Languages, Business and IT Faculty
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
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.
Each faculty and subject at Marlwood School plays a significant and deliberate role in implementing the intent of the whole school curriculum.
The economy functions all around us and is unavoidable and so we believe it is vital for students to study Business. The intent of our curriculum is to develop confident students who will enter the workforce with the knowledge of how the ever changing economy (personal, national and global) functions and how the world of work operates in order to help set the foundations for them to experience a successful career.
Our students will be:
- Ethical, entrepreneurial and independent learners
- Confident presenters
- Strong team players
“Success in business requires training and discipline and hard work. But if you’re not frightened by these things, the opportunities are just as great today as they ever were.”
We want students to be learners who take risks and challenge their own thought process through interrogation of the theories they encounter.
Our Curriculum intent is realised through the skilful implementation of the Business Curriculum Map supported by the Marlwood 8 Essentials.
Our Implementation is supported by:
- Exposure to real life business experiences and professionals
- Expecting high levels of achievement from every students
- Equipping students with the analytical skills required to make sound business decisions
Please refer to the subject Curriculum Map
ICT and Social Media permeate everything that we do today. Both fields can develop inquisitive, logical and problem solving mind sets. They offer a real context for creativity, functionality and engagement with the social, moral and ethical issues of the 21st Century. However, they can also lead to:
- unfiltered reception of harmful and unhealthy information
- Ineffective and inappropriate forms ofcommunication
- Unhealthy habits and lifestyles
The increasing use of technology in all aspects of society makes confident, creative and productive use of ICT an essential skill for life.
The Intent of the Functional ICT Curriculum at Marlwood School is to develop learners who:
- Demonstrate not only mastery of technical skills and techniques, but also the understanding to apply these skills purposefully, safely and responsibly in learning, everyday life and eventually employment.
- Can use ICT to find, develop, analyse and present information, as well as to model situations and solve problems.
- Are empowered to use CT to rapidly access to ideas and experiences from a wide range of people, communities and cultures,
- Are skilful in using ICT to collaborate and exchange information on a wide scale.
- Recognise ICT and Social media’s potential as a powerful force for change in society and have an understanding of the social, ethical, legal and economic implications of its use, including how to use ICT and social media safely and responsibly.
- Demonstrate increasing levels of initiative and independent learning, as they are able to make informed judgements about when and where to use ICT and social media to enhance their learning and the quality of their work.
During the key stage 3 our students will encounter the following learning contexts as a matter of entitlement. Opportunities to:
- Learn about and practise keeping information secure: For example, keeping copies safe, backing up work and protecting passwords or PINs to avoid identity theft and GDPR.
- Be independent, discriminating and reflective when choosing when to use technology e.g.:
- Microsoft Word,
- Microsoft PowerPoint,
- Microsoft Excel
- Google Mail
- Practise the principles of effective organisation, storage and access. For example:
- using appropriate file names,
- classifying folders in a meaningful way,
- using password protection and using back-up files
- Work creatively and collaboratively e.g.:
- Google Apps and similar collaborative platforms,
- Grofar, Unifrog careers and destinations platforms
- Share their views and experiences of ICT, considering the range of its uses and its significance to individuals, communities and society:
- Evaluating examples on online behaviour and communication
- Demonstrating effective and appropriate communication using email and age appropriate social media platforms
- cyber bullying
- Knowing how to stay safe online and how to help keep others safe online
- Safe working practices: For example, adjusting seating and lighting, avoiding hazards, taking breaks, arranging hardware and cables safely and using wrist rests and other devices where appropriate
- Apply ICT to real-world situations when solving problems and carrying out a range of tasks and enquiries e.g. Google searches,
- Use ICT in other subjects and areas of learning with contexts that are relevant and interesting to them.
Our Curriculum intent is realised through the skilful implementation of the Functional ICT Curriculum Map supported by the Marlwood 8 Essentials.
Please refer to the subject Curriculum Map
Language learning plays an important role in the UK in our dealings with other countries and trading partners. It enables our students to compete for jobs with other Europeans who already speak multiple languages and gives them access to job opportunities all over the world. Furthermore, Language learning promotes healthy brain development and our ability to converse in another language makes us more culturally aware. Therefore at Marlwood we aim for students to be able to:
- take risks and develop a growth mindset towards their language learning
- feel empowered by the learning so that they can take responsibility for their own learning journey and be good independent learners.
- communicate confidently and understand how they learn languages so that they know what they need to do to improve.
- be inspired, so that they are inquisitive and motivated to achieve their best by encouraging participation in a wide range of MFL centered activities both in and out of the classroom.
- appreciate the opportunities that learning languages will bring them in the global community.
Our Curriculum intent is realised through the skillful implementation of the MFL Curriculum maps and is supported by the Marlwood 8 Essentials.
Our Implementation is supported by:
Putting patterns of speech and communicative functions at the heart of our instruction
Ensuring language is thoroughly processed and retained using the EPI (Extensive Processing Instruction) approach
Maximising exposure to language in different contexts (recycle).