Curriculum statement and subject maps

We aim to ensure that our curriculum:

• Provides an appropriate level of challenge for all our students, 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 GCSE and other examinations by integrating rigorous monitoring and assessment throughout.

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 analysis of exam papers, etc. to ensure that all our staff agree on the requirements for reaching different GCSE levels.

Assessment

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 student’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:

• MVC Library online: http://u020606.microlibrarian.net/
• The Book Trust: http://www.booktrust.org.uk/books/children/
• Love Reading 4 Kids: http://www.lovereading4kids.co.uk/
• Reading Matters: http://www.readingmatters.co.uk/

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 students. Through ensuring our students’ 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 students’ SMSC development. PSHE is also covered in the Social Studies curriculum.

We encourage our students to treat all people with protected characteristics covered by the Equality Act 2010 with respect and tolerance.

MVC expects students 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 supports 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 students transfer successfully to us from their primary school. Transition activities include:

• A wide variety of subject specific events for primary students across the whole academic year culminating in a Year 6 Induction Day in June.
• Primary School visits by Mrs Coghlan, our Primary Coordinator.
• Transition meetings with our SENDCo and our Student Support Team for students with SEND.

Our Approach to Assessment

At Melbourn Village College, assessment is at the heart of how we help every student to learn, grow and succeed. We see it not as a one-off event, but as an ongoing process that helps teachers, students and parents understand each child’s progress, strengths and next steps. By using this process thoughtfully, we can make sure that every pupil receives the right support and challenge to thrive in their learning.

Our approach reflects our core values of kindness, curiosity and resilience. We encourage students to be curious about their own progress, to ask questions and take an active role in improving their work. We build resilience by helping them understand that feedback and challenge are part of learning, not a sign of failure. And we show kindness by ensuring that every student, whatever their starting point, has the opportunity to achieve and feel proud of their progress.

Throughout the year, students take part in regular, planned activities that allow teachers to monitor learning, adapt lessons and provide feedback. This includes classroom-based feedback, short knowledge tests and more structured Measured Formative Tasks (MFTs). All of this information is recorded and shared through Go4Schools, so parents can see an up-to-date picture of how their child is doing.

Key Stage 3

At Key Stage 3, our focus is on building strong foundations for future learning. We want students to develop confidence in their understanding, deepen their thinking in each subject, and begin to approach learning like young historians, scientists, linguists or artists.

We believe that a knowledge-rich curriculum empowers students to build deep, lasting understanding across subjects. This emphasis on core content underpins how we assess and support learning throughout the year. Across each term, students take part in knowledge checks to revisit key content, as well as more in-depth Measured Formative Tasks (MFTs) that give them the chance to apply what they have learned in a larger piece of work. Teachers use this information to adapt lessons, plan support and celebrate progress, with updates shared through Go4Schools.

Each subject has its own matrix that sets out the key concepts of the subject how students demonstrate their knowledge as they move through the curriculum during the year. Students are reviewed against four stages – Emerging, Developing, Securing and Mastering – which describe the extent to which they are demonstrating those concepts in their work. These stages are based on the curriculum for that year, rather than across the whole key stage, so that feedback and next steps are always linked directly to what is being studied in class.

This approach allows us to see every student’s learning journey clearly, while keeping the focus on growth and improvement rather than grades or comparisons.

Key Stage 4

At Key Stage 4, our approach builds on the habits and understanding developed in Key Stage 3, helping students prepare for success in their GCSE courses. We continue to place high value on a curriculum rich in knowledge, ensuring that students not only grasp key concepts but also understand how these ideas connect and deepen over time. Each subject continues to use a skills matrix that sets out the key concepts and expectations for that course. These matrices are directly linked to GCSE specifications and mark schemes, so that students and parents can see clearly what strong progress looks like in each subject.

Students are reviewed against the same four stages – Emerging, Developing, Securing and Mastering – which in Key Stage 4 explicitly link to the GCSE specification assessment objectives and indicate how confidently the students are working within different aspects of the course. This language helps students understand their strengths and next steps in specific areas of each subject, while their mock examinations provide a broader view of overall performance.

Throughout Year 10 and Year 11, students complete a mix of shorter knowledge checks, extended Measured Formative Tasks (MFTs) and formal mock examinations. Mocks are marked using GCSE criteria and expressed as grades, giving students a clear indication of their current working level. Teachers use this alongside information from MFTs and knowledge checks to build a rounded picture of progress – identifying where students are secure and where further development is needed.

These results are shared with parents through Go4Schools and termly reports, ensuring that everyone has a clear understanding of each student’s progress and the steps being taken to help them succeed in their final GCSEs.

Supporting Your Child’s Learning

We know that learning is most powerful when school and home work together. Parents can support their child by checking Go4Schools regularly, discussing feedback and progress, and encouraging preparation for upcoming knowledge checks, Measured Formative Tasks and mock exams. These conversations help students reflect on what they are doing well and where they can focus their efforts next.

You can view the assessment calendar below to see when key activities take place across the year, and download each subject’s matrix to understand what is being taught and how progress is measured. Together, these tools provide a clear picture of your child’s learning journey and how you can help them continue to thrive.

Year Group Assessments