COURSE MATERIALS

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ACADEMIC CURRICULUM

Marbury aims to stimulate a love of knowledge and discovery and to encourage clear thinking among students. Intellectual development and academic achievement can follow naturally from these experiences. The curriculum exists to serve some of the needs of our students and does not alone determine what we do and how we teach or learn. Wherever possible, the curriculum remains secondary to the emotional and social development of our students. We believe that it is essential for children to be exposed in their school days to a wide range of subjects and useful experiences. It follows that a negotiated curriculum is made available both for long-term student-centered learning and for day to day adjustments depending on student needs. Students may for example arrange to do extra art for a year or simply have access to the art room ("The Barn") for a day. Our academic curriculum is based closely on both the SACSA Framework at Primary and Middle Secondary level and the SACE curriculum in the senior years. One of the concepts we embrace at Marbury is the notion of student directed learning. This allows us to develop programmes of work which follow the interests of our students. The Statements and Profiles in particular allow us plenty of scope, emphasizing a series of concepts to be absorbed at different levels. For example Society and Environment students at middle school level need to develop an understanding of the idea of "time, continuity and change" rather than a series of "facts". This allows us to work in areas such as the "Great Plague" or "17th Century French Royalty" according to student demand. At senior level we work quite closely with the SACE curriculum, allowing students to prepare themselves for tertiary study.

STRUCTURE AND TIMETABLE

Marbury's academic overview covers the basic Learning Areas of Arts,Technology, Mathematics, Science, LOTE, English, SOSE and Health/Personal Development. (Policy documents covering the whole school's approach to these areas are available from the secretary.) Students at Marbury, wherever possible, work by individual progression. Junior primaries spend a great deal of the day in their own chosen activities; upper primaries have a timetable of study and goals become more clearly defined as children approach secondary level. The timetable for lower secondaries includes compulsory classes in basic subjects, and a number of electives. Homework is not set in it's own right but students are expected to complete work outside of class time. Marbury does not give marks or examinations to children below year Eleven. Year Eleven and Twelve work is, of necessity, organised to a fairly full timetable. For students not wishing to participate in SSABSA examination work for matriculation examinations, other courses can be arranged. Currently Year Eleven and Twelve students are studying Mathematical Applications, Mathematical Studies and Specialist Mathematics. English, Classical Studies, Ancient History, Modern History, Physics, Chemistry, Biology, Visual Art Studies, Practical Art, Politics, Photography and Australian Studies.