The curriculum at Marsden Heights Community College
The curriculum at Marsden Heights Community College is broad and offers a total learning experience. As a College we work hard to meet the unique needs of our students as growing young people, and to give their individual needs the highest priority despite the demands of the government and its league tables.
We try to personalise our curriculum to ensure that it is flexible and responds to the needs of our students, so that they are equipped with the necessary skills, knowledge, understanding and motivation to embrace their own learning journey and to enjoy a successful outcome regardless of the progression route they choose to follow. We understand that each and every one of our students is unique and will achieve at his or her own level. Therefore their learning programme should be customised to best meet the needs of the individual.
Curriculum For A Rapidly Changing Technological World
Our students, whether moving on to further education or the world of work, thrive on the way in which we teach and organize the curriculum in their interests. We recognise that a one-size-fits-all approach does not work.
We also recognise that we live in a rapidly changing and increasingly technological world, and we firmly believe that our students require this broad curriculum to ensure they are equipped with the skills and knowledge to diversify into areas and opportunities which some of us possibly don’t even know exist as yet.
Whilst we are under continuous pressure from governments to perform to particular requirements and to meet specific targets – which we do – we nevertheless strive to deliver a curriculum tailored to the needs of your sons and daughters.
Student Learning Journey
At Marsden Heights Community College students are educated to realise the transferability of skills across the curriculum.
In order to deliver the curriculum in a more creative and cohesive way, subjects that are linked by common skills, aims and objectives have been grouped together into Faculties. Each Faculty has been given a name which reflects the purpose and philosophy of the subjects contained within it. Through this approach, the curriculum can be planned so that the skills and content taught in one subject will support the learning taking place at that time in other subjects. Learning will not therefore be ‘lost’ but consolidated and made more relevant.