Curriculum

At BPS we believe that all students are entitled to rigorous, relevant and engaging learning programs drawn from a challenging curriculum that addresses their individual learning needs.
Teachers use the Australian Curriculum to develop learning programs that build on students’ interest, strengths, goals and needs, and addresses the cognitive, physical, social and aesthetic needs of all students.

Global research confirms that teacher quality is the single greatest factor in nurturing student achievement. Our focus is on continually building teachers’ capacity to deliver quality pedagogy supported by high expectations. At BPS the educators exhibit deep content knowledge and base practices on current research- planning learning programs that reflect the diverse needs of the learner.

Learning intentions are expressed to students in terms of what they are expected to know, understand and/or able to do. (WALT - We Are Learning Today   >   TIB – This Is Because) At BPS students set their targets and define the strategies that will be used to meet these goals.

Ongoing feedback is provided to students, intended to acknowledge the progress made toward achieving the learning outcomes. Our feedback is constructive and points students to ways in which they can improve their learning. Our students are provided with clear success criteria to reference their learning. This enables them to be clear about what they can do and what they need to do to move forward with their learning.

STEAM (Science, Technology, Engineering, Arts, Mathematics) is integrated into our learning programs. Our aim is to develop foundational skills – fostering a love of learning and desire to continue studying these subjects after primary school.

The DECD ‘Standard of Educational Achievement’ makes clear the expected level of progress for every student – All children progress and achieve at or above their year appropriate level.

As quality educators we challenge our students to think, to predict, to hypothesis, to infer, to analyse, evaluate and critique. Our pedagogical practices leave nothing to chance as we revisit, review, re-teach and revise as necessary to ensure our focus on every child, every day learning is achieved.