Manningtree High School Curriculum Intent (by Subject)


We give students a broad, varied, and in-depth experience of art and design whilst developing proficiency in a wide range of techniques. Our Programme of Study is designed to build students’ knowledge, skills and understanding, starting by securing an essential strong skills base and then developing students’ creativity in conjunction with this. We want students to learn how to be successful in the undertaking of the art and design GCSE, be confident in taking this into the next stages of their education / careers and be equipped with the skills they need to be creative and successful in the arts.


At KS3 we build confidence in key practical skills, conventions, and techniques essential for success in KS4. In parallel, developing soft skills such as confidence, group work, facilitation, and creative thinking. Empathy and understanding are developed using wide and varied topics and schemes.

At KS4 students develop analytical skills through investigating the social, cultural, and political links of play texts, alongside performance skills through portraying the playwright’s artistic intentions. Analytical, evaluative, facilitating, and creative skills are reapplied to devising and theory lessons in preparation for ‘Devising drama.’ Students will grow in their ability to appreciate and form opinions on live theatre building skills in then articulating their views under exam conditions.


At Manningtree the Computer Science department aims to prepare students to gain confidence in both computer science and ICT aspects of the subject. In the current market, sound computing and ICT skills are much sought after, and we provide students with the skill set that will enable them to work in a vast number of areas. The objectives include for the students to use various software applications confidently especially for communication; to improve their computational thinking, using abstraction, decomposition, and algorithmic thinking to solve problems.


Geography is challenging, motivating, topical and engaging. We believe that geographical knowledge, concepts, and skills are essential components of a broad and balanced curriculum. Geography helps students become well-rounded individuals, developing many transferable skills from across the curriculum. They display empathy towards others, can critically think about issues facing the world and apply them across a range of geographical scales.


Students are developing religious literacy (able to have appropriate, well-informed, in-depth conversations about religion & belief) by knowing more and doing more. They know and remember the knowledge of the expanding domain. Their knowledge & understanding of substantive concepts develops across time. They know and use key terms appropriately. They make links themselves. They know how the elements of argumentation ‘work’ and begin to use them independently. They know and increasingly use independently disciplinary knowledge (e.g., use of sources of wisdom & authority, logic, data). They are aware of their own ‘lens’ and how it can change.


Through our curriculum we aim to develop students to make informed decisions based on current scientific theories; and be open to developing theories. We hope to create a sense of awe & wonder and realisation that we have not discovered everything! Furthermore, we aim to develop students who think and behave like scientists and provide the next generation of scientists to further our understanding of our surroundings and provide solutions to societal/environmental problems.


Manningtree High School history department endeavours to provide a wide ranging, detailed curriculum which will give students a developed understanding of the significant periods, events, and people in British and world history. To develop students’ abilities to use their learning to support reasoning, construct valid arguments and evaluate the interpretations of others. This will help prepare them for examinations and their future. To teach lessons that are engaging and enjoyable and that stimulate students’ curiosity and desire to find out more about the past beyond secondary school. To equip students with the necessary tools to understand the world that they live in and to use history to be respectful of other people’s cultures and backgrounds.


To be physically active to understand how to live a healthy and active lifestyle. To engage in activities that develop cardiovascular health, flexibility, muscular strength, and endurance. To develop independence through problem-solving physical challenges, evaluating, modifying technique, and consolidating skills through practice and repetition. To instil a sense of good sportsmanship and encourage recognition of other students’ contributions. To develop leadership skills, responsibility, and self-awareness. To support students’ self-esteem through the development of physical confidence, helping students to cope with both success and failure in competitive and cooperative activities. To develop skills as a team player, including praise for others and motivation skills. To develop skills and performance as an individual sportsperson.


To make sure students have a good mathematical knowledge to enable them to continue with maths outside of school whether this is studying maths further, a career that involves maths or applying what they have learnt to real life. The maths curriculum is designed to build on students’ knowledge each year. Topics are built upon by going back to them and checking knowledge is secure before building on that knowledge. By the time a student reaches year 11 they understand concepts, are fluent, can link topics together, problem solve and apply their knowledge.


Our aim is to provide pupils with the space and the skills to become more confident, creative, and independent individuals. In KS3 we focus heavily on giving students the opportunity to learn a variety of instruments and about a diversity of musical genres. The curriculum is broad, allowing students a large scope of musical experiences. Pupils often collaborate with one another, building skills such as teamwork, leadership, and musical skills such as sense of pulse and stylish flair. Students are encouraged to learn and apply musical language from day one. Our approaches at KS3 directly feed into the KS4 curriculum, where pupils create, perform, and appraise music. Our extra-curricular programme is a core part of the music department, where pupils can become part of the wider school community of music making.


Through the promotion of creative thinking, Design and Technology students at Manningtree High School will use an iterative design approach, acquiring both hand and computer aided drawing skills.
By completing a series of design and make projects, they will widen their understanding of a variety of materials and manufacturing processes, whilst developing an awareness of the current social and environmental impacts that Design and Technology has during a product’s entire lifecycle.
Students will learn about types, sources, and properties of a variety of materials. They will understand how to identify and fulfil client needs to ensure design of a successful and marketable product. Students will apply investigation strategies, to inform the development of their own designs. Innovative design strategies will be adopted to ensure their product is fit for purpose. Through application, they will learn a range of processes used to manufacture products as scale models or working prototypes. They will develop analytical and evaluative skills and be confident enough to self-reflect, which leads to further exploration of ideas.


We aim to develop students at Manningtree, who are both proficient in the understanding and production of another language and have an awareness and appreciation of other cultures, customs, and the wider world. It is our hope that students will foster excellent language-learning skills, including pattern-spotting, memory skills, grammatical knowledge, adapting language, reading, and listening for gist and detail, translation, and useful examination techniques. As a department we believe that it is important to promote values such as open-mindedness, an enjoyment of language-learning and resilience in the face of challenge to prepare students for the world of work and global living, including future study and potentially further study of the language.


Students at Manningtree High School deserve a broad and ambitious English curriculum, rich in skills and contextual knowledge. We aim to ignite curiosity and prepare students well for a world in which verbal and written communication is essential. Our English curriculum gives students the opportunity to develop a mastery of reading critical discussion and writing. Students read complex fiction and non-fiction texts and learn to approach these methodically and with confidence. Foregrounding the themes and issues raised in texts allows an opportunity to open students’ minds to cultures, times and attitudes that may be different to their own.


We aim to provide students at Manningtree High School with the skills, knowledge, and ambition to enter post-16 education and the world of work with confidence. The Careers curriculum is targeted at enabling students to understand how their areas of study at school can lead to prospective careers. Students learn about the key skills employers look for, a self-awareness of their own identity and skill sets, the many different career options available to them and the various higher education pathways they can take to reach those career ambitions. Throughout their time at Manningtree High School, students will have the opportunity to engage with post-16 education providers and with employers, through visiting assemblies, career evenings, workshops, and other career related opportunities.


P.S.H.E. (Personal, Social, Health Education) is an interactive and dynamic part of life at Manningtree High School. Delivered regularly across the school during registration, it is often the starting point for the engaging activities that provide a wider learning experience on Focus Days. Through a diversity of activities including group discussions; practical workshops, independent research; specially selected guest facilitators; quizzes; and much more, students are encouraged to explore how they can use their emerging knowledge and understanding to develop the relevant skills to be successful in their own lives as well as contributing to the wider community.