Marlwood Curriculum Intent
We believe in breadth of curriculum: students learning a broad range of subjects for as long as possible. As of September 2019 our students will receive a traditional curriculum, which is broad and balanced. The curriculum is designed to enable all students to flourish academically and acquire the knowledge, skills, employability competencies, cultural capital and character development required for a successful and fulfilled life
We want all of our students to:
- Lead a life that is personally flourishing
- To help others to do so, too
‘The school curriculum must prepare children for uncertain times…’ Nelson Mandela
Our school curriculum will develop the whole child. Our purpose is to prepare children to leave Marlwood School with the confidence, ability and desire to make the world a better place. We plan for them to experience, explore, create, question, organise and enjoy their learning across a broad range of subjects. We believe that the curriculum must be a mix of substantive and disciplinary knowledge, transferable skills, in depth study and opportunities to identify patterns and connections between concepts and ideas. Our Curriculum gives oracy equal priority with reading, writing and understanding mathematical concepts and aims to develop oracy through the study of all three. Our curriculum will extend beyond what is taught in the classroom. It will ensure the environment supports learning, that experiences broaden horizons - organising visits, meeting experts and interesting, inspiring people, as well as enrichment through opportunities outside of the classroom and school; seeing ‘behind the scenes’ as well as being in the audience. It will ensure expertise is achievable for all and every child will feel enriched as a result. The curriculum will permeate all aspects of schooling so that learners are ready to meet the world.
Within each subject studied, students will adopt a ‘state of being’, becoming Scientists, Linguists, Geographers, Historians, Designers, Musicians and Artists as well as avid readers, effective writers, confident mathematicians and prepared for the digital world.
Please refer to the following for more detail about the knowledge and understanding we intend for our learners to gain at each stage:
Progress is not simply what we use to measure with levels, but rather it comprises knowledge that has been learned and then retained in long-term memory. It is vital that our students make at least expected progress. It is our goal for our students to strive for excellence and outperform their peers nationally. However, progress goes beyond a collection of marks in a tracking document; it is much more complex than that.
Progress depends on learners having a network of inter-related ideas and values that they skilfully draw on to make sense of what they are doing and experiencing. Progress indicators differ depending on the subject discipline or spiritual, moral, social and cultural goals of the learning experience. It requires us to go back and think in detail about what it means to ‘get better’ in terms of behaviours, cognition or appreciation. It is about creativity, connections and schematics, not isolated information. It is about the development of the whole person.
Each faculty and subject at Marlwood School plays a significant and deliberate role in implementing the intent of the whole school curriculum through the distinctiveness nature of their disciplinary content, skills and approach.