis of the sentence
  • Main propositions
  • Coordinating propositions
  • Subordinate propositions
  • Direct and indirect speech

 

Poems

Italian Literature

  • Metrics and rhetorical figures
  • Poetic language
  • Sicilian poetic school and Dolce Stil Novo

 

Dante Alighieri

  • The gates of Hell
  • Charon
  • Paolo and Francesca
  • Cavalcante Cavalcanti
  • Purgatory’s Proem
  • Cato of Utica

 

Petrarch and Boccaccio

 

Novels

  • Narrative techniques: embedded narration, metanarratives
  • Characters and point of view
  • Expansion and transformation of literary and non-literary texts
  • Argumentative text, refutation of antithesis, and argumentation of one’s thesis
  • Literary and non literary texts
  • Murakami, Primo Levi, Manzoni

In our pedagogical approach, AIS adheres to the following best practices to enhance learning outcomes

Focusing on the needs, abilities, interests, and learning styles of students, encouraging active learning and participation.

Promoting group work and discussions to enhance peer-to-peer learning and develop teamwork skills.

Tailoring teaching methods and materials to meet the diverse needs of students, ensuring that all students can access and engage with the curriculum.

Employing various formative and summative assessments to monitor student progress and inform instruction.

Encouraging curiosity and critical thinking by posing questions and problems, rather than presenting facts.

Utilizing educational technology tools to support and enhance learning, making education more interactive and accessible.

Recognizing and respecting the diverse cultural backgrounds of students and incorporating this awareness into teaching practices.

Providing regular and constructive feedback to students and encouraging them to reflect on their learning process.

Continuously updating teaching skills and knowledge to ensure that educators are at the forefront of educational innovations and methodologies.

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By incorporating these pedagogical best practices into our curriculum, AIS ensures that students are not only academically successful but also develop critical life skills such as problem-solving, communication, and adaptability.

This comprehensive approach prepares our students to thrive in an ever-changing global landscape and prepares them for the complex needs of the IBDP in Year 3 and 4 of AIS High School.