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.
We provide a unique fusion of two systems: Anglo-Saxon and Italian curriculum, for both international and national students.
Two curricula run in parallel helping students to gain a larger vision of the knowledge. Helping them to gain analytical abilities, promoting the spiritual, moral, cultural development and preparing pupils for the opportunities, responsibilities and experiences of their later life.
At Acorn teachers develop exciting and stimulating lessons to promote students’ understanding and skills development as part of the common aims of both curricula, setting high expectations for every pupil.
At Acorn we believe that it is extremely important for students today to be exposed to a high-quality education both in English and in Italian. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually.
Literature, especially, plays a key role in such development and at Acorn the learning time dedicated to this core subject when considering both curricula is doubled.
Reading also enables pupils both to acquire knowledge and to build on what they already know in any other subject. All the skills of language are essential to participating fully as a member of society.
One of our major aim is to support young students with the necessary skills to become the adults of tomorrow – free and prepared to face the world with curiosity.
It is this same curiosity that guides the planning of the Middle School cycle: the subjects and teachings are, in this respect, enriched by field experience.
For example, the Project on Journalism which run through the length of the three years’ cycle sees the children as protagonists and detainers of Information that are then delivered through TV News, a school newspaper or a web journal depending from the age of the students belonging to different classes.
The workshops, the yearly participation to Bocconi Math games, the daily use of digital tools, school field trips and group activities are all aimed at supporting students interest and challenge as well as creating team building skills in an international and forefront teaching method.
Another strong point that characterises the Acorn philosophy, shared by all our KS3/Middle school teaching team is based on the idea that each student is unique and expresses him/herself in a different way, needing to be challenged and stimulated or supported in order to be successful and fully involved in the learning.
Teachers at Acorn stretch the work for pupils whose attainment is significantly above the expected standard, but they also plan an appropriate challenge for those ones who may have a lower level of attainment, supporting each of their students towards setting and reaching personal targets in every subjects, nurturing their desire to learn and deepen their knowledge.
With a view of sharing cultures and ideas, the educational offer of the Italian curriculum takes shape and following the Italian Educational Minister guideline Acorn Italian curriculum in middle school includes the study of educational disciplines such as Science and Technology, Mathematics, Italian Literature, Myth and Epic, History, Geography, Art History, Music, Spanish and Grammar. These subjects have various point of contact with the Anglo-Saxon curriculum, thus creating an open and formative dialogue between the two systems and cultures, strongly enriching each student who is exposed to two different way of approaching topics that are complementary.
Below are charts outlining and summarising the division of annual objectives for those courses belonging to the Italian Curriculum. By the end of key stage 3, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. Details of each subject yearly planning are made available to families and students before starting a new school year.
Learning Objectives
| Year | Italian literature | Objective |
| 7
I media |
– | – |
| 8
II media |
From Dante to Parini | To understand and interpret the texts of Italian literature from its beginnings to the early ‘800s |
| 9
III media |
From Foscolo to Luzi | Knowing how to read and understand the texts of Italian literature from the ‘900s, with particular attention placed to the hermetic movement |
| Year | Classical and Medieval Epics | Objective |
| 7
I media |
From the Iliad to the Breton Cycle | Knowing how to read and interpret the epic texts of classical and medieval heritage |
| 8
II media |
– | – |
| 9
III media |
– | – |
| Year | Grammar | Objective |
| 7
I media |
Grammar Analysis | Reinforce writing, phonological and morphological skills of the Italian language and expand vocabulary |
| 8
II media |
Logical Analysis | Knowing how to distinguish the phrases that make up the sentence and increase the knowledge on the use and on differences between the direct and indirect complements |
| 9
III media |
Period Analysis | Understanding the structure of the sentence and the relationships between the main clause and the various coordinated and subordinated clauses |
| Year | History | Objective |
| 7
I media |
Medieval History | Learn the dynamics that led to the fall of the Western Roman Empire up to the establishment of the barbaric empires; understand the consequences triggered by the discovery of America |
| 8
II media |
Modern History | Understand and know how to read historical sources for a correct interpretation of the dynamics that led to the formation of modern nations |
| 9
III media |
Contemporary History | Knowing how to identify the relationships of cause-effect between historical events of the contemporary age and the creation of the current nations and communities |
| Year | Geography | Objective |
| 7
I media |
Italian and European landscape | Knowing how to identify the characteristics of the major biomes (environments) of the European landscape |
| 8
II media |
European States | To know and know how to identify the characteristics of the different environments and the relations among the European states |
| 9
III media |
Non-European States | Discern places on the world map and between the different continents taking into account the particularities of non-European countries |
| Year | Art History | Objective |
| 7
I media |
Middle age | Knowing how to interpret works of the artistic and cultural heritage from Middle age period |
| 8
II media |
Renaissance and Romantic period | Knowing how to interpret works of the artistic and cultural heritage from the Renaissance, Classical and Romantic period |
| 9
III media |
Futurism and Cubism | Knowing how to interpret works of the contemporary artistic heritage and know how to relate it to the historical and cultural context |
| Year | Mathematics and Geometry | Objective |
| 7
I media |
Powers, fractions, expressions.
Triangles and quadrangles, perimeters and corners |
Knowing how to perform arithmetic calculations using powers and fractions properly. Solving plane geometry problems with linear and angular measurements. |
| 8
II media |
Square roots and proportions. Areas of plane figures and similes | Square root of a number, problem on direct and inverse proportionality. Calculation of the area of plane figures. Similarity problems. |
| 9
III media |
Algebra of polynomials. Equations. Functions in the Cartesian plane.
Volumes and surfaces of solid figures |
Understand the main structures of algebraic calculation and use them to solve equations or represent functions in the Cartesian plane. Calculation of volume and surface of the main solid figures. |
| Year | Science | Objective |
| 7
I media |
The properties of matter and the states of aggregation.
Biology and Earth life forms. |
Introduce students to the scientific rational way of thinking. Make observations about facts and phenomena. Understand the history and differences between the various forms of life. |
| 8
II media |
The atom and the laws of chemistry.
Kinematics and principles of dynamics; Energy, heat and principles of thermodynamics. |
Understand the atomic structure of matter and the laws of chemistry. Understand the laws of mechanics and energy transformations up to the concept of entropy. |
| 9
III media |
The theory of evolution.
Laws of electromagnetism. The cosmos. The human body. |
Understanding the limitations and questions of modern science in various fields, whilst knowing how to grasp the strengths and weaknesses of the various theories. |
| Year | Spanish | Objective |
| 7
I media |
Grammar rules – the basics.
The present tense |
Understand and produce simple texts concerning the personal sphere. Acquisition of a basic vocabulary |
| 8
II media |
The different forms of the past tense | Communicate and understand, within a more extensive time slot, well-known topics. Knowing characteristic aspects of Hispanic culture |
| 9
III media |
The conditional, the future and the subjunctive tense
|
Produce and understand texts related to various topics.
Enrichment of vocabulary and knowledge of the relevant aspects of Hispanic arts and history |
| Year | Music History | Objective |
| 7
I media |
Middle Ages | Knowing how to decode the main musical languages, in relation with religious, social and political events.
|
| 8
II media |
Viennese Classicism |
Recognize and listen to the main composers and their works |
| 9
III media |
From Impressionism to the twelth-tone |
Understanding the interactions between music, the main artistic movements and the historical events in Europe.
|
Acorn 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.
Learning Objectives
| ITALIANO | ENGLISH |
| Italiano | English |
| Traguardi per lo sviluppo delle competenze al termine della scuola secondaria di primo grado (Estratto dalle linee guida) | 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, 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 | History |
| Traguardi per lo sviluppo delle competenze al termine della scuola secondaria di primo grado | – |
| 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 | Geography |
| Traguardi per lo sviluppo delle competenze al termine della scuola secondaria di primo grado | – |
| 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 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 | Science |
| Traguardi per lo sviluppo delle competenze al termine della scuola secondaria di primo grado per la seconda lingua comunitaria | – |
| 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 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 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 | Second European Language |
| 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) |
– |
| 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 | Art and Design |
| Traguardi di sviluppo delle competenze al termine della scuola secondaria di primo grado | – |
| 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 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 | Music |
| Traguardi per lo sviluppo delle competenze al termine della scuola secondaria di primo grado (*) | – |
| 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 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 | Design & Technology |
| Traguardi per lo sviluppo delle competenze al termine della scuola secondaria di primo grado | – |
| 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 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. |
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.
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:
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.
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 Acorn 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.
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.
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:
Writing
Pupils should:
Grammar and vocabulary
Pupils should:
Spoken English
Pupils should:
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.
Explicit strategies, clear instruction and success criteria are at the core of good comprehension and learning at Acorn.
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 Acorn 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.
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.
Acorn 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 and thoughtful behaviour.
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. Each month, all house points 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 believe in the idea of “peer reinforcement” – this is a concept by which positive behaviour 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.
