United Learning Curriculum Statement – Midhurst Rother College
Our aim is to provide an excellent education for all our students; an education which brings out the best in all of them and prepares them for success in life. Our curriculum is designed to provide children with the core knowledge they need for success in education and later life, to maximise their cognitive development, to develop the whole person and the talents of the individual and to allow all children to become active and economically self-sufficient citizens. By drawing on the best that’s been thought, said and done in each subject, we hope that our curriculum enables children to appreciate and participate in the full richness of the human experience.
Hundreds of United Learning teachers and leaders have been involved in developing the United Learning Curriculum as a core academic curriculum, founded on these key principles:
- Entitlement – We believe that all children have right to learn what is in the United Learning Curriculum; schools have a duty to ensure that all children are taught the whole of it. At MRC we broaden our curriculum with every student taking part in our enrichment programme.
- Mastery – We want all students to achieve a full understanding of the knowledge specified in the Curriculum for each year, and teaching should not move on until this is achieved.
- Stability – We won’t constantly amend the Curriculum: while we should make occasional adjustments in the light of feedback and experience, we will aim for stability over many years, so that teachers can develop expertise, and we constantly build assessments and teaching materials to support the Curriculum.
- Concepts not context – The Curriculum is intended as a concise specification of knowledge and content to be taught and learned; it is for schools and teachers to decide how to teach and bring it to life.
The curriculum in each subject can be accessed through the Key Stage links above or left (with Year 9 listed in Key Stage 4). Subject specialism is at the heart of our curriculum and you will see differences in the way that the curriculum is constructed and assessed in different subjects. Standardised written assessments, for example, play less of a role in performance subjects such as music, drama and physical education. The stability of our curriculum allows subject expertise 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 United Learning’s subject advisors.
As a mastery curriculum our pupils study fewer topics in greater depth, with the expectation that we don’t move on to the next topic until all pupils have a secure understanding of the current topic. In our lessons you will typically see all pupils grappling with the same challenging content, with teachers providing additional support for pupils who need it. Rather than moving on to new content, our higher attainers are expected to produce work of greater depth and flair.
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. We use Barak Rosenshine’s Principles of Instruction (2012) to develop our teaching practice:
- Begin a lesson with a short review of previous learning
- Present new material in small steps with student practice after each step
- Ask a large number of questions and check the responses of all students
- Provide models
- Guide student practice
- Check for student understanding
- Obtain a high success rate
- Provide scaffolds for difficult tasks
- Require and monitor independent practice
- Engage students in weekly and monthly review
In order to allow the mastery approach to be effective (i.e. children learn what they are expected to in the year they are expected to), early catch up is essential: we aim to promptly identify and support pupils who start secondary school without a secure grasp of reading, writing and mathematics so that they can access the full curriculum.
Everything from which children learn in school – the taught subject timetable, the approach to spiritual, moral, social and cultural development, the co-curricular provision and the ethos and ‘hidden curriculum’ of the school – are to be seen as part of the school curriculum. Our principle of ‘Education with Character’ is delivered through the curriculum in this broadest sense, and is particularly enhanced by the enrichment programme at Midhurst Rother College, where students choose termly activities and clubs to be involved in.
With thousands of pupils across United Learning following the same curriculum, we have been able to develop common assessments in most subjects. These are summative assessments which allow pupils to demonstrate their growing understanding of their subjects and teachers to assess the impact of their teaching. These summative assessments are typically taken once or twice a year, enabling teachers to focus on formative assessment from lesson to lesson.
Our formative assessments are designed to support students in achieving fluency in each subject. This means that in lessons pupils are quizzed on prior knowledge in order to embed this knowledge in their long term memory. This frees up their working memory to attend to current learning. We are particularly conscious of the role that literacy and vocabulary plays in unlocking the whole curriculum. Our teachers explicitly teach the meaning of subject-specific language, and we expect lessons to contain challenging reading and writing. Knowledge organisers provide students with key information in each subject, enabling them to develop their understanding of key concepts outside of their lessons. We also encourage all pupils to read widely.
Every child has an equal right to a challenging and enlightening curriculum. By teaching this curriculum well, and developing effective habits in our pupils, we bring out the best in everyone.
Extract from MRC Curriculum Policy:
MRC offers students a broad and balanced curriculum matched to the needs of the individual student, giving students a wide choice of subjects throughout their time here.
All students have access to the full curriculum, irrespective of gender, AEN, ethnicity, academic ability, social or cultural background. The curriculum meets all statutory requirements.
Our curriculum, encapsulating students’ whole learning experience during time in school, is underpinned by the MRC principles of “Achievement, Respect and Happiness”.
We deliver KS4 over 3 years to enable a deeper learning opportunity for students, particularly in their chosen ‘options’ subjects. All students are expected to choose one EBACC subject within these options (although individual requests from students and parents may be agreed where particular learning needs suggest this is not beneficial to the student) and all are encouraged and have the opportunity to take a language and a humanity in order to complete the EBACC. All students study statutory RP, PSCHE and Sport.
At KS3, we deliver a traditional curriculum, with a choice of languages available in Year 8. We provide extra time in English and Maths for one “catchup” class in both Years 7 & 8, reducing (but not removing) the time they receive in Computing and Languages. We rotate different DT skills termly, covering Product Design, Textiles and Food Technology. All students study statutory RP, PSCHE and Sport.
At both KS3 and 4, students choose different enrichment ‘subjects’ each term from an imaginative, diverse group of topics. Years 7 and 8 have three hours a week, whilst Year 11 have one hour a week. Some students will be withdrawn from one half-term’s activity on one day to be given English, Maths or Science booster lessons.
Students are set within English, Maths, Science across all years, and in Year 8 languages if the choices lead to two classes of the same subject. In KS3 the Maths and Science sets are the same, and are also used for teaching Computing.
The options processes
All students have a free choice of their options. As well as their preferred choices listed in preference order, they make reserve choices. The exact curriculum offer is generated from their choices, and then students are allocated according to the priority given. Wherever possible within acceptable class sizes, all students will be allocated subjects from their preferred choices and first reserve – if further reserves are needed then the student and parent will receive further contact and explanation.
Once allocations are published, we deal with any appeals in order of receipt. Students can ask to change options up to the end of the first term in Year 9. Any changes still adhere to the principles above.
In some individual cases, student, parents and teachers agree that a student needs a different curriculum in order to enjoy and achieve. This is organised on an individual basis, so precedent should not be used as an indication of availability.
Alternative measures may include: extra support within lessons, opting for one less subject and instead receiving supported study time, application to external programmes of study.