The English curriculums at the BOS are based on communication. Put very simply, communication is the process of giving and receiving messages.
The ways in which we give messages include speaking and writing. Whatever the medium, students learn to convey their messages (information or emotion; ideas or narrative) in an accurate, structured and appropriate manner.
Receiving and understanding messages demands the ability to listen, read, interpret, evaluate and analyse the material. Students develop these skills through group work as well as through their own individual study.
Our approach to teaching and learning in the English department finds a balance between the contemporary needs of personal response and creativity and the more traditional disciplines of grammar, vocabulary, spelling and elocution. We make no apologies for this approach as we believe that a strong grounding in the tools of language usage reinforces our abilities to respond and create.
Mathematics teaching is geared towards enabling each student to develop within and beyond their natural capabilities; not only in the mathematical skills and understanding required for later life, but also to develop an enthusiasm for and fascination about Mathematics itself.
Our immediate aim is that all students should reach their potential as mathematicians. Our overarching aim is to increase student confidence in mathematics so that they are able to express themselves and their ideas, using the language of mathematics, with assurance and skill. Such confidence is important not only in the subject itself but across all subjects in the Secondary School.
Throughout Key Stages 3, 4 and 5 our students study science from both a theoretical and practical perspective. Our aim is to ensure a sound knowledge of facts together with a clear understanding of basic concepts and principles. Practical work, be it in the laboratory or field, is always closely related to theoretical work.
The programmes of study in all key stages encourage students to approach science with a critical and analytical mind. Wherever possible, students are encouraged to evaluate experimental procedures and to make judgements as to the validity and reliability of their results and observations.
The relevance of science to the world in which we live is emphasised, and students are encouraged to comment critically on both the positive and negative aspects of scientific and technological development
In the National Curriculum of England and Wales, Geography, History and Religious Studies are all known as ‘Foundation subjects’. They are compulsory in Key Stage 3.
The Humanities subjects are a fundamental area of study which has to do with people, whether as individuals, groups, communities or societies. The focus of students’ work in Humanities is the development of a real understanding of the human condition and the forces that shape it.
It is implicit that teaching and learning in the humanities seek to develop skills rather than simply to inculcate information. We use an enquiry approach that aims to facilitate curiosity and questioning, followed by research and discussion leading to the presentation of ideas and explanations using a variety of media including oral and dramatic.
We believe in an ‘active learning’ approach which encourages students to interact with each other and to think for themselves. This approach embraces different learning styles and encourages students to become independent learners.