Marling School fully recognises the importance of a strong curriculum model that is designed to give all students the knowledge and cultural capital they need to succeed in life. We believe that, at the core of any outstanding curriculum model, is the appropriate balance of breadth and depth of learning for all students, and the whole school curriculum model has been designed with this in mind.

In Year 8 students make informed decisions around which foreign language(s) and practical subjects to study in greater depth prior to GCSE, and a curriculum model that starts all students on a route to 9.5 GCSEs is currently maintained in KS4. As part of the GCSE options process students can opt for 4 from a range of 19 subjects to study alongside the compulsory curriculum. The model is also constructed so that all students can access the full range of English Baccalaureate subjects should they wish to do so. The focus on breadth and depth continues into Sixth Form, where all students studying 3 A Levels also opt for what is defined to be a ‘breadth option’ to study alongside their A Level choices. Sixth Form students currently select from a range of 29 A Levels and 8 breadth options. More information can be found about the options processes by using the menu above.

Within individual subject areas curriculum models are constructed according to the following key principles:

• Programmes of study are ambitious in that they provide all students with appropriate levels of challenge, as well as opportunities to secure and deepen knowledge, understanding and skills as appropriate.
• Programmes of study have been constructed with the core knowledge and skills, or fundamental constructs, which will need to have been developed at their heart. Aligned to this there will also be a coherent assessment model that allows students and teachers to identify and support individual progress towards the identified outcomes.
• Programmes of study are planned and sequenced to ensure that new learning builds and develops on prior knowledge and skills, thus allowing students to make sustained progress towards the identified end points.
• Programmes of study will identify connections, both within a given subject and across different subject areas where appropriate, that need to be explicitly highlighted to students in order for them to link existing knowledge or skills to new learning.
• Teaching and learning strategies will be employed that facilitate long term retention of knowledge, thus allowing students to utilise prior knowledge by applying it as a skill to support new learning.

 Detailed information about individual subjects and key stages can be found below.

For further information about our co-educational Sixth Form, please visit www.marlingsixthform.org

Key Stage 4 Results 2023

• The school’s provisional progress 8 score for 2023 is +0.50
• The school’s attainment 8 score is 68.17
• The % of pupils who’ve achieved a strong pass (grade 5 or above) in English and maths at the end of KS4 is 96%
• The % of pupils entering for the English Baccalaureate is 39%
• The % of pupils who’ve achieved the English Baccalaureate at grade 5 or above is 23%

Please click here to see the DfE Schools Performance Tables which compare school performance, characteristics and other data locally and nationally.

Key Stage 5 Results

Attainment, Retention and Destination data for the school's 16-18 performance can be found here 

Marling School is pleased to be part of the National Cyber Security Centre's Cyber School Hub initiative, sharing equipment and skills with schools in Stroud and the surrounding area. We can support your classroom with the loan of innovative technology, developing pupils understanding of the digital landscape by using real world applications and tested classroom experiments. The range of equipment available on free loan means there is something suitable for all age groups.

This area is currently under construction, check back for more information in September 2023.

In the meantime, for more information, please telephone Marling School