Curriculum Overview 2020 - 2021
With this in mind, our curriculum vision is to provide
- Academic excellence, promoting a desire for lifelong learning
- Inspirational teaching and outstanding learning.
- Enrichment opportunities that build leadership, independence and resilience.
- Opportunities for our students to become well- rounded, confident and responsible citizens who make positive contributions to society
In order to deliver our vision, B.G.G.S staff raise aspirations by constructing a curriculum that enhances the learning of our students and enables pathways into employment. Our curriculum offers breadth and is increasingly challenging while remaining inclusive. Staff ensure that our most vulnerable students have outcomes in line with their peers, planning and coordinating educational pathways in a manner that maximises the students’ life chances. In addition, colleagues continually explore and embrace new technologies to refine and extend the learning opportunities offered.
Since our curriculum aims to provide a broad and balanced experience for all our students, it is delivered both through a taught curriculum and an enrichment curriculum. Learning happens in lessons but also in form-time, assemblies, games, educational visits, enrichment and enterprise days, school productions and community work.
The school’s three year KS3 programme of study ensures that there is no narrowing of the curriculum, maximising student choices at KS4. Students secure a depth of knowledge and skills preparing and equipping them for an inspirational and challenging KS4 and KS5 and, ultimately, the world of work.
Embedded within the curriculum are regular opportunities for our students to learn beyond the classroom through enriching learning experiences and extra-curricular activities. Inclusive by design, our school curriculum is personalised to the needs of our students. Regardless of ability, the school aims to both support and challenge each individual in their learning.
Assessment of learning is always constructive and purposeful. The school designs the assessment procedures to measure the extent to which the learning has been effective, ensuring that knowledge has been thoroughly understood and is securely embedded in students’ long-term memory. Assessment methods used include a variety of channels; live conversations, questioning, low stakes testing and planned formal assessment, as well as teaching students to judge their learning for themselves. Using a variety of assessment techniques ensures that students receive feedback about their progress in a range of ways, increasing its value.
The curriculum the school teaches to Years 7 to 11 complies fully with the requirements of the National Curriculum, and it is reviewed annually to ensure it remains so.
The school runs a timetable cycle over two weeks; each weekday has five lessons, giving a twenty five period week and a fifty lesson cycle. Lessons are all an hour long except for Wednesdays when the lessons are each fifty-five minutes long. Timetabled teaching periods are either single lessons or double ones, (more common in the Sixth Form). In addition to the teaching periods, each morning begins with a 20 minute long session registration and form time, or an assembly.
Key Stage 3 students, (Years 7, 8 and 9), all follow a balanced three year programme that delivers the National Curriculum across the subject areas. All students study the “core” subjects, (English, Mathematics and Science) but also take PE, RE, Design Technology, Computing, Art, Drama, History, Geography, Music and PSHE.
All Key Stage 3 students study at least one Modern Foreign Language, starting with French in Year 7. Year 8 students continue to study French, but also take an additional language, (Arabic, Spanish or Urdu). At the end of Year 8 students make a choice as to which one of the two languages they wish to continue to study in Year 9.
All students continue to study a “core” curriculum of English, Mathematics, Science, PE, RE and PSHE. Higher ability students study separate sciences, (Biology, Chemistry and Physics), while for other students Single Award Science is a more appropriate option.
Bordesley Green Girls’ School encourages most students to study for the English Baccalaureate, which includes English, Mathematics, Science, Geography or History, and a language, and the majority follow that broad path. Hence in addition to the core curriculum, all students select up to four option subjects, usually including a language, (Arabic, French, Spanish or Urdu), and either History or Geography. However, the school feels that students should follow a curriculum that suits their preferred way of working, interests, and ability and future aspirations and prides itself on offering a wide range of Key Stage 4 courses, enabling students to choose combinations of courses on which they are most able to succeed. In addition to the “Baccalaureate” subjects of Geography/ History and a language, students select a further two subjects from Art, Design Technology, Health and Social Care, Music and Computing. An additional option, Spanish, will be offered from September.
As students in Key Stage 4 choose their preferred route for post 16 pathways, a comprehensive IAG (Information, Advice and Guidance) programme supports them. This involves tutors, one to one conversations and an extensive offer of information sessions and meetings, and events.
All students have four hours of statutory PE/ Games a fortnight; the school regards participation in sport as vital both as part of a healthy lifestyle and for developing self-discipline.
The Sixth Form currently offers a wide range of courses at Level 3, (A Level or equivalent), and GCSE retakes for English and Maths. As a result, our staff are confident that students can choose the combinations of courses on which they are most able to succeed. As in the main school, staff feel that students should follow a curriculum that suits their preferred way of working, interests, and ability and future aspirations. For full details of the courses offered and pathways within the Sixth Form, please visit the ‘Sixth Form’ link on the school website.
Sixth Form students can follow any of 3 different pathways: A Level programme of study over two years, BTEC Extended Diploma programme of study over two years, or Level 2 BTEC study over one year alongside Level 3 courses, retaking GCSE Mathematics and/ or English.
Most of the A Level students study three subjects, although in some cases they may study four. Year 12 students are encouraged to take part in the Extended Project, as this is both excellent preparation for any student aspiring to university and accredited with UCAS points.
An additional part of KS5 curriculum is Enrichment. Students are able to choose from a range of activities including sports, arts and STEM projects. They are also encouraged to do something to support the community, whether it be supporting the local community, volunteering in hospitals, working in local charity shops or mentoring within the school, for example as Mental Health Leads and Literacy leaders.
Sixth Form Taught Curriculum –
A levels and other academic qualifications
Extended Project Qualification (EPQ)
Cambridge Level 3 Technical Information Technology
BTEC level 3 Children’s Play and Learning Development
BTEC Level 3 Health and Social Care
BTEC Level 3 Applied Science: Biomedical Science
BTEC Level 2 Workskills
Bordesley Green Girls’ School offers an exciting programme of Enrichment Days. These comprise five individual days throughout the academic year, each tailored to our curriculum and extra-curricular provision. Although the school’s main curriculum is, (rightly), academic and challenging, staff are justifiably proud of the vibrant range of extra-curricular activities that the school offers. The Enrichment Days bridge these two vital areas of School life, allowing staff to devise activities that complement and evolve classroom-based work, and harness the dynamism and flexibility of our extra-curricular provision.
The Enrichment Days include school-based events, visits to museums and art galleries and sites of historical significance and presentations by guest speakers. All of these activities are motivated by the desire to offer students further opportunities to not only acquire new knowledge and understanding, but also, significantly, to develop skills and habits, which help broaden horizons and strengthen character. A great deal of creativity and industry is evident in the Enrichment Days programme, and staff, both teaching and support, are to be thanked and congratulated for this.