Marlborough School Curriculum
Our mission is to inspire learners and change lives. We strive to ensure that our curriculum meets the holistic needs of all our students, facilitates their success and enjoyment and inspires them to become confident life-long learners who are able to fully participate in, and contribute to, society. We believe that our curriculum design should provide broad, balanced and meaningful learning experiences tailored to the needs of individual students.
Our School Values are central to our ethos and learning culture and are embedded within our curriculum. We recognise that powerful learning happens only when our students are happy. As such, we strive to promote the happiness of our students through a range of targeted interventions. We believe that every student should experience and develop respect for self and others. We celebrate diversity and individuality and ensure everyone has their voice heard and valued. We are committed to empowering our learners to develop confidence and autonomy, to take ownership of their own learning and control over their lives. We support our learners to be honest and reflective and encourage them to enjoy the freedom to take risks and to learn from their mistakes. We are passionate and ambitious about learning and progress and strive to promote a culture of Aspiration, effort and resilience.
To achieve our vision, our curriculum aims to:
- Provide opportunities for all students to develop the skills they will require to enable them to progress through learning and achieve meaningful, challenging targets.
- Provide students with exciting, engaging and enriched opportunities across a range of stimulating contexts including learning outside the classroom
- Develop the student’s physical, communication, cognition, independence and social skills and their ability to apply them in relevant situations.
- Effectively scaffold the students’ personal development, physical and emotional health and wellbeing.
- Actively promote the students’ spiritual, moral, social and cultural development.
- Actively promote the fundamental British Values
- Enable all our students to play a full and active part in the life of the school and community
- Prepare all students for the successful transition to further education, employment and adult life
Non-Subject Specific and Pre-Subject Specific Curriculum Key Stages 3 and 4.
Our curriculum is split into two strands, the non-subject specific and the pre-subject specific. The non-subject specific meets the needs of our learners operating at birth to 20 months developmentally. Pre-subject specific meets the needs of our learners operating at 20-60 months.
Personalised learning is structured across five areas. Four of these are based on the student’s statement of SEN or education and health care plan (EHCP)
- Cognition and learning
- Communication and interaction
- Social, emotional and mental health
- Sensory and or physical
In addition, we have included a ‘Creative and Cultural’ component to offer breadth of experience and enrichment for our students.
The Post 16 Curriculum
The focus within Post 16 shifts towards preparing students for adulthood and learning beyond school. This is the reflected in the curriculum provision.
The personalised learning plans and curriculum clusters are centred around the following areas.
- Independent Living
- Good Health
- Employment Careers and Work Related Learning
- Participating in Society
Organisation of learning
Learning is organsied according to the needs of the students within each class. Where relevant, subjects are grouped together into curriculum clusters or provided continously throughout the day in order to:
- Providing students with longer learning sessions
- Facilitate generalisation and making links between different subject areas.
- Giving students the opportunity to embed and master skils
- Providing greater opportunities for individual learning sessions
- Providing enhanced opportunities to facilitate student led learning through extended develop of students’ interests
Learning is student centred and students work on their individual targets throughout the day. The classrooms are set up to provide exploratory learning opportunities in curriculum areas including maths, reading, writing, ICT, art, music, science.
The class teacher and teaching assistants work with individuals to extend learning based on individual targets. All classes have structured group learning time throughout the day. They will also have opportunities for 1:1 work e.g. individual reading, paired or small group work e.g. playing maths games.
Some lessons are taught discreetly for example food technology, PE, swimming, PHSE, RSE and careers and WRL. The PSHE and Sex and Relationship curriculum schemes prepare students for life beyond school by helping them to develop a healthy and safe lifestyle, the ability to reflect upon and manage their own personal feelings and behaviours, good relationships with others and respect for diversity.
Students access programmes developed by a range of multi-agency professionals as highlighted in the Education and Health Care Plans. These include Speech and Language Therapy, Occupational therapy and Physiotherapy. We are working towards becoming a recognised ‘Thrive’ school.
Our enrichment programme includes a wide range of educational trips and visits linked to the curriculum, guest speakers; fund raising activities and charity projects, frequent musical and dramatic performances and competitive and non-competitive sports. Residential trips such as the Duke of Edinburgh Award extend students daily experiences and develop self-help and independence skills and build confidence, self-esteem and an appreciation of teamwork. Learning outside the classroom is a key feature of the enriched curriculum and includes Forest School which is designed to enable students to explore and discover for themselves, experience appropriate risk and challenge, and enable them to make choices and to initiate and drive their own learning and development.
Our curriculum is evaluated against our values and aims. We ensure that we track our students’ progress in all subjects and against their personalised learning plans linked to their EHCP’s. We regularly review its impact on teaching and learning and make adaptations to changes as necessary. We recognise that the students themselves are central to our curriculum design and evaluation. And consult with them on tehir curriculum experiences.
For further information on our curriculum, please contact Anna Coulstock or Amy Hagerty care of firstname.lastname@example.org