We aim to ensure that our curriculum:
- Provides an appropriate level of challenge for all our pupils, whatever their ability.
- Prepares them for the rest of their life by teaching them the skills and knowledge that will help them achieve in whatever they choose to do.
- Prepares them well for the new style, tougher GCSE examinations by integrating rigorous monitoring and assessment throughout.
To ensure that our pupils understand their progress and whether they are on course to achieve their potential, we link their attainment throughout Key Stage 3 and 4 to GCSE grades. This means that from year 7 pupils can see whether they are ‘on track’.
Teachers and Middle Leaders work with our colleagues in The Cam Academy Trust to share good practice through:
- Discussion of teaching methodology, schemes of work, assessment tasks, etc.
- Cross-departmental moderation and examination of exam papers, etc. to ensure that all our staff agree on the requirements for reaching different GCSE levels.
A small minority of our learners, who have particular learning needs, function at a lower level than Key Stage 3. Click here to view these 'P Scales'.
Please use the documents linked from the left hand side of this page to find more details about the curriculum for each year group through the handbook aimed at parents and carers.
If you require any further information that is not available to you on the website, please contact our Deputy Principal, Niki Smith, at email@example.com or by ringing the school reception.
We use a tracking system called Go4Schools. Parents are given log in details to the website go4schools.com so they can monitor their child’s progress. The system also allows parents access to their child's timetable, homework set and any behaviour events recorded, both positive and negative.
Supporting your Child
There are three main ways to support your child through Secondary School:
Firstly, to ensure that your child attends school at every available opportunity. Reduced attendance has been demonstrated to reduce academic outcomes.
Secondly, encourage your child to read. Reading widely has an enormous positive impact on a pupil's progress in all areas of the curriculum. Encourage your child to read anything and everything! The following websites are useful places to go for book recommendations:
Thirdly, ensure your child completes all homework by viewing the tasks set for your child as homework weekly and helping, checking, testing as much as you can.
Spiritual, Moral, Social and Cultural Teaching
At Melbourn Village College, we are fully aware of our duty to meet the requirements set out in Section 78 of the Education Act 2002 and promote the spiritual, moral, social and cultural (SMSC) development of our pupils. Through ensuring our pupils’ SMSC development, we can actively promote fundamental British values.
We have weekly Key Stage assemblies to establish a strong school ethos, supported by effective year group support throughout the school. We also provide extra activities beyond the classroom to ensure pupils’ SMSC development.
We encourage our pupils to regard people of all faiths, races and cultures with respect and tolerance.
MVC expects pupils to understand that, while different people may hold different views about what is ‘right’ and ‘wrong’, all people living in England are subject to its law. Our ethos and teaching support the rule of English civil and criminal law and we do not teach anything that undermines it. Within our teaching of Religious Education, particular care is taken to explore the relationship and differences between state and religious law.
Year 6-7 Transition
We work hard to ensure that our new pupils transfer successfully to us from their primary school. Transition activities include:
- A wide variety of subject specific events for primary pupils across the whole academic year, culminating in an evening to celebrate the pupils’ achievements.
- Primary School visits by Mrs Coghlan, our Primary Coordinator.
- Transition meetings with our SENDCo, Mrs Ghale, and our Student Support Team for pupils with particular needs.
Everybody is somebody