Curriculum Guides Year 8

Art

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.
  • Architectural structures using collage
  • Portraits – understanding structure of the face.
  • 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.

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.

Classical Civilisation

Introduction

This curriculum is designed to provide a general overview of the classical civilisations and their influence on later cultures. It will explore many aspects of the Ancient Greeks such as society and culture, conflict, art and architecture, philosophy, science and learning, literature, religion and mythology. These themes will be investigated through archaeological study and documentary research, essay writing analysing key historical questions and in many different project-based activities. The subject will undertake to inspire in students a love of classical history and culture, and an appreciation of the immense importance of Greece in the formation and development of the world in which they live.

Content

Over two years, this curriculum is designed to provide a general overview of the classical civilisations and their influence on later cultures. It will explore many aspects of the Ancient Greeks and Romans such as society and culture, conflict, art and architecture, philosophy, science and learning, literature, religion and mythology. These themes will be investigated through archaeological study and documentary research, essay writing analysing key historical questions and in many different project-based activities. The subject will undertake to inspire in students a love of classical history and culture, and an appreciation of the immense importance of Greece and Rome in the formation and development of the world in which they live.

Skills

The course will give students the opportunity to experience these ancient civilisations through different learning styles and multiple forms of continuous assessment. The subject is designed to be varied in its academic content and methods in order to engage a wide range of student abilities and interests. The course will equip students with key skills in collaboration, communication, creativity and critical thinking. It will refine methods in research, effective summarising and written expression.

Homework

Students can expect to receive homework assignments on a weekly basis. These will entail lesson preparation and consolidation, independent study, writing and research, and collaborative project work. Assignments will be varied in length and time commitment. Larger, formally assessed projects will be distributed evenly throughout the school year.

Assessment

Assessment for this course aims to be broad with an emphasis on varied learning styles. Continuous assessment will contribute strongly to the students’ final grade across all three terms. The course will facilitate peer assessment for project-based activities, and detailed formative and summative teacher assessment on selected other projects, essay writing and in tests and exams.

Resources and Materials

There is no key textbook for this course. Instead, there is an extensive and growing bank of resources that will be provided for students. These include excerpts, documents, academic articles, worksheets, structural notes and audio-visual resources.


Cultura

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

English

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 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.

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.


French

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.

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

Geography

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.

Resources and Materials

  • School Geography website – www.schoolgeography.com
  • Keynote presentations and worksheets prepared by the teacher

History

Introduction

The History Dept aims to instil in all pupils a keen interest in the past and an enthusiasm for studying History:

  • By imparting the tools with which to research independently.
  • By exploring key phases of world History that should be meaningful and relevant to our student body.
  • By introducing students to a wide variety of areas of History, political, military, social and economic
  • By encouraging independent analysis through debate and critical writing.
  • By developing cross curricular skills throughout each course.
  • By providing an enriching and rewarding curriculum that should prepare them for life at university and beyond.

Content

The Renaissance:

  • How did the Renaissance begin in Florence?
  • What were the key components of the Renaissance
  • An exploration of patronage through the Medici
  • The range and genius of the era - art, architecture, science, technology, exploration, literature, medicine, humanism.
  • The spread of the Renaissance.

The Reformation and the Tudors

  • What was the Reformation and how did affect Europe?
  • How did the Reformation affect England?
  • The Rise of the Tudors and the reigns of Henry VII, Henry VIII and Elizabeth I.
  • A wide variety of teaching methods are used.
  • These include individual reading and comprehension exercises, group work, discussion sessions, formal debates, presentations, and a variety of written tasks from evidence exercises to the production of full essays.
  • An individual or group project is undertaken for each course.

Skills

  • Independent reading and note taking
  • Effective selection and use of relevant evidence to support an argument orally and on paper
  • Oral and written communication, including a range of written formats and debating styles
  • Evidence skills - use of primary and secondary sources, assessing gaps, utility, reliability
  • Use of IT for research and production of work
  • We aim to include one significant independent project per term
  • We aim to undertake one key educational visit per year
  • A wide variety of teaching methods are used.
  • These include individual reading and comprehension exercises, group work, discussion sessions, formal debates, presentations, and a variety of written tasks from evidence exercises to the production of full essays.
  • An individual or group project is undertaken for each course

Homework

  • Each group has three 40 minute periods per week.
  • Classes are taught by Form, 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.

Resources and Materials

  • Rosemary Rees, The Italian Renaissance
  • SHP - Rediscovering the Making of the United Kingdom
  • Supplementary resources:
  • Key pieces of Art medieval and renaissance art.
  • S. Schama's History of Art
  • Variety of video clps
  • Worksheets produced by the Department
  • Moodle

ICT

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

We will begin by recapping on some of the key skills learnt in Year 7, but we will then build and extend on these during the course of the year and cover some new skills too. Topics will include:

  • IT knowledge and understanding, equipment, hardware, key vocabulary, computer room rules, organisation of resources.
  • Word processing recap and extension.
  • Advanced presentation skills.
  • Mind maps and their application.
  • The use of the Internet and e mail: research tools and applications, plagiarism – what it is and how to avoid it, safe use of the Internet and e mail.
  • Spreadsheets – recap and extension.
  • Databases – recap and extension.
  • Blogging – designing a blog, content, layout, tools and gadgets.
  • Simple websites and wikis.

Skills

Students will develop the following skills during the Year 8 ICT course:

  • Use of a range of ICT tools to tackle questions, solve problems and create ideas and solutions.
  • Apply ICT learning in a range of contexts.
  • Find things out from a variety of sources, selecting and synthesising the information to meet the objectives of a task.
  • Develop the ability to question the accuracy, bias and plausibility of information found using ICT.
  • Develop ideas using ICT tools, and amend and refine work and enhance its quality and accuracy.
  • Exchange and share information, both directly and through electronic media.
  • Review, modify and evaluate work, reflecting critically on its quality, as it progresses.
  • Exploring how ICT changes the way we live our lives and has significant social, ethical and cultural implications.
  • Recognise issues of risk, safety and responsibility surrounding the use of ICT.
  • Understand the impact of ICT on society.

Homework

No regular homework will be set, but on occasion pupils may be asked to finish assignments in their own time.

Assessment

Students will be given a series of assignments during the course. Each assignment will be assessed and will contribute to the term and final grades. Students will also be expected to carry out some self-assessment tasks and to evaluate their classmates’ work.

Resources and Materials

  • The computer suite is equipped with 17 Apple Personal Computers. Pupils have access to a wide variety of programs such as LibreOffice, Bean, TextEdit, Pages, Safari, etc.
  • ICT task webpage: www.sites.google.com/site/mrbswebclassroom/
  • Pupils will need to have the following:
  • A pen drive
  • A working e mail address

Latin

Introduction

All pupils in Year 8, including new pupils, study Latin unless they have experienced difficulty in Year 7. These pupils study Classical civilisation. The course involves learning the language of the Romans and studying their world. The broad aims of teaching this subject are to develop understanding of how languages work and to improve pupils’ own language-use, to encourage precision of thought, to promote knowledge of an ancient culture which has had a great influence on the modern world, particularly in Europe, and to encourage awareness of cultural variety and change.

Content

The work in Year 8 (and up to Year 10 of the GCSE course) is based closely on the Cambridge Latin Course. There are two distinct parts to the work, but they are closely linked. The narrative passages in the language sections are the basis for work on various aspects of ancient life. A certain amount of additional material is included in the course.
There will be other work covered. If there is time during the work on Alexandria, the Greek alphabet will be introduced. There will be some work on Roman history (particularly Julius Caesar and the first emperors.) Also some word derivation in English and Spanish from Latin is discussed.
A booklet is issued in September which has language and Roman life worksheets. (This should be kept with their exercise books.)

Language: Pupils study most of Book 2 (Stages 13-18) of the Cambridge Latin Course (4th edition). Stage 12 (Book 1) will be used at the start of the year in order to complete the study of past tenses. The language is learnt by means of reading stories, doing exercises and learning vocabulary.

  • The following are the principal grammar topics. Pupils need to know any endings and how they are used:
    • The different conjugations and the importance of the four principal parts
    • The Imperfect/Perfect tenses - all persons (at the start of the year - Stage 12)
    • possum and volo (Stage 13)
    • The full endings for puella and servus by the end of Stage 14
    • The endings of leo by the end of Stage 15
    • Questions, particularly -ne, nonne and num (by the end of Stage 16)
    • The Pluperfect tense (by the end of Stage 16)
  • Great stress in the course is placed on the ability to understand continuous Latin and the reading and translating of stories in class and occasionally for homework plays a major part in the work.
  • A certain amount of work on general linguistic concepts is also introduced. For example, there is discussion of different types of clauses (e.g. causal or relative), the moods of verbs (e.g. imperatives and indicatives), the difference between direct and indirect objects.
  • At the end of each stage is a checklist of vocabulary to be learnt.

Ancient world: Each stage contains information on a different topic on the ancient world, first about the Romans and Britain, and then about different aspects of life in the Greek/Egyptian city of Alexandria. At the beginning of the year pupils, having read the stories in Stage 12 do some work on the eruption of Mount Vesuvius and the archaeology of Pompeii and Herculaneum. The following are the principal topics in this area:

  • Vesuvius, Pompeii and Herculaneum: the eruption, the evidence, including letters written by Pliny to Tacitus, and the remains.
  • Roman Britain, the invasion in particular.
  • Palace of Fishbourne and King Cogidubnus.
  • Alexandria and Roman Egypt

Ancient history: Work will be done on Roman History, briefly on the foundation of Rome and the wars with Carthage, and in more detail on Julius Caesar, the first emperor Augustus and some of his successors in the second term, before the work on Alexandria is begun.

Skills

Pupils will need to understand and learn grammatical concepts, use written language carefully, analyse precisely and learn vocabulary - which may improve their knowledge of languages which have Latinate vocabulary; they will read and learn about Roman culture, appreciating and understanding differences between that world and their own experience, and become increasingly aware of the importance of sources of knowledge and their limitations in studying an ancient culture.

Homework

Homework is normally set twice a week. About half of the homeworks will involve learning vocabulary or endings already introduced in class. The rest will be exercises, translation, questions about the ancient world and completing work on ancient history.

Assessment

In addition to regular tests over the year and the school examinations, pupils will be given special assessment of some topics in both areas of the course in the periods between the internal school exams.

  • Language: They will be assessed on knowledge and understanding of grammar and ability to translate and understand stories. This will be in the exams and during the year.
    • Grammar: there will be tests and exercises during the year to assess pupils’ progress and to emphasise the need for revision.
    • Translation: written translation of stories and questions in English about them will be used to test ability, principally in the exams. Vocabulary which has been learnt will be used in these stories.
  • Ancient world / Ancient History: Knowledge and understanding of the various areas of Greek, Roman and British life covered during the year will be assessed. Pupils need to be aware of the different types of evidence on which our knowledge is based, and to be able to make comparisons with the modern world. Classwork, projects and tests may be used.

Resources and Materials

The Cambridge Latin Course (Book 2) is the major textbook. Slides and photographs are used to illustrate aspects of the work on the ancient world. One video is used to illustrate recent discoveries in Pompeii and in particular Herculaneum, and the continuing volcanic activity in the area around Naples; others looks at different aspects of the Britain before and after the Roman invasion. A set of “the Eagle of the Ninth” by Rosemary Sutcliff is available for reading at home.For Roman history “The Roman World” by Mantion and Pulley is the main book used in class. Some original sources may be read in translation and other accounts may be read; pupils may be expected to find more information from books in the school library and in the classics library, and from the internet.
"SALVE", the Runnymede Classics website, has extra information on Roman life topics studied, photographs, exercises to practise grammar and vocabulary, and help with exam revision. It can be accessed by going to http://salve.runnymede-college.com. It contains links to other sites, in particular the Cambridge Latin Course website and the BBC “Romans” site.


Mathematics

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. We put a high emphasis on effort, involvement and risk-taking. 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. All of the course material and a variety of revision resources are available on the school Mathematics website under KS3, Year 8 (www.runnymedemathematics.weebly.com).
We aim to equip our pupils with a foundation of knowledge and skills that prepares them to start IGCSE material in Year 9.

Content

The work in Year 8 is based on the MEP (Mathematics Enhancement Programme), provided by the Centre of Innovation in Mathematics Teaching. The course is built around developing mathematical skills in the four topics areas of Number, Shape, Algebra and Data Handling.
A scientific calculator is required for a number of topics in Year 8, and their use is fundamental to the IGCSE curriculum in Year 9 so one focus is enabling students to become familiar with this device.
The topic schedule for this year can be found on the department website, under KS3, Year 8: https://runnymedemathematics.weebly.com/uploads/4/0/6/7/40678035/students_year_8_sow_2019-20.pdf

Skills

The skills for each unit within the programme are detailed in the Year 8 Targets Checklist document on the department website, under KS3, Year 8: http://runnymedemathematics.weebly.com/uploads/4/0/6/7/40678035/year_8_targets_checklist.pdf

Homework

Homework is set on a weekly basis and will normally be a topic assessment related to the content covered in class during that week. Students have a choice between two levels of difficulty to enable them to be successful and challenge themselves appropriately. 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. These unit assessments should be kept and used as revision materials by the pupils once they have been marked by the teacher. We have high expectations of effort and students will be graded on this for every piece of homework. If a student finds they are unable to attempt a question they should either email their teacher directly for help, or see them outside of lessons before the homework deadline.

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 half term (4 assessments in total), followed by the formal end of year exam during internal exams week in June. Test timings are outlined in the schedule link above. 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.

Resources and Materials

All resources are provided on the department website.
There are two online textbooks, 8A and 8B, provided with answers, along with corresponding Revision Tests to consolidate classwork:
https://runnymedemathematics.weebly.com/year-8.html
The extra exercises (also on the website) provide an excellent source of revision material. In lessons, resources include use of the online textbook 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.


Music

Introduction

At Runnymede the pupils develop their understanding and enjoyment of music by learning how it is constructed, produced and influenced.
The aim in key stage 3 stage is to extend pupils' musical experience and knowledge, and develop their appreciation of the richness of different styles of music. Music appreciation is a part of class music and pupil performances are staged within the school. A wide variety of instrumental classes are available including piano, violin, viola, guitar, flute, clarinet, saxophone and percussion. Runnymede is a recognised centre for the Associated Board of the Royal Schools of Music exams and pupils who wish to take these exams can take them in school on two occasions during the school year.

Content

  • The families of instruments
  • The major and minor scales – modes. Performing a class ensemble using these contrasts.
  • Music without scales or beats - contrasting sounds.
  • Note names - rhythm shorthand - beating 2 3 and 4 time.
  • History of Music
  • The four bar phrase - musical sentences in songs and compositions.
  • The violin family with different techniques of playing.
  • Rhythm
  • Composing the pupils' own ideas using Garage Band.

Skills

Two main skills are developed throughout the Key Stage:

  • Performing and Composing.
    In this area pupils are taught to:
    • control sounds made by the voice and a range of tuned, and untuned instruments.
    • perform with others, and develop awareness of audience, venue and occasion.
    • compose in response to a variety of stimuli, and explore, a range of resources, e.g. voices, instruments, sounds from the environment.
    • communicate musical ideas to others.
  • Listening and Appraising.
    Here pupils are taught to:
    • Listen to, and develop understanding of music from different times and places, applying this knowledge to their own work;
    • Respond to, and evaluate, live performances and recorded music, including their own and others' compositions and performances.

The topics chosen in Year 8 to develop theses skills are:

  • Vibrations - instruments; duration, pitch, volume experimenting with melodic and percussive instruments.
  • Instrument shapes and sizes; how they produce sound.
  • The keyboard and how the pitch of other instruments is related.
  • Musical codes; pulse, tempo, rhythm; crotchets and quavers and general musical notation.
  • Folk traditions, including performing and singing music from different countries.
  • Mixing rhythms - ostinato, round,and drone in both modern and classical music.
  • Early music; medieval instruments - minims; stave lines and spaces;
  • Word rhythms - accents and time; dotted notes.
  • composing on the iPad using Garage Band

Homework

Instrumental work based on the pieces and instruments studied in class.
Music theory related to the music played in class.
Music history background to pieces listened to in class.
Project work on topics introduced in class.
Composing in groups based on soundscapes initiated in class.

Now that iPads may be taken home, some research is given on:

  • History of music
  • Work related to composing in class

Assessment

Assessment consists of classroom performances as solos and in groups. Short evaluations take place throughout the year, with full performances at the end of term or the school year. Project work is brought in and graded according to the guidelines given.

Resources and Materials

INTERNET BASED RESOURCES

The ipad and internet based resources including www.philharmonia.co.uk, Grovemusiconline (oxfordmuisconline.com), cmuse.org, slideplayer.com

TEXT BOOKS

The Music express, Opus and Cambridge Music series of books.

MUSICAL INSTRUMENTS

Instruments: piano, keyboards, acoustic, electric and bass guitars, ukuleles, violins, recorders (bass, treble and descant), percussion from drum kits to clave, tuned percussion including glockenspiels, xylophones and chime bars.


Physical Education

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 6: Athletics
    • Unit 7: Dance
    • Unit 8: Kickball

Skills

Equal importance will be given to the skills with different activities and exercises.

  • Physical Skills:
  • 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).


Science

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.

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.


Sociales

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), elaboración de wequest y juegos interactivos.

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, ...)

Spanish

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.
  • o encourage the use of a wide range of technological accessories.

Content

  • Term 1:
    • Comprensión lectora
    • Vocabulario
    • Gramática: el determinante y el adjetivo
    • Gramática: verbos: el presente, el pretérito y el imperfecto de indicativo
    • Textos: la descripción literaria
    • Lectura en clase: Colección aventura para tres
  • Term 2:
    • Comprensión lectora
    • Vocabulario
    • Ortografía
    • Gramática: verbos: el futuro, el condicional y el perfecto
    • Textos: la narración y sus elementos
    • Lectura en clase: Abdel
  • Term 3:
    • Comprensión lectora
    • Vocabulario
    • Ortografía: puntuación
    • Gramática: verbos: el pluscuamperfecto, el imperativo y verbos reflexivos; formas de evitar la pasiva; infinitivos, gerundios y participios.
    • Textos: el teatro
    • Lectura en clase y en casa: El fantasma de Canterville

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, both oral and written. Preference is given to frequent assessment and testing rather than the weight being laid on one large exam. However, there are two official exam sessions, December and June.

Resources and Materials

  • 6 Primaria, Savia, editorial SM
  • Compresión lectora: La Maga Mila Venturas
  • ¡Viva la gramática!, Nelson Thornes
  • Leer, comprender y escribir, SM
  • Practice in Spanish grammar at 14+, Collins Educational
  • Colección aventura para tres
  • Abdel, Enrique Páez
  • El fantasma de Canterville, Oscar Wilde
  • Library books kept in the department

Spanish - Advanced

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.
This Curriculum guide has been designed for pupils with advanced linguistic skills, such as the 2015-2016 Spanish class.
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

Based on textbook 1º ESO Editorial Casals.

  • Term 1
    • Comprensión lectora
    • Vocabulario
    • Ortografía: acentuación
    • Gramática: el sustantivo, el determinante y el adjetivo
    • Textos: la descripción literaria
  • Term 2
    • Comprensión lectora
    • Vocabulario
    • Ortografía: acentuación y puntuación
    • Gramática:el pronombre (1) y el verbo (2)
    • Textos: la narración y sus elementos
  • Term 3
    • Comprensión lectora
    • Vocabulario
    • Ortografía: puntuación
    • Gramática: el adverbio, la preposición y la conjunción
    • Textos: el teatro
    • (1) Pronombres sujeto, de objeto directo e indirecto.
    • (2) Tiempos verbales: presente, pretérito, imperfecto, futuro, condicional, perfecto y pluscuamperfecto de indicativo; el imperativo y verbos reflexivos.
    • Formas de evitar la pasiva.
    • Infinitivos, gerundios y participios.

Literature:
We dedicate one period per week to directed reading in class. See resources section for titles.

Skills

  • LISTENING
  • READING
  • SPEAKING
  • 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. However, there are two official exam sessions: December and June.

Resources and Materials

  • 1º ESO Lengua, Editorial Casals
  • ¡Viva la gramática!, Nelson Thornes
  • Finis Mundi, Laura Gallego García
  • Abdel, Enrique Páez
  • El coleccionista de relojes extraordinarios, Laura Gallego García
  • Short stories
  • La ciudad de las Bestias, Isabel Allende
  • La zapatera prodigiosa, Federico García Lorca
  • Library books kept in the department

Spanish - Lengua

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:
    • FINIS MUNDI, L. Gallego (narrativa), primer trimestre.
    • LEYENDAS: El monte de las ánimas, La llorona, Los árboles de flores blancas, Salamumu, El anillo de Sakuntala y RELATOS CORTOS: Papi y el otro (narrativa), segundo trimestre.
    • LA ZAPATERA PRODIGIOSA, Federico García Lorca (teatro), 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.

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.