Curriculum
Curriculum Intention and Structure
The BGPS curriculum is an ambitious, carefully-sequenced pathway of knowledge-rich and language-rich learning
“Learning together with kind hearts and determined minds.”
The BGPS curriculum is designed to build and expand on our pupils’ prior experience and knowledge of the world. We provide a place where all children and adults know their contribution and presence is valued and, combined, makes us a unique and diverse learning community.
We aim to support every child to reach their full potential in all areas of the curriculum, achieving highly whilst also developing the resilience to overcome barriers, to grow in confidence and to enjoy acquiring new skills and knowledge. We want our pupils to develop the self-awareness to be emotionally and mentally resilient learners who know how to learn, communicate and collaborate.
Curriculum and Community Principles
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Mastery |
We value a high standard of knowledge in every curriculum area. Learning is sequenced in small steps ensuring pupils develop depth of understanding and rich knowledge. Checking for learning, retrieval practice and revisiting prior learning are all important for developing true mastery and fluency and building secure schemas in which knowledge is interconnected. Teachers consider how children learn as well as what they learn and are ready to adapt lessons to ensure all pupils succeed.
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Independence |
We believe positive learning behaviours are essential for children to enjoy learning and reach their potential. Our pupils are supported to be ready to learn and to independently seek appropriate help when they face a barrier. Understanding the disciplinary elements of curriculum areas opens up a world of possible future careers and identities enabling children to be motivated by the idea that they could be a historian, a geographer, a musician etc. Skills such as research, collaboration and evaluation are key to future learning in Key Stage 3 and beyond.
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Belonging |
We know that children need to feel safe and secure in order to take risks and develop skills and deepen knowledge: we see each pupil as a child first and a student second. Belonging also speaks of families, communities and localities. We draw curriculum ideas and expertise from several sources but adapt them all to reflect our pupils, our school, our local area. Fostering a sense of belonging in a community that welcomes diversity and celebrates difference is essential when establishing a safe place to learn and thrive.
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Generosity |
We model generosity through genuinely affirming relationships between adults and children in a school community which values emotional and mental well-being. We provide opportunities to contribute to the local community and to contribute within the school allowing pupils to influence our values, ethos and atmosphere. Kindness is the most important gift we can give each other and we support and teach children to show kindness consistently and generously. We actively look for opportunities to celebrate inspiring and generous members of our community.
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At Borough Green Primary we draw from a range of curriculum tools to ensure our teachers can focus on adapting an inclusive curriculum with high-quality resources. This enables us to ensure a consistency of delivery and approach whilst also being able to respond flexibly and expertly to the needs of different individuals and groups. Prior learning is revisited frequently on the journey to wider and deeper knowledge and ‘Big Ideas’ link knowledge and skills across and within year groups using important concepts.
Curriculum Structure
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Core Subjects |
English – Writing The Write Stuff
English – Reading BGPS National Curriculum |
Phonics Little Wandle
Spelling and Grammar Grammasaurus |
Cornerstones |
Maths White Rose
Science |
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Wider Curriculum |
Computing Knowsley
Music Sing Up
PE PASS |
French Language Angels
PSHE & RSE SEAL and Timothy Winters
RE Kent Agreed Syllabus |
Cornerstones |
Art and Design
Design Technology
Geography
History |
If your curriculum question isn't answered on the following pages, please contact your child's class teacher for more information.