A middle school finds itself at the cross-roads of a child's education and it is our aim to ensure that the transition from primary to secondary teaching styles is carried out carefully and effectively. At Burgoyne Middle School we try, therefore, to make sure that when the child first enters the School the teaching methods are similar to those in our feeder schools. However, we must also guarantee that pupils will be properly prepared for upper school education when they transfer at thirteen. In general terms, this means that there is a gradual move from class teaching to a more specialised programme of work as the child progresses through the School.
The revised version of the National Curriculum, together with the Literacy and Numeracy Strategies, the Primary Strategy and the Key Stage 3 Strategy, remain at the centre of the School's teaching and learning programme. The curriculum embraces the five outcomes set out in Every Child Matters - Stay safe; Be healthy; Enjoy and achieve; Achieve economic well-being; Make a positive contribution; and is designed to develop in each pupil a broad and balanced range of skills and knowledge.
The School follows the Bedfordshire Agreed Syllabus for Religious Education 2006, which is non-dogmatic, and is based on religious knowledge and experience, but also takes into account the wider searches for purpose and meaning in our lives.
A majority of the subjects within the curriculum are taught to mixed ability groups. As in all good schools, teachers use their professional judgement and adapt their teaching methods according to the nature of the assignment and the ability of the children. Timetabled grouping by ability is introduced in mathematics and English in Year 5. We consider the learning programme as a whole; within it specific subject skills are taught and connections with other areas of learning are identified and reinforced.
Please click on the bar above for information on any specific subject.