IntentBGS’ curriculum equips students with the knowledge:
- to care for the wellbeing of themselves and for others, being able to create and maintain positive relationships leading to a happy, healthy and fulfilled life.
- to achieve their full potential through a positive and aspirational mindset alongside the qualifications, skills and character to make them ready to take their place in the global community; well equipped to compete in the job market of the 21st Century.
- to respect British values and have a sense of pride in who they are, understanding their rights and responsibilities, whilst embracing others’ views, cultures and lifestyles.
- to strive for excellence in all that they do. So they become flexible, creative and resilient enough to be a productive member of society and be able to adapt to whatever the future holds
ImplementationTo meet the intent the school carefully plans a wide range of activities and opportunities both inside and outside of lessons. The links on the page show the breadth of our offer. It will help you understand what we teach in lessons. For example; you can find our curriculum map which details what subjects students are taught in each Year group; where students have choices you can find links to the Year 9 and Year 12 Option choices and process; in subject pages we detail what students learn in each term as well as sharing knowledge organisers that detail core knowledge that students will be asked to learn before the explore the subject in class; subjects also provide careers information, exam board links and extra curricular activities that broaden your child's experience.
The 'hidden curriculum', what happens outside normal lessons, is incredibly important in providing the spiritual, moral, social and cultural knowledge to enable them to become successful adults and through the links on this page you can find out about;how tutor time develops, amongst other things, study skills and student leadership;how our events are designed to inspire creativity and personal, school and civic pride;information on the wealth of clubs, House competitions and our School Visits Programme that make memories that last a lifetime;links to other local learning opportunities that you can explore with your child.
Additionally, you should also find useful information that can help you continue to support your child's education be it advice on retrieval practice (remembering stuff), exam calendars, careers opportunities or guidance on helping your child get the most out of homework, etc. Together, and with your child's hard work, we can give them the best opportunity for a successful and fulfilled adult life.
“Arts education supports cognitive development in children, improving English, language acquisition, and maths. Evidence shows that children are more willing to apply themselves in all subjects and engage in independent learning if arts education is a prominent part of the school day.” (Cooper 2018)
Art and design offers numerous opportunities for students to demonstrate creativity, self- expression and to develop an understanding of other cultures, time periods and ways of life.
The art curriculum also aims to provide students with opportunities to improve confidence and self-belief. They accomplish this by realising ideas to produce objects, artworks and other creative responses of which they can be proud and from which they can gain a tangible sense of achievement.
“Many students linked this experience - and the opportunities the arts give them for self-expression - to their own well-being and mental health; they saw their art work as a valve for releasing pressures they experienced elsewhere in their lives (including in school).”
(Hall and Thompson, 2018)
The design of our key stage three curriculum is intended to provide students with time and opportunity to develop skills in the four key areas of assessment required to succeed at GCSE and A level in this subject. Students will be able to: explore and understand examples of art history and culture and to discuss these using visual language; to develop ideas in response to this knowledge using a range of materials and processes; to record observations by drawing and other means, and to produce a meaningful personal response using traditional fine art media including, drawing, painting, printmaking and sculpture. Additionally, students will be provided with opportunities to learn about and reflect on traditions of different cultures and the values and arts of other time periods, both in the context of their time and in comparison to our own.
“In arts lessons they have more agency, responsibility, independence and freedom to make decisions. They enjoy and are motivated by this” (Time to Listen Report, 2018)
Throughout the art and design curriculum, there are frequent planned drawing activities to strengthen and build students’ ability to record from observation the things they have observed. This key skill underpins the majority of activity in all four assessment strands at exam level and helps students to exercise important skills of manual dexterity and fine motor skill control.
Lessons are designed to be delivered as a sequence of activities which form an extended project along selected visual themes. This is intended to implement the key aims of the national curriculum while mirroring the way students would work at examination level with aspects of each of the four exam assessment areas forming part of all key stage three activity.
At examination level, students follow the AQA GCSE and A level fine Art pathways which offer a flexible and respected structure where students can further develop and personalise the nature and content of creative work. This enables our students to undertake personally expressive acts of creativity, enjoying their learning and becoming confident and effective visual communicators.
In Business Studies, you will develop both knowledge and understanding of the business world. Business Studies allows you to combine a range of skills and develop them into workable solutions. It allows you to be creative, analytical and persuasive.
The Business department at BGS School aims to develop young business people and entrepreneurs. The courses at GCSE and A Level have developed a lot to include a wider understanding of the legal, political, social and environmental context of business. This external environment is rapidly changing and out intention is to develop students into informed and adaptable individuals, ready and to tackle the challenges ahead.
The specification we have chosen is aimed to give students the opportunity to explore real business issues and how businesses work. It has been designed with a clear and straightforward structure to enable students to access and engage with the world of business.
The specification for Business studies is broad but covers four main functional areas:
• Business operations
• Human resources
With a combination of independent research, teamwork, competition and presentation activities we hope to complement the employability skills that they are developing in other subject areas.
With the pace of technology increasing at such an incredible rate, it’s hard to predict what the future will bring. The incredible world of Computer Science will let pupils take control and drive their future, instead of be a consumer of the future technologies. Put simply, Computer Science prepares pupils for jobs that haven’t been created yet, and teaches them how to create programs and hardware that doesn’t exist yet. Computer Science is unique in the way that it gives pupils ‘super powers’ to create something unique that can be in the hands of thousands of people in a matter of days, changing everybody’s lives for the better in the future.
Computer Science is unique and awesome as it develops pupil’s overall skills of problem solving, creating, programming and logic. The aim for pupils taking Computer Science gives pupils the skills they need for the future to be able to make their own software through programming, be able to keep themselves and others safe and secure from the potential threats of technology, know how computers work and solve logical problems. You will develop practical and theoretical transferable skills such as programming skills in a modern language, an understanding of how computers and networks work, and knowledge of cyber-security and how hackers attack systems.
Following the school values of care, achievement respect and excellence (CARE), in lessons pupils are given opportunities to achieve a without any ceiling or cap to their potential. For pupils that want to experiment more due to the love of learning, clubs are available at break, lunch and after school. Pupils are encouraged to flip learn lessons and get a lesson ahead of time so they have the opportunity to be independent learners, share their new found knowledge and lead a group, provide demonstrations, help other pupils and challenge themselves beyond the normal expectations of a standard curriculum.
Taking this further, some pupils have managed to start up their own Computer Science / IT related small businesses due to this and have come up with their own innovative inventions by stretching their understanding of combining hardware knowledge and programming skills together in order to change the world around them.
Would you like to have a career in systems engineer, design, robotics, future careers, electronics, games, web, cyber-security, data analysis, entrepreneur, app, programming, or be a consultant?
The world needs you to help develop the future. Are you in?
“Coding is today's language of creativity. All our children deserve a chance to become creators instead consumers of computer science.”
Maria Klawe, Dean of the School of Engineering and Applied Science at Princeton University.
Design and Technology introduces students to and helps them to develop key skills that can be applied well outside of the subject. Problem solving, creative thinking and communications skills lie at the heart of the curriculum along with the acquisition of practical hands on skills. In a world that is fast developing technologically bringing with it the inherent opportunities and problems this can cause, the need for creative thinkers who can see, understand and solve problems has never been more necessary.
As a subject, Design & Technology sits at the heart of STEM and allows students the opportunity to explore key principles in a practical and hands on way, whilst also contributing to the development of important life skills and personal qualities such as team working, risk taking and enterprise.
“Design and Technology is a phenomenally important subject. Logical, creative and practical, it’s the only opportunity students have, to apply what they learn in Maths and Science – directly preparing them for a career in engineering....”
Sir James Dyson, Founder and Chairman of Dyson and Patron to the D&T Association
The Design and Technology curriculum:
Delivers a breadth of knowledge and understanding of a wide range of materials, their properties/application and the skills to form these into quality products.
Trains students to use a wide range of hand tools/equipment, machinery and state-ot-the-art CAD/CAM equipment such as Laser Cutters, 3D Printers and CNC machines.
Introduces core theory/skills through engaging projects that allow students to explore real-world problems and create unique solutions. Creating high quality products.
Prepares students to progress onto further education or employment and is ideally suited for those wanting to pursue careers in:
Engineering (General, Mechanical, Electrical, Systems & Control…)
Design (Product, Graphic, Automotive...)
Can be an asset to students who choose to follow the route into a trade, who require practical hands-on skills.
Promotes independence requiring students to take on an ever-increasing responsibility managing their projects. From year 7 where students are kept under close control, through KS3 where they take more of an active role, to KS4&5 where students are required to manage their time to meet tight deadlines and select from a range of suitable skills during project work.
Delivers focussed theory and assessment from Y7-13. With progression of knowledge from one term to the next, and one year to the next.
The A-level Economics team at BGS School aims to develop enquiring minds and is a fantastic subject for those who are curious about what goes on around them. Economics is arguably the most powerful of the social sciences. Its principles provide students with unparalleled analytical tools to interpret the world around them and to shine a light on all of the great challenges that face humanity – how to grow economies, tackle unemployment, grapple with environmental issues, reduce crime and even understand demographic change.
We will explore economic issues such as inequality, immigration and how we should pay for healthcare. We will discuss the potential effects of current issues such as Brexit and how it affects not only our economy, but our daily lives and future opportunities.
We aim to develop essential skills such as analysing and interpreting data, building rational and logical arguments and making clear, convincing judgements. Economics combines both creativity and rational thought and students will confidently use a wide range of mathematical skills and balance these with strong communication skills, both written and verbal.
This blend of essential skills will not only enable Economics students to leave BGS prepared for success in a wide range of careers, but equip them with a lifelong thirst for knowledge and greater understanding of the world around them.
• Business studies / Economics is a dynamic, millennium relevant subject providing the very highest in career focused intervention. During their time studying Business Enterprise, students are taught the following:
• Business Entrepreneurship – Student create their own business models to an industry standard.
• Financial Education – Detailed financial education looking at all aspects of business finance, preparing them for the rigours of entrepreneurship
• Industry relevant communication technology skills – Presentations and professional communication are the cornerstone of Business Enterprise.
• Presentation and Interview skills – You cannot get more relevant skills for future success than the presentation and interview intervention featured in the business curriculum. Students are taught the art of a successful presentation and are required to deliver a professional presentation as part of their course.
English is a subject committed to individuals’ intellectual and emotional growth as well as to their communication - an essential part of social being. It has the power to inspire creativity, encourage analytical thinking and enrich a student’s cultural capital. The texts that we study can challenge stereotypes, tackle current affairs and open the doors and windows of our psyches. Fundamentally, the lessons that are taught in English aim to stay in the hearts and minds of its students - with the hope that the language and literature will live with them well beyond their school days.
We group texts and tasks around key themes within the subject which are united by the ethos of an inspirational quote for that term. Our curriculum sequence and assessments are ordered to enable students to progress in terms of their skills and knowledge and to ensure that the lessons taught are united with cultural enrichment opportunities.
Geography is the study of places and the relationships between people and their environments. Boston Grammar School geographers explore both the physical properties of Earth’s surface and the human societies spread across it. They also examine how human culture interacts with the natural environment, and the way that locations and places can have an impact on people. Our Geography students seek to understand where things are found, why they are there, and how they develop and change over time. Their investigations of the geographic impact of human activities have advanced their understanding of the role of humans in transforming the surface of Earth, exposing the spatial extent of threats such as water pollution by manmade waste.
Boston Grammar School’s students study of geography is broad and is divided into physical geography, human geography, geographical techniques, and regional geography. The natural environment is the primary concern of our physical geographers, although many physical geographers also look at how humans have altered natural systems. We study Earth’s seasons, climate, atmosphere, soil, streams, landforms, and oceans.
This opens up a wide range of potential fields for further study and careers including geomorphology, glaciology, hydrology, climatology, biogeography, and oceanography.
In human geography our geographers study the distribution and networks of people and cultures on Earth’s surface. We investigate the local, regional, and global impact of rising economic powers such as China. They also look at how consumers in China adjust to new technology and markets, and how markets respond to such a huge consumer base. Our geographers also study how people use and alter their environments.
The enormous possibilities for studying and producing computerized maps and diagrams help our students understand environmental and social problems. This gives them the potential to develop their full range of geographical skills. Technology also enables the students to complete complex pieces of fieldwork, backed by accurate primary and secondary data collection.
Thinking geographically helps our students to be aware of geography’s Big Ideas- environmental sustainability, globalisation, connections among and between places and to see how important events are shaped by where they take place. Finally, knowing something about geography enriches their lives—promoting curiosity about other people and places and an appreciation of the patterns, environments, and peoples that make up the endlessly fascinating, varied planet on which we live.
Not only does the varied content in History at BGS allow students to assess what has driven change throughout the past, it enables pupils to consider how the past can influence the future-their future. In a nutshell, History helps students to understand the world around us. It allows pupils to identify how institutions, trends, the economy and ideology shape the world. The variety of content inspires curiosity and enthuses students to question the world and pre-conceptions. History gives students the understanding to rationalise their decision making. Additionally, the skills in studying History, not only develop literacy first and foremost, but the analytical and evaluative side encourages students to solve problems, challenge texts and arguments and provide supporting evidence in their own personal judgments.
A high-quality mathematics education provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.
Mathematics is a highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. Its benefit within cross-curricular activities is unending.
At Key Stage 4, mathematics is taught in sets. The curriculum focuses on the key concepts and processes vital to the understanding of mathematics; these are the essential skills and processes that students need to learn to make progress. The programme of study for Key Stage 3 builds on Key Stage 2 to develop mathematical reasoning and competence in solving everyday problems.
All students will be entered for Edexcel’s linear GCSE Mathematics course; it is hoped that all students will be entered for the Higher Tier, achieving grades 5-9. Students must take three question papers. All papers are an hour and a half duration, with two calculator papers and one non-calculator paper.
All students are fully supported throughout the course, although the department also insists that all students learn to take responsibility for their learning; an essential life skill. To this end, students are encouraged to attend after school revision drop in sessions throughout years ten and eleven, whilst also being directed to use resources that build upon lessons in school.
Those students who have yet to achieve their grade 4 in mathematics are able to re-sit their GCSE in year 12. Students who achieve a grade 7 in their GCSE are highly encouraged to study A-Level mathematics in years 12 and 13 with the aim of going on to study mathematics, or a related subject at University.
Mathematics is the means of looking at the patterns that make up our world and the intricate and beautiful ways in which they are constructed and realised. Numeracy is the means of making that knowledge useful.
Mathematics contributes to the school curriculum by developing pupils’ abilities to calculate; to reason logically, algebraically, and geometrically; to solve problems and to handle data. Mathematics is important for pupils in many other areas of study, particularly Science and Technology. It is also important in everyday living, in many forms of employment, and in decision-making. As a subject in its own right, Mathematics presents frequent opportunities for creativity, and can stimulate moments of pleasure and wonder when a problem is solved for the first time, or a more elegant solution to a problem is discovered, or when hidden connections suddenly manifest.
It enables pupils to build a secure framework of mathematical reasoning, which they can use and apply with confidence. The power of mathematical reasoning lies in its use of precise and concise forms of language, symbolism and representation to reveal and explore general relationships. These mathematical forms are widely used for modelling situations; a trend accelerated by computational technologies.
The subject transcends cultural boundaries and its importance is universally recognised. Mathematics helps us to understand and change the World.
MFL is an important subject as it is highly regarded by many employers and universities. It is also important when one considers the setting of the school: Boston. Indeed, the whole of the UK has a diverse ethnic background, hence learning skills that equip to understand other cultures is vital. MFL does this. Not only will you develop vocabulary knowledge and understanding of grammar, but you will explore different cultures and languages in the classroom and on trips abroad.
MFL is a facilitating subject because it is one of the most challenging to learn, due to the required ability to learn new words quickly, the way they are pronounced and the grammar that underpins the language. To achieve this, you will immerse yourself in memory recall strategies to cope with large quantities of unfamiliar language effectively. Deepened by the energising entertainment of reading fairy tales and book extracts, listening to music and watching film clips all in the foreign language.
As part of this journey, you will discover more about the English language, and will gain the ability to learn even more languages more quickly. Through the study of MFL you will develop the ability to solve problems logically, which is a transferable skill. Other skills you will learn are the accurate use of dictionaries and grammar books, independent learning, synthesis of information and the use of different registers (language of law vs language of engineering).
You will find MFL particularly suited if you have an interest in Business, STEM, history, law, medicine or the arts.
Quote: The limits of my language are the limits of my world - Ludwig Wittgenstein
Music is a powerful combination of academic, practical and emotional skills. The study of Music promotes independent learning, collaborative reaction and response and the opportunity to learn a new language. Music is not the dots on the page but the product of an emotional connection with structured sounds.
The study of Music strengthens the academic skills of analysis, review and evaluation. It teaches historic context and the power of technology in stirring imagination. It is a portal into the soul of human culture across centuries of life. Perhaps most importantly, Music provides a vehicle for creative expression that can calm or stimulate and support self-developed well-being.
At Boston Grammar School, we recognise the importance of PE and the role it has to play in promoting long term, healthy lifestyles and making a positive impact on physical, mental and social health. The intent of our PE curriculum is to provide all students with high quality PE and sport provision, not only as a participant but in leadership roles such as a coach and official. It is our vision for every child to succeed and achieve their potential as well as lead physically active lifestyles beyond their years at secondary school. We strive to inspire our students through fun and engaging PE lessons that are enjoyable, challenging and accessible to all. We want our young people of Boston Grammar School to appreciate the benefits of a healthy active lifestyle. Through our teaching of PE, we will instill our core values and transferable life skills such as resilience and mutual respect as well as providing them with opportunities to take part in competitive sport through our extensive extra-curricular programme. We aim to provide all students with knowledge of the skeletal, muscular, respiratory and cardio-vascular system.
Our extra-curricular programme is open to all students to attend on a competitive and social basis which is run throughout the academic year in the form of House competitions. For those wishing to play competitively Boston Grammar School provides a multitude of further sporting opportunities to represent the school locally, regionally and nationally.
Psychology is the scientific study of the mind, how it works, and how it dictates and influences human behaviour. It is a multifaceted subject which includes many sub-fields of study, and at Boston Grammar School students have the opportunity to engage in six separate aspects of Psychology, gaining an appreciation of the theories and studies within each field. Through Psychology, students are able to develop and demonstrate a deep appreciation of the skills, knowledge and understanding of the scientific methods that underpin psychological studies, and plan and conduct several ethically sound and scientifically valid experiments. They develop competence and confidence in a variety of practical, mathematical and problem-solving skills. They develop essential knowledge and understanding of different areas of the subject and how they relate to each other, enhancing their interest and evaluation skills. Through their understanding of human behaviour, the psychology students can recognise how to address many of the problems and issues in society today, and how this science contributes to the success of society and the economy, knowledge they can take on into their career or higher education. Psychology challenges the students to go beyond the classroom and engage in further research into the different aspects of study, encouraging a love of learning and the development of a better understanding not only of themselves, but of society in general.
“Education is not preparation for life, education is life itself.” John Dewey, one of the fathers of functional psychology"
Religious Education has a key role to play in the overall purposes of the curriculum, to enable pupils to develop their spiritual, moral, social, cultural, mental and physical capacities to the full, and to prepare for the experiences and opportunities of adult life.
Our intention is to provoke challenging questions about the ultimate meaning and purpose of life and reflect the different ways that people view the world. RE allows opportunities for personal reflection and spiritual development. It also enhances understanding of the impact of belief on people’s lives as individuals, families and as members of communities and cultures.
Our principle concern is the education of the whole child through the provision of appropriate learning experiences. There is also a natural involvement in the pastoral care of pupils, which may from time to time involve awareness of the spiritual domain. Religious education is not concerned with the nurture of a particular faith or the acceptance of a particular way of life.
Religious Education has a key role to play in the overall purposes of the curriculum, to enable pupils to develop their spiritual, moral, social, cultural, mental and physical capacities to the full, and to prepare for the experiences and opportunities of adult life. The study of ethics, philosophy, religion and culture will prepare the learner to take their place in the modern world.
“I don’t think religious education should be abolished. I think that it is an important part of our culture to know about the Bible after all so much of English literature has allusions to the Bible, if you look up the Oxford English Dictionary you find something like the same number of quotations from the Bible as from Shakespeare. It’s an important part of our history. So much of European history is dominated by disputes against rival religions and you can’t understand history unless you know about the history of the Christian religion and the Crusades and so on."
“Comparative religion is very valuable partly because the child learns that there are lots of different religions not just the one they were brought up with. They learn they are all different and they can’t all be right, so maybe none of the are right. Critical thinking is what we need.” Richard Dawkins
Studying Science at Boston Grammar School provides the foundation for understanding the material world. We develop young scientists who are confident, reflective, innovative and intellectually engaged to achieve excellence in Science. Our students have; a better understanding of the technological world, with an informed interest in scientific matters; a recognition of the usefulness (and limitations) of scientific method, and how to apply this to other disciplines and in everyday life; relevant attitudes, such as a concern for accuracy and precision, objectivity, integrity, enquiry, initiative and inventiveness; a better understanding of the influence and limitations placed on scientific study by society, economy, technology, ethics and the community. Through acquisition of knowledge, we expect our students to gain a deeper understanding, respect and sense of duty to care for the environment. Students should gain appreciation of how the complex and diverse phenomena of the natural world can be described in terms of a small number of key ideas, revisited throughout the curriculum, that relate to the sciences and are both inter-linked and of universal application. Above all, our intent is to instil the awe and wonder of science into young people whilst equipping their enquiring minds with the knowledge, skills and awareness of careers available to them, to go beyond the classroom, make a positive difference and shape the future.
"A diamond is simply a piece of coal that did well under pressure."