Shell Curriculum Handbook

The

Shell Curriculum

DEPUTY HEAD (ACADEMIC)

Mr Dan Clark tel. +44 (0)1672 892421 dtc@marlboroughcollege.org

DIRECTOR OF ADMISSIONS

Mr James Lyon Taylor tel. +44 (0)1672 892300 admissions@marlboroughcollege.org

The Shell Curriculum

Central to the Marlborough education is a commitment to learning as a skill for life; learning for its own sake rather than as a means to an end. A strong performance in public examinations provides a valuable passport to opportunity; however, true academic excellence is born of intellectual curiosity and academic rigour, not of relentless focus on assessment and results. Thus, we support our pupils to develop skills and habits of mind that will serve them through the rest of their lives, well beyond their comparatively short time with us.

Pupils in Shell study a broad curriculum, including humanities courses in English, History and Religious Studies. They will also study Mathematics, Science (taught separately as Biology, Chemistry and Physics), Modern Languages (two chosen after a three-week carousel of six different languages), Latin (and for some, Greek), Geography, Art, Design Technology, Music, Exercise and Sport Sciences, and Computer Science. Pupils also have Personal, Social, Health and Economic education lessons, while careers and digital citizenship are taught across the curriculum and through a series of key events through the year, such as workshops and lectures.

Pupils are set in relatively few subjects in the Shell year. In Mathematics, the year group is divided into two halves, and pupils are set from 1 - 6 in each half. In Science, the year group is also split into two halves, and pupils are set from 1 - 6 in each half across all three sciences, so that a pupil in Set 1 for Biology is in the same set for Chemistry and Physics.

Setting is always considered approximate in the first instance, and it is an expected feature of the first term that there will be one or two re-setting opportunities to ensure that pupils are in the class most suited to maximising their progress. This is also true as a pupil moves into Remove and Hundred, where re-setting takes place following major assessment points.

The Shell year should be one of discovery and opportunity, of feeding current interests and igniting new passions. It is a significant transition phase in the academic life of your son or daughter, during which foundations for future success, within the College and beyond, should be laid. I sincerely hope that he or she enjoys this initial stage of their journey.

Dan Clark Deputy Head (Academic)

Art

All Shell pupils study a stimulating, informative and engaging introductory course which offers a balanced programme of art practice. The essential skills of drawing, recording painting, printmaking, textiles, sculpture, ceramics and lens based as well as digital media are explored, partly through a focus on the work of relevant contemporary and preceding artists. Pupils acquire a deeper understanding of artistic language through their practical studio work and written responses as seen across their Art workbook. They are also encouraged to discuss art in class, enabling a more mature insight, greater visual inquiry and awareness.

Individual teachers formulate their own course content, with prep being set fortnightly. Our rich, varied and thorough teaching of Art during the Shell year, will give pupils an opportunity to make an informed and confident decision when making their GCSE choices.

Classics

The Shell Classics course aims to develop the linguistic skills necessary for the study of Latin and Greek, and to foster a natural curiosity about the ancient world. The Classics Department is home to a 2,000 year old Egyptian Mummy and an excellent cast collection of Greek sculpture. Many places of archaeological interest, such as Avebury, Bath and Stonehenge, are within easy distance of the College.

All pupils study Latin in the Shell, using either Cullen & Taylor’s Latin to GCSE or the Cambridge Latin Course. Both texts combine stimulating narrative with a regular review of grammar and topics in Roman history and social life. There is a strong emphasis on exploring the derivations of Latin words in the English language so that all pupils can begin to appreciate the difference between an inflected and non-inflected language and see how Latin still lives today within English and Romance languages.

Greek is taught to pupils in the higher Latin sets during some of the time normally allocated to Latin, and the course lays the necessary foundations for GCSE Greek. Pupils are also encouraged to enter the district reading competitions (for the reading aloud of Latin) in which we have an excellent record.

Computer Science

“We stand on the brink of a technological revolution that will fundamentally alter the way we live, work, and relate to one another. A Fourth Industrial Revolution is building on the Third, the digital revolution that has been occurring since the middle of the last century. It is characterized by a fusion of technologies that is blurring the lines between the physical, digital, and biological spheres.”

Klaus Schwab (Founder and Executive Chairman, World Economic Forum)

The aim of the Computer Science program delivered in the Shell is to equip pupils with a fundamental knowledge of coding in Python so that they can become active players in the Fourth Industrial Revolution. We also aim to give our pupils a solid understanding of the internet by teaching them the fundamentals of HTML and CSS so they can create their own web-based applications.

Through a series of programming challenges and projects, we enable pupils to understand the building blocks of good programming, including selection, iteration and storing re-usable code in subroutines. We also aim to develop pupils’ understanding of bigger themes in Computer Science, including artificial intelligence, automation, encryption and data security. Finally, we also use modern data science tools to help pupils to develop integrated programs that involve web-scraping, connecting with APIs and downloading and visualising data, such as crypto and share price information. The Shell programme is an ideal foundation for GCSE Computer Science in Remove and Hundred and provides pupils with a significant head start.

The Shell Computer Science programme supports cross-curricular and PSHEE education in several respects:

• education into Fundamental British Values, through our exploration of cryptography in the context of World War 2 and the development of early computer systems by Alan Turing and Gordon Welchman (OM, C3, 1920-25)

• education into the risks of online gambling

• education into the issues around internet safety and personal data security

• supporting the College’s digital drive by providing practical experience in using Machine Learning, Large Language Models and Generative AI

English

The Shell English course aims to generate creativity and imagination within the reading and writing of our pupils, as well as consolidating and developing literacy.

Pupils will experience diverse texts and authors - ranging from Shakespeare to contemporary writers; both fiction and non-fiction. They will be introduced to the rich literary heritage of the College through study of the Old Marlburian writers: this will culminate in the OM Reading Prize in the Lent Term. There will be a focussed study at a thematical and contextual level of Shakespeare’s plays, through key speeches and scenes. All sets will attend at least one theatrical performance during the Shell year and there will be further study of modern drama.

Creative writing is at the heart of our teaching and learning. Pupils will compete in poetry and prose competitions, with a focus on descriptive writing. Throughout, they will be asked to respond to texts at both an analytical and an imaginative level. The best pieces will be published in our Piccalilli magazine and will be entered into external competitions.

With the support of the Memorial Library, pupils will undertake ‘The Ascent’, a three year programme that seeks to develop the range, ambition and sophistication of their independent reading. Lesson time will be devoted to reading skills and discussions within groups and circles. Alongside that, in class, they will study a variety of classic novels and short stories.

Through their study of prose, poetry and drama we will develop analytical skills so that all pupils can complete effective analytical essays by the end of the year, which will prepare them for their GCSE courses. Language and literacy skills will be enhanced with a focus on SPAG (spelling, punctuation and grammar) via the online Century programme.

Overall, our intention is to inspire the pupils through exposure to great literature and writing. Through those materials we will promote and develop their own responses so that they are writing with confidence and sophistication themselves.

Exercise & Sport Sciences

The Shell Exercise & Sport Sciences curriculum is designed to assist pupils to develop their ability to move well through a series of fun and active teaching activities. Pupils are taught in small, co-educational classes, with the support of a teacher, graduate assistants, and input from the strength & conditioning team. The entire programme is spread across our fantastic sports facilities, championed by the state-of-the-art physical conditioning suite.

The Lower School Exercise & Sport Sciences curriculum has been redesigned to be progressive across the Shell and Remove years. The Shell are introduced to a number of physical activities, such as: “Athleticism”, where pupils challenge their ability to apply fundamental movements like accelerating, squat, lunge, jump, and land in a range of physical settings; Free Flow (a series of movement challenges based on the principles of gymnastics, play and climbing); Fundamental Movement, where pupils develop their fundamental skills and challenge their movement patterns; swimming; and traditional track and field athletics, with a focus on the functional movements required for success.

The Shell Curriculum is supported by relevant Sport Sciences theory wherever applicable to help educate pupils on the benefits of a commitment to physical activity on their wellbeing, as well as introduce theoretical concepts taught on our GCSE course in the Remove and Hundred.

Geography

The Shell Geography course encourages pupils to look more closely at their immediate surroundings and to develop a broader interest in the world that lies beyond it. The themes that we study give pupils a good grounding in the core topics that they will encounter at GCSE. There are three core components of the course: Wilderness Environments, Hazards and Oceanography.

Core topics include the wilderness environments of Antarctica and Siberia, as well as primary and secondary hazards associated with Tsunamis and Avalanches. Oceanography includes issues surrounding plastic pollution and oceanic dead zones. In addition, one or two special topics are chosen by individual beaks.

Throughout the course there are structured units of work that allow pupils to develop their IT skills and to take advantage of the vast amount of electronic resources. We introduce Geographical Information Systems (GIS) which provide IT tools for investigating important and relevant physical and human phenomena.

History

Our Shell History course is designed to give pupils a knowledge and experience of a wide range of historical events as well as important skills. It is structured thematically rather than by topic, so that pupils and their beaks can explore connections between a number of related historical themes and developments. It is designed with an eye to allowing pupils to develop particular historical enthusiasms.

When they arrive, pupils will study historical themes associated with the College and the local area. They will then learn the major features of ‘Politics’ and ‘Political Systems’, in order to set them up for a study of ‘How and why wars start’. This will coincide with Remembrance Sunday and the last part of the Michaelmas Term will be given over to an investigation of memorialisation, including its role in politics and propaganda.

In the Lent Term we will study oppression and genocide, and we will focus on the Holocaust. The live issues of Holocaust denial, conspiracy theories and fake news will be discussed, and pupils will have ample opportunity to learn techniques to sort out truth from fiction, so far as possible. We will study some of the more creative and impressive aspects of propaganda too, such as the projection of kingship or religious power.

The course will conclude with a consideration of ‘what is civilisation?’ and ‘what makes civilisation?’, questions that allow ample scope for debate, as well as a reflection on our own society.

Much of the course forms a solid – but also creative – introduction to the IGCSE History course. There will also be ample opportunities for trips, near and far, and we have been blessed with remarkable speakers.

Mathematics

The Mathematics Department has two aims: to provide the skills necessary for the productive study of other subjects and to introduce pupils to the beauty and excitement of mathematics itself.

The ability to think logically and to solve problems is a very important life skill and one to be enjoyed by young and old alike. Pupils at Marlborough College are encouraged to think critically, creatively and, above all else, to engage whole-heartedly with the mathematical puzzles to which they are introduced.

To extend able pupils intellectually is important, yet it is equally vital to build the confidence of those for whom mathematics does not come easily; it is, therefore, the policy of the Department to keep the lower sets as small as possible, whilst more able pupils are stretched with challenging problems to give them the best chance of achieving a level 9 grade at IGCSE. At every level, the composition of sets is reviewed regularly.

During the Shell, pupils will, on the one hand, consolidate the algebra, geometry, and numeracy that form their prior experience of mathematics and, on the other, extend them. Shell pupils are introduced to trigonometry, quadratic expressions, negative and fractional indices, Pythagoras’ Theorem in three dimensions, and circular sectors.

In addition, we seek opportunities to extend pupils beyond the normal work of the classroom by preparing and entering them for such national events as the UKMT Intermediate Mathematical Challenge.

Modern Languages

Pupils in the Shell are required to study two modern languages. The Department enables each pupil to make an informed choice from the languages on offer, by holding a three week Language Circus of six languages: French, German, Italian, Mandarin, Russian and Spanish. This takes place during the first three weeks of the Michaelmas Term. Pupils are encouraged to approach this opportunity with an open and enquiring mind, and they express their preferences at the end of the process. The decision as to which languages pupils proceed with is taken in consultation with the language beaks and Housemaster/ Housemistress. The Department aims to satisfy language choices as far as possible.

In the case of German, Italian, Mandarin, Russian and Spanish, the study of a language ab initio provides a novel intellectual challenge and the opportunity to discover a different culture. In the case of French, pupils improve and deepen their knowledge of the language, laying the necessary foundations for success at IGCSE, and also spend part of the course learning about interesting aspects of French society and culture, taught in French as the medium of instruction. It is also possible for pupils with previous knowledge of Spanish to join a continuation group, following initial assessment.

It is expected that (I) GCSE choices will be based upon the two languages which pupils choose in the Shell. In exceptional cases, if a pupil wishes to revert to a language which they have previously studied this will be possible up until Christmas.

After the Shell, pupils must continue one language to IGCSE (French, German, Italian & Spanish) or GCSE (Mandarin & Russian) and may continue both as two (I) GCSE options.

Music

The Shell music course is a captivating musical adventure designed for our dynamic pupils. This innovative scheme of work is a journey through the heart of music, exploring its philosophy, history, songwriting, African drumming, film music, keyboard skills, and the art of composition.

From understanding the essence of music, to considering how composers craft their own lyrical tales, pupils will be captivated by the possibilities of music. We continue through programmatic music, where compositions weave stories without words, and the pulsating beats of African drumming bring ancient traditions to life.

In the cinematic world, pupils will dissect the art of film music, understanding how every note contributes to storytelling, leading to the creation of their own film trailers. Practical skills also take centre-stage as pupils dive into keyboard proficiency as they develop their piano skills, and feel empowered to translate their musical ideas into reality and performance.

Finally, we conclude with the art of composition, where each pupil becomes the architect of their own musical creations through the music engraving software ‘Sibelius’.

This immersive musical journey lays a solid foundation for pupils to seamlessly transition into GCSE Music studies, fostering a comprehensive skill set and a deep appreciation for understanding musical elements. This exposure not only cultivates their creativity but also equips them with the analytical and compositional tools crucial for success in higher-level music education. By encouraging self-expression, fostering a critical ear, and instilling confidence in musical exploration, this scheme of work not only prepares pupils for the challenges of GCSE Music and beyond, but also inspires a lifelong love for the endless possibilities within the realm of music.

Product Design Engineering

Our Product Design Engineering foundation course blends design principles, ergonomics, engineering science and material knowledge to enable pupils to tackle emerging global issues and develop potential solutions. This is integrated with digital, additive and traditional prototyping processes, technological interventions and engagement with contemporary practitioners to enable pupils to turn their ideas into reality.

Problem-solving is at the heart of all design activity and each pupil will tackle a series of structured design modules as part of our internal carousel. Some of these challenges will

have an aesthetic bias whilst others draw on a developing awareness of technology; most will result in a manufactured product. Our ICT facilities provide opportunities for pupils to experience 3D printing, graphics, laser work and computer aided design.

Critical thinking is a key ingredient in future-proofing careers and we want our pupils to be the ones leading with initiative. Ensuring the doers, thinkers and dreamers are equipped with the skills necessary to devour any challenge put in front of them.

As a foundation course we aim to encourage pupils to think logically and clearly through problems, whilst providing a sound platform for continuing to study Product Design at GCSE and A Level. The foundation course will also support pupils in moving on to other STEM curriculum options such as the BA Crest Award, Engineering Education Scheme, Arkwright Scholarship Applications and Artefact based EPQ.

By combining a thorough design education with a sound engineering base, all Shell pupils are ideally placed to conceive and develop innovative designs while empathising and communicating effectively with a range of stakeholders.

Sciences:

Biology, Chemistry and Physics are compulsory to IGCSE. The Shell year forms the foundation to Pearson Edexcel’s International GCSE Science examinations in the Hundred.

We offer two routes to IGCSE, outlined below, with pupils being entered for the examination which is most appropriate to their aptitude, ability and future aspirations.

• No decisions on the route pupils will take are made until the end of the Remove year.

1 – The Separate Sciences

• International GCSE Biology, Chemistry and Physics (9-1) 4BI1, 4CH1 and 4PH1

Pupils taking this route study all three sciences as individual IGCSEs, and will be awarded an examination grade on the 9-1 scale for each science.

2 – Science (Double Award)

• International GCSE Science (Double Award) (9-1) 4SD0

Pupils taking this route also study all three sciences, but do so in less detail than separate science candidates. The results of the three IGCSE examination papers, one in each science, are then combined, leading to the award of two IGCSE grades (on a scale from 9,9 to 1,1). The award of two grades, rather than three, reflects the reduced content and curriculum time for this qualification. Science (Double Award) is equivalent to two IGCSEs.

The separate sciences offer a greater challenge to pupils. These examinations include additional content with a higher level of demand. Separate sciences are taught in an equivalent time to Science (Double Award), so this route to IGCSE will not be appropriate for all. Currently, around 80 pupils each year study the separate sciences.

Strong and sustained academic progress across all sciences, and an excellent performance in the Shell and Remove end of year examinations, are prerequisites for those wishing to be considered for examinations in the separate sciences.

While Science (Double Award) offers a sound preparation for pupils wishing to study one or more sciences in the Sixth Form, it is more usual for these pupils to take the separate science route to IGCSE.

Biology

The Shell course involves study in four topic areas.

‘The nature and variety of living organisms’ – reviews and expands on the foundations of biology such as microscopy, cells and the diversity of life.

‘Nutrition’ – explores photosynthesis and plant nutrition as well as human nutrition, the digestive system and the need for a balanced diet

‘Enzymes’ – introduces the chemistry of life.

‘Ecology’ – considers living organisms in their environment, including how man’s activities affect them.

‘How Science works’, which considers the principles of investigations – how data are collected, presented and interpreted, is incorporated into all four of the topic areas shown above.

Chemistry

The Shell course involves study in four topic areas.

‘Principles of Chemistry’ – introduces states of matter; atoms and atomic structure; elements, compounds and mixtures; chemical formulae and equations.

‘Chemistry of the Elements’ – introduces the Periodic Table; tests for gases, anions and cations.

‘Physical Chemistry’ – introduces acidity, alkalinity and salt formation; rates of reaction.

‘Experimental Chemistry’ – introduces the chemical laboratory, and provides pupils with elementary laboratory skills and the techniques required to carry out chemical experiments safely and effectively.

Physics

The Shell course involves study in eight topic areas.

‘Optics’ – studying the properties of light and their applications.

‘Forces and Materials’ – provides an examination of the properties, uses and behaviour of various substances along with an introduction to forces.

‘Charge and Current’ – concerns the phenomena of static electricity, its properties, uses and occurrence in nature. It also lays down the foundations for future work on electricity.

‘Energy Resources and Efficiency’ – which considers the ways in which we use energy along with the concept of efficiency.

‘Astrophysics’ – considers the life cycle of stars, including classification methods for stars and methods for determining the temperature of stars.

‘Waves and the Electromagnetic Spectrum’ – are scrutinized and applied to areas such as sound waves and the electromagnetic spectrum.

‘Sound and Motion’ – introduces the concept of using sound to measure distances.

‘States of Matter’ – introduces the concept of thermal physics and applies it to solids, liquids and gases.

Theology, Philosophy and Ethics

The Shell Theology, Politics and Ethics curriculum provides pupils with a comprehensive understanding of different worldviews, philosophical concepts, and ethical theories, setting a solid foundation for their future studies and fostering critical thinking skills.

Theology

Pupils delve into the beliefs, and practices of Judaism, Hinduism, and Buddhism, gaining insight into diverse cultural perspectives and religious traditions. This knowledge serves as a strong foundation for the GCSE Religious Studies, where the focus shifts to Islam and Christianity.

Philosophy

Through engaging thought-experiments, pupils will develop their abstract thinking skills and explore key ‘problems’ in Philosophy. This component of the curriculum aims to cultivate pupils’ ability to analyse complex ideas and engage in intellectual discourse, encouraging them to ponder deeper questions about free will, morality, and the nature of reality.

Ethics

Pupils will also learn about three ethical theories: Utilitarianism, Kantian ethics, and Virtue ethics. They will examine how these theories can be applied to real-world situations and considering ethical dilemmas and moral decision-making processes.

Lessons are interactive and discursive, encouraging pupils to engage in dialogue and articulate their viewpoints. They will learn how to justify their arguments and how to construct evaluative essays, a skill crucial for academic success.

Academic Support

Our goal is to help pupils develop the skills that they need to think and learn independently.

To ease the transition at the start of Shell, we try to continue exam arrangements from Prep School. However, the exam boards do expect us to reassess GCSE access arrangements after the start of Year 9. We identify pupils’ needs through close liaison with Prep Schools and the use of screening tools at the beginning of the Shell Year. In addition, we have an ongoing system for internal referrals from Housemasters and Housemistresses, Heads of Year, class teachers, and careful reviews of internal data. When a concern is raised, we meet with pupils for an initial interview to gather information and carry out additional screeners. This may result in a recommendation to consider an assessment by an Educational Psychologist who has a working relationship with the College. We can also offer in-house specialist teacher assessments, which are typically taken up by pupils who have already had a full Educational Psychologist report. Where the query is around Attention Deficit Hyperactivity Disorder (ADHD) or Autism Spectrum Disorder (ASD), we can provide information on assessment centres that Marlburians have found helpful. The exam boards are very clear that rest breaks have to be trialled and evidenced before extra time is put in place, so please be aware that even if a consultant recommends extra time, rest breaks will be trialled first. For this reason, it would be helpful if a diagnosis could be sought as early as possible.

In order to ensure that our pupils are as independent as possible, we offer a targeted, tiered approach to support:

Tier 1 support provides a short-targeted series of up to 6 sessions developing a particular study skill.

Tier 2 is available for pupils who would benefit from more sustained support. Pupils with a diagnosis or who are entitled to 25% extra time may discuss with the Deputy Head Academic taking one fewer subject from the Michaelmas half-term and instead having additional small group sessions within the Academic Support Centre.

Tier 3 adds 1:1 support to the Tier 2 offer.

A variety of support is offered to address gaps in pupils’ learning. The development of effective higher-level reading and writing skills is crucial to academic success and plays a central role in academic support lessons. Pupils are also encouraged to develop their organisational skills and have the opportunity to explore a range of approaches to revision and exam techniques. Sessions are also available to support pupils who have English as an Additional Language. Our aim is for pupils to develop confidence in their own learning so that they can succeed academically whilst developing the skills that will equip them for life.

Marlborough College (Registered Charity No, 309486) incorporated by Royal Charter to provide education.

Marlborough College, Marlborough, Wiltshire SN8 1PA

Tel: +44 (0)1672 892300 www.marlboroughcollege.org