Subjects/Key Stages

Art

We inspire our pupils to use a wide range of media including ICT, paint, textiles, printing, graphics, digital photography, clay and 3 dimensional media. We support our pupils to achieve well through providing a grounded knowledge of art history and the work of designers. We want our pupils to become creative thinkers. Art is a visual language and we empower each pupil to think, organise and plan ideas for themselves; art can be complex, profound, serious or humorous and we believe that it provides a framework for growth and is a vehicle for self-expression and creative thinking.

Computing

Computing is taught as a dedicated subject across all year groups, in line with the National Curriculum.

We aim to produce young pupils who are digitally literate and confident users of ICT, as well as developing a broad understanding of the principles which underpin Computing to solve problems and create their own programs to meet a range of needs.

Pupils will explore a range of software and recognise the hardware needed for computers and networks, demonstrating a technical understanding of the components. In Key Stage 2 pupils are taught in their form classes. They explore a wide range of programs to research and present their ideas, as well as developing and creating solutions to problems in a variety of programming languages and environments.

Pupils also develop the ability to deal with large data sources efficiently and effectively to find relevant information and present this in a way which is appropriate to the needs of the user or target audiences. All pupils develop their knowledge of Online Safety and how to keep themselves, and others, safe when using technology. In Key Stage 3 pupils are still taught in form classes. They continue to build on their technical knowledge of computers as well as developing their ability to use an extensive range of software.

Pupils experience programming in casual and text based programming language (such as Scratch, Blockly and Visual Basic) throughout this Key Stage. Computational Thinking and principles of computing are explored in more detail and there is a greater emphasis on pupils applying their IT knowledge independently. Extended project work requiring pupils to combine skills in a range of programs becomes standard as they work through years 7 and 8 to begin preparing them for the demands they will face in Key Stage 4.

Online Safety is followed on in order to keep themselves, and others, safe when using technology. Pupils have widely varying experiences of computing outside of the classroom and this is a valuable asset in our lessons.

We expect pupils to recognise the contributions that other pupils can make to their learning and to share their knowledge with peers, helping others through such collaborations as well as deepening their own understanding of the subject content.

D & T

Design and Technology’s curriculum intent is built around the school’s vision to Inspire, Achieve and Empower.

Design and Technology at Marston Vale Middle School involves pupils participating in design and make projects, which enables them to produce practical solutions to real life problems. Well-structured projects provide opportunities for pupils to continue to develop their knowledge and understanding of materials and components, systems and control, and structures. Design and technology allows children to apply the knowledge and skills learned in other subjects, particularly in Mathematics, Science and Art. As well as developing an appreciation of the Spiritual, Moral, Social and Cultural aspects of education, founded on British Values and a sense of moral purpose.

The subject INSPIRES by encouraging children to be creative, imaginative and innovative when designing and making products. It provides problem solving and challenging tasks, in which all pupils can ACHIEVE success and high outcomes. The subject EMPOWERS pupils to develop resilience and make informed decisions through independent and group learning strategies.

In both, Key Stage 2 and 3, Design and Technology is taught in a well-equipped specialist rooms with group sizes of 22 or less.

Resistant Materials projects range from designing and making an acrylic pencil holder and a controllable vehicle using electrical control in Key Stage 2 to producing a CAD/CAM picture frame and focused practical tasks relating to electronics in Key Stage 3.

In Food technology pupils are required to prepare and cook repertoire of predominantly savoury food products, which develop cooking techniques, crucial life skills and apply the principles of nutrition and healthy eating.

English

English at Marston Vale allows learners to be submersed in a vast array of texts and topics that will challenge, inspire and excite them. We provide students, through a high-quality education, with the tools and knowledge needed to speak and write fluently so they can communicate their ideas and emotions to others and, through their reading and listening, others can communicate with them.

Therefore here at MVM, English is at the very heart of our school and works parallel with other curriculum areas to enable pupils to transfer those essential skills in reading, writing and the spoken language into all elements of their learning.

It has a carefully designed and challenging curriculum, which develops the pupil’s creative and analytical skills. This allows the pupils to express themselves precisely, accurately and in detail, enabling them to make good progress in preparation for achievement in SATs and later study at GCSE. Beyond that, emphasis is on empowering pupils in a world where literacy skills are distinguished in society.

Furthermore, we want our pupils to appreciate our rich and varied literary heritage and so we inspire our pupils through our choice of texts. Through these we promote a life-long engagement in reading so that pupils have a chance to develop culturally, morally, socially, spiritually and intellectually by being exposed to different styles of literature, authors and genres.

Our ambition is to inspire pupils, to support them to achieve their full potential and encourage them to empower themselves to develop happy, creative and successful learners.

French

The main aims of the French Department are to teach French in an enjoyable, challenging and relevant way, enabling pupils of all abilities to reach their potential, and promoting the understanding of the French and French-speaking cultures world-wide.

Pupils are taught in mixed ability form groups from Year 5 through to Year 8. Every Year group is taught using a range of techniques, designed to develop their linguistic skill and understanding. The department uses a range of resources including online resources which are available for pupils to use at home.

The department is developing the use of language leaders and Year 7 pupils are trained to deliver language lessons. Pupils are also given a range of opportunities to explore different cultures with a range of competitions and quizzes available to them throughout the year. This enables them to experience the language and culture through a variety of different means, bringing the language alive.

Geography

Geography

Geography at MVM follows a curriculum that inspires a life-long curiosity and fascination about the world and its people.

It equips pupils with knowledge, understanding, cultural capital and skills to enable them to develop during KS2 in order to achieve their full potential at KS3, while preparing them for success at KS4 and in life beyond.

Pupils' learning empowers them to engage with local, national and global issues now and throughout their lives.

History

History at MVM follows a curriculum that INSPIRES our pupils.

Pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. We inspire pupil’s curiosity to know more about the past. The curriculum embeds knowledge and chronological understanding. Pupils recognize historical significance and can identify cause and consequences, along with historical change and continuity.

Assessment opportunities are varied and of suitable pace and challenge to ensure all pupils ACHIEVE.

The historical curriculum EMPOWERS pupils with an understanding of diversity and empathy. It equips pupils to ask perspective questions, think critically and weigh evidence to develop perspective and judgment.

The more you know about the past, the better prepared you are for the future

Theodore Roosevelt

Maths

Marston Vale School Mathematics Curriculum Intent

At Marston Vale our curriculum, its structure and implementation are designed to build on pupils’ interests and current mathematical knowledge and develop and extend both while fostering a love of learning maths.

We inspire pupils by providing a wide range of opportunities in a variety of interesting contexts.

Our pupils explore, extend and develop their individual abilities and talents to the full allowing them to achieve their full potential and enjoyment within mathematics.

We want our pupils’ to leave the school empowered by the knowledge they have gained and prepared for successful futures.

We follow the National Curriculum, ensuring that all statutory requirements are delivered without compromising the personalised needs of our pupils that they require to be successful in future.

Fundamental British Values as well as Spiritual, Moral, Social and Cultural aspects of education are important to us and have become a focus of how we teach. Our pupils have access to excellent support, both from staff and peers, to achieve their potential

Music and Performing Arts

Music is essentially a practical subject and the aim of the department is to enable the children to develop a range of musical skills. The content of the syllabus is based upon performing, composing and listening and appraising. Pupils are expected to complete tasks on an individual, paired or group basis. Pupils work is monitored at the end of each project through assessments in the three key areas, these form the basis of the National Curriculum level achieved.

The music department comprises a newly built music classroom containing a interactive whiteboard and excellent PA facilities. There is an adjoining ICT room for use by pupils when covering composing aspects.

The department also has a room solely for use by the peripatetic (instrument) teachers, containing an electric piano and a full drum kit. A second room is available when required which also contains an electric piano. In addition space is allocated for safe instrument storage.

Classroom Lessons

There are a range of instruments available for use by pupils within lesson time, including tuned and untuned percussion and 18 keyboards (enabling paired use). We also have 15 computers with mini, midi keyboards within the ICT suite and a range of music software including Cubasis and Notate. There is a small selection of other instruments for loan to peripatetic pupils.

Performing

Pupils are given the opportunity to obtain performance skills on keyboards, voice and percussion instruments. Most lessons include either some form of instrumental and/or vocal rehearsal/performance with the pupils acquiring high levels of skill as they progress through the school. The pupils are encouraged to practice new skills learned in class at home if at all possible. Through singing and playing instruments the pupils develop confidence and extend their own musical experience.

Composing

Pupils are given opportunities to compose and perform/record their own music via the ICT suite, using traditional and non-traditional notation. They are encouraged to compose in a variety of styles and for a range of different instruments. The composing aspect of each project builds on knowledge gained within the performing task. The ICT suite enables pupils to record, save and refine their work each week. The department is hoping to be able to provide pupils with the opportunity of creating their own CDs to take home containing their composition works.

Listening and Appraising

The pupils develop 'active' listening skills with understanding of vocal and instrumental performances of different styles, cultures and historical periods. Listening is often used as a stimulus for the pupils own performance or compositions. Pupils undertake a listening and appraising assessment at the end of each project to bind areas of learning together.

Instrument Tuition

In addition to normal music lessons, which are part of the curriculum for all pupils, there are opportunities for pupils to have instrumental lessons from the peripatetic teachers who visit the school weekly. Pupils who receive this tuition are expected to practice regularly and take Associated Board or Trinity College of Music practical examinations wherever possible.

We currently have pupils learning piano, percussion, strings, woodwind, brass and guitar. The school has a music policy for pupils who receive peripatetic lessons for a number of reasons. Instrument lessons are very highly sort after (there are currently waiting lists) successful pupils receive subsidized lessons from an expert instrumental teacher, the pupil also has time out of normal class and in some cases has free use of a school or County instrument. Attendance at an extra curriculum club would give a pupil extra performance/rehearsal time on their instrument, use of their instrument in an ensemble setting and the experience of playing within large ensembles with their instruments. As some extra curriculum clubs are oversubscribed this would also guarantee their involvement and secure a place in school productions and presentations.

The pupil would further gain enhanced appreciating and understanding of music during normal timetabled lessons and additional small group contact with the music coordinator who is able to closely monitor and assess pupils progress on their instrument and musical understanding and address any misconceptions.

Physical Education

The Physical Education department is committed to giving all pupils at Marston Vale Middle School the opportunity to participate in a broad curriculum of sports.

We deliver a broad range of sports and activities that will inspire our pupils and create a real interest for sport.

Pupils are taught sequentially and are challenged each lesson to help them achieve highly.

The PE curriculum empowers pupils to explore a range of other skills and personal qualities, such as tolerance and respect for rules.

Extra-Curricular Activities and Opportunities

We encourage pupils to join our extra-curricular clubs; we regularly compete against other local middle schools in sports such as Rugby, Football, Netball, Rounders and Cricket. Many of our teams have achieved excellent results in leagues, tournaments and other events. However, the main aims for pupils of this age are enjoyment, the desire to continually improve and the ability to accept winning or losing gracefully. We also offer pupils the chance to be Sports Leaders in Year 8; these pupils support the PE department at internal and external sporting events.

PSHE - (Personal, social, health, and economic well-being education).

Marston Vale Middle School’s Personal Social and Health Education (PSHE) curriculum is designed to EMPOWER pupils with the skills, knowledge and understanding they need to lead healthy, independent lives and to become informed, active and responsible citizens, while preparing them to make the most of life and work.

Our spiral curriculum INSPIRES learning year on year through the three themes of Health and Wellbeing, Relationships and Living in the Wider World, allowing pupils to build on the learning whilst offering flexibility to reflect the context of the school and local community.

Our PSHE curriculum helps pupils to ACHIEVE their academic potential.

A copy of the RSE policy is available via the school website.

Combined with this, pupils are taught a variety of topics, including;

Year 5: Responding to emergencies, personal hygiene, electoral system and finance.
Year 6: In the news. finance, growing up and safety.
Year 7: Coping with feelings, body changes, healthy eating and emotional changes.
Year 8: Rights, responsibilities and law, society and change and carers.

Wherever possible, we liaise with outside enrich what pupils are studying in class.

RE

Religious Education

Our aim in Religious Education is to 'Inspire, Achieve and Empower’.

Pupils are inspired by the stories of those of faith and the impact that religious belief has at a local, national and international level.

They achieve through the variety of opportunities to extend and deepen their knowledge and understanding through the teachings of worldwide religions. This is based upon the Bedfordshire Agreed Syllabus. This focuses on religious identities, meanings and values studied allowing pupils to learn about religion and to learn from religion.

Pupils are empowered to develop self-respect and the respect for others, whether this is people of faith or of none. Through developing inquiring minds pupils are encouraged to think critically and to explore a variety of opinions and, in turn, to develop their own.

Parents may withdraw their child from Religious Education. However, parents wishing to exercise this right on religious grounds, should arrange to discuss the matter with the Headteacher before making a formal request.

Science

Science Curriculum Intent

Science at MVM follows a curriculum that INSPIRES . The curriculum embeds intellectual and practical activity encompassing the systematic study of the structure and behaviour of the physical and natural world through observation and experiment.

The science curriculum equips pupils with knowledge, understanding and skill to enable them to ACHIEVE their full potential at KS3, while preparing them for success at KS4 and beyond.

Science EMPOWERS pupils to develop scientifically informed, caring and responsible individuals who can think critically and make informed choices about themselves, the environment and society.

Science at Marston Vale Middle:

Children have 3 lessons weekly in Science throughout Key Stage 2 and 3, using various programmes of study and resources.

We endeavour to ensure that the Science curriculum we provide will give children the confidence and motivation to continue to further develop their skills into the next stage of their education and life experiences.

GSO Test