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Curriculum Statement


An all-IB Diploma Programme is the most ambitious curriculum available to Sixth Forms, demonstrating the belief that every BGS pupil can access a full-time and academically rigorous programme of study. The IB’s learner profile matches the school’s ethos of intellect, empathy and courage.

Lower school programmes of study and schemes of work are designed to dovetail with Sixth Form life, so that the IB style of learning is entrenched at every Key Stage, and the need to think big is impressed early on in the minds of BGS pupils. Triple science and double MFL at GCSE establish the need to think both innovatively and globally. This is cemented by the requirement for them to continue learning Languages, Maths, English and Science regardless of their programme of Study at Sixth Form Level.  BGS IB students enjoy fantastic offers from universities and employers.

Within their six subjects all Sixth Formers study English, Maths, at least one Science and at least one Language. This allows for personalisation with over 10,000 possible combinations, but still enables every student to be correctly challenged and driven to succeed not just in their chosen field of future study or employment, but also in their development as broad-minded, adaptable and independent thinkers.

All Sixth Formers are entered for the full IB Diploma Programme, aiming to provide them with full-time, varied and enriching timetables. This includes every student completing a 4000-word research paper in the form of an Extended Essay, a reflective course considering how we know what we know in Theory of Knowledge, and a varied programme of Creativity, Activity and Service.


  1. Content & Skills

Bexley Grammar Sixth Form students all complete a rich, ambitious and dynamic programme of study which keeps them well-rounded and adaptable for a fast-changing world.

The variety of courses and subject combinations sees our Sixth Formers develop an incredible range of skills in their studies. All courses require students to produce coursework or internal assessments (IAs) in all subjects, meaning every single one of them develops their skills of: presentation, extended writing, data collection and processing, and practical and creative design, all before they have even sat a spoken or written exam.

The core timetable sees students complete three components of their IB diplomas on top of their six chosen subjects at Higher Level and Standard Level. 

Students support their chosen university course or career plans by completing a 4000 word Extended Essay in Year 12; a major research paper requiring academic writing as expected in further education, completed independently under the guidance of an individual supervisor. 

To further ready them for their next academic or professional steps, our students complete a course in critical thinking in the shape of Theory of Knowledge across the two years of Sixth Form, producing an Exhibition and an Essay. A subject which requires interdisciplinary autonomous learning means all BGS Sixth Formers hone their skills of debate, in curating and applying their learnt expertise to a different arena.

Our students are incredibly busy with extracurricular activities both in and out of school, and their Creativity, Activity and Service  (CAS) portfolios both record and celebrate their remarkable achievements. Through each of the three strands, students explore and extend ideas leading to original or interpretive products or performances. They get involved in physical exertion contributing to a healthy lifestyle, and participate in collaborative and reciprocal engagement with the community in response to authentic needs. This is a focus not just on what has been done, but on the development of individuals as a result of involvement in CAS.

The Power Days set out across the two years also provides our programme of study with a great deal of variety. PSHCE is delivered through our Life Skills course throughout the year but focussed on in greater depth on such days. Collaborative projects considering environmental responsibility are completed through the Group Four project, with every student harnessing their scientific expertise. Furthermore, Power Days support our specialist careers’ guidance in giving extra time for discussion and procedure to applications to university and work.

  1. Learning environment

The timetable followed in Sixth Form insists on a full-time and academic approach to life befitting young people aiming for the top. Students are expected to be punctual, correctly equipped and present to every lesson as an absolute minimum, and four large dedicated Sixth Form only areas allow for individual or collaborative study to enhance learning independently in non-contact time.

Beyond lessons and private study, our Sixth Form is teeming with extracurricular and super-curricular life through a plethora of societies, clubs and groups. More of these are led by students than by staff.

Of particular note is our Director of Learning’s early-application group, which prepares students on a weekly basis from an early stage of Year 12 for specialist university entrance to courses in medicine, law, dentistry and veterinary medicine, and to Oxford and Cambridge. Students who do not wish to go to university similarly work closely with our careers advisor.

Student Leadership is highly valued and encouraged throughout the school and our Sixth Formers are at the heart of it all. The Senior Prefect team, meeting with senior leadership every week is most prominent, but there are great numbers involved as House Captains, Peer Mentors and leaders of the Afro-Caribbean Society and Environmental Action Group to name but a few. Students from these and any other society are encouraged to lead assemblies to all year groups in the school. Mentoring takes place between all students and younger peers in Years 7 and 11, and Higher Level linguists take advantage of speaking sessions with native speakers outside of lessons.

  1. Assessment & Feedback

Sixth Formers undergo regular assessment, both formally in three whole school examination sessions across the two years and in regular in-lesson progress checks. Reports are issued every term. All of this is done with the ultimate aim of supporting students in getting to the most ambitious post-sixth form destinations, realistically matched to their levels of attainments. See individual subject statements for further details.

  1. Monitoring

The process of finding the correct pathway starts before students even begin their courses, with suitability for correct subject levels given scrutiny. For students not making their desired levels of progress, intervention and resits are provided. This takes place at subject level initially, but also on the basis of whole diploma levels with the Sixth Form team pastorally.

Data is analysed to consider value-added and the performance of specific groups. Further scrutiny takes place at a departmental level.


BGS Sixth Form destinations see our  students head off to some of the most prestigious institutions in the world, equipped with a world-class IB education and following a huge range of individual choices. We also send students to prestigious employers every year, such as Deloitte and BDO. Our Sixth Form has a partnership with both EY and Commerzbank, where students will not only work but can gain degree-level apprenticeships from Russell Group universities at the same time.This is the end point towards which we all work at BGS, the destinations which set students on their paths in life.