ACADEMIC
Curriculum
Guides
Curriculum Guides
Reading
- Secure decoding of unfamiliar words by applying phonic knowledge and skills to read unfamiliar words.
- Read for a range of purposes and develop pleasure in reading, motivation to read, vocabulary and understanding
- Retell some stories orally
- Discuss words & phrases that capture the imagination
- Identify themes & conventions
- Retrieve & record information
- Make inferences & justify predictions
- Recognise a variety of forms of poetry
- Identify & summarise ideas
Grammar
- Use wider range of conjunctions
- Use perfect tense appropriately
- Select pronouns and nouns for clarity
- Use & punctuate direct speech
- Use commas after front adverbials.
Writing
- Correctly spell common homophones
- Increase regularity of handwriting, practise and develop fluency of joined scrip
- Compose: plan, draft and write
- Organise writing into paragraphs
- Use simple organisational devices
- Proof-read for spelling & punctuation errors
- Evaluate own and others’ writing
- Read own writing aloud
Speaking and Listening
- Articulate & justify opinions
- Speak audibly in Standard English
- Gain, maintain & monitor interest of listeners
Homework
English homework will be set once a week. This may take the form of a comprehension, spelling, handwriting or grammar exercise. The children might also be asked to plan a story or add a paragraph to a story; prepare a topic to speak about in class; learn by heart some vocabulary, spellings or poetry. The Homework should take no longer than 30 to 40 minutes. It is also expected that some time will be set aside each day for reading; with an adult or independently if they are confident readers.
Assesment
There will be an assessment at least once a term in English. This will consist of a reading comprehension test and a grammar, punctuation and spelling test. Writing is continually assessed throughout the year and the children have specific writing targets they are working on.
Number/Calculation
- Know all tables to 12 x 12
- Secure place value to 1000
- Use negative whole numbers
- Round numbers to nearest 10, 100 or 1000
- Use Roman numerals to 100 (C)
- Column addition & subtraction up to 4 digits
- Multiply & divide mentally
- Use standard short multiplication
Fractions
- Recognise tenths & hundredths
- Identify equivalent fractions
- Add & subtract fractions with common denominators
- Recognise common equivalents
- Round decimals to whole numbers
- Solve money problems
Geometry and Measures
- Compare 2-d shapes, including quadrilaterals & triangles
- Find area by counting squares
- Calculate rectangle perimeters
- Estimate & calculate measures
- Identify acute, obtuse & right angles
- Identify symmetry
- Use first quadrant coordinates
- Introduce simple translations
Data
- Use bar charts, pictograms & line graphs
Homework
There will be Maths Homework once a week. This will take the form of an exercise which should be familiar to the children in the form of revision of a concept already covered in class. The children are expected to play the online maths games on a regular basis to practise skills. The children will also be learning and practising the multiplication tables with help from an adult.
Assessment
Maths will be assessed on a regular basis, usually once every 5 or 6 weeks. These assessments will be on the material covered during those weeks and are designed to inform the teachers whether the child has grasped the concepts or whether more work is needed. There will probably be multiplication and/or Mental Maths tests on a weekly basis. All of these test results, alongside the teachers’ knowledge of the child’s progress, will form the basis of the Grades on the school reports.
Biology
- Plants, incl. parts, lifecycle and requirements for life
- Animals: skeletons & nutrition.
Physics
- Sources of light; shadows & reflections
- Simple forces, including magnetism
Chemistry
- Classification of rock types
- Simple understanding of fossilisation
Homework
Homework for Science may take a variety of forms. The children may be expected to comment or answer questions on an experiment carried out in class; they may have to research a famous scientist; they may be asked to carry out an investigation of their own; label a scientific diagram or to learn the definitions of scientific vocabulary.
Assessment
Teachers are constantly assessing the children on their knowledge and interest. However there will be a short, written test at the end of each scientific topic in order for teachers to pinpoint areas for improvement.
Lectura
- Leer en voz alta textos breves con ritmo y fluidez.
- Emplear una correcta entonación y aplicar los signos de puntuación para dar sentido a la lectura : punto, coma, punto y coma, puntos suspensivos, signos de exclamación y de interrogación.
- Leer, alternando la lectura en voz alta con la lectura silenciosa, textos de géneros diversos, en prosa o en verso, y comentar su contenido.
- Leer textos en silencio y comprender su contenido.
- Deducir por el contexto el significado de palabras desconocidas.
Conocimiento de la lengua
- Reconocer aumentativos y diminutivos de una palabra dada.
- Formar palabras nuevas mediante prefijos y sufijos habituales.
- Encontrar palabras de sentido opuesto en el caso de adjetivos calificativos, verbos de acción o adverbios.
- Establecer concordancias de género y número con nombres colectivos y con aquellos que se utilizan sólo en plural.
- Reconocer distintos tipos de nombre: propio/común, individual/colectivo, animado/inanimado.
- Identificar el verbo en una oración simple y nombrar su infinitivo.
Escritura
- Aplicar correctamente las reglas ortográficas estudiadas.
- Incorporar a los textos de producción propia puntos, comas, dos puntos, interrogaciones y exclamaciones.
- Ampliar oraciones utilizando y, ni, o, pero, porque, pues, etcétera.
- Planificar, escribir y revisar textos propios.
- Organizar la información en párrafos.
- Mostrar claridad y limpieza en los escritos, cuidando la presentación, la caligrafía, los márgenes, la organización y la distribución del texto en el papel.
Comunicación oral
- Explicar procesos sencillos ( juego, experimentos, etcétera).
- Hablar mirando al público.
- Participar en coloquios y conversaciones expresando opinión sobre temas cercanos e incorporando criterios personales en los comentarios.
Deberes
Habrá deberes una vez a la semana, consistentes en práctica ortográfica y cuya duración será inferior a media hora. También se espera la práctica de lectura diaria, en compañía de un adulto o en solitario, según vayan cogiendo seguridad.
Evaluación
La evaluación será continua, complementada con pruebas trimestrales específicas de comprensión lectora, puntuación y ortografía.
- A post-1066 study of a relevant period in History- The Tudors
- Earliest ancient civilisation- Ancient Egypt
Homework
There will be History homework set on a regular basis.
Assesment
There will be no formal assessment test.
- Locate world's countries, focussing on Europe & Americas focus on key physical & human features Study a region of Europe/Spain Use 8 points of compass, symbols & keys Describe & understand climate, rivers, water cycle, settlements, trade links, etc.
- Use fieldwork to observe, measure & record.
Homework
There will be Geography homework set on a regular basis.
Assesment
There will be no formal assessment test.
- Use sketchbooks to collect, record and evaluate ideas
- Improve mastery of techniques such as drawing, painting and sculpture with varied materials
- Learn about great artists, architects & designers
- Use a range of materials
- Use annotated sketches and prototypes to explain ideas
- Evaluate existing products and improve own work
- Design & write programs to achieve specific goals, including solving problems
- Use logical reasoning
- Understand computer networks
- Use internet safely and appropriately
- Collect and present data appropriately
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 2 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.
The pupils understanding and enjoyment of music is developed through activities that bring together requirements from Performing, Composing, Listening and Appraising. Pupils are taught to:
Use their voices expressively and creatively by singing songs and speaking chants and rhyme
In this year group work with percussion is extended and children use elements of world music to develop their awareness of style and basic form. Songs from around the world , but particularly Africa and South America are included in our studies to continue to experiment with the voice and extend the development of the concepts of pitch, rhythm and the control of dynamics
Extend our work with playing tuned and untuned instruments musically
The ocarina, a wind instrument, is introduced at this stage. As well as extending the childrens use of untuned and tuned percussion instruments The children can explore the sounds made by these instruments and the part they can contribute to playing in a group . The ocarina is taught at this stage of the curriculum and the children are introduced to reading music notation on the treble clef. They begin their theoretical work around the centre of the C major and A natural minor scales.
Listen with increasing perception to a range of high-quality live and recorded music.
At this stage the children are asked to listen with increasing intensity to music stimuli, introducing an element of analysis as they listen. Aspects of mood, occasion and quality of a performance are listened to with increasing concentration and discussed as both a class and in groups.
Experiment with, create, select and combine sounds introducing various ways of communicating a music score
Using recorded music as a stimulus for creating written down versions of a piece of music. Here concepts of high or low are introduced drawn as well as various dynamics observed and represented. Articulation in terms of the childrens awareness of the basic forms of staccato and legato is introduced. Aural perception is encouraged by again recording sounds that are made and listening to the work completed . Working with video stimulus and interactive programs is again continued at this level to to extend the children’s awareness of outside sources and their influence on music making.
Homework
There is no homework in this year group.
Assessment
Assessment is on a half termly basis working in class on an informal basis.
Resources and Materials
INTERNET BASED RESOURCES
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
- Use running, jumping, catching and throwing in isolation and in combination
- Play competitive games, modified as appropriate
- Develop flexibility & control in gym, dance & athletics
- Compare performances to achieve personal bests
Reading
- Apply knowledge of morphology & etymology when reading new words
- Reading & discuss a broad range of genres & texts
- Identifying & discussing themes
- Make recommendations to others
- Learn poetry by heart
- Draw inference & make predictions
- Discuss authors’ use of language
- Retrieve & present information from non-fiction texts.
- Formal presentations & debates
Grammar
- Use expanded noun phrases
- Use modal verbs
- Use relative clauses
- Use commas for clauses
- Use brackets, dashes & commas for parenthesis
Writing
- Secure spelling, inc. homophones, prefixes, silent letters, etc.
- Use a thesaurus
- Legible, fluent handwriting
- Plan writing to suit audience & purpose
- Develop character, setting and atmosphere in narrative
- Use organisational & presentational features
- Use consistent appropriate tense
- Proof-reading
- Perform own compositions
Speaking and Listening
- Give well-structured explanations
- Command of Standard English
- Consider & evaluate different viewpoints
- Use appropriate register.
Homework
English homework will be set once a week. This may take the form of a comprehension, spelling, handwriting or grammar exercise. The children might also be asked to plan a story or add a paragraph to a story; prepare a topic to speak about in class; learn by heart some vocabulary, spellings or poetry. The Homework should take no longer than 45 minutes. It is also expected that some time will be set aside each day for reading with an adult or independently.
Assesment
There will be an assessment at least once a term in English. This will consist of a reading comprehension test and a grammar, punctuation and spelling test. Writing is continually assessed throughout the year and the children have specific writing targets they are working on.
Number/Calculation
- Secure place value to 1,000,000
- Use negative whole numbers in context
- Use Roman numerals to 1000 (M)
- Use standard written methods for all four operations
- Confidently add & subtract mentally
- Use vocabulary of prime, factor & multiple
- Multiply & divide by powers of ten
- Use square and cube numbers
Fractions
- Compare & order fractions
- Add & subtract fractions with common denominators, with mixed numbers
- Multiply fractions by units
- Write decimals as fractions
- Order & round decimal numbers
- Link percentages to fractions & decimals
Geometry and Measures
- Convert between different units
- Calculate perimeter of composite shapes & area of rectangles
- Estimate volume & capacity
- Identify 3-d shapes
- Measure & identify angles
- Understand regular polygons
- Reflect & translate shapes
Data
- Interpret tables & line graphs
- Solve questions about line graphs
Homework
There will be Maths Homework once a week. This will take the form of an exercise which should be familiar to the children in the form of revision of a concept already covered in class. The children are expected to play the online maths games on a regular basis to practise skills. The children will also be practising the multiplication tables.
Assessment
Maths will be assessed on a regular basis, usually once every 5 or 6 weeks. These assessments will be on the material covered during those weeks and are designed to inform the teachers whether the child has grasped the concepts or whether more work is needed. There will probably be multiplication and/or Mental Maths tests on a weekly basis. All of these test results, alongside the teachers’ knowledge of the child’s progress, will form the basis of the Grades on the school reports.
Biology
- Life cycles of plants & animals (inc. mammal, insect, bird, amphibian)
- Describe changes as humans develop & mature
Physics
- Understand location and interaction of Sun, Earth & Moon
- Introduce gravity, resistance & mechanical forces
Chemistry
- Classify materials according to a variety of properties
- Understand mixtures & solutions
- Know about reversible changes; identify irreversible
Homework
Homework for Science may take a variety of forms. The children may be expected to comment or answer questions on an experiment carried out in class; they may have to research a famous scientist; they may be asked to carry out an investigation of their own; label a scientific diagram or to learn the definitions of scientific vocabulary.
Assessment
Teachers are constantly assessing the children on their knowledge and interest. However there will be a short, written test at the end of each scientific topic in order for teachers to pinpoint areas for improvement.
Lectura
- Leer en voz alta con corrección y con el ritmo adecuado, utilizando la entonación correcta y respetando los signos de puntuación.
- Leer en silencio textos literarios e informativos, comprendiendo su contenido.
- Reformular, resumir y responder preguntas sobre dicho contenido.
- Utilizar el contexto para comprender una palabra y para comprobar su significado en el diccionario.
- Efectuar investigaciones en obras documentales, tanto en papel como multimedia.
- Utilizar distintos programas digitales para realizar tareas y ampliar información.
Conocimiento de la lengua
- Utilizar del diccionario con independencia.
- Distinguir entre palabras simples, compuestas y derivadas.
- Distinguir el prefijo y el sufijo en las palabras.
- Reconocer nombres propios/comunes, individuales/colectivos, animados/inanimados, concretos/abstractos y contables/no contables.
- Utilizar correctamente los tiempos verbales y mantener la concordancia verbal.
Escritura
- Planificar la escritura teniendo en cuenta propósito y receptor.
- Componer textos narrativos en los que se incluyan descripciones de personas, de lugares y de ambientes.
- Componer textos expositivos en los que se incluyan descripciones objetivas de hechos y de procesos.
- Componer sencillas escenas de teatro.
- Componer poemas breves utilizando el ritmo y la rima, siguiendo modelos de referencia.
- Cumplimentar formularios y cuestionarios sencillos propios del contexto escolar.
- Leer sus propios escritos para comprobar contenido, ortografía y puntuación.
- Usar sinónimos para evitar la repetición.
- Cuidar la organización y presentación del trabajo escrito, tanto para facilitar su lectura a los demás como para el propio estudio.
Comunicación oral
- Relatar acontecimientos con orden y coherencia.
- Describir con precisión objetos, lugares y escenas.
- Responder preguntas sobre ideas explícitas e implícitas tras escuchar un texto o una conversación.
- Participar en coloquios y conversaciones, expresando opiniones propias, aportando explicaciones y argumentos, y respetando los turnos de palabra.
Deberes
Habrá deberes una vez a la semana, consistentes en práctica ortográfica, cuya duración no será superior a 45 minutos. También se espera la práctica diaria de la lectura, en compañía de un adulto o en solitario.
Evaluación
La evaluación será continua, complementada con pruebas trimestrales de comprensión lectora, puntuación y ortografía.
- The Victorian era
- Ancient Greece, i.e. A study of Greek life and achievements and their influence on the western world
Homework
There will be History homework set on a regular basis.
Assesment
There will be no formal assessment test.
- Name & locate counties, cities, regions & features of UK
- Understand latitude, longitude, Equator, hemispheres, tropics, polar circles & time zones
- Study South Africa
- Understand biomes, vegetation belts, land use, economic activity, distribution of resources, etc.
- Use 4- and 6-figure grid references on OS maps
- Use fieldwork to record & explain areas.
Homework
There will be Geography homework set on a regular basis.
Assesment
There will be no formal assessment test.
- Use sketchbooks to collect, record, review, revisit & evaluate ideas
- Improve mastery of techniques such as drawing, painting and sculpture with varied materials
- Learn about great artists, architects & designers
- Use annotated sketches, cross-section diagrams & computer-aided design
- Analyse & evaluate existing products and improve own work
- Design & write programs to solve problems
- Use sequences, repetition, inputs, variables and outputs in programs
- Detect & correct errors in programs
- Understand uses of networks for collaboration & communication
- Be discerning in evaluating digital content
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 2 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.
The pupils understanding and enjoyment of music is developed through activities that bring together requirements from Performing, Composing, Listening and Appraising. Pupils are taught to:
Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression
The first wind instrument was introduced in year 4 when the ocarina became part of our studies. It is now extended and the descant recorder is introduced as a second wind instrument ; consolidating the children knowledge of breath control, dynamics, accuracy and fluency. Both tuned and untuned percussion are used to support the instruments and ensemble playing is again encouraged within this year group.
Improvise and compose music for a range of purposes using the inter-related dimensions of music
Children are taught to create music which relates to the environment, using rhythmic patterns and repeated themes to indicate a particular characteristic or feature. This is then represented as a musical form as a drawn musical score score or graphic score in which the children's ideas are formulated. Films and music theatre are used to help understand how a mood or a theme is introduced and how an idea can be developed.
Listen with attention to detail and recall sounds with increasing aural memory
Recalling sounds with attention to rhythmic recall and word supported games is introduced at this stage. Attention to the pulse in a piece of music is studied and how across music genres pulse and the beat ae important contributors to the structure of a piece. At this stage simple analysis of pop music is included; working with the combination of verse and chorus using historical work songs, folk music and current pop songs as a basis for research. Songs are learned from memory at this stage and children are encouraged to audition for membership of the school choir and band.
Use and understand stave and other musical notations
Various graphic score usage is extended at this level and children are continuing to use treble clef music notation , both for the recorder and for the ocarina.
Homework
Homework is limited and on an occasional basis in year 5 to include:
- Music theory related to the music played in class.
- Practical: a piece set for the recorder or ocarina to practice at home
- Music history: background to pieces listened to in class.
- Project work on topics introduced 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 and the end of the the school year. Project work is brought in and graded according to the guidelines given.
Resources and Materials
INTERNET BASED RESOURCES
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
- Use running, jumping, catching and throwing in isolation and in combination
- Play competitive games, applying basic principles
- Develop flexibility & control in gym, dance & athletics
- Compare performances to achieve personal bests
Reading
- Read a broad range of genres
- Recommend books to others using the ‘Biblionasium’ website
- Make comparisons within/across books through group discussion
- Support inferences with evidence
- Summarising key points from texts
- Identify how language, structure, etc. contribute to meaning
- Discuss use of language, including figurative
- Discuss & explain reading, providing reasoned justifications for views
Grammar
- Use appropriate register/ style
- Use the passive voice for purpose
- Use features to convey & clarify meaning
- Use full punctuation
- Use language of subject/object
Writing
- Use knowledge of morphology & etymology in spelling
- Develop legible personal handwriting style
- Plan writing to suit audience & purpose; use models of writing
- Develop character & setting in narrative
- Select grammar & vocabulary for effect
- Use a wide range of cohesive devices
- Ensure grammatical consistency
Speaking and Listening
- Use questions to build knowledge
- Articulate arguments & opinions
- Use spoken language to speculate, hypothesise & explore
- Use appropriate register & language.
Homework
English homework will be set once a week. This may take the form of a comprehension, spelling, handwriting or grammar exercise. The children might also be asked to plan a story or add a paragraph to a story; prepare a topic to speak about in class; learn by heart some vocabulary, spellings or poetry. The Homework should take no longer an hour. It is also expected that some time will be set aside each day for reading.
Assesment
There will be an assessment at least once a term in English. This will consist of a reading comprehension test and a grammar, punctuation and spelling test. Writing is continually assessed throughout the year and the children have specific writing targets they are working on.
Number/Calculation
- Secure place value & rounding to 10,000,000, including negatives
- All written methods, including long division
- Use order of operations (not indices)
- Identify factors, multiples & primes
- Solve multi-step number problems
Fractions
- Compare & simplify fractions
- Use equivalents to add fractions
- Multiply simple fractions
- Divide fractions by whole numbers
- Solve problems using decimals & percentages
- Use written division up to 2 decimal places
- Introduce ratio & proportion
Geometry and Measures
- Confidently use a range of measures & conversions
- Calculate area of triangles / parallelograms
- Use area & volume formulas
- Classify shapes by properties
- Know and use angle rules
- Translate & reflect shapes, using all four quadrants
Data
- Use pie charts
- Calculate mean averages
Algebra
- Introduce simple use of unknowns
Homework
There will be Maths Homework once a week. This will take the form of an exercise which should be familiar to the children in the form of revision of a concept already covered in class. The children are expected to play the online maths games on a regular basis to practise skills. The children will also be practising the multiplication tables.
Assessment
Maths will be assessed on a regular basis, usually once every 5 or 6 weeks. These assessments will be on the material covered during those weeks and are designed to inform the teachers whether the child has grasped the concepts or whether more work is needed. There will probably be multiplication and/or Mental Maths tests on a weekly basis. All of these test results, alongside the teachers’ knowledge of the child’s progress, will form the basis of the Grades on the school reports.
Biology
- Classification, including micro-organisms
- Health & Lifestyles, incl. circulatory system
- Evolution & Adaptation
Physics
- Light & Shadows; the eye
- Electricity: investigating circuits
Homework
Homework for Science may take a variety of forms. The children may be expected to comment or answer questions on an experiment carried out in class; they may have to research a famous scientist; they may be asked to carry out an investigation of their own; label a scientific diagram or to learn the definitions of scientific vocabulary.
Assessment
Teachers are constantly assessing the children on their knowledge and interest. However there will be a short, written test at the end of each scientific topic in order for teachers to pinpoint areas for improvement.
Lectura
- Leer expresiva y comprensivamente textos poéticos, teatrales y en prosa.
- Incorporar a su expresión oral y escrita el vocabulario nuevo que vaya surgiendo en sus lecturas.
- Inferir el significado de palabras y expresiones con ayuda del contexto.
- Reconocer las ideas principales y secundarias de un texto.
- Elaborar esquemas para resumir por escrito lo leído.
- Utilizar de forma responsable y eficaz las TIC para la búsqueda y tratamiento de la información.
Conocimiento de la lengua
- Formar y utilizar los comparativos y aumentativos más frecuentes.
- Respetar la concordancia de género y número.
- Identificar los tipos de palabras básicas de la oración y conocer su función.
- Reconocer el infinitivo de un verbo a partir de cualquiera de sus formas.
- Conocer cómo se forma la voz pasiva.
Escritura
- Escribir textos propios de la vida cotidiana (diarios, cartas, correos electrónicos) imitando textos modelo.
- Redactar textos narrativos que incluyan diálogos y descripciones.
- Redactar biografías.
- Elaborar un informe siguiendo un guion establecido.
- Componer pequeños poemas.
- Utilizar habitualmente el diccionario en el proceso de escritura.
- Presentar con limpieza, claridad, precisión y orden sus escritos.
- Utilizar correctamente las reglas básicas de ortografía y puntuación.
Comunicación oral
- Narrar, describir, exponer y argumentar oralmente.
- Ajustar adecuadamente entonación, ritmo y vocabulario a cada situación.
- Representar dramáticamente textos, empleando voz, cuerpo y movimiento.
- Memorizar y recitar poemas, cuidando la entonación y el ritmo.
Deberes
Habrá deberes una vez a la semana, consistentes en práctica ortográfica, cuya duración no será superior a una hora. También se espera la práctica diaria de la lectura.
Evaluación
La evaluación será continua, complementada con pruebas trimestrales de comprensión lectora, puntuación y ortografía.
- An extended period study and a significant turning points in British history - World War 2
- A non-European society, i.e.Mayan civilization
Homework
There will be History homework set on a regular basis.
Assesment
There will be no formal assessment test.
- Name & locate counties, cities, regions & features of UK and Spain
- Understand latitude, longitude, Equator, hemispheres, tropics, polar circles & time zones
- Study a region of Europe and the region of North America
- Understand biomes, vegetation belts, land use, economic activity, distribution of resources, etc., natural resources
- Use 4- and 6-figure grid references on OS maps
- Use fieldwork to record & explain areas
Homework
There will be Geography homework set on a regular basis.
Assesment
There will be no formal assessment test.
Geografía Física
- Conocer las diferencias entre paisajes naturales y paisajes humanizados.
- Identificar las principales formas de relieve de la Comunidad Autónoma de Madrid.
- Conocer los principales ríos, embalses y lagunas de la C.A.M.
- Relacionar las características y las variedades del clima de la C.A.M. con sus distintos paisajes.
- Aprender las técnicas de representación y lectura en los mapas.
- Comprender la necesidad de conservar los paisajes naturales y adoptar actitudes de respeto hacia ellos.
Geografía Política
- Conocer el funcionamiento de las instituciones del gobierno de la Comunidad Autónoma de Madrid.
- Aprender a interpretar las técnicas de representación gráfica de las características de la población.
- Aprender a calcular la densidad de población y entender las implicaciones de la misma.
- Entender las diferentes formas de poblamiento según la densidad de población y las formas de asentamiento.
- Identificar los principales símbolos y tradiciones de Madrid, conocer su significado y comprender su función en la vida social.
La Prehistoria
- Distinguir entre Prehistoria e Historia.
- Diferenciar las etapas prehistóricas y conocer la evolución de las formas de vida humana que las caracterizaron.
- Interpretar y elaborar líneas de tiempo con los principales acontecimientos prehistóricos.
- Distinguir entre Paleontología y Arqueología y valorar la importancia de ambas en el estudio de la Prehistoria.
Homework
Habrá deberes una vez a la semana, consistentes en alguna lectura, actividad práctica o investigación sobre el tema estudiado. Su duración no será superior a media hora.
Assesment
La evaluación será continua, complementada por pruebas trimestrales.
- Use sketchbooks to collect, record, review, revisit & evaluate ideas
- Improve mastery of techniques such as drawing, painting and sculpture with varied materials
- Learn about great artists, architects & designers
- Design & write programs to solve problems through group work
- Use sequences, repetition, inputs, variables and outputs in programs to operate a range of devices
- Detect & correct errors in programs through working with others
- Understand uses of networks for collaboration & communication and represent in diagrams
- Be discerning in evaluating digital content
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 2 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.
The pupils understanding and enjoyment of music is developed through activities that bring together requirements from Performing, Composing, Listening and Appraising. Pupils are encouraged to listen with understanding and to identify the development of musical ideas. These ideas include the musical elements of: Pitch, Duration, Dynamics, Tempo, Timbre, Texture, Structure.
Four main skills have been initially developed throughout this Key Stage
Performing and Composing - there are opportunities to continue working in the school choir ( auditions are annual and inclusive of all pupils), the school band and a recorder / ocarina ensemble
Listening and Appraising
Here pupils are helped to continue to develop their awareness of both recorded and live music in both an analytical and critical manner. The ocarina and descant recorder have already been introduced in class music and now a third instrument - a stringed instrument. - the ukulele is utilised. It works primarily as a chord playing instrument bur visually it is easily presented by means of its frets to begin explaining intervals and simple scale theory
The topics chosen in Year 6 to develop these skills are
- Instrument shapes and sizes; how they produce sound.
- The keyboard and how the pitch of other instruments is related.
- The ukulele as a simple chord based instrument
- Musical codes; pulse, tempo, rhythm; crotchets and quavers and general musical notation extending the stave notation to include the bass clef.
- Early music; the instruments and their early development
- word rhythms – accents and time; dotted notes.
Homework
Homework is limited and on an occasional basis in year 6 to include:
- Music theory related to the music played in class.
- Practical: a piece set for the recorder or ocarina to practice at home
- Music history: background to pieces listened to in class.
- Project work on topics introduced 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
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
- Use running, jumping, catching and throwing in isolation and in combination
- Play competitive games, applying basic principles
- Develop flexibility & control in gym, dance & athletics
- Take part in Outdoor & Adventurous activities
- Compare performances to achieve personal bests
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 7 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:
- Observational study, looking at form, volume, light and shadow using a variety of media.
- Compositional study, looking at background/middleground/foreground.
- Use of photography to create the composition and practice the fields.
- Mark Making, Sgraffito – experimenting with mixed media.
- Portraits – understanding structure of the face.
- Collage portraits.
- 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
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
Individual Equipment:
- Coloured pencils, black biro or pilot pen, eraser, HB pencil, ruler.
- 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 become familiar with the pronunciation of Classical Latin (2nd century BCE-2nd century CE) and learn the following grammatical and syntactic features:
- Nominative, accusative and dative cases, singular and plural, of 1st, 2nd and 3rd declension nouns
- Present, imperfect and perfect tenses, all persons, of 1st, 2nd, 3rd and 4th conjugation verbs
- Word order
- Personal pronouns
- Intransitive verbs
- Comparatives and superlatives
- Questions
- Vocabulary 100 words
Roman civilisation
- Roman families
- Houses
- Daily life
- The town of Pompeii
- The forum
- The theatre
- Slaves and Freedmen
- Life and death
- Gladiators
- The baths
- Schools
- Local governments and elections
- The eruption of Vesuvius; destruction and excavation of Pompeii
Skills
Pupils will develop an understanding of the Latin word order and how this can be reproduced in meaningful English, thus improving their English writing skills. The focus on inflection will enhance their ability to comprehend the syntactic role of a word in a sentence, and how to use it appropriately. The Latin etymological roots of English and Spanish words will enable them to understand their own language at a more profound level. The presentation of social, political and historical aspects of Roman life will trigger evaluative comparisons between their own culture and that of the ancient Romans.
Homework
Homework consists of vocabulary learning, translation of passages from Latin to English, grammar revision exercises, reading comprehension and research tasks on Roman civilisation. Homework is set once per week, on Google Classroom.
Assessment
There are three assessments in Year 7. A translation, grammar and vocabulary test on Stages 1-4 in the Autumn term, a translation, grammar and vocabulary test on Stages 5-8 in the Spring term, and a translation, grammar and vocabulary end of year examination on Stages 1-12 in the Summer term. Vocabulary knowledge will be tested regularly. Pupils will also deliver presentations on chosen topics of Roman life.
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 1 (Stages 1-12), and Google Classroom. Worksheets and booklets produced by the department.
Introduction
Este curso se corresponde con 6⩝ de Primaria 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 Primaria. 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. Se trabaja fundamentalmente en Lengua dando una gran importancia a la lectura y a la escritura de textos imaginativos y creativos; además, se estudian las bases de la Gramática (como fundamento para la posterior profundización en la etapa de la ESO) y se fomenta el conocimiento, desarrollo y ampliación de las destrezas lingüísticas de los alumnos (vocabulario, estructuras, dicción, expresión oral y escrita…)
Content
Term 1: Spain - 14 weeks
Physical Geography of Spain (2 weeks)
Comunidades Autónomas and their boundaries: oceans, seas, main mountain chains, rivers, lakes, towns, cities, flags, symbols and languages.
Material: Internet, department webpage: www.runnymedespanish.weebly.com
Madrid: case study (3 weeks)
Physical geography, symbols, flag, language, gastronomy, local festivals and main traditions.
Material: Internet, department webpage: www.runnymedespanish.weebly.com
Work on individual presentations (4 weeks)
Each student chooses one “Comunidad Autónoma” and researches about it in order to complete their presentation: physical geography, climate, flag, symbols, language, gastronomy, festivals, history, art, artists…
Día de los muertos/All Saints’ Day (2 weeks)
Understanding the tradition
From past times to present times: traditions and festivals related to both festivities
Literature: El Monte de las Ánimas, Gustavo Adolfo Bécquer
Christmas (3 weeks)
Understanding the tradition
From past times to present times: origin and tradition. Changes in our time. Tradition in the Hispanic world.
Christmas' Carols
Term 2: Discovery of America - 12 weeks
Discovery, conquest and colonisation of America (4 weeks)
Starting Point: A great adventure
- Christopher Columbus and his world: the historical character.
- Social and historical context.
- The Catholic Monarchs and their world.
- Role- Play: interview: Columbus and the Catholic Monarchs.
- His travels and adventures: Columbus’ travels: maps, itineraries…
- Columbus’ Museum in Las Palmas de Gran Canaria.
Conquest of the American continent (2 weeks)
The Conquest: main characters, historical facts
Colonisation: Impact on both continents (6 weeks)
Language: languages in precolumbian America. Expansion of the Spanish language in the continent. Linguistic exchange. Spanish in the American continent nowadays.
Religion: precolumbian religions and beliefs. Spread of Christianity. Impact: new rites and celebrations.
Art: precolumbian art and the spread of art coming from the Iberian Peninsula.
Term 3: Latin American Countries - 10 weeks
Physical Geography of Latin American countries (names, borders, location, size, oceans, mountain chains, lakes, forests, volcanos, flora, fauna, climate). (5 weeks)
General knowledge about the physical geography of the Latin American countries
Work on their chosen country and presentation (5 weeks)
Each student chooses one Latin American country and research for 4 weeks in order to complete their presentation: physical geography, climate, flag, symbols, language, gastronomy, festivals, history, art, artists…
Presentations will take place on the final week.
Material: Internet, department webpage: www.runnymedespanish.weebly.com
Grammar
Verb tenses: present, imperfect, preterite, future, conditional and perfect indicative. Imperative mood. Reflexive verbs. Present and imperfect subjunctive. Conditional sentences. Subject, direct and indirect object pronouns.
Skills
- Speaking
- Listening
- Reading
- Writing
Homework
- One 30-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
- Library books kept in the department
- 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.
Year 7 pupils are not set. They will all be given the same exam and according to their results in June, Year 7 will be set in 4 groups for Year 8: 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 IGCSE 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
- Definite and indefinite article
- Agreement of adjectives
- Plural of nouns and adjectives
- Possessive adjectives
- Demonstrative adjectives
- Partitive articles
- Interrogative pronouns
- Present tense of regular verbs
- Irregular verbs: avoir, être, faire, aller, prendre, mettre, acheter, boire, sortir, écrire.
Topics
- Personal identification
- Family relationships
- Description of house and home
- Pets, asking information about direction
- Names of countries
- Going shopping, names of shops
- Hobbies and pastimes, sports
- Conversation at mealtimes
- Understanding menus, ordering food and drink
- Clothes
- School subjects
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.
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.
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
- Tricolore 1: Textbook; copymasters; assessment pack; CDs
- 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 societies, economies 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
Year 7 Geography aims to encourage the development of a students’ sense of place. Students learn the skills to locate different places; learn about the reasons for why people live where they do; why our weather and climate vary so much and where our resources and energy come from.
Topics
Pupils are introduced to the different aspects of Geography – Physical, Human and Environmental Geography.
- Map skills – Students develop basic map skills, including the use of Geographical Information Systems (GIS).
- Settlements – Students explore the changing landscapes of our world, looking at where and why people live where they do.
- China – Students explore the physical and human geography of this country.
- Weather and Climate – Students explore the hydrological cycle and why we get different types of weather. They also look at different world climates, exploring the reasons for such a range of climates around the world.
- The Geography of Food – Students look at agricultural practices and the food industry.
Skills
- To use atlases, globes, maps at a range of scales, photographs, satellite images and other geographical data.
- To construct maps and plans at a variety of scales, using graphical techniques to present evidence.To develop ‘geographical imaginations’ of place.
- To appreciate different scales – from personal and local to national, international and global.
- To make links between scales to develop understanding of geographical ideas.
- To know where places and landscapes are located, why they are there, the patterns and distributions they create, how and why these are changing and the implications for people.
- To appreciate the differences and similarities between people, places, environments and cultures to inform their understanding of societies and economies. To communicate their knowledge and understanding using geographical vocabulary and conventions in both speech and writing.
Homework
Year 7 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, homework tasks and end of topic assessments. The end of topic assessments 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
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.
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
There are two modules covered in Year 7.
An introduction to Historical skills and concepts.
Students learn to use primary and secondary sources in order to explore the past and to learn key concepts such as subjectivity and objectivity, utility, reliability, cause and consequence, continuity and change.
The Norman Conquest and Middle Ages.
Students continue to develop their historical skills and understanding by exploring this key era of British history.
Starting with the Norman Conquest, the course follows the development of key themes of change within the UK. The establishment of a Norman monarchy, techniques of control, the development of urban and rural life, the power struggle between Barons and the Monarchy, the Black Death and the Peasants’ Revolt.
- 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.
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: Invasion, Plague and Murder: British History 1066–1558 (OUP Oxford).
- 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 7 is designed to support students developing a deep understanding and fluency of number and arithmetic and in learning to articulate their understanding using correct mathematical language.
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; Number, Shape, Arithmetic and Algebra to prepare them to start IGCSE material in Year 9.
Content
Students will follow a Mastery curriculum in Year 7, 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 predominantly NOT used in Year 7 in order to focus on building mathematics connections and developing proportional reasoning skills.
Students will study the following in Year 7:
Number
- A History of Numeration
- Types of number - Naturals, Integers (both positive and negative), Rationals (fractions and decimals)
- Finding Equivalent Fractions
- Ordering a list of Fractions, Negative Numbers, and Decimals
- Addition, Subtraction, Multiplication and Division of all types of number
- The three laws of arithmetic - Associativity, Commutativity, Distributivity
- Basic Number Theory - Multiples, Factors, Primes
- Prime Factor Decomposition
- Finding the Highest Common Factor and Lowest Common Multiple of two numbers
- The Concept of a Unit
- Order of Operations
Geometry
- Concept of Area
- Concept of Angle
- Construction of Triangles
- Angle Properties: Parallel Lines, Triangles and Quadrilaterals
Algebra
- Simplifying Algebraic Expressions
- Application of the Laws of Arithmetic to Algebra
- Expressions, Equations, Formulae, Identity
- Expanding single and double brackets
- The Laws of Indices
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.
In lessons, resources include 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
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: Athletics
Term 3:
Unit 6: Athletics
Unit 7: Indiaka
Unit 8: Kickball
Skills
Equal importance will be given to the skills with different activities and exercises.
Fine manipulation skills.
Physical Skills:
Strength
Stamina
Flexibility
Speed
Whole-body Skills:
Walking
Throwing
Balancing
Bending
Mental Capacities:
Creativity
Determination
Solving Problems (techniques)
Active lifestyles and health
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 7 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 7 involves a total of five 40-minute periods per week, carrying out related laboratory practical work and theory to explore diverse topics from all three disciplines. Our students will 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.
Content
Biology topics will focus on cells and life processes, reproduction, muscles and bones, and the ecosystem. This introduces a number of key ideas that will allow students to understand the cellular nature of biological organisms and how living things interact with their environment.
Chemistry topics will look at chemical reactions, acids and alkalis, solutions and mixtures and will also explain ideas of chemical and physical change using the kinetic theory of the states of matter. This provides a basis for more detailed look at atoms and molecules in the coming years.
Physics topics will explore forces, electricity and the solar system and will introduce ideas about types of energy. These topics will set the scene for further exploration of the physical sciences in years 8 and 9. Overall the course is aimed at introducing key principles of biology, chemistry and physics and allowing students to see the interconnectedness of the sciences and the importance of scientific method.
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
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
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.
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 “working scientifically” 7. This covers each of the topics above as separate units. Students also 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 6⩝ de Primaria, último de Educación Primaria de la LOE.
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 Primaria, siempre y cuando remitan exclusivamente al ejemplo español, ya que los otros contenidos referidos a la asignatura de Conocimiento del Medio están reflejados en el proyecto educativo del sistema británico.
El estudio de la Historia proporciona un conocimiento esencial del pasado que contribuye a la comprensión del presente. Asimismo, desarrolla una serie de capacidades y técnicas intelectuales propias del pensamiento abstracto y formal, tales como la observación, el análisis, la interpretación, la capacidad de compresión y el sentido crítico. El carácter vertebrador de la Historia, dentro del conjunto de las ciencias sociales, la convierte en eje ordenador del pensamiento y en fundamento de comprensión para todas las disciplinas vinculadas a la actividad humana. Por eso, dentro del ámbito de nuestra civilización occidental, la enseñanza de la Historia ha ocupado siempre un lugar preferente en la educación de los jóvenes.
Content
- Organización política y territorial de España.
- España y la Unión Europea.
- El relieve de España.
- El clima y los ríos de España
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
Una vez a la semana. Consistirán fundamentalmente en aplicaciones de lo ya estudiado en clase, ejercicios prácticos, lectura, búsqueda de material e información, mapas, elaboración de esquemas y diagramas, uso de las nuevas tecnologías…
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.
- Material visual diverso (proyector digital), juegos interactivos
- iPad (investigación, diccionario, Moodle, WebQuest,…)
- Aplicaciones digitales (Keynote, TouchCast,…)
- Libro de texto: libro-cuaderno elaborado por el departamento.
- Presentaciones digitales elaboradas por el departamento.
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
Beginners Spanish:
Pupils who come into Year 7 from the Junior School already have knowledge of the Spanish language. Spanish is taught from Nursery all the way up to Year 13 at Runnymede College. The curriculum outlined in this guide is followed by those pupils who come into any year group in the Senior School with no previous knowledge of the language. They join their year group Spanish class, where they are very closely supported by their Spanish teacher (this can be done since the Spanish classes tend to be very small in numbers), but they also attend lunchtime classes with other pupils who are in their same situation. In this lunchtime classes the following programme of study is followed.
Content
(based on textbook Caminos 1)
Term 1:
Unit 1: Nuevos amigos
Unit 2: En clase
Unit 3: La familia
Unit 4: ¿Cómo eres?
Unit 5: Vamos al instituto
Term 2:
Unit 6: Mi ciudad
Unit 7: ¿Cómo es dónde vives?
Unit 8: Hogar, dulce hogar
Unit 9: Los ratos libres
Unit 10: La rutina
Term 3:
Unit 11: Comer fuera
Unit 12: ¡A comprar!
Unit 13: La salud
Unit 14: ¿Qué hiciste?
Unit 15: ¡Bienvenidos!
Grammar:
Verb ser, singular and plural, masculine and feminine, adjectives, adjective agreement, gustar, the present tense, al (to the), del (of the), prepositions, the simple future, tener que, querer, preferir, positive commands (tú, usted), direct object pronouns, me duele, hay que ,tener que, preterite tense of -ar, -er, -ir verbs, indirect object pronouns.
Skills
- LISTENING: Understanding spoken language and exchanging information orally.
- READING: Recognising Spanish handwriting, understanding written language. Reading for pleasure and information.
- SPEAKING: Expressing opinions, responding to questions and contradicting a wrong answer, giving preferences, making suggestions and giving excuses.
- WRITING: Writing a simple letter using a model, making descriptions and explanations, apologising, thanking and congratulating others.
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 write an account of the book in the target language.
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.
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
- Textbook, Caminos 1, Nelson Thornes.
- ¡Viva la gramática!, Nelson Thornes.
- Colección Aventura Joven, Elvira Sancho y Jordi Surís.
- 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
At Runnymede College every year we welcome new students with no prior knowledge or with a very basic level in the Spanish language. It is their families’ main aim as well as ours to help students learn the language as effectively and as fast as possible in order to find living in Spain a much easier and a more enriching experience. Generally our students learn quickly and adapt very well to their Spanish class and to the rest of native Spanish classmates.
In the Spanish department we offer new students as much support as possible inside and outside the classroom. Most of them can maintain a fluent conversation within the first year at Runnymede, some even after a few months. We are very proud of their general level of effort and commitment to the subject.
The content below is expected to be taught in two years although it can be adapted to the linguistic skills of the students and be done in less than two years if time and students’ ability permits.
Content
Based on textbook Claro 1
Term 1:
Unit 1: Me presento
Unit 2: Mi burbuja
Lectura en clase: Lecturas graduadas (Nivel A1)
Lectura en casa: eligen un libro adecuado a su nivel (biblioteca)
Term 2:
Unit 3: Mis pasatiempos
Unit 4: Mi casa
Lectura en clase: Lecturas graduadas (Nivel A1)
Lectura en casa: eligen un libro adecuado a su nivel (biblioteca)
Term 3:
Unit 5: En mi ciudad
Unit 6: Mi insti
Lectura en clase: Lecturas graduadas (Nivel A1- A2)
Lectura en casa: eligen un libro adecuado a su nivel (biblioteca)
Content (2nd year)
Based on textbook Claro 2
Term 1:
Unit 1: ¡Ñam, ñam!
Unit 2: Por fin de vacaciones
Lectura en clase: Lecturas graduadas (Nivel A2)
Lectura en casa: eligen un libro adecuado a su nivel (biblioteca)
Term 2:
Unit 3: Aquí mando yo
Unit 4: Yo y mi mundo
Lectura en clase: Lecturas graduadas (Nivel A2-B1)
Lectura en casa: eligen un libro adecuado a su nivel (biblioteca)
Term 3:
Unit 5: El hábito no hace al monje
Unit 6: Viajando por España e Hispanoámerica
Lectura en clase: Lecturas graduadas (Nivel A2-B1)
Lectura en casa: eligen un libro adecuado a su nivel (biblioteca)
Skills
We focus on the main four language skills:
- Listening
- Speaking
- Reading
- Writing
Homework
- One 40-minute written homework is given to pupils once a week
- One learning homework task can also be given once a week.
Assessment
Continuous written and oral assessment is carried out, both with classwork and homework. 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 in December and June.
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
- Textbook Claro 1
- Textbook Claro 2
- ¡Viva la gramática!, Nelson Thornes
- Colección Aventuras para tres
- Graded readings: Library books kept in the department
- El otro árbol de Guernica, Luis de Castresana
- www.runnymedespanish.weebly.com
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
The Spanish department is highly flexible in the organisation of its courses, adapting them to the prior knowledge and needs of our pupils.
Aims
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 other socio-cultural realities.
- 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 Savia SM 6⩝ Primaria
Term 1:
Savia SM 6⩝ Primaria, units 1-5
Lectura en clase: Colección Aventura para tres, lecturas graduadas
Lectura en casa: eligen un libro adecuado a su nivel (biblioteca)
Term 2:
Savia SM 6⩝ Primaria, units 6-9
Lectura en clase: El otro árbol de Guernica
Lectura en casa: eligen un libro adecuado a su nivel (biblioteca)
Term 3:
Savia SM 6⩝ Primaria, units 10-12
Lectura en clase: El otro árbol de Guernica
Lectura en casa: eligen un libro adecuado a su nivel (biblioteca)
Skills
We focus on the main four language skills:
- Listening
- Speaking
- Reading
- Writing
Homework
- One 40-minute written homework is given to pupils once a week
- One learning homework task can also be given once a week.
- Moreover, pupils must read at least one Spanish book at home every month on average. 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.
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
- Savia 6⩝ Primaria, SM
- ¡Viva la gramática!, Nelson Thornes
- Colección Aventuras para tres
- Graded readings
- El otro árbol de Guernica, Luis de Castresana
- www.runnymedespanish.weebly.com
- 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 6⩝ de Primaria 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 Primaria.
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.
Se trabaja fundamentalmente en Lengua dando una gran importancia a la lectura y a la escritura de textos imaginativos y creativos; además, se estudian las bases de la Gramática (como fundamento para la posterior profundización en la etapa de la ESO) y se fomenta el conocimiento, desarrollo y ampliación de las destrezas lingüísticas de los alumnos (vocabulario, estructuras, dicción, expresión oral y escrita…)
Content
- Comprensión lectora.
- Expresión escrita.
- Conocimiento de la lengua: léxico, ortografía y aspectos básicos de gramática.
- Literatura: Se estudiarán algunos aspectos teóricos de la literatura pero se da prioridad a la lectura de textos en profundidad para que los alumnos adquieran habilidades de comprensión y análisis.
- Se trabajarán en el aula los textos “Fernando el Temerario” de Jose Luis Velasco y “El otro árbol de Guernica” de L. de Castresana. Los alumnos leerán en casa de dos a tres libros de libre elección por trimestre, orientados por las profesoras.
Skills
En este curso se desarrollarán todos los aspectos que constituyen la competencia lingüística, por lo que se estudiará la lengua oral, la lengua escrita, la educación literaria y el conocimiento y uso de la lengua. El área además aborda contenidos cuyo desarrollo supondrá una inestimable cooperación al desarrollo de las restantes competencias.
Homework
Una vez a la semana. Consistirán fundamentalmente en aplicaciones de lo ya estudiado en clase, ejercicios prácticos, lectura, búsqueda de material e información y uso de las nuevas tecnologías.
Assessment
Participación en clase, ejercicios escritos, debates, exposición de trabajos, pruebas escritas de evaluación y lecturas.
Digital usage in this subject
Libro digital de Lengua (Lengua y Comunicación 6º Primaria, Savia) Google Classroom, Quizlet, Learningapps, Keynote, Pages, DLE (diccionario), Google Docs, periódicos digitales.
Average time spent each homework
30-40 minutes
Typical tasks set
Reading and writing tasks; prepare short presentations.
Resources and Materials
- Libro de texto: Lengua 6° de Primaria, Proyecto Savia, Editorial SM
- Aplicaciones informáticas y uso del iPad.
- Moodle. Foro de lectura.
- Diccionarios.
- Libros de lectura. Biblioteca.
