The curriculum at Michael Faraday is underpinned by an education for global citizenship.  We believe that learners are entitled to an education that equips them with the knowledge, skills and values they need to embrace the opportunities and challenges they encounter; creating a future that they want to live in.

Our curriculum intent is also our vision for our children: We want our children to make sense of the world they live in so that they feel that they belong; we also want our children to appreciate and respect the world they live in so that they are motivated to add to the world and to leave a legacy.  

In order for children to understand who they are and how they fit into the world, it is essential our curriculum is like windows and mirrors - mirrors in which they can see themselves reflected, and windows, through which they can look into the lives and stories of people who are different.

What we teach our children today will undoubtedly affect their future day-to-day choices. Some day, our children will be independent decision-makers and we want them to know how they can contribute back to the world they live in. It is therefore important to us that we teach them to lead a sustainable and eco-friendly lifestyle to that they will take responsibility for their actions and maintain a healthier planet. 

We want the children of Michael Faraday to engage in a learning journey that will teach them to be curious and resilient learners, with a growth mindset, who are willing to try new things, learn from their mistakes and reflect on their learning.

By making the learning memorable, we broaden children’s experiences and help them to grow into independent, confident and ambitious young people, who can make sense of the world around them. Therefore, learning is enriched by the inclusion of a range of visits and trips, and by inviting visitors into school. We make full use of our proximity to London's culture to ensure all our children celebrate and embrace the different backgrounds, heritage, languages and traditions of our community.

We have a knowledge rich curriculum, underpinned by our belief that knowledge is important in its own right and that knowledge is there for the taking.   Our curriculum acts as a vehicle for building what the children need to know, but it also acts as a tool with which the children can better shape their school experience, their relationships with others and the future world they will inhabit.  We want the children to deepen their understanding of the world and build up their knowledge over time, as we understand that knowledge is 'sticky', in other words, the more children know the easier it is for them to know more.

Food for thought 

• A good curriculum should lead to good results.  However, good examination results don’t always mean that the pupil received a rich and full knowledge from the curriculum. Tests are by-products, not end products.
• Our focus should not be on the content to be delivered, but the recipient. Teaching is about being attentive to the conditions and needs of those recipients.
• If we want the children to understand how life works, then we should teach them that their present choices have future consequences.