Teaching and Learning

We use a two week timetable. The very first week of the academic year is Week A and the second week is Week B. It alternates thereafter each school week. Each lesson is an hour in length.

The International Baccalaureate (IB) philosophy delivers a future inspired education that best prepares our children as they grow-up to be global citizens in the 21st century. The IB Primary Year Programme (IB PYP) forms the building blocks of the Junior School curriculum. The IB PYP curriculum creates greater synergy across BGS. The IB philosophy approach mirrors our fundamental beliefs that education should place the child truly at the centre of learning; that it must ensure students grow into confident, enthusiastic and independent learners, who use their skills and attributes in the pursuit of personal knowledge, global understanding and meaningful actions; and that we learn in an enjoyable, creative and non-judgemental environment. English Language and Mathematics are learnt in daily lessons with Junior School class teachers who are experts in the early acquisition of these subjects. Developing a strong set of skills in literacy and numeracy are vital for unlocking potential across all subject areas. Learning in Science, Humanities, Arts and Personal, Social and Physical Education takes place through six trans-disciplinary themes, taught through half termly Units of Inquiry. The Themes are of global significance and provide students with the opportunity to explore local and global issues, to make real life links and study areas of personal interest. As the students progress through the School, the key thematic areas are re-visited to build on prior knowledge and understanding and to provide a more immersive, challenging experience. There is an emphasis on independent and inquiry led learning, as the students will be encouraged to ask and explore broad reaching questions, develop independent answers and express themselves in a multitude of exciting ways. The curriculum is extended through subject specialists who teach Spanish, Music, PE and Dance on a weekly basis. In Year 6, students have additional subject specialist lessons in Science and a rotation of Spanish, French, German and Classics as well as a term of Food and Nutrition, DT and Textiles. We offer a wide variety of sports throughout the School, taught by specialist teachers. Sports are taught in Year groups and rotate around the winter sports of Hockey and Netball and summer sports of Rounders, Athletics and Tennis. Swimming takes place throughout the year and Lacrosse is introduced in Year 6. Pupils use their iPads as an integral part of their learning. They quickly learn how to use technology to find out key information, locate resources and create their own projects. They have their own unique school email address and learn how to use the technology responsibly. The School has robust e-safety procedures in place to ensure the students are always protected when working online or remotely.

In the Junior School, we believe that learning is not limited to the classroom and that conversations at home, time alone to explore concepts and ideas, trips away and practising key skills all contribute significantly to your daughter’s achievement in School.

Students are set small home learning tasks every day. Each task is time-limited and students are only expected to spend the allocated time on the task, not necessarily see each task to completion. These tasks include key skills practice in English and Mathematics such as reading, practising spellings or times tables. The School uses the MyMaths platform as it has example lessons for recap, it provides instant feedback and it also allows the teachers to review the work instantly. In addition, students are encouraged to initiate their own ideas and are given choices in their home learning through supplementary QED (Question, Explore, Discover) tasks. QED home learning links the ideas the students have begun to explore in class and challenges them to develop and extend their understanding through individual personalised tasks. Every fortnight, students choose a QED task and plan their course of action with the support of teacher and parent. QED homework encourages individualism and creativity and encourages students to take authentic, meaningful action in response to their learning in School.

We expect all Junior School students, under normal circumstances, to progress into the Senior School. In Year 6 they will start to have more lessons in the Senior School as part of the transition programme to ensure they are confident and happy in the surroundings of the Senior School prior to moving into Year 7.

As part of the transition programme, they have the opportunity to meet with the Headmistress, and will spend time getting to know the Head of Years 7 and 8.

Students in Years 7 and 8 have the opportunity to study a wide range of subjects. The curriculum for both year groups includes English, Mathematics, Science, Geography, History, Religious Studies, two Modern Foreign Languages chosen from French, German or Spanish, Drama, Music, Dance, PE, Art, Design Technology, Food and Nutrition, ICT, Textiles and Personal, Social and Health Education (PSHE). In Year 7, they all follow a course in Classics and in Year 8 this is replaced with Latin. In Year 9, an element of choice is introduced together with new subjects. Students will be taught English, Mathematics, Biology, Chemistry, Physics, Geography, History, Philosophy and Religion, Political Science, PE and PSHE. They continue to study two Modern Foreign Languages. Students then choose to study three from the following subjects: Art, Design Technology, Food and Nutrition, Textiles, Computer Science, Music, Drama, Classics and Latin. This allows for a more in depth study of these subject areas in preparation for GCSE study, but does not define their subject choices in Year 10.

In Years 10 and 11, students will take GCSEs in English Language, English Literature, Mathematics, Biology, Chemistry, Physics (or double science) and at least one Modern Foreign Language. They can then choose another three subjects from a wide range of options, one of which should be a humanities subject i.e. Geography, History or Religious Studies. In addition to their examination courses, all students will follow non-examination courses in PE, PSHE and Philosophy and Religion.

When students move into the Sixth Form, they will be able to follow either a course leading to A Levels, or a course leading to the International Baccalaureate Diploma (IB). Whichever route they choose to take they will all have PE lessons, PSHE lessons and will be expected to take part in the CAS (Creativity, Action, Service) programme.

For the IB Diploma Programme, students choose a broader range of six subjects, incorporating English, Maths, a Language, a Science, a Humanities plus one other. Students also all complete a CAS programme, an Extended Essay and a Theory of Knowledge course, all of which contribute to their final qualification.

For A Levels, students choose three subjects and supplement their development with CAS, EPQ and other additional qualifications.

Group and individual classes are held in Burnaby House. Students enter through the side door.

Music lessons are held in Trinity House, our music centre next to the Junior School. Junior School enter Trinity House via the door that backs on to the Junior School. Students in Years 7 to Upper Sixth can enter Trinity House either via this door or through the front door of Trinity from Cardington Road.

This is firmly rooted within the framework of Personal, Social and Health Education, supported by work in the Science Department, the Pastoral team and our school nurses.

An iPad - Purchased through the School.

A pair of Headphones.

Mathematics • A clear perspex ruler (30cm in length, measuring cm and mm). • A pair of compasses. • A set square. • A clear semi-circular protractor. • A HB pencil. • A good eraser.

New students in Years 7-11 will be provided with a scientific calculator for use by the Mathematics Department and the cost will be added to the end of term bill. This will enable them to be given appropriate instruction in its use within Mathematics lessons. Your daughter will be responsible for keeping the calculator in working order, and ensuring that she brings it to all Mathematics lessons. It is essential that the appropriate equipment is brought to all Mathematics lessons. Food and Nutrition (Years 7-9 only) • A bag or basket to take food home in and a labelled container or cake tin in which to place completed products. • Ingredients which have been weighed or measured to the quantity required (years 7-9 only). • On occasion, an ovenproof dish or disposable foils may be required. Science • An overall

Additional items A fountain pen or rollerball pen, pencils, ruler, eraser, felt tips, glue stick, scissors and colouring pencils for everyday use.

At Bedford Girls’ School we firmly believe that independent learning through the completion of activities, outside of directed curriculum time, is a valuable part of the education of every student. Tasks and learning opportunities completed at home or outside of the classroom make a significant contribution to raising attainment across all year groups. As an integral part of the development of the learner profile, it should be planned and prepared alongside all other programmes of study. A successful homework policy depends on staff, pupils and parents working together.

Students at BGS undertake a variety of co-curricular activities as well as travelling from a wide catchment area to attend School. Both of these factors create challenges for the effective completion of homework. The students capacity for selfmanagement is therefore a crucial factor in ensuring positive outcomes from the homework set by teachers. Our systems and approaches allow for the flexibility required to accommodate the wide range of needs of students, whilst still providing the rigour and focus required to ensure effective outcomes.

To help structure the process of students becoming effectively self-managing, a homework programme is created for Years 7-9. The programme sets out the frequency of homework task-setting by staff, and gives a structure of when students can expect to have tasks set for them. The programme is designed to coincide with the timetable as far as is logistically possible. To allow for the flexibility needed to accommodate the individual circumstances, deadlines for homework completion will be a minimum of three working days from the task being set by the teacher. It is our expectation that most students should finish their work in the time given but we would like parents to monitor her work in the evening. We suggest that, if she meets difficulties, she should spend no more than ten minutes beyond the allocated subject time. We want to work in partnership with you to ensure your daughter is able to complete her homework which contributes to her learning. One way of supporting your daughter with her homework is to ensure that she is provided with a quiet working environment.

Constructive feedback and guidance is at the heart of our Marking Policy so that individual students fully understand how they are progressing and how to move forward.

Work is set regularly in all subjects, and marked in line with the school’s expectations. Marking guidelines and criteria within each subject are made clear to the students. Marking is used as a way of enabling pupils to understand how they have met the learning intentions set in subjects and to set their own targets based on the feedback and advice provided by their teachers. It enables the teachers to respond to individual needs and inform planning and individual target setting.

In the Senior School, formative internal assessments occur throughout Years 7 and 8. End of year summative assessments are held immediately before or immediately after the half term break in the Summer Term for Years 9 and 10. Lower Sixth examinations are held straight after the Easter holidays. In Years 11 and Upper Sixth, internal mock examinations take place in the Spring Term.

New entrants to the school who have already taken iGCSE/GCSE examinations in another centre should provide copies of all their statements of results on the first day of term, or as soon as possible in September to the Exams Office. To facilitate the applications for access arrangements needed for A Level or IB examinations (extra time, supervised rest breaks etc), new entrants to the Sixth Form who had such arrangements in their GCSE examinations should supply copies of the evidence used by their previous school as soon as possible in September to the Exams Office.

In line with our ethos and values, we reward service, learning and representation which create a strikingly positive contribution to the school, and goes above and beyond our expectations. Our policy of encouraging students to behave responsibly and work conscientiously is supported by a system of praise and rewards throughout the Junior and Senior Schools. These include House points and Bronze/Silver/Gold/Platinum and Diamond certificates.

Work of exceptional quality or impressive commitment is recorded in the Head’s Book of Excellence.

Senior School Colours are awarded in Year 10 and above for outstanding contribution and performance in Sports and the Performing Arts.

In the Junior School, minor breaches of inappropriate behaviour are dealt with on the spot, usually through a reminder of the school rules and expectations. If a student’s behaviour continues to give cause for concern, parents will be contacted, either by the Head of Year or the Head of the Junior School to discuss the problem. In the Senior School, we always assume that the students will work hard and cooperate willingly with each other and their teachers. Any concerns are discussed with the individuals who are encouraged to take responsibility for their action and a suitable intervention will be put in place, which may involve adopting a restorative approach.

The Deputy Head (Pastoral) liaises closely with her team of Heads of Year and senior tutors who work with their form tutors to monitor the welfare and progress of all Senior School students. Matters of particular concern are brought to the attention of the Headmistress.

All concerns from staff regarding behaviour, attitudes to learning and mis-appropriate wearing of uniform are monitored. Parents will be informed if we continue to have concerns around any of these issues. There are appropriate consequences in place for the continual disregard of the School’s expectations around behaviour, attitudes to learning and uniform.

We expect students to wear regulation uniform, with pride, at all times and we appreciate the support of parents in ensuring that the students are appropriately dressed in accordance with our guidelines at all times.

For further details please refer to our Positive Behaviour Policy on the website

Our Head of Learning Support, Mr Tom Williams, works with students outside the classroom in identifying their individual needs. He helps to find appropriate strategies to improve their learning techniques. He will also coordinate with relevant staff and communicate with parents, so that students can be supported. In addition, we offer one-to-one teaching on a regular basis with independent learning

support teachers in the Junior School and the Senior School. This support will be held during, before or after school on a rotational basis. In the Junior School small academic support groups are also run by teaching assistants and teachers in the morning. Informing the Head of Learning Support, at the earliest opportunity, of any learning difficulties or needs your daughter may have, will enable supportive teaching strategies and interventions to be quickly and effectively implemented.

We believe that the experiences that your daughter gains outside the classroom are equally as important as the teaching and learning she does inside the classroom. For your daughter to develop into a confident and competent global citizen of the future, she will need to take part in team activities and learn to work with people she does not know, as well as develop new skills and the ability to be Bold, Imaginative and Reflective. For this reason we aim to provide a wide range of co-curricular activities. These will range from sporting teams in the major sports of hockey, lacrosse, netball and swimming, to speech and drama activities, musical ensembles and choirs, a variety of dance clubs offering a range of styles, as well a number of subject and non-subject based clubs and societies, such as chess club, maths club, computing club, tinker labs, creative writing societies, debating and public speaking, gardening club, art workshops and many more. These take place on the School site either at lunch time or after school and are fully supervised by members of staff. There will be a wide range of sports teams to cater for all levels of ability. We strongly encourage all students to take part in a wide range of activities to expand interests and broaden skill-sets. Participation will be monitored. If your daughter would like to have individual instrumental, singing or speech and drama lessons these are available at an additional cost. Some sporting activities in the co-curriculum, such as skiing and equestrian, will also be subject to an additional charge.

Further details of the full co-curriculum programme will be published at the start of the new school year; your daughter will be able to choose those activities that she would like to take part in during the coming year.

On entry to BGS your daughter will be placed in one of the six school Houses. The House system is a vertical grouping of girls in all year groups from Year 3 up to Upper Sixth. Students take part in a number of activities, throughout the year earning House points for academic achievement, sporting success, and many House challenges. There is a House assembly once per fortnight where plans are made for future events and challenges. The House system is an excellent way for your daughter to integrate with students in other year groups and to develop a sense of family and mentorship across the School.

All students benefit from our integrated careers service, which supports them as they develop interests and aspirations, to ensure that they are effectively prepared to make well informed choices about post school opportunities.