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Animamos a los padres a solicitar una cita para conocer St. Anne´s School Madrid.
Debido a las actuales circunstancias condicionadas por el estado de alarma sanitaria, les pedimos la lectura de las medidas higiénico-sanitarias implantadas en el Centro.
K4. YEARS 10, 11
Welcome to K4
KEY STAGE 4 - ENGLISH
The Edexcel International GCSE in English Language is designed for use in schools and colleges as a two-year course.
This specification requires a wide vocabulary and accuracy in the use of grammar, punctuation and spelling, while encouraging the student to acquire a range of skills through the study of lively and relevant source material.
Key subject aims:
- To read a range of material from a variety of sources, including literary material, non-literary material and media
- To read for a variety of purposes with understanding and enjoyment
- To use written English for a variety of purposes, such as narration, argument, giving instruction and information, imaginative writing, making reports and demonstrating understanding of content, paying due attention to the appropriateness and quality of written expression.
In Year 10 and 11 we focus on honing pupils´ skills in the four areas of reading, writing, speaking and listening. We aim to provide a wide range of reading material, and also incorporate literature into our schemes with books and plays such as Pride and Prejudice and Balzac and the Little Chinese Seamstress. These provide a springboard for a range of speaking and writing activities which are enjoyable for the students.
In Year 11 we offer tuition in both English as a First Language and English as a Second Language....
Cambridge IGCSE English as a Second Language is designed for learners who already have a working knowledge of the language and who want to consolidate their understanding in order to progress in their academic or professional career. The qualification reflects the widespread use of English in education and commerce, and also in entertainment.
The aim is to achieve a level of practical communication ideal for everyday use, which can also form the basis for further, more in-depth language study. Pupils gain a better communicative ability, a better ability to understand a range of social registers and styles.
Both courses provide a solid foundation for the Cambridge Language exams, the Certificate of Advanced English and Proficiency in English, which are available to our pupils in Years 12 and 13 (Bachillerato).
Gallery K4 English
KEY STAGE 4 MATHEMATICS The IGCSE Extended Mathematics
At St. Anne’s we cater for all students levels. In Years 10 and 11 all students follow the IGCSE Extended course from the University of Cambridge, administrated by the University of Cambridge Local Examinations Syndicate (UCLES).
It has an 8 point scale of grades: A*, A, B, C, D, E, F and G. Grades A* and A are awarded for the highest level of achievement and grade G indicates minimum satisfactory performance.
The IGCSE Core Mathematics
At the end of Year 11, students who struggle with the Extended course can chose to enter for the easier Core examination, knowing that the highest grade available at this level is a grade C. This is equivalent to a C in the Extended course. The IGCSE Additional Mathematics
Those students who in Years 7, 8 and 9 have shown to have ability and interest in mathematics are encouraged to consider taking the far more demanding Additional Mathematics course in Years 10 and 11. This is offered as an option and is not obligatory. The course requires hard work and dedication and is only meant for A/A* students. Students who take this option often feel much better prepared for their A-level/Bachillerato mathematics. Other Information Calculators
Students must buy a non-programmable scientific calculator to use throughout Year 10/11.... They must bring their own calculator to all classes to get familiar with it and to improve their ability to use it correctly. Throughout the course, students will be shown how to use many of the functions on the calculator. Homework
The IGCSE exams are very demanding and we aim to prepare students thoroughly. Mathematics cannot be studied from just reading: it requires active learning and skills are acquired through doing questions. Often homework will consist of finishing off class work or practising exam questions taken from old IGCSE papers. If students work hard in class and use homework time to reinforce their learning, then revision before evaluations should not be excessive. Assessment
Students will receive a mark on their assessment profile every 4 weeks in Years 10 and 11. This will reflect the progress made by the student over that time. Most assessments are taken from old IGCSE questions on each unit covered. At the end of each term there is an evaluation which tests the material learnt during the term. To give students a feel of the IGCSE examinations, they all sit a mock Mathematics exam in January of Year 11. In KS4, the end of term mark is weighted so that the term’s assessments are worth 50% and the end of term evaluation is worth 50%. At St. Anne’s, we consider 60% as a pass mark for KS4. Notes
In Year 10/11, students continue with the A4 folder system. They keep their notes and work on each topic in a separate plastic folder that they put in their mathematics ring binder at the end of each topic.
Gallery K4 MATHS
KEY STAGE 4 BIOLOGY
At GCSE we follow Cambridge IGCSE course. The course is designed to expand upon the topics studied in Years 7 - 9, and to allow students to develop their skills of knowledge and learning. Cambridge programmes and qualifications help Cambridge learners to become:
confident in working with information and ideas - their own and those of others responsible for themselves, responsive to and respectful of others
innovative and equipped for new and future challenges engaged intellectually and socially, ready to make a difference.
As Biology is compulsory at GCSE, we are able to encourage, extend and nurture those who enjoy the subject, whilst also helping ‘non scientists' to develop self-confidence.
During the final term of Year 11 students will take their IGCSE and will be awarded grades ranging from A* to G....
Candidates expected to achieve grades D, E, F or G, will be entered for the Core Curriculum and those candidates expected to achieve grade C or higher should study the Extended Curriculum. There are three IGCSE papers; multiple choice, alternative to practical and an exam with more structured questions. This variety of papers allows the students to use all of their skills learnt during the two years of the course.
Gallery K4 BIOLOGY
KEY STAGE 4 PHYSICS
The aims are set out below and describe the educational purposes of a course in Physics for the IGCSE examination at St Annes´s School. The aims are to: 1. Provide, through well designed studies of experimental and practical science, a worthwhile educational experience for all students, whether or not they go on to study science beyond this level and, in particular, to enable them to acquire sufficient understanding and knowledge
- To become confident citizens in a technological world, to take or develop an informed interest in matters of scientific import;
- To recognise the usefulness, and limitations, of scientific method and to appreciate its applicability in other disciplines and in everyday life
- To be suitably prepared for studies beyond the IGCSE level in pure sciences, in applied sciences or in science-dependent vocational courses. 2. Develop abilities and skills that:
- Are relevant to the study and practice of Physics;
- Are useful in everyday life;
- Encourage safe practice;
- Encourage effective communication.... 3. Develop attitudes relevant to Physics such as:
- Concern for accuracy and precision;
- Inventiveness. 4. Stimulate interest in, and care for, the environment. 5. Promote an awareness that:
- Scientific theories and methods have developed, and continue to develop, as a result of co-operative activities of groups and individuals;
- The study and practice of science are subject to social, economic, technological, ethical and cultural influences and limitations;
- The applications of science may be both beneficial and detrimental to the individual, the community and the environment;
- Science transcends national boundaries and that the language of science, correctly and rigorously applied, is universal.
Gallery K4 PHYSICS
KEY STAGE 4 CHEMISTRY
The aims are set out below and describe the educational purposes of a course in Chemistry for the IGCSE examination
The aims are to: 1. Provide through well-designed studies of experimental and practical science a worthwhile educational experience for all students whether or not they go on to study science beyond this level and, in particular, to enable them to acquire sufficient understanding and knowledge to:
- become confident citizens in a technological world, able to take or develop an informed interest in matters of scientific import;
- recognise the usefulness, and limitations, of scientific method and appreciate its applicability in other disciplines and in everyday life;
- be suitably prepared for studies beyond the IGCSE level in pure sciences, in applied sciences or in science-dependent vocational courses. 2. Develop abilities and skills that:
- are relevant to the study and practice of Chemistry;...
- are useful in everyday life;
- encourage efficient and safe practice;
- encourage effective communication. 3. Develop attitudes relevant to Chemistry such as:
- concern for accuracy and precision;
- inventiveness. 4. Stimulate interest in, and care for, the environment. 5. Promote an awareness that:
- scientific theories and methods have developed, and continue to do so, as a result of cooperative activities of groups and individuals;
- the study and practice of science are subject to social, economic, technological, ethical and cultural influences and limitations;
- the applications of science may be both beneficial and detrimental to the individual, the community and the environment;
- Science transcends national boundaries and that the language of science, correctly and rigorously applied, is universal.
Gallery K4 CHEMISTRY 2020
Gallery K4 CHEMISTRY
KEY STAGE 4 FRENCH
During Key stage 4, our pupils begin to use French more independently, with a firmer grasp of grammar and a wider and more complex range of expression. They adapt their use of the language to communicate effectively according to context, purpose and audience. They learn to understand a more extensive range of unfamiliar language by reading and listening to a variety of materials from countries and communities where the language is spoken. They also increase their cultural awareness through, whenever possible, direct contact with people from the French-speaking world.
The four skill areas of Listening, Speaking, Reading and Writing are encouraged and expanded throughout the course, which prepares pupils for the IGCSE examination at the end of Year 11.
The range and style of activities is varied to meet the needs of all pupils and to give each one a sense of achievement. The course is not only focused on exam success but also on language learning as a fundamental means of communication in today’s wider world.
All pupils will be taught to:
acquire knowledge and understanding of French
- the principles and interrelationship of sounds and writing in the target language.
- the grammar of French and how to apply it.
- how to express themselves using a range of vocabulary and structures. Develop language skills
- how to listen carefully for gist and detail.
- use correct pronunciation and intonation.
- how to ask and answer questions, begin and develop conversations.
- how to vary French to suit context, audience, purpose....
- how to adapt language already learnt for different contexts.
- strategies for dealing with the unpredictable.
- techniques for skimming and scanning written texts for information.
- how to summarise and report main points of written or spoken French.
- how to redraft writing to improve accuracy. Develop language-learning skills
- techniques for memorizing words, phrases and short extracts.
- how to use context and other clues to interpret meaning.
- to use their knowledge of English and Spanish.
- how to use bi-lingual dictionaries and other reference material.
- how to develop their independence in learning and using French. Develop cultural awareness
- work with a variety of materials in the target language.
- consider their own culture and and compare it with French-speaking communities.
Range of topics covered:
School environment- present and future Shopping.
Home and family Holidays, touring.
Leisure activities The media.
World of work Health and fitness.
Town and country life Transport.
French-speaking world Environmental issues.
Pupils attend on a rota basis a weekly class with the Language Assistant for extra speaking practice in preparation for the Paper 3 IGCSE examination in French.
Pupils in Year 10 who have achieved high grades in French in Key stage 3 are recommended to follow an accelerated course in order to sit the IGCSE exam at the end of Year 10. Thus, they are enabled to cross the threshold to more advanced language - in Year 11, these pupils are prepared for the DELF official exams
Gallery K4 FRENCH 2020
Gallery K4 FRENCH
KEY STAGE 4 GEOGRAPHY
The course followed at IGCSE helps the pupil to make sense of the world around them. It is hands on, it is relevant and it is fun.
The current IGCSE course is a good mix of topics such as settlements, population, natural environments, rivers and industry to name but a few. The course will give the pupils the chance to get to grips with some of the big questions touched on in KS3, those that affect our world and understand the social, economic and physical forces and processes which shape and change our world.
There are so many ways of learning in geography. It is very practical with opportunities to learn new skills such as modern computer based mapping (called GIS), map skills, interpreting photographs, fieldwork skills, presenting, role play and debating.
Fieldwork, or working outside the classroom is a really important part of geography at St Anne’s. The pupils will work locally and also have a chance to visit the Sierra de Gredos area, which is a great opportunity to experience some of the things studied in class, see things differently and have fun.
The two year course is very intensive, where students have a chance to complete IGCSE exams from the very beginning of Year 10. They are well prepared for the IGCSE and are all confident in their level of knowledge and what is expected of them in the exams, there are no surprises as all topics are covered in depth.
Gallery K4 GEOGRAPHY
KEY STAGE 4 LITERATURE
Key subject aims:
- To engage with and develop the ability to read, understand and respond to a wide range of literary texts from around the world.
- To develop an appreciation of the ways in which authors achieve their effects and develop the skills necessary for literary study.
- To explore through literature the cultures of their own and other societies.
- To find enjoyment in reading literature and understand its influence on individuals and societies. What we do: Edexel IGCSE examination
- Pupils complete an extended piece of coursework on poetry which counts towards 40% of their final grade. The other 60% is an examination on prose and drama.
What we study:
- Drama: A View from the Bridge by Arthur Miller.
Set in Red Hook, New York in the 1950s, this play explores the relationships between members of a family of Italian origin and the tragic consequences of jealousy and betrayal.
- Drama: Romeo and Juliet by William Shakespeare.
One of Shakespeare´s most famous plays, and very popular with students, Romeo and Juliet explores forbidden love. This gives pupils a stimulating and accessible opportunity to read Shakespearean language.
- Prose: Of Mice and Men by John Steinbeck...
Set in the United States during the Great Depression, this novel looks at loneliness and the importance of friendship in our lives. Students enjoy reading this classic, as it has many themes to which they can relate.
- Poetry: We study the Edexcel Anthology which has a wide range of poems from various cultures and eras, ranging from Shakespeare to 20th century African writers. This allows pupils to empathise and understand points of view which are different from their own, and helps develop tolerance and understanding.
The examination questions have been designed to allow all students to make a personal, informed response to the texts studied. The specification offers an enjoyable and stimulating introduction to the study of English Literature and encourages reading of literature from around the world. Pupils enjoy stimulating discussion of topics and themes raised and learn to widen their perspective on the world as well as developing their reasoning and oral skills
Gallery K4 LITERATURE
KEY STAGE 4 HISTORY
History is the study of the past. This syllabus offers the opportunity to study world history from the nineteenth century to the beginning of the twenty-first century. Learners will explore history from a diversity of perspectives, including social, economical, cultural and political. Cambridge IGCSE History encourages learners to raise questions and to develop and deploy historical skills, knowledge and understanding in order to provide historical explanations.
Learners studying Cambridge IGCSE History are given the opportunity to:
- develop an interest in and enthusiasm for learning about and understanding the past
- explore historical concepts such as cause and consequence, change and continuity, and similarity and differenceIntroduction
- appreciate historical evidence and how to use it
- gain a greater understanding of international issues and inter-relationships
- learn how to present clear, logical arguments.
1 Were the peace treaties of 1919-23 fair? Focus Points
- What were the motives and aims of the Big Three at Versailles?
- Why did all the victors not get everything they wanted?
- What was the impact of the peace treaty on Germany up to 1923?
- Could the treaties be justified at the time? 2 To what extent was the League of Nations a success? Focus Points
- How successful was the League in the 1920s?
- How far did weaknesses in the League's organisation make failure inevitable?
- How far did the Depression make the work of the League more difficult?
- How successful was the League in the 1930s? 3 Why had international peace collapsed by 1939? Focus Points
- What were the long-term consequences of the peace treaties of 1919-23?
- What were the consequences of the failures of the League in the 1930s?
- How far was Hitler's foreign policy to blame for the outbreak of war in 1939?
- Was the policy of appeasement justified?
- How important was the Nazi-Soviet Pact?
Why did Britain and France declare war on Germany in September 1939? 4 Who was to blame for the Cold War? Focus Points
- Why did the USA-USSR alliance begin to break down in 1945?
- How had the USSR gained control of Eastern Europe by 1948?
- How did the USA react to Soviet expansionism?
- What were the consequences of the Berlin Blockade?
- Who was the more to blame for starting the Cold War: the USA or the USSR?
5 How effectively did the USA contain the spread of Communism? Focus Points
This Key Question will be explored through case studies of the following:
- America and events in Korea, 1950-53
- America and events in Cuba, 1959-62
- American involvement in Vietnam. 6 How secure was the USSR's control over Eastern Europe, 1948-c.1989? Focus Points
- Why was there opposition to Soviet control in Hungary in 1956 and Czechoslovakia in 1968, and how
did the USSR react to this opposition?
- How similar were events in Hungary in 1956 and in Czechoslovakia in 1968?
- Why was the Berlin Wall built in 1961?
- What was the significance of 'Solidarity' in Poland for the decline of Soviet influence in Eastern Europe?
- How far was Gorbachev personally responsible for the collapse of Soviet control over Eastern Europe. 7 Why did events in the Gulf matter, c.1970-2000? Focus Points
- Why was Saddam Hussein able to come to power in Iraq?
- What was the nature of Saddam Hussein's rule in Iraq?
- Why was there a revolution in Iran in 1979?
- What were the causes and consequences of the Iran-Iraq War, 1980-88?
Why did the First Gulf War take place?
1 Why did the Tsarist regime collapse in 1917? Focus Points
- How well did the Tsarist regime deal with the difficulties of ruling Russia up to 1914?
- How did the Tsar survive the 1905 Revolution?
- How far was the Tsar weakened by the First World War?
- Why was the revolution of March 1917 successful? 2 How did the Bolsheviks gain power, and how did they consolidate their rule? Focus Points
- How effectively did the Provisional Government rule Russia in 1917?
- Why were the Bolsheviks able to seize power in November 1917?
- Why did the Bolsheviks win the Civil War?
- How far was the New Economic Policy a success? 3 How did Stalin gain and hold on to power? Focus Points
- Why did Stalin, and not Trotsky, emerge as Lenin's successor?
- Why did Stalin launch the Purges?
- What methods did Stalin use to control the Soviet Union?
- How complete was Stalin's control over the Soviet Union by 1941? 4 What was the impact of Stalin's economic policies? Focus Points
- Why did Stalin introduce the Five-Year Plans?
- Why did Stalin introduce collectivisation?
- How successful were Stalin's economic changes?
- How were the Soviet people affected by these changes?
Gallery K4 HISTORY
KEY STAGE 4 ART
GCSE in Art and Design (Fine Art)
Fine art may be defined as work which is produced as an outcome of students’ personal experiences, rather than that which is created exclusively for a practical function or that which is the outcome of a tightly prescribed brief.
Work produced for this qualification will demonstrate the use of formal elements and creative skills, and give form to individual thoughts,
feelings, observations and ideas. Students will show evidence of trying to extend their own and others’ ways of seeing the world. They will use the language of the subject sensitively and thoughtfully to support their intentions.
In the context of this specification, disciplines will include painting and drawing, printmaking, sculpture and alternative media.
For this endorsement, students will need to work in at least one discipline ...for the GCSE Short Course and at least two disciplines for the GCSE.
Painting and drawing
Students will be expected to develop knowledge and understanding of:
- Some of the following qualities - plasticity, opacity, translucence, malleability and transparency of the media.
- Form, tone, texture and shape.
- The different purposes of mark-making.
- The relationships between hues, tints, tones and value.
- The use of a range of tools and surfaces such as brushes, knives, sponges, fingers and rags, papers, card, canvas.
- Some of the following materials - graphite, wax crayon, oil pastel, soft pastel, aquarelle, charcoal, ink, chalk, conté crayon, paint and dyes.
- Work in one of the following - figurative, representational, abstract.
- Contextual connections between their work and the work of others, extracting and using meaningful information.
- Technical skills in an appropriate range of media.
Gallery K4 ART
KEY STAGE 4 RELIGION
The Edexcel International GCSE (9-1) in Religious Studies
This qualification enables students to:
- Acquire knowledge and develop understanding of religious beliefs, values and traditions, through the study of one (namely Christianity) or more of the six major world religions.
- Acquire knowledge and develop understanding of key religious ideas which are not specific to any one religion, and of non-religious beliefs and values.
- Consider the influence of religious beliefs, values and traditions and of non-religious beliefs and values.
- Consider religious and non-religious responses to ethical issues.
- Identify, investigate and respond to fundamental questions of life raised by religion and human experience, including questions about the meaning and purpose of life.
- Develop skills relevant to the study of religion. In Year 10 Beliefs and Values
Section 1: The Universe, Creation and the Place of Human Beings
- The universe and the Place of Human Beings.
- Human nature and the human condition.
- Selfishness, greed, ignorance and sin.
- Free will, determinism and predestination....
- Ultimate Reality.
- Belief, Uncertainty and Unbelief.
- The Problem of Evil and Suffering.
Section 2: Life and Death.
- Death and life after death.
- The Meaning and Purpose of Life.
- Sanctity of life, Abortion and Euthanasia.
- Human relationships.
- Marriage and partnership.
- Divorce and remarriage.
- Family structures and responsibilities.
- Childlessness and celibacy.
Section 3: Peace and Conflict.
- Conflict and War.
- Peace, Reconciliation and Forgiveness.
- Sin and Crime.
- Capital Punishment.
Section 4: Rights, Equality and Social Justice.
- Human Rights.
- Equal Rights and Equal Opportunities.
- The Multi-Ethnic Society and Racial Harmony.
- The Multi-Faith Society and Interfaith Relationships.
- Relationships between Rich and Poor. In Year 11 The Religious Community
Section 1: Origins and their Impact on the Community.
- Religious texts and sources of authority.
- Founders and leaders.
Section 2: Celebration and Pilgrimage.
- Festivals and Celebration.
- Places of Pilgrimage.
Section 3: Worship and Practice.
- Places of Worship.
- Forms of Worship.
At the end of Year 11 students complete.
- Paper 1: Beliefs and Values.
- Paper 2: The Religious Community.
Overview of assessment:.
Paper 1 examination lasting 1 hour and 45 minutes.
Paper 2 examination lasting 1 hour and 30 minutes.
Gallery K4 RELIGION
KEY STAGE 4 PHYSICAL EDUCATION
St. Anne’s School in Key Stage 4 we offer the option of both core PE and IGCSE PE.
The core PE curriculum is designed to allow those who do not opt to take the IGCSE course the opportunity to continue to perform,evaluate and analyse through variety of different physical activities.
Assessment: Pupils are assessed continually against National Standards.Also pupil self assessment is common practice in many of the activities. Information on progress is provided to both pupils and parents on a regular basis through Assessment Profiles.
The activities offered in Year 10 & 11 are:
Basketball, Cross Country, Badminton, Gymnastics, Athletics, Football, Uni-Hoc, Volleyball , Rounders , Fitness. IGCSE PE
Pupils may choose to follow the IGCSE Physical in which they will not only develop their ability physically across a wide range of sports, but also to deepen their knowledge, understanding and appreciation of the concepts involved in physical activity.
The syllabus is in 3 sections:
Section 1 - Practical Performance in four activities. (50%)....
Section 2 - Theoretical Exam (40%)
Section 2 - Analysis and Improvement in ONE of the four activities. (10%) COURSE SUMMARY
Candidates will be able to:
- develop and apply their knowledge, skills and understanding of physical education through selected practical activities.
- develop their knowledge and understanding of the different factors that affect participation and performance and demonstrate their relationship.
- understand the role of rules and conventions in selected activities.
- promote their understanding of the health benefits and risks associated with taking part in physical activity.
- develop the skills necessary to analyse and improve performance.
A full mock exam in year 11
Periodic testing, short answer questions.
Practical Performance examination (live / video)
The type of assessment will vary between topics, but wherever possible the assessments will seek to relate theory to practice and practice to theory.
The activities we offer for practical are as follows:
Basketball, Cross Country, Dance, Fitness, Athletics, Badminton, Volleyball, Swimming.
All pupils are encouraged to participate and improve in activities outside school as they may use them for their final assessment at the end of the course.
International Schools Events
In addition to the Inter-House Tournaments, pupils can also represent St. Anne’s School and compete against other International Schools of Madrid.
Regular competitions are organised for every activity at varying venues in and around the city.
St. Anne’s School Events Sports Day
The Inter-House Athletics competition takes place at the athletics stadium at San Sebastian de los Reyes.
It is an all day event in which parents are invited to attend. Each pupil from nursery to bachillerato has to participate in at least one activity. Every point gained goes towards an overall House winner.
Gallery K4 P.E. 2020
Gallery K4 P.E.
KEY STAGE 4 COMPUTING
The Information & Communications Technology course aims to encourage the exploration and study of ICT in a variety of contexts: home, community, business, industry, recreation and education. In any given situation, students will be given the opportunity to acquire competence, ability and critical skills through the implementation, use and evaluation of a range of ICT systems. Students can develop their interest in, enjoyment of and critical reflections about ICT as an integral part of modern society.
Gallery K4 COMPUTING
KEY STAGE 4 BUSSINES STUDIES
Students will develop an understanding of the role and purpose of business activity in the public and private sectors, and the importance of innovation and change. They will learn how the major types of business organisation are set up, financed and operated and how their activities are regulated. The factors that influence business decisions, activities and outputs will also be considered.
Students will be encouraged to understand the working world and the essential values of co-operation and interdependence. It is hoped that the Business Studies course will prepare them to meet the world of work with confidence and awareness.
Students do not need to have any prior knowledge of Business Studies to take this course. However, it is important that they have a strong interest in learning how a business operates, plans and makes its decisions.
Students will be entered for the following papers:
Paper 1 (1 ¾ hours)
A paper containing short-answer questions and structured/data response question.
Paper 2 (1 ¾ hours) Students will be presented with a business situation or problem, and will be required to answer questions arising from it.
Gallery K4 BUSINESS
KEY STAGE 4 LENGUA CASTELLANA y CIENCIAS SOCIALES
Lengua castellana Year 10
Tema 1: La estructura de las palabras. El texto explicativo.
Tema 2: El significado de las palabras. El reportaje.
Tema 3: El enunciado y la oración. La entrevista.
Tema 4: La oración compuesta (I). La crónica.
Tema 5: LA oración compuesta (II). La programación televisiva.
Tema 6: La oración compuesta (III). El acta de una reunión.
Tema 7: Origen y evolución del castellano. El reglamento.
Tema 8: Los orígenes de la literatura. Comentario de textos literarios.
Tema 9: La literatura del siglo XIV. El texto narrativo.
Tema 10: La literatura del siglo XV. El texto poético.
Tema 11: La literatura del siglo XVI. Análisis de una obra literaria.
Tema 12: Miguel de Cervantes. Un texto teatral.
Tema 13: La literatura del siglo XVII. Una representación teatral.
Tema 14: La literatura del siglo XVIII. La relación entre textos literarios.
Lengua castellana Year 11
Tema 1: El español actual. El subrayado de un texto. El esquema. La letra x.
Tema 2: El léxico del castellano. La instancia. El currículum vitae.La b y la v; la g y la j; la h. Topónimos.
Tema 3: La oración simple. La oración compuesta (I). Una carta para informar y pedir. La reclamación y el recurso. Numerales cardinales y ordinales. Palabras cultas de origen griego (I).
Tema 4: Coordinadas y subordinadas sustantivas. Anuncios por palabras. El mensaje publicitario. La coma, el punto, el punto y coma y los dos puntos. Palabras cultas de origen griego (II).
Tema 5: Subordinadas adjetivas y adverbiales. Un artículo de opinión. Cartas al director. La puntuación en las oraciones compuestas. Expresiones latinas (I).
Tema 6: El texto. Exposición: datos para un debate. El debate. Signos de puntuación y conectores del discurso. Expresiones latinas (II).
Tema 7: Los medios de comunicación. Un texto expositivo. La expresión de opiniones. Comillas, paréntesis y corchetes. El léxico en la radio y en la televisión.
Tema 8: El Romanticismo. Un ciento de terror. Una leyenda de Bécquer. Tilde diacrítica y tilde en hiatos. Seres fantásticos.
Tema 9: El Realismo y el Naturalismo. La descripción de interiores y de exteriores. La descripción de personas. Las mayúsculas. Frases hechas y modismos.
Tema 10: Modernismo y Generación del 98. Un poema de Campos de Castilla.La argumentación. Abreviaturas, siglas y acrónimos. Frases célebres.
Tema 11: La Edad de Plata: la Generación del 27. Un poema de amor. ...Los caligramas. Palabras homófonas. Fórmulas rimadas.
Tema 12: La novela desde la posguerra. Un fragmento literario sobre lo cotidiano. La narración oral de historias cotidianas ¿Junto o separado? Confusiones léxicas.
Tema 13: La poesía y el teatro desde 1939. Poemas de dos autores de los 60. Una escena teatral. Recapitulación sobre la acentuación. El libro.
Tema 14: La literatura hispanoamericana. Un cuento de Julio Cortázar. Microrrelatos de menos de 20 líneas. Repaso de los signos de puntuación. Distintos tipos de textos breves.
-Lecturas obligatorias: Gustavo Adolfo Bécquer, Rimas y leyendas; Duque de Rivas, Don Álvaro o la fuerza del sino; Mariano José de Larra, Artículos; Pedro Antonio de Alarcón, El sombrero de tres picos; Antología poética de la Generación del 27; Federico García Lorca, La casa de Bernarda Alba; Miguel Delibes, El camino; Antonio Buero Vallejo, Historia de una escalera; Don Juan Manuel, El Conde Lucanor; Anónimo, El Lazarillo de Tormes; Calderón de la Barca, La vida es sueño; Leandro Fernández de Moratín, El sí de las niñas. Objetivos Ciencias Sociales:
En Geografía se trabajan en Year 10 (3º de la ESO). Con ellos se pretende que los alumnos conozcan las estrechas relaciones entre los seres humanos y el medio natural o físico (relieve, clima, vegetación, aguas) y que distingan los distintos espacios geográficos (paisaje agrario, paisaje industrial) y las actividades económicas que el hombre realiza en el medio físico (agricultura, pesca, ganadería, silvicultura, industria, sector servicios), tomando conciencia de los impactos ambientales de dichas actividades.
La diferenciación de los distintos tipos de poblamiento (rural y urbano), el análisis de la población mundial (movimiento natural, distribución espacial, migraciones, etc.) y sus repercusiones, y la comprensión del mundo como una aldea global con grandes contrastes entre países ricos y países pobres son otros objetivos de la materia.
Finalmente, se dan a conocer los rasgos más importantes (físicos, demográficos, económicos y políticos) de las grandes potencias actuales (Estados Unidos, Japón, Rusia, China, Dragones Asiáticos) y más detalladamente de la Unión Europea (rasgos físicos, proceso de construcción y ampliación, políticas comunes, etc.) y de España( aspectos físicos, demográficos, económicos y contrastes regionales). En la materia de Historia, que se trabaja en Year 11(4º de la ESO) se pretende conocer los principales acontecimientos históricos de la Edad Contemporánea mundial del siglo XX (desde la Primera Guerra Mundial hasta la década de los ochenta) y de España (desde la Restauración hasta los gobiernos de la España actual).
La capacidad para sintetizar y esquematizar, la obtención, y el tratamiento de información histórica y geográfica a partir de distintas fuentes (textos, mapas, gráficos y obras literarias…) y la valoración y respeto por el patrimonio natural, cultural, fruto de la diversidad física, lingüística y cultural de la Tierra, son dos objetivos básicos que se pretenden conseguir en estos dos cursos.
Contenidos para Tercero de E.S.O.:
Tema 1:El relieve: marco físico de las actividades humanas.
Tema 2: El clima.
Tema 3 :Naturaleza y sociedad: armonías, crisis e impactos.
Tema 4: La organización económica de las sociedades.
Tema 5: La agricultura, la ganadería y la pesca.
Tema 6: La industria y la energía.
Tema 7: Los servicios, el desarrollo del turismo.
Tema 8: Los servicios, el comercio y los transportes.
Tema 9: La economía española.
Tema 10: La globalización: hacia un sistema mundial.
Tema 11: La población actual. El fenómeno de las migraciones.
Tema 12: La organización actual del espacio.
Tema 13: La organización política de las sociedades.
Tema 14: La Unión Europea.
Tema 15: España: La organización política y territorial del Estado español.
Contenidos para Cuarto de E.S.O.:
Tema 1: El siglo XVIII: la crisis del Antiguo Régimen.
Tema 2: Liberalismo y nacionalismo.
Tema 3: La industrialización de las sociedades europeas.
Tema 4: La España del siglo XIX: la construcción de un régimen liberal.
Tema 5: Industrialización y sociedad en la España del siglo XIX.
Tema 6: La época del imperialismo.
Tema 7: El arte del siglo XIX.
Tema 8: El período de entreguerras (1919-1939).
Tema 9: Tiempos de confrontación en España (1902-1939).
Tema 10: La II Guerra Mundial y sus consecuencias.
Tema 11: Un mundo bipolar.
Tema 12: España durante el franquismo.
Tema 13: España en democracia.
Tema 14: La Unión Europea.
Tema 15: El mundo actual.
Tema 16: El arte del siglo XX. Criterios de Evaluación: se valorarán la actitud y la realización de las actividades y controles con los se pretende que el alumno sea capaz de definir y localizar (en el espacio y en el tiempo) con corrección, conceptos (geográficos e históricos), personajes y acontecimientos históricos y sintetizar, esquematizar y, sobre todo, redactar con corrección sintáctica y ortográfica los contenidos teóricos de la materia.