Bordesley Green Girls' School & Sixth Form

Bordesley Green Girls' School

Life at Bordesley Green Girls' School & Sixth Form Life at Bordesley Green Girls' School & Sixth Form Life at Bordesley Green Girls' School & Sixth Form Life at Bordesley Green Girls' School & Sixth Form Life at Bordesley Green Girls' School & Sixth Form Life at Bordesley Green Girls' School & Sixth Form Life at Bordesley Green Girls' School & Sixth Form Life at Bordesley Green Girls' School & Sixth Form Life at Bordesley Green Girls' School & Sixth Form Life at Bordesley Green Girls' School & Sixth Form

 

Curriculum Overview

 

 School Prospectus 

Curriculum Arrangements

 

Setting arrangements at Key Stage 3

 

  1. Students in Years 7 to 9 are taught in two separate half year groups for most subjects, known as ‘X’ and ‘Y’.
    • 1. The ‘X’ half is divided into two sets one of higher ability and one of middle ability.
    • 2. The ‘Y’ half contains slightly more students and is divided into 3 sets, one of higher, one of middle and one of lower ability.
  2. This enables us to target teaching assistants effectively to support students who need extra help. This system also enables students to move up and down the sets during their school career.

 

Setting arrangements at Key Stage 4

 

  1. In Key stage 4 we teach English and Maths at the same time across whole year groups which enables us to set students within 5 different teaching groups.
  2. Students opt for many of their subjects which means that setting only occurs where there is more than one group of students within an option and if they are timetabled at the same time.

Assessing the curriculum at Key Stage 3

  1. In 2014 the Government removed National Curriculum levels and allowed schools to determine how to replace them at individual school level. We have replaced them with a system which encourages the student to progress from their individual starting points when they join the school.
  2. Our aim is to move children forwards at all times and to move as many as possible , by the end of Year 9 to a position where they will be able to access GCSE grades at 4 and above . As a parent you will be able to see when your daughter has mastered a subject to the standard that is required for future success.

 

Measuring Progress:

previous levels

New threshold terms

Old GCSE grades

New GCSE grades

2-3

Emerging

D-G

1-3

4-5

Developing

B-C

4-5

5-6

Secure

A-B

6-7

6+

Excellence

A*

8-9

 

  1. The progress your daughter makes towards these thresholds will be monitored through our reporting process.
  • If your child manages to move up to a new threshold for example from Emerging to Developing they will have a 2 on their report.
  • If they move to the highest place within the threshold they will have a 1 for progress.
  • If they are within the threshold they will have a 0 and if there is any evidence of them moving backwards they will have a -1.
    1. Teachers will support your child’s progress by advising them about the learning steps that are needed to move up through the different thresholds. Each department will do this in a slightly different way as subjects have their own rates of progression and different starting points.
    2. For example students learning a modern foreign language with no prior learning before coming to BGGS will have more to do to reach “Secure“ learning than a student who has already studied a subject such as English at primary school.

 

The curriculum at Key Stage 3

  1. Visual Learning
  • 1. We are encouraging our staff to use “visual learning” techniques in their teaching. This supports many of the girls in our learning community who have special needs such as our hearing impaired students. EAL students and students with poor literacy will pick up language more quickly and very importantly if you can visualise something difficult it is much easier to learn.
  • Visualising words
  • Visualising language
  • Visualising concepts
  • Using visual clues to understand language
  • Using visual clues to understand concepts
  • Using visual clues to think
  • Using visual clues to problem solve

 

  1. There are therefore some new and exciting ways of learning in our curriculum in Years 7 to 9 which will help our students to cope with the harder GCSEs that have been introduced

 

Moving our Maths on a new way of learning through Maths Mastery:

  1. We have followed Government guidelines and have increased the number of maths lessons that we offer at Key Stage 3. There are now 8 lessons per fortnight for Year 7 to 9.
  2. This means that our students have the same amount of Maths as countries such as Singapore where Maths teaching has been highly praised.
  3. We are also introducing to Year 7 a new teaching method called “Maths Mastery “
    • 1. Curricular principles of Maths Mastery:
  • Students follow fewer topics in greater depth and it enables mastery for all pupils. Number sense and place value come first , problem solving is central .Valuing concrete and pictorial methods first enables students not to rush to the abstract difficult ideas before they are confident .Mastery means that what has been learnt really has been learnt –it doesn’t happen after one lesson! Mastery occurs as a result of repetition through using skills continuously across genres and by taking time to explore, clarify, practice and apply, not memorise.

 

Below is an example of a typical Maths Mastery programme for Key stage 3. Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

YEAR 7

Place value

Add and subtract

Multiply and divide

Geometry

Fractions

Applications of algebra

YEAR 8

Number

Algebraic expressions

2D Geometry

Proportional reasoning

3D Geometry

YEAR 9

Graphs and

proportion

Algebraic expressions

2D Geometry

Equations and inequalities

3D Geometry

Throughout Year 9

▪ Approximation and significant figures

▪ Four operations with whole numbers, fractions and decimals

▪ Percentage increase and decrease, finding the whole given the part and the percentage

 

Content and Language Integrated Learning

  1. In Europe students are much better at languages than we are in the UK. This is because they often have as many lessons in their main Modern Foreign Languages as they do in their native language.
  2. We have therefore designed our curriculum to deliver as many lessons in/of French as students have in English.
  • 1. To do this we are using a technique called CLIL. This technique also relies heavily on visual learning and therefore is of great benefit to EAL, hearing impaired and students who need help with literacy. It also provides the opportunity to develop problem solving skills. It involves teaching a subject in the foreign language.
  • 2. We are therefore teaching one lesson of Geography and one of Science in French in Year 7 and two lessons of Geography in French in Year 8 .This technique not only improves the learning of French, but also helps all other subjects as the transferrable skills make more effective learners. It seems to particularly improve achievement in Science and History at GCSE when students are given unseen problems to solve, often using language that they are unfamiliar with.
  • 3. So students will have their normal French lessons (4 per fortnight) plus their CLIL lessons thereby enabling them to make much faster progress.

 

Community languages

  1. We also value the opportunity to learn another language and we have from this year introduced the opportunity to learn another language in Year 8 . Students are able to choose from:
  • Urdu
  • Arabic
  • Bengali
    1. It is now possible to choose two languages at GCSE level.

 

English and Literacy

  1. Of course the one subject that enables all learning to take place is English. All students at Key stage 3 have 8 lessons of English a fortnight. In addition to this, targeted students get one to one or small group support.
  • 1. “Literacy breakfasts “supported by trained Sixth ~Formers use our successful literacy catch up programme to support younger students.
    1. By increasing the number of lessons in our day to 6, we have been able to give more curriculum time to some of the subjects at Key Stage 3. We think that this will really begin to improve standards even more in the long term.
    2. We have been able to increase the lesson numbers for History and Geography.

in years 7 and 8)

10

9

10

Maths

8

8

8

Science

8(one of which is in French )

8

8

ICT and Business

4

3

2

French

4

4

4(First Language)

Second Language

2

4 (if chosen )

Design Technology

4

3

4

Performing Arts i.e. Drama and Music

4 (if chosen)

History

4

4

4

RE

2

3

4

Geography

4

4

4

Geography in French

2

2

Art

2

2

2

Music

2

2

PHSE and Citizenship

2

2

2

PE

4

4

4

 

  1. All students in Key stage 3 have Independent Learning Projects which allow them to deepen their learning.

 

The curriculum at Key Stage 4

  • At Key stage 4 students all follow core subjects as follows
  • RE (either Multi Faith or Islamic Studies)
  • English and English Literature GCSE
  • Maths GCSE
  • Science (either Core and then Additional, Triple Sciences or Applied Science (Btech)
  • PE
  • PSHE and Citizenship
  • ICT (GCSE or OCR National)
    1. In addition to this they are able to choose one subject from each of four option columns. Consequently students can begin to follow subject pathways which they really enjoy. It is now possible to study pathways which include pairings such as:
  • 2 Humanities subjects
  • 2 arts
  • An ASDAN life skills/MFL course
  • 2 Technology based subjects
  • 2 Languages
  • 2 vocational subjects
    1. The subjects currently offered are
  • French,
  • Urdu,
  • Bengali,
  • Arabic,
  • Geography,
  • History,
  • Psychology,
  • Health and Social Care,
  • Business,
  • Textiles,
  • Food,
  • ASDAN life skills,
  • Performing Arts
  • Art.
    1. The options structure maximises the opportunity for students to gain Ebacc subjects. The Ebacc subjects are:
  • English
  • Maths
  • Two Sciences
  • A modern foreign language
  • History or Geography
    1. We currently do not offer Computer Science at GCSE which can count as one of the sciences as we have only just begun to teach it as part of the KS3 curriculum.

 

The Sixth Form curriculum

  1. The Sixth Form curriculum will now have a combination of pathways enabling students to spend 2 years, 1 year or three years at BGGS prior to leaving.
  • There are level 2 programmes in partnership with South and City College which may vary from one year to another depending on uptake. For example Hair and Beauty courses. Students would study at the college for two days a week and attend GCSE Maths and English at BGGS
  • A level 2 teaching assistant course
  • A level 2 work based course based on NVQ Business and Admin. Students would spend up to 2 days in a placement completing a portfolio and being assessed in the work place. Alongside this they can re-take GCSEs or follow other courses which fit their timetable.
  • Level 3 vocational pathway
  • Level 3 AS/ A2 pathway
  • Level 3 Gifted and Talented pathway
    1. There are also possibilities of combining level 2 and 3 courses to personalise the curriculum
    2. Subjects offered for AS and A2 include:
  • Extended Project,
  • Art
  • Urdu
  • French
  • Maths
  • Use of Maths
  • Further Maths
  • English Literature
  • Geography, History
  • RE
  • Physics
  • Chemistry
  • Biology
  • Applied Science
  • Psychology
  • Sociology
  • Law
  • Applied Business
  • ICT
  • Health and Social Care
  • Child Care and Development .
    1. Sixth Formers are also able to add an enrichment activity on a Wednesday afternoon to their timetable. Activities range from Duke of Edinburgh to cookery for University, Drama and wildlife gardening or learning Spanish

 

Extensions to our curriculum

  1. Independent Learning Projects
  2. EE Days
  • 1. One of the aims of the school is to expand horizons and our EE days are off timetable days where girls explore subjects with the aid of off site visits, visiting speakers, activities or in depth learning. They help to bring our curriculum alive!

 

Business Education

  1. At Key stage 3 all students have lessons about business and encouraged to develop their understanding of business, economics and financial literacy.

PSHE

  1. During PSHE lessons students follow a programme of competitive PE games in Key stage 3, Citizenship, sex and relationships education, careers education, drugs education.

 

Work experience

  1. All students in year 10 and Year 12 undertake work experience placements. Some students in Year 12 and 13 complete placements as part of their courses throughout the year.

 

Information, Advice and Guidance/ Careers Education

  1. Students experience work related learning from Year 7 onwards. All students have a careers target which they are encouraged to discuss with parents and carers. We are able to offer one to one interviews to Key stage 4 and key stage 5 with independent careers advisers.

 

Extra-curricular activities

  1. Students have plenty of activities from which to choose.
  2. PE provision extends beyond the school day and also includes the opportunity to be trained as a Junior Sports Leader within curriculum time.

 

Music

  1. Peripatetic music tuition is available and students can choose from a wide range of instruments.

 

Summer Schools

  1. Every summer we run summers schools targeted at specific Year 7 students who are due to join us the following September.

 

Out of Hours Learning

  1. Our community officer Michelle Hughes organises a variety of out of hours learning opportunities to either enhance the curriculum or develop interests