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The Mandeville Curriculum

The Mandeville curriculum was created in collaboration with all of the Subject Leaders in the school, led by the vision of the HT. A lot of time, energy and thought have gone into the creation of the Mandeville curriculum. There is  fidelity to the National Curriulum 2014, however there are clear examples of where the school have generated topics to teach the skills in a way that will be both relevant and interesting to the children in the Mandeville community e.g. in History, the children study the history of the local area and specifically the school.


Three core considerations underpin the creation of the Mandeville curriculum:


1. Acknowledgement and celebration of the diverse range of cultures/experiences/life circumstances of the children within the school.

We are aware that the children enter the school with a vast diversity of cultures, experiences and life circumstances and that these differences may present a barrier to all children fully accessing and embracing learning within the different curriculum areas – for some children, they will be rich in the prior knowledge needed to access that particular aspect of learning; for others, they will be poor in prior knowledge. We acknowledge that this divide in prior knowledge could create and perpetuate disadvantage. With this in mind, each subject leader has created an ‘engagement activity’ to launch each topic. This aims to allow all children to be enthused and excited about the learning ahead, and to begin with a shared experience that ensures all start the learning from a point of equality.


2. Understanding of the importance of Personal, Social and Emotional development for our children.

We acknowledge that a proportion of the children in the school require additional support with acquiring personal and social skills. With this in mind, we have taken the decision to make PSHE (personal, social and health education) a core curriculum subject (in the National Curriculum this is a non-core subject). The PSHE topics are mapped annually for the whole school so that the whole school community address the same aspect of learning at the same time. It is expected that the PSHE topic underpins all learning in all curriculum areas (when appropriate and relevant).


3. Valuing the importance of developing a wide vocabulary

We recognise that a  proportion of children lack a rich vocabulary on entry to the school. This is reflected in entry level data. With this in mind, all the subjects outlined in the Mandeville curriculum are designed to allow many opportunities to build and broaden children’s vocabulary. Each Subject Leader has outlined the subject specific vocabulary that should be taught through the subject in each year group.


Organisation, Layout and Structure

 KPIs (Key Performance Indicators) are identified for each year group in each subject. These are statements that outline what the children should know/be able to do as a result of the learning within that topic. These are limited (to about 4 to 5) in order to both reduce the burden of excessive assessment and to ensure that the focus of assessment is on the core skills.


We have created a vision or rationale for each subject which addresses the questions: why should we teach this subject? What advantage will it give to our children? This statement is recorded on the front page of the subject section in the curruiulm file. The wording for this statement has been created by the Subject Leader in liaison with the teachers and is completely unique to Mandeville.


Within each subject section of the curriculum file, there is:

  • A vison statement
  • Learning statements (taken from the NC 2014)
  • Vocabulary progression
  • Trip suggestions
  • Supportive resources lists
  • Assessment opportunities
  • Topic titles
  • Some subject areas (notably English, maths and science) have fiction and non-fiction book recommendations listed)


  • School trips and events linked with curriculum topics, are mapped out across the whole school to ensure a broad wealth of experiences as children progress through the school. This will ensure that every year group has a fair distribution of high profile off-site or non-class based learning opportunities, thus ensuring that the children look forward to entering each year group, and also to ensure that the cost burden on parents is monitored e.g. costly trips are spread across different year groups.