The Mandeville School’s curriculum intends to provide all students with an introduction to the essential knowledge that they need to be educated citizens. It introduces students to the best that has been thought and said; and helps engender an appreciation of human creativity and achievement. In so doing we offer a balanced and broadly based curriculum which promotes the spiritual, moral, cultural, mental and physical development of students at the school and of society, and prepares students for the opportunities, responsibilities and experiences of later life. Guided by our school motto of ‘Learning today, leading tomorrow’, our curriculum is the broad mix of all the experiences gained by our students, including pastoral time, assembly, citizenship, daily lessons, trips and visits and other extra-curricular experiences.
Our curriculum intent encompasses the school’s vision of education and includes the following:
• Knowledge and wisdom
• Skills acquisition which leads to critical and deep thinking
• A moral purpose; underpinned by our 6Rs of resourcefulness, responsibility, resilience, risk-taking, respect and reflection
• Tailor-made experiences (right for the individual, flexible, responsive, progressive)
• Enrichment (extra-curricular, cultural capital, current affairs)
• Young people living in the modern world and preparing for their futures (mental health, social media, PSHE, current affairs, careers, life in modern Britain)
Our curriculum has been designed paying close attention to the children and families whom we serve. In so doing, The Mandeville School aims to equip all of our students to leave this part of their educational journey with the knowledge, wisdom and skills which will develop them to be the true leaders of tomorrow in whichever path they take in life.
Key Stage 3 Intent: (Currently Year 7 and 8)
Key Stage 4 Intent: (Currently Years 9, 10 and 11)
Key Stage 5 Intent: (Years 12, 13 and 14)
Subject specialism is at the heart of our curriculum and there are differences in the way that the curriculum is constructed and assessed in different subjects. We are continually developing the subject specialisms of all of our teaching staff in conjunction with a curriculum which allows subject expertise for our students to develop over time, and we are careful to provide sufficient time for teachers within the same subject to meet together. Further subject specialism is provided by partnerships across and between schools..
In order to ensure that all students access, acquire and master core knowledge, the curriculum is underpinned by literacy and communication. For those who arrive at school ‘not secondary ready’ early catch up is essential: we aim to promptly identify and support students who start secondary school without a secure grasp of reading, writing and mathematics so that they can access the full curriculum. Furthermore, we recognise the need to teach students explicitly to speak and write using the appropriate academic register. We expect lessons to contain challenging reading and writing.
'Knowledge statements' and 'knowledge organisers' are being introduced in order to provide coherence and a clear understanding of the foundations for learning over time in each subject area. They are resources which provide a point of reference where core knowledge is distilled. This key information enables students to revisit and develop their understanding of key concepts beyond lessons.
Our approach to teaching and learning supports our curriculum by ensuring that lessons build on prior learning and provide sufficient opportunity for guided and independent practice.
Our curriculum intent is successfully translated into practice in a number of ways.
Policy into Practice:
Evaluation and outcome
We continue to work to develop a range of formative and summative assessment in all subjects. We recognise that assessments need to vary to meet the differing requirements of subjects and year groups. Standardised written assessments, for example, play less of a role in performance subjects such as music, drama and physical education.
Our formative assessments are designed to support students in achieving fluency in each subject. Teachers use questioning as a form of assessment to identify gaps in learning and misconceptions: it is imperative that these are revisited and retaught. Regular oral and written feedback inform teaching and supports student progress.
There are summative assessments which allow students to demonstrate their growing understanding of their subjects and teachers to assess the impact of their teaching. Outcomes from summative assessment are used to review the curriculum offer.
Students are prepared extensively for their future in terms of future careers and education pathways, as well as for public examinations. Every child has an equal right to a challenging and enlightening curriculum. By teaching this curriculum well, and developing effective habits in our students, we bring out the best in everyone.
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