Curriculum Principles
Elevating Expectations – Our Curriculum
From the outset, the vision to establish a curriculum focused on ‘a sense of place’ incorporating STEM has been articulated. The rationale for this reflects the heritage of the Marleigh site and the commitment to ensuring that all new pupils and families are valued as members of the new and growing community.
The curriculum enables pupils to understand their place within the Marleigh and wider community, as well as their rights and responsibilities, their role in global citizenship, and sustainable development. It includes opportunities to learn about Marleigh geographically as a new development, the stories of its history and residents, and the history and legacy of the Marshall airfield on which it is built. Marleigh Primary Academy is a STEM school where we are developing activities to enrich the curriculum, build knowledge and understanding and develop problem solving skills. STEM is at the heart of our curriculum intertwined with the curriculum topics, forging practical and where possible real-life learning situations. In establishing these opportunities, pupils see how scientific and mathematical concepts relate to the world around them. As pupils explore and investigate – and begin to see the STEM connections – their interests are sparked to independently take their learning further. The vision incorporates forging links with local businesses and organisations, such as Cambridge Launch Pad, to bring practical experience of STEM activities and learning into the curriculum.
Our curriculum vision is embedded through elements of learning that are relevant to this new and changing community. Priorities incorporate building a relevant and enriching vocabulary, access to high quality diverse texts to foster a love of reading, PSHE learning to grow the school as a community and active sporting experiences taught through a specialist teacher.
Recognising that the school will grow rapidly in the first years of its existence, the curriculum is spiral enabling opportunities to revisit and build on previously taught learning. It enables teachers to ensure that new starters can revisit or embrace the concepts necessary for new learning regardless of their enrolment date. All pupils are given opportunities to build informed schemas through assimilating and accommodating new knowledge and concepts. In addition to the knowledge gained, our vision is for pupils to be competent:
Problem Solvers
Through our STEM-centered curriculum pupils examine situations and work methodically and at pace to find multiple solutions. After evaluating these, they propose real and appropriate steps to confront and resolve challenges in their learning.
Critical Thinkers
Our curriculum provides opportunities for pupils to analyse information, evaluate designs, reflect on their decisions and propose creative solutions.
Creative, Confident Learners
As part of STEM-centered learning, children will understand that making mistakes and failed attempts at finding solutions are integral to their learning developing a positive growth mindset and viewing mistakes as open experiences, bringing opportunities for deeper learning.
Communicators
To be good listeners, as well as able to articulate their thoughts and ideas. Our pupils will be able to express their ideas with clarity, confidently using age-appropriate subject specific, technical and scientific terminology. Our pupils will welcome opportunities to debate and question, to deepen and develop their understanding.
Independent and Collaborative
Our pupils become self-motivated learners who use their abilities to achieve the best possible results. At the same time acknowledging that big challenges are often best solved through collaboration which involves risk taking, resourcefulness and respect for the opinions of others.