ACADEMIC
Curriculum
Guides
Curriculum Guides
Introduction
The Art Department offers a welcoming atmosphere where pupils can explore their own ideas and personality as well as satisfy the requirements of the course. We aim that all students develop creatively, independently and individually through a challenging range of drawing, painting and mixed media projects. They are given a balanced programme of art and design activities and are introduced to the work of artists, designers and craftsman, learning to use these influences to develop and inform their own practical work.
Pupils in Year 8 have two 40 minute periods per week.
Content
A variety of briefs will be given during the course.
They will fall into the following areas:
- 0bservational study, looking at form, volume, light and shadow using a variety of media.
- Facial features, Portraits
- Plant studies: William Morris
- Roman inspired collage and mosaic
Each project will include the study of related Artists.
Skills
The skills to be assessed during the course are:
- Investigating and making
- Knowledge and understanding
Homework
Homework and Assessment.
Pupils will be given homework each week. This could consist of finishing classwork, collecting reference material such as images, an observational study or research and analysis.
Assessment
There is continual assessment of all skills.
Digital usage in this subject
In Key Stage 3, students use iPads are used for investigation of artists work.
Work tasks and images are uploaded onto Google Class.
Students use iPads for photography tasks. They learn about composition and technical language.
KM and PR use iPads and Apple Pencil to draw and project demonstrations of skills and techniques.
Average time spent each homework
45 minutes per week.
Resources and Materials
Equipment:
- Coloured pencils, black biro or pilot pen, eraser, HB pencil, ruler.
Resources:
- The Art Department has a well-stocked, continually updated library of books and videos. Digital imagery is a resource used extensively in all aspects of the course.
Introduction
All pupils study Classics: the study of the Latin Language and of the Roman Civilisation, with an emphasis on Roman life as evident in the archaeological ruins of Pompeii.
A Classics trip to Merida takes place at the end of Year 7.
Content
Language:Pupils will learn the following grammatical and syntactic features:
- Genitive and vocative, singular and plural, of nouns of the 1st, 2nd and 3rd declensions
- Pluperfect tense, all persons, of verbs of the 1st, 2nd, 3rd and 4th conjugations
- Pronouns
- Adjectives of the 1st, 2nd and 3rd declensions
- Irregular verbs volo, nolo, possum
- Relative clauses
- Present infinitive
- Present participle
- Present imperative
- Subordinate clauses with postquam, simulac, etc.
- Vocabulary 200 words
Ancient Greek Mythology
- Origin of myths
- Pantheon of gods and goddesses
- Heroes and Villains
- Representation of myths in art
Ancient Greek Mythology
- Ancient Greek Civilisation
- Ancient Greek Architecture
- Ancient Greek Religion
Ancient Greek Mythology
- Timeline of Ancient Rome
- Ancient Roman Army
- Ancient Roman Medicine and Technology (aqueducts, sewers)
Skills
Pupils will continue developing their linguistic ability and understanding of the Classical Latin language by translating more complex, syntactically and grammatically, sentences. They will increase their vocabulary knowledge to a set of 200 words. The study of the Ancient Greek and Roman history will enable the pupils to reflect upon the cultural and ideological foundations of the modern European civilisation. Their research, presentation and essay skills will be consistently developed throughout Year 8.
Homework
Homework consists of vocabulary learning, translation of passages from Latin to English, grammar revision exercises, reading comprehension and research/presentation/essay tasks on the Ancient Greek and Roman history and culture studied. Homework is set once per week, on Google Classroom.
Assessment
There are three assessments in Year 8. A grammar and vocabulary test on Stages 13-15 in the Autumn term, a translation and vocabulary test on Stages 16-18 in the Spring term, and the end of year examination in the Summer term, following the WJEC Level 1 Latin format. Vocabulary knowledge will be tested regularly.
Digital usage in this subject
iPads to access digital interactive versions of Latin passages for translation and comprehension
Average time spent each homework
30 minutes
Typical tasks set
Translation of a passage, Vocabulary learning, Research task on Classical Civilisation
Apps and websites habitually used: Cambridge Latin Course https://www.clc.cambridgescp.com/Array/online-textbooks and Quizlet quizlet.com
Resources and Materials
Printed and digital, on iPad, copy of Cambridge Latin Course 2 (Stages 13-20), and Google Classroom. Worksheets and booklets, both for the language and cultural side of the course, produced by the department.
Introduction
At Runnymede College students sit the IGCSE Foreign Language Spanish exam at the end of Year 9. The “Cultura” Curriculum will help them be successful in the exam as they will explore many of the topics which are included in it.
These are the aims of the Spanish department at Runnymede College specifically included These are the aims of the Spanish department at Runnymede College specifically included in the subject “Cultura Española y de los países hispanohablantes”:
- To give a wider experience of the world, to provide the pupils with a tool to explore the world and take part in its development.
- To help them learn about another socio-cultural reality.
- To discover the world for personal fulfilment; to encourage independent learning.
- To be introduced to alternative values, which will create an individual tolerant of different cultures, easily adaptable to the new demands of a fast-changing world.
- To give an understanding of social-linguistic elements of behaviours and interactions.
- To encourage an appreciation of literature, not merely for linguistic reasons, but also to develop both sensitivity to human situations and critical assessment.
- To accept mistakes as an integral part of learning and to guide them through the process of overcoming difficulties.
- To gain confidence in the knowledge that they are capable of learning a foreign language and function within a new system of communication.
- To encourage the use of a wide range of technological accessories.
Content
Term 1: 14 weeks
La cultura de la comida (2 weeks)
Culture related to food: timetables, habits, food, ingredients, breakfast, lunch and dinner dishes. Ir de tapas, el aperitivo.
La dieta mediterránea (4 weeks)
Mediterranean diet: origins, what it is, advantages (physical and mental health), eating disorders. Traditional recipes, ingredients, preparation of healthy menus.
La familia hispana (5 weeks)
Concept of family in the Spanish speaking countries and comparison with your own culture. Description, habits, relationships, things they do together, impact on society.
How do Mexican families celebrate "el Día de los Muertos".
Types of families, family trees.
La comida y la familia en el mundo hispano: recopilación (3 weeks)
Preparation of trivia on food and family.
Term 2: 12 weeks
La lengua española (5 weeks)
Origins of the Spanish language, spread and development in the Iberian Peninsula and in America.
Expansion and evolution in the Iberian Peninsula. Varieties and distinctive features.
Expansion and evolution in America. American Spanish varieties and their distinctive features.
Folclore español (7 weeks)
Origins, concept and diversity in Spanish Folklore.
Oral tradition: Spanish cultural identity and collective memory. Comparison with their own culture.
Traditional music, instruments and songs.
Traditional dance and outfits.
Traditional board games.
Term 3: 12 weeks
Folklore en los países hispanos: mitos y leyendas
Origins, concept and diversity in American Spanish Folklore through their myths. Myths: concept and their relationship with culture.
Oral tradition: American Spanish cultural identity and collective memory: legends: European mythology in South America: “El Basilisco”.
Oral tradition: American Spanish cultural identity and collective memory: legends: Celtic mythology in Northern Spain: “¿Quién vive en el bosque encantado?”
Oral tradition: American Spanish cultural identity and collective memOry: legends and main characters in the Basque mythology.
Oral tradition: American Spanish cultural identity and collective memory: legends: “Los amantes de Teruel”.
Oral tradition: American Spanish cultural identity and collective memory: legends: “La leyenda del maíz: ailment ancestral andino”.
Oral tradition: American Spanish cultural identity and collective memory: legends: myths and legends on “La noche de San Juan”.
Oral tradition: American Spanish cultural identity and collective memory: legends: urban legends.
Grammar and Skills:
Grammar and skills will be indirectly taught emphasizing the following grammatical structures and the four language skills:
Gender, indefinite and definite articles, demonstrative pronouns, desde hace, present tense, gustar + infinitives, gerund, uses of ser/estar, possessive adjectives and adverbs, agreement of adjectives, indirect object pronouns, revision of gustar, reflexive verbs, también/tampoco, future tense, imperatives, question words, por/para, interrogatives, direct object pronouns, preterite tense, regular and common irregular verbs, pretérito grave, revision of impersonal verbs, superlative. Revision of disjunctive pronouns, prepositional pronouns, revision of the preterite, position of direct and indirect pronouns, adverbs of quantity, imperfect tense, desde hace + imperfect tense, conditional tense, possessive adjectives, using usted, using preterite and imperfect tenses, reflexive verbs in the preterite, the immediate future, the present continuous, revision of larger numbers, the imperfect continuous, using and avoiding the passive, pluperfect tense, reflexive verbs in the perfect tense and object pronouns, revision of comparatives with gustar, commands
Skills
- Speaking
- Listening
- Reading
- Writing
Homework
- One 40-minute homework is given to pupils once a week.
- At times pupils will need to work on their presentations at home.
- Pupils must read in Spanish at home.
Assessment
Continuous assessment is carried out, both of classwork and homework, in both oral and written forms. Preference is given to frequent assessment. Assessment is also based on the quality and effort put on projects and presentations. There is no exam at the end of the term/year. The progress made in this subject will be reported together with the subject Spanish.
Resources and Materials
- Libros de texto Pasajes Literatura and Cultura.
- Mundos de fantasía: fábulas, cuentos de hadas y leyendas.
- Leyendas
- Gramática elemental.
- Internet
- Department webpage: www.runnymedespanish.weebly.com
Introduction
The teaching of English for first and second language speakers covers the entire area of language used for practical and expressive ends, and the domain of literature. The curriculum is, of necessity, more a description of skills, techniques and accomplishments than a body of knowledge.
There are five lessons each week and three groups – two parallel ability groups and a third smaller group for those students whose English has not reached a level of parity with their mother tongue. The intention is for students of this group to obtain a thorough grounding in English that will make them suitable candidates for the examination open to first language speakers in Years 11 and 13, IGCSEs, AS and A2 Levels.
Content
All pupils, in whatever group, will read a wide range of literature as well as non-fiction texts and media.
The range of literature will cover the three genres: poetry, prose fiction and drama.
- Class readers for all groups provide further study and writing opportunities. Studying a complete work of fiction gives the pupil deeper insight into the organisation of a work of literature. Typical texts used as class readers in Year 7 include: Skellig by David Almond, The Pearl by John Steinbeck and Journey to Jo'burg by Beverley Naidoo.
- Grammar and Comprehension: Letts English Coursebook KS3. This book provides a wide range of readings grouped in themes. These lead on to discussion and writing opportunities.
Supplementary English:
Supplementary English classes take place twice a week and offer weaker pupils the opportunity to improve basic grammatical skills and improve their comprehension of English texts. These classes are taught in the lunch hour and pupils are obliged to attend should their teacher deem it necessary.
Skills
The current National Curriculum, on which this guide is based, outlines an integrated programme of study built upon three Attainment Targets:
- Speaking and Listening
- Reading
- Writing
Speaking and Listening
All pupils, in whatever group, will be given the opportunity to contribute talk of various kinds, adapting their speech to suit listeners and activity, and to develop as effective listeners.
Reading
In addition to the literature of the British Isles, pupils will be introduced to other literature in the English language. Some of the reading will be close study work. Independent reading, library use and a culture of literacy will be encouraged.
One lesson a week will be given over to independent reading. Pupils will have a book list appropriate to their year group and be expected to read some books from this list. These books are available form the school library. Pupils keep a reading record of the books they have read.
Writing
Pupils will be encouraged to write more confidently in a variety of styles and for a range of purposes and readers.
Over the year a wide variety of forms and styles will be taught and practised: among others, this will include letters, chronological accounts, biographies, stories, essays and reports.
Homework
There are two homeworks a week. Each homework should take 30 minutes. Homework examples: letter; empathetic essay; piece of creative writing; comprehension passage and questions; worksheet from Letts English textbook; book reviews and newspaper articles. Pupils will receive grammar exercises depending on the needs of the group.
Assessment
Students receive grades ( A-E ) for each piece of work. Staff write targets for the pupils as a standard part of marking. The examination at Christmas assesses the first term’s work. The Summer examination assesses the year’s work as a whole. Any movement from one group to another is usually made at Christmas and at the end of the year.
Digital usage in this subject
All students use Google Classroom to access resources and homework tasks, as as well as study and revision advice. Recommended websites and videos will be posted through Google Classroom. Most teaching resources are shared with pupils via Google Classroom.
Students may also be asked to use Pages, Keynote and Numbers to produce work and to collaborate using Google Education apps including Docs, Slides and Forms. Some members of the department also use the Showbiz app.
As part of the Speaking and Listening element of the curriculum, pupils are regularly asked to work collaboratively (in groups, pairs etc) and to present ideas to the class. This will often involve a digital element (usually Keynote). Presentation work occurs frequently in Y7 and 8 Communications and Public Speaking lessons but will also occur in the natural course of English lessons.
Average time spent each homework
30 mins
Typical tasks set
- Consulting resources on Google Classroom
- Producing presentations
- Collaborative work
- Research
- Reading exemplar/modelled work from teachers/peers
Resources and Materials
There is a large stock of supplementary material for classes and individual pupils. The library offers the pupils a wide range of reading material. The department also has over 150 DVDs and audio tapes.
Apps and websites habitually used
- Google Classroom
- Showbie
Introduction
Languages are a key component of education at Runnymede College, with all students studying French up to IGCSE in Year 11 and a large number continuing in the Sixth Form. The study of French provides students with a lifelong skill in communicating in a widely spoken language of continued global importance, and the experience of doing so opens students up to a different culture and gives them the tools necessary to learn other languages in the future.
At Key Stage 3 the emphasis is on the acquisition of the vocabulary and structures necessary to describe the students’ personal surroundings and interests. The key tenses required to refer to the past, present and future are introduced and the foundations are laid for the IGCSE course.
Pupils are set according to the results achieved in the Year 7 exams: a slower (4), 2 middle (3 & 2) and a quicker (1) moving set. All sets will still end up covering the extended section of the GCSE syllabus by the end of Year 11. Some candidates will sit the exam in Year 10. All our students enter for all components at extended level (targeted grades B, A, A*). Pupils are given 3 lessons per week.
Content
Grammar
Term 1:
Present
Future
Term 2:
Perfect
Avoir
Être
Reflexive
Term 3:
Imperfect
Imperfect + perfect
Topics
Term 1:
Ma famille et moi
Le sport
La télévision
La musique
Mes passe-temps
Les sorties
Mon argent
Mon adresse
Chez moi
Ma chambre
Les travaux de ménage
La date, le temps
Term 2:
Set C: Tricolore 2 from unit 4: en famille; manger et boire; en voyage, la santé, rendez-vous
Set B/ A: Tricolore 3 from unit 2
Paris; leisure activities, school
Term 3:
Events in past, present, future; lifestyle, accidents, holidays
Skills
Equal importance will be given to the skills of:
- Speaking
- Listening
- Reading
- Writing
Homework
We believe homework is of paramount importance in the learning process as it enables students to work on their own and consolidate their knowledge and to self-assess their progress. Homework is given twice a week, including a mixture of exercises and revision of recently studied vocabulary and grammar for test.
Assessment
Regular testing and assessment takes place each lesson. There is a departmental exam in November and a final exam in June.
Digital usage in this subject
Pupils use Google Classroom to access resources, homework tasks and online assessment. Revision advice and suggested websites and videos are also posted here.
Pupils frequently use Pages and Keynote to produce written work and Voice Record for speaking assignments. For collaborative tasks pupils use Google Docs, Slides and Forms.
Average time spent each homework
30 mins
Typical tasks set
Consulting resources on Google Classroom
Recording spoken presentations
Creating presentations
Collaborative work on Google Docs
Resources and Materials
Used for each unit
- The course from Year 7 to 11 is based on Tricolore books 1 to 4 (A & B), supplemented by readers, and specialist books on vocabulary. Use is made of videos and CDs.
- Set C: Tricolore 2: Textbook, copymasters, assessment pack; CDs; Grammar in action.
- Set B/C: Tricolore 3: Textbook, copymasters, assessment pack; CDs; Grammar in action.
- Website: frenchoutofthebox.com / relevantideas.weebly.com
Apps and websites habitually used
Google Classroom
Digital version of textbook: https://www.kerboodle.com/
Departmental website: https://relevantideas.weebly.com/
Vocabulary revision: https://quizlet.com/
Online quizzes: https://www.blooket.com/
Online quizzes: https://kahoot.com/
Online dictionary: https://www.wordreference.com/
Introduction
Geography at Runnymede aims to nurture students’ curiosity and sense of wonder about places. It helps young people understand the complex and ever-changing world we live in, helping them to explore the links between the diverse range of economies, societies and environments. It explores where places are, how places and landscapes are formed and how people and their environment interact. It encourages students to develop a geographical imagination that enables students to relate to other places and people, and to appreciate the cultures and perspectives of others. Geography encourages questioning, investigation and critical thinking about issues facing the world at present and in the future, encouraging students to become active and engaged citizens of our world.
Content
In Year 8 students explore the changing human and physical Geography of the world, looking at the physical forces that shape our landscapes. Students learn about the location and environments of different landscapes and ecosystems, exploring some of the challenges faced and potential solutions to these challenges. Students also examine the differences and similarities between people, places, environments and cultures to inform their understanding of societies and economies.
Rivers and Coasts – Students explore how key physical processes work and how they have shaped our landscapes. Students look at the different landforms created by river processes, as well as looking at some of the impacts of living near rivers. Students also explore the formation of different coastal features as well as the opportunities and threats caused by living near the coastline.
Africa – Students complete an in-depth investigation of some African countries, exploring their human and physical geography.
Glaciation – Students explore the processes that shape glacial landforms. They also examine the threats to glaciers and consider how future changes to glaciers could have an impact on people.
Climate Change – Students examine the causes and consequences of Climate Change, as well as looking at adaptation and mitigation strategies.
Geography in the news – Students explore topical issues that are occurring throughout the world.
Skills
- To understand the physical and human characteristics of real places.
- To understand that the physical and human dimensions of the environment are interrelated.
- To understand how sequences of events and activities in the physical and human worlds lead to change in places, landscapes and societies.
- To appreciate the differences and similarities between people, places, environments and cultures to inform their understanding of societies and economies.
- To appreciate how people’s values and attitudes differ and may influence social, environmental, economic and political issues, and developing their own values and attitudes about such issues.
- To find creative ways of using and applying geographical skills and understanding to create new interpretations of place and space.
- To collect, record and display information.
- To ask geographical questions, thinking critically, constructively and creatively. To plan geographical enquiries, suggesting appropriate sequences of investigation. To communicate their knowledge and understanding using geographical vocabulary and conventions in both speech and writing.
Homework
Year 8 have a written homework every week. This could range from project work, research tasks, textbook work, worksheets to report writing. They are also expected to spend time revising and going over their class book notes.
Assessment
Students are assessed continuously, through questioning in class discussions, class work completed in their books and home work tasks too. Topic quizzes and mini-tests will take place throughout the year. Students will also have to prepare for an end of topic assessment which could be in the form of a test, essay, project or presentation. Students will also be assessed in their June exams.
Digital usage in this subject
- In Geography we use Google Classroom.
- We also encourage students to use certain websites for research tasks
- We use programmes for certain tasks – e.g. numbers, google sheets, google forms
- We use add ons for other tasks – e.g. jam board
- On occasion we use iPads/ iPhone cameras for filming
- We also use apps for some tasks e.g. weather apps, decibel meters, etc
- We may encourage students to watch documentaries online too
Average time spent each homework
15/20 minutes may involve using a device
Typical tasks set
- Research key facts
- Make a presentation or infographic
- Make a weather report, etc
Resources and Materials
- School Geography website – www.schoolgeography.com
- Keynote presentations and worksheets prepared by the teacher
Apps and websites habitually used
Introduction
The History Dept aims to instil in all pupils a keen interest in the past and an enthusiasm for studying History:
- By helping students develop the tools with which to research independently.
- By exploring key phases of world history that are meaningful and relevant to our student body.
- By introducing students to a wide variety of political, military, social and economic history.
- By encouraging independent analysis through debate and critical writing.
- By developing cross curricular and transferable skills.
- By providing an enriching and rewarding curriculum that prepared students for life at university and beyond.
Content
The Renaissance:
- What was the Renaissance and why was it so important?
- How and why did the Renaissance begin in Florence?
- What were the key elements of the Renaissance?
- What part did patronage and the Medici play in the Renaissance?
- An exploration of art, architecture, science, technology, exploration, literature, medicine, humanism.
- The spread and influence of the Renaissance.
The Reformation and the Tudors:
- What was the Reformation and why was it so important?
- How did the Reformation affect the UK and Europe?
- The rise of the Tudors and the reigns of Henry Ⅶ, Henry Ⅷ, Edward Ⅳ, Mary and Elizabeth Ⅰ.
The French Revolution:
- What is a revolution?
- How was French society organised before the Revolution?
- How was France governed before the Revolution?
- What caused the French Revolution?
- Why was it decided to execute the king?
- What were the effects of the Revolution?
Teaching methods
A wide variety of teaching methods are used. These include individual reading and research, comprehension exercises, group work, discussion and debate, presentations, and a variety of written tasks from source analysis to the production of full essays.
Skills
- Independent reading and note taking.
- Effective selection and use of relevant evidence to support arguments.
- Oral and written communication, including a range of written formats, discussions and debates.
- Analysis of historical evidence, including the assessment of the strengths and limitations of sources as well as their utility and reliability.
- Independent and group research-based project work.
- Use of ICT for research, production and presentation of work.
Homework
Each group has three 40 minute periods per week. Classes are taught in mixed ability groups. Homework is set every week and should take approximately 30-45 minutes.
Assessment
Assessment is continuous, made up of class work, homework and formal exams. Feedback to pupils is integral to the department.
Digital usage in this subject
All students use Google Classroom to access resources, homework tasks, online quizzes as well as study and revision advice. Recommended websites and videos will be posted through Google Classroom.
Students may also be asked to use Pages, Keynote and Numbers to produce work and to collaborate using Google Education apps including Docs, Slides and Forms.
Average time spent each homework
30 mins
Typical tasks set
Consulting resources on Google Classroom
Producing presentations
Collaborative work
Research
Resources and Materials
- Textbook: Rosemary Rees, The Italian Renaissance (Heinemann)
- Textbook: Rediscovering the Making of the United Kingdom (SHP)
- A selection of primary and secondary sources
- School-developed resources and worksheets.
- Video clips.
- History websites.
- Google Classroom.
- Moodle
Apps and websites habitually used
Google Classroom
Moodle: www.runnymede-college.net
MrBvideoclips: https://www.youtube.com/@MrBvideoclips/playlists?view=50&sort=dd&shelf_id=2
Active History: https://www.activehistory.co.uk/
Introduction
The increasing use of technology in all aspects of society makes the use of ICT an essential skill for life. Our aim is not only to help pupils master some of the technical skills and techniques involved in ICT, but also to understand how to apply these skills effectively, safely and responsibly. The ability to use ICT is fundamental in modern society.
ICT can be used to find, develop, analyse and present information, as well as to model situations and solve problems. It enables rapid access to ideas and experiences from a wide range of people, communities and cultures, and allows pupils to collaborate and exchange information on a wide scale. It is a powerful force and pupils should have an understanding of the social, ethical, legal and economic implications of its use.
Content
In Years 7, 8 & 9 ICT is embedded into the curriculum of each subject and pupils are given the opportunity to explore and use the most common ICT programs and applications in the context of their learning. Pupils use the Apple iWork suite of applications that includes Pages, Numbers and Keynote.
In the course of Key Stage 3 they develop their research skills and decide what information is appropriate for their work. They begin to question quality of information. They learn how to amend their work and present it in a way that suits its audience.
Pupils become increasingly independent users of ICT tools and information sources. They have a better understanding of how ICT can help their work in other subjects and develop their ability to judge when and how to use ICT and where it has limitations. They think about the quality and reliability of information, and access and combine increasing amounts of information. They become more focused, efficient and rigorous in their use of ICT, and carry out a range of increasingly complex tasks.
They work on collaborative documents and develop the ability to question the accuracy, bias and plausibility of information found using ICT. They review, modify and evaluate work, reflecting critically on its quality, as it progresses.
Starting in September 2022, Years 8 and 9 students will also have the opportunity to study Computer Science in which they will be introduced to the basic principles of computational thinking.
Skills
Pupils learn to organise and upload their work in Google Classroom, they also develop a range of skills, including:
- Using online research
- Evaluating the credibility of online sources
- Word processing
- Annotating digital texts
- Presentation skills
- Using spreadsheets to draw simple graphs and analyse data
- Reviewing, modifying and evaluating work
- Creating quizzes in Google Forms, Quizlet etc
- Computational thinking
Safe use of ICT and the Internet
All students are given e-safety guidance in PSHEE lessons and are taught as part of the curriculum how to recognise and avoid unsafe practices (including cyber-bullying) when using ICT resources.
All parents and students are asked to read and sign a contract with regard to the use of digital technology, iPads and an ICT Acceptable Use Policy.
Staff are also issued with guidelines which is included in the school handbook and covered in the induction of all new staff.
Introduction
The Mathematics course in Year 8 is designed to support students in learning how to work in a logical way to solve problems and analyse information and procedures effectively.
In particular, our aim is to give all pupils the opportunity to develop their potential to the full, and to achieve this our students will be taught in mixed attainment classes and encouraged to work at a pace which is appropriate for them. The personalised SPARX online homework system further supports pupils in learning at an appropriately challenging level for them. We put a high emphasis on effort, participation and questioning “why?”. Mistakes are embraced and encouraged as part of the learning process, and we strive to cultivate a safe and engaging environment for all students to reach their potential. The Mathematics team has carefully planned differentiated resources to ensure that every child has the same opportunities to make progress, and that appropriate support and challenge is available in every lesson.
We aim to equip our pupils with a mastery of the foundation pillars of Mathematics and the skills to prepare them to start IGCSE material in Year 9.
Content
Students will follow a Mastery curriculum in Year 8, based on the Shanghai model which is currently being developed within the Maths department and in the National Centre of Excellence in Teaching Mathematics in the UK. This means that they will be expected to think very deeply about concepts which they will already be familiar with, alongside material that they will be meeting for the first time. Mastery places a focus on understanding, rather than simply being able to carry out procedures, which will better equip our students to cope with the demands of IGCSE and A level Mathematics.
Calculators are introduced part way through Year 8 in order to develop calculator skills in addition to the proportional reasoning skills the students have developed thus far.
Students will study the following in Year 8:
Number
- Rounding and Estimation
- Ratio and Proportion
- Percentages
Geometry
- Pythagoras’ Theorem
- Properties of 2D Shapes
- Properties, Nets and Surface Area of 3D Solids
- Angle Properties
- Bearings and Scale Drawings
- Coordinates
- Polygons
- Properties, Circumference and Area of Circles
- Symmetry
Algebra
- Expanding Brackets and Factorising
- The Laws of Indices
- Forming and Solving Linear Equations
- Rearranging Formulae
- Straight Line Graphs
Data Handling
- Averages
- Data Presentation
Homework
Homework is set on a weekly basis on the SPARX platform which will consist of 60% of the current topic being studied in class, and 40% of consolidation of previous topics and topics which the individual student has underperformed on in past homework. SPARX homework is personalised to challenge each child at the appropriate level. We encourage pupils to complete their homework independently so that their performance can be used for them to self assess their own progress on a topic and hence inform their revision requirements before a formal test. If a student finds they are unable to attempt a question they should watch the video attached to the question and try another questions which will be generated for them. Students are expected to write down all of their working during homework, and they will need to write down the bookwork code for each question, failure to do so will result in failure of a bookwork check.
Assessment
Students at Runnymede receive five, forty minute periods a week for Mathematics. Formative assessment is ongoing within the classroom every lesson, and is also informed by attainment on homework tasks.
Students will be formally tested in class each term (4 assessments in total), including the formal end of year exam during internal exams week in June. All assessments will test material cumulatively to help students to build their knowledge and memory of the content in line with findings from recent educational research.
Digital usage in this subject
- Sparx – an online homework platform accessed via a website. Personalised homework questions are generated online according to pupils’ individual level and they complete the questions by hand, writing full solutions into their Sparx book.
- Google Classroom – to access resources/topic handouts/worksheets in pdf format during lesson time or for revision purposes.
Average time spent each homework
Pupils are expected to spend approximately 1 hour per week minimum to complete the compulsory Sparx homework tasks.
Typical tasks set
- Sparx at home – in addition to the compulsory Sparx homework tasks, there are optional XP Boost tasks for extra consolidation and Target tasks for a challenge, along with Independent Learning tasks for revision.
- Google Classroom in lessons – when assessments are being reviewed, students complete an assessment feedback sheet via a Google sheets assignment on Google classroom.
Resources and Materials
All resources will be provided via Google Classroom and printed handouts.
Low Stakes Tests to consolidate classwork:
The extra exercises provide an excellent source of revision material.
SPARX Independent Learning includes questions to practice as well as videos to explain each question.
In lessons, resources include use of the handout booklets and a wealth of activities and tasks created by the Mathematics team. Extra challenge tasks are always available and can be collected by the pupils to use for enrichment or revision purposes.
Apps and websites habitually used
- Apps – Geogebra, Desmos
- Websites – www.runnymede-college.sparxmaths.uk/student, www.corbettmaths.com, www.runnymedemathematics.weebly.com
Students begin with a challenge that has no single solution. They must tackle it using their imagination and technical knowledge. Students are at the centre of their learning. What they see, they remember, and they learn by doing.
A creative, practical and fun methodology, based on the STEAM philosophy, gamification, Design Thinking and project-based cooperative learning.
Curriculum Overview
In Year 7, Year 8 and Year 9 students will continue to develop their ability to perform, compose and appraise a wide range of musical styles and genres, building on their knowledge and understanding gained in earlier years.
When performing, students are afforded the opportunity to use keyboards, guitars, ukuleles or their own instruments. Students work collaboratively and individually, performing repertory from different traditions, eras and genres.
Through composing in many different styles, students learn how to create, develop and structure original musical ideas, as well as how to write idiomatically for a range of instruments. Students develop a fundamental understanding of music theory, including staff notation, tablature, common performance directions and ornaments
Homework
Homework is not set formally for Music, although students are able and encouraged to continue working on composition tasks in their own time, as well as performance projects where possible.
Now that iPads may be taken home, some research is given on
- History of music
- Work related to composing in class
Assessment
Both performance and composition tasks are assessed continuously and formatively, with students being fully involved in the assessment process through peer assessment and self assessment exercises.
Digital usage in this subject
In Years 7, 8 and 9 iPads are used to create original music, to replicate given musical material, and to explore and research different musical topics. Subject-specific applications and websites used in Music include Flat: Music Score and Tab Editor, GarageBand, Focus on Sound, as well as Google Classroom. Homework is not set for students in Key Stage 3, although students are encouraged to spend time on their iPad assessed work outside of lessons if they would prefer to prioritise lesson time for performance activities. As such, the use of iPads or other devices at home should be very minimal.
Resources and Materials
Music lessons for all year groups take place in a purpose equipped room, containing keyboards, drum kits, ukuleles, guitars and a grand piano. In addition to this, students use their iPads to create music through the use of specialist composition applications such as GarageBand and “Flat: Music Score & Tab Editor”.
Introduction
Physical education is an important part of education at Runnymede College. The objectives of PE include the development of one’s motor and social abilities, the promotion of the importance of physical fitness and the encouragement of budding talent in sports.
PE also aims to provide a daily time for some physical activity for the students. The physical training class, as it is also called, involves sports, games, exercise and most importantly, a break from the sedentary learning indoors. One of the other important objectives of physical education is to instil in students the values and skills of maintaining a healthy lifestyle. Daily physical activity promotes an awareness of health and well-being among students. It boosts them to engage in physical activities on a daily basis. It promotes them to lead a healthy life in adulthood. The sports, which are a part of a physical education class, also help in developing motor skills in children.
Content
Pupils are given 2 lessons per week in a double class.
Term 1:
Unit 1: Fitness
Unit 2: Swimming
Unit 3: Volleyball
Unit 4: Football 5 a side
Term 2:
Unit 5: Orienteering
Unit 6: Athletics
Term 3:
Unit 7: Athletics
Unit 8: Indiaka
Unit 9: Kickball
Skills
Equal importance will be given to the skills with different activities and exercises.
Physical Skills:
Strength
Stamina
Flexibility
Speed
Whole-body Skills:
Twisting
Throwing
Balancing
Bending
Rolling
Mental Capacities:
Creativity
Determination
Expressing emotions
Solving Problems (techniques)
Active lifestyles and healthy
Confidence
Homework
There is no homework except If a pupil is unable to do PE classes in a particular unit (because they have a medical problem: allergy to something or injury). In this case they will be asked to do homework about this unit.
Assessment
Assessment in PE, is concerned primarily with the observation and recording of achievement in the practical context. It should be a continuous activity, blended in as part of normal teaching.The main method of gaining evidence of achievement is by direct observation of:
- The physical skill of ability of the pupil (during each class).
- The way in which the pupil has selected and organised their response (during each class with the effort and involvement).
- The recognition and appreciation by the pupil of performance of themselves and others (at the end of each class and unit, with different events or tests).
Resources and Materials
Equipment: pupils should bring their PE-kit (shorts, T-shirt and trainers) and for swimming they should bring their PE-kit and their swimming things (swim cup, swimming suit, flip-flops and towel).
Introduction
In Year 8 we follow an integrated course involving all three sciences disciplines. This is done on a topic by topic basis, with each subject topic lasting 3 to 4 weeks. Science in Year 8 involves five 40-minute periods per week, carrying out laboratory practical work and theory to explore topics from all three disciplines. Our students follow a course of study matched to key stage 3 of the national curriculum, modified slightly at times to extend the more able students and to take account of cross curricular themes. It builds on themes from Year 7 and adds detail and depth to individual topics that we explore.
Content
Biology topics will focus on nutrition, digestion, circulation and respiration as key aspects of human biology. It will also look at issues of health and disease by introducing microbiology. The last topic to be studied in Biology is plant structure and reproduction.
Chemistry topics will look at particles in more detail by considering the nature of atoms, elements, molecules and compounds. These will be contextualised in term of different types of chemical reaction and students will begin to build up a familiarity will aspects of atomic structure and the history of the periodic table. Combustion is also covered in Year 8 and is one of the most exciting topics.
Physics topics will explore thermal physics and heat transfer and will also look at in detail to consider light and the details of reflection, refraction and dispersion of light energy. Earth and Space is covered in detail providing an introduction into gravity, planets and the solar system.
Overall the course will consolidate key principles of biology, chemistry and physics introduced in Year 7 and allow students to appreciate the detail and sophistication of many natural phenomena.
Skills
Skills will be developed in the areas of:
- Accurate observation.
- Planning and carrying out qualitative and quantitative investigations.
- Formulation and testing of hypotheses.
- Presentation and analysis of results
- Discussion of results and listening to the views of others
- Use of a wide range of sources of information
- Communication of knowledge.
Homework
Students will normally be given one piece of written homework per week (of around 30-40 minutes) to explore a topic covered in class in more detail and/or to practise producing graphs, tables or diagrams with precision and care. Students will also be given a learning homework to consolidate knowledge of subject specific vocabulary and to clarify key ideas. It is recommended that students also spend 10 minutes per evening after each class on some daily revision to maximise understanding of topics.
Assessment
Assessment includes homework tasks, practical write-ups and end of unit tests as well as end of term exams in December and June of the academic year. There is no formal practical exam at KS3 but a student’s ability to follow methodology, to work safely and with precision, is assessed by the teacher during all practical lessons.
Digital usage in this subject
Students use Kerboodle online resources specific to new Cambridge KS3 Science
programme – this comprises online student books, worksheets, interactive quizzes.
Google classroom is also used to set assignments ad post additional resources, to do
further quizzes and for additional assessments.
Average time spent each homework
Students must use Kerboodle every week, including 30-40mins as part of homework.
Google classroom used less frequently, as required to supplement Kerboodle resources.
Typical tasks set
Interactive quizzes that test recall of key ideas and allow students to self assess.
Worksheets and other online tasks that include research as well as consoldation of
terms and to further explore ideas used in lessons.
Resources and Materials
The main textbook used is the Exploring Science for Year 8 “working scientifically” . This book covers each of the topics as separate units. Students follow related practical work in class for each topic, enabling them to see the application of the scientific method and the role of reliable evidence in coming to a conclusion about observations. Other textbooks and revision guides are used in some topics but are not set texts for students to work from independently at home.
Apps and websites habitually used
- KS3 Bitesize Science – topic by topic review of key ideas covered in KS3
syllabus, can be used to supplement learning of classroom topics once
completed. - Seneca learning KS3 Science – individual self-paced learning of many
science topics, to further consolidate classroom learning at KS3. - mmerevise.co.uk – revision using SATs style past paper questions, can
be useful to prepare for end of year exams and test knowledge. Mark
schemes also provided to check answers.
Introduction
Este curso se corresponde con 1º de la Educación Secundaria Obligatoria (ESO).
En nuestro programa de estudio se desarrollan los contenidos prescritos por el Ministerio de Educación y Ciencia y la Comunidad de Madrid en sus currículos de Educación Secundaria, siempre y cuando remitan exclusivamente al ejemplo español, ya que los otros contenidos referidos a la asignatura de Sociales están reflejados en el proyecto educativo del sistema británico.
Content
- La Prehistoria en la Península Ibérica: Origen del ser humano, Paleolítico, Neolítico y Edad de los Metales).
- La Península en la Antigüedad: Los orígenes de la Historia, los pueblos prerromanos, la conquista romana de Hispania, la Hispania romana y el fin de la Antigüedad en Hispania.
- El medio físico en España: Medio Ambiente y Parques Nacionales.
Skills
Queremos despertar en los alumnos la pasión por aprender y dotarles de las mejores herramientas para que puedan lograr su realización personal, ejerzan la ciudadanía activa, se incorporen a la vida adulta de manera satisfactoria y sean capaces de desarrollar un aprendizaje permanente a lo largo de la vida. Por todo ello, damos un tratamiento especial a competencias básicas que integren los diferentes aprendizajes y a que los estudiantes desarrollen sus habilidades lectoras, utilicen las nuevas tecnologías de la comunicación e información, aprendan técnicas de estudio, mejoren la atención y desarrollen un razonamiento lógico que les ayude a interpretar y comprender el entorno y a encontrar diferentes soluciones para resolver problemas, sin olvidar la educación en valores.
Homework
Dos períodos a la semana.
Una vez a la semana. Consistirán fundamentalmente en aplicaciones de lo ya estudiado en clase, ejercicios prácticos, búsqueda de material e información, mapas, elaboración de esquemas y diagramas…
Assessment
Participación en clase, ejercicios escritos, debates, exposición oral de trabajos, pruebas escritas de evaluación ( tres evaluaciones) , uso de las nuevas tecnologías y juegos interactivos.
Digital usage in this subject
Pages, Keynote and Numbers to produce presentations (WebQuest and others) ; Google Classroom to access workbook (made by the Sociales Dpt.), resources, revision sheets and advice, collaborative work, homework tasks, videos. Recommended links to resources published in workbooks (QR code in Year 7 as well).
Average time spent each homework
40 minutes
Typical tasks set
- Presentations using Keynote
- WebQuest : consulting and investigating resources in Wikipedia or webs published in their workbook.
- Weather Forecast (TV, recording News)
- Collaborative work
- Study, preparation, research.
Resources and Materials
Atlas geográfico-histórico.
- Libro de texto: libro-cuaderno elaborado por el departamento.
- Presentaciones digitales elaboradas por el departamento.
- Atlas geográfico-histórico.
- Material visual diverso: pizarra interactiva, juegos interactivos, uso de internet (Google Earth, maps, presentaciones…)
- iPad (diccionario, investigación, WebQuest, …)
Apps and websites habitually used
- Google Classroom
- Wikipedia
- DELE (Diccionario Real Academia de la Lengua española)
- YouTube (selected videos, published in Sociales Google Classroom and/or Sociales workbooks)
- RTVE (Radio Televisión Española, Memoria de España and films, news, …)
- Cuna de Halicarnaso (Spanish History and Geography lessons)
- Practicopedia
- Touchcast
- educaplus.org
- Educaplay.com ,INE.es. (Instituto Nacional de Estadística) Aemet.es congreso.es Europa.eu
Introduction
Intermediate students (Pre-IGCSE):
The Spanish department is highly flexible in the organisation of its courses since the level of the pupils does not depend on the Year group, but on their previous knowledge of the language based on factors such as the pupils’ nationality, or the number of years spent in a Spanish-speaking country.
These are the aims of the Spanish department at Runnymede College:
- To give a wider experience of the world, to provide the pupils with a tool to explore the world and take part in its development.
- To help them learn about another socio-cultural reality.
- To discover the world for personal fulfilment; to encourage independent learning.
- To be introduced to alternative values, which will create an individual tolerant of different cultures, easily adaptable to the new demands of a fast-changing world.
- To give an understanding of social-linguistic elements of behaviours and interactions.
- To create an awareness of the functioning of a language and, by comparison, their own language.
- To encourage an appreciation of literature, not merely for linguistic reasons, but also to develop both sensitivity to human situations and critical assessment.
- To accept mistakes as an integral part of learning and to guide them through the process of overcoming difficulties.
- To gain confidence in the knowledge that they are capable of learning a foreign language and function within a new system of communication.
- To encourage the use of a wide range of technological accessories.
Content
Term 1:
Lengua 1º ESO Editorial Casals, unidades 1-4
Gramática: verbos: el presente, el pretérito y el imperfecto de indicativo
Cortometraje para repasar el presente: https://www.profedeele.es/actividad/video/fuente-deseos/
Lectura en clase: El asesinato de la profesora de Lengua
Lectura en casa: Abdel
Term 2:
Lengua 1º ESO Editorial Casals, unidades 5-8
Gramática: verbos: el futuro, el condicional y el perfecto
Lectura en clase: textos narrativos:
-La comida de los cerdos
-El monte de las ánimas
-La llorona
-El árbol de flores blancas
-La leyenda de Salamumu
-El anillo de Sakuntala
-Guillermo Tell
-Cuento de Las mil y una noches
Lectura en casa: La música del viento, Jordi Sierra i Fabra; Biblioteca básica
(Editorial Teide); Donde esté mi corazón, Jordi Sierra i Fabra
Term 3:
Lengua 1º ESO Editorial Casals, unidades 9-12
Gramática: verbos: el pluscuamperfecto, el imperativo y verbos reflexivos; formas de evitar la pasiva; infinitivos, gerundios y participios
Lectura en clase: La zapatera prodigiosa
Lectura en casa: Mentira
Cortometraje: Monsterbox
Literature:
We dedicate one period per week to directed reading in class. See resources section for titles.
Skills
- LISTENING
- SPEAKING
- READING
- WRITING
Homework
- One 40-minute written homework is given to pupils once a week.
- One learning homework task is also given once a week.
- Moreover, pupils must read at least one Spanish book at home every month. The teacher keeps a record of the books pupils read. Pupils can choose the books they want to read from either home or the school library. When they finish they are asked to share their views with their classmates.
Assessment
Continuous assessment is carried out, both of classwork and homework, in both oral and written forms. Preference is given to frequent assessment and testing rather than the weight being laid on one large exam.
Digital usage in this subject
Kerboodle (digital textbook), dictionary, practice in verb conjugation, some research on the topics covered, presentations…
Average time spent each homework
30-40 minutes
Typical tasks set
Verb conjugation exercises, reading comprehension activities, watch videos related to topics, writing tasks.
Resources and Materials
- Lengua castellana y literatura, 1º ESO, Editorial Casals
- ¡Viva la gramática!, Nelson Thornes
- Practice in Spanish grammar at 14+, Collins Educational
- El asesinato de la profesora de Lengua, Jordi Sierra i Fabra
- Abdel, Enrique Páez
- La zapatera prodigiosa, Federico García Lorca
- Leyendas
- Colección aventura para tres
- Colección Los Fernández
- Colección Agencia Ñ
- Colección Perfiles Pop
- Library books kept in the department
Apps and websites habitually used
Kerboodle, www.profedeele.com, www.runnymedespanish.weebly.com, www.aprenderespanol.com, www.wordreference.com, www.languagesonline.org.uk, Keynote, Pages, Numbers, Google Classroom…
Introduction
Este curso se corresponde con 1º de la ESO dentro del sistema español de la Enseñanza Obligatoria en el marco de la LOE. Nuestro programa de estudios desarrolla los contenidos que el Ministerio de Educación y Ciencia y la Comunidad de Madrid han prescrito para los currículos de la Educación Secundaria Obligatoria.
La principal finalidad de esta materia es aportar un nivel lingüístico más elevado a los alumnos españoles que se educan en el sistema británico, así como introducirles al mundo de la literatura y cultura españolas, enseñarles a valorar el español como cuarto idioma más hablado del mundo y darles la oportunidad de ser verdaderamente bilingües.
Además de alcanzar los objetivos correspondientes a la formación obligatoria básica de la ESO, se trabaja la lingüística, reflexionando sobre los mecanismos de la comunicación humana, de manera crítica y analítica, estudiando la estructura de la lengua española con la gramática y estudiando la literatura española, no desde un punto de vista meramente teórico sino a través de la lectura directa y completa de las distintas obras, dirigida por las profesoras, identificando su trasfondo histórico y cultural, apoyado en trabajos individuales, de grupo, material audiovisual y digital… Para ello, se eligen libros de lectura apropiados a la edad, procurando que sean temas motivadores y que fomenten en los alumnos el placer de leer
Content
- Comprensión lectora: Lectura de relatos cortos y leyendas.
- Expresión escrita. Taller de narrativa.
- Conocimiento de la lengua: léxico, ortografía y gramática (morfología).
- Literatura: Se hará una lectura completa, guiada y comentada en clase de los siguientes textos:
- ABDEL, E. Páez (narrativa), primer trimestre.
- Libro elegido por el alumno (guiado por las profesoras)
- EL COLECCIONISTA DE RELOJES EXTRAORDINARIOS, Laura Gallego (narrativa), segundo trimestre.
- LA CIUDAD DE LAS BESTIAS, Isabel Allende (narrativa), tercer trimestre.
- y en casa:
- ABDEL, E. Páez (narrativa), primer trimestre.
- Libro elegido por el alumno (guiado por las profesoras)
- EL COLECCIONISTA DE RELOJES EXTRAORDINARIOS, Laura Gallego (narrativa), segundo trimestre.
- LA CIUDAD DE LAS BESTIAS, Isabel Allende (narrativa), tercer trimestre.
Skills
En este curso los alumnos adquirirán conocimientos, destrezas y actitudes propios de la competencia comunicativa que les permitirá expresar pensamientos, emociones, vivencias y opiniones, así como dialogar, formular un juicio, generar ideas, estructurar su conocimiento, dar coherencia y cohesión a su discurso y a su propias acciones y tareas, adoptar decisiones, disfrutar escuchando, leyendo y expresándose de forma oral y escrita, todo lo cual contribuirá al desarrollo de su autoestima y de otras competencias ligadas con otras materias y actitudes.
Homework
Una vez a la semana. Consistirán fundamentalmente en aplicaciones de lo ya estudiado en clase, ejercicios prácticos, lectura, búsqueda de material e información, uso de las nuevas tecnologías… entre otros.
Assessment
Participación en clase, ejercicios escritos, debates, exposición de trabajos, pruebas escritas de evaluación y lectura.
Digital usage in this subject
Libro digital de Lengua Casals 1º de Secundaria (https://www.ecasals.net/es).
Google Classroom, Keynote, Pages, DLE (diccionario), YouTube,
www.aprenderespanol.com, https://www.aplicaciones.info, https://gramatica.celeberrima.com, https://www.mylittlepublishing.com/es/gramatica-espanola, https://www.ejemplos.co/imagenes-poeticas, https://www.unprofesor.com/lengua-espanola, https://www.ecured.cu, https://www.rtve.es/play/videos/mitos-y-leyendas.
Average time spent each homework
30-40 minutes
Typical tasks set
Reading and writing tasks; prepare short presentations.
Resources and Materials
- Libro de texto: Editorial Casals, 1º ESO.
- Uso de iPads y aplicaciones informáticas.
- Diccionarios.
- Libros de lectura. Biblioteca.
- Material fotocopiado.
- Pizarra digital.
