Total Curriculum Framework

BGPS Total Curriculum Framework

Desired Student Outcomes of the BGPS Total Curriculum

To prepare BGPians for the Future of Learning, the BGPS Total Curriculum Framework sets the focus and direction for the school’s curriculum and co-curriculum to achieve the school’s vision of Empowered Learners, Persons of Strength and Character. The vision is unpacked as Desired Student Outcomes (DSOs) that are also called Behavioural Indicators as follows:

(a)  A Learner who Takes Ownership (of Own Actions and Own Learning)

BGPS seeks to develop A Learner who Takes Ownership of his own actions and own learning, and who displays the values of responsibility and integrity. BGPians take charge of themselves by taking pride in their own work, distinguishing right from wrong, and making responsible choices. They are also curious and inventive as they display a lively curiosity about their surroundings, have awareness of the arts, and can innovate and solve problems. They also take the initiative in their learning as demonstrated in the learning dispositions of ownership (make efforts to do work with pride, complete learning tasks proactively) and resourcefulness (explore and discover new learning and new ideas with joy, find solutions to problems from multiple perspectives).

(b)  A Person who is Resilient (in the Face of Hard Work and Challenges)

In this rapidly evolving world, the school is committed to helping the BGPian to become A Person who is Resilient in the face of hard work and challenges. BGPians strive for their personal best by being determined to improve and succeed, organising and planning ahead, and having healthy habits. BGPians are also self-assured through awareness of their own strengths and areas for growth, have a sense of self-worth and are able to think for and express themselves confidently. These would be demonstrated through the learning dispositions of perseverance (keep working at a task or challenge to complete it, do not give up because of failures or mistakes but strive to do better) and engagement (reflect and contribute thoughtfully to discussions of learning activities, ask questions to deepen understanding).

(c)  A Person who Cares for One Another (including the Community and the Environment)

BGPS places strong emphasis on character and values education with the goal to nurture A Person who Cares for One Another. As citizens of the world, BGPians will have empathy to cooperate, share, and care for others as well as the environment. They appreciate diversity and value inclusivity. They will also feel a sense of belonging as they grow to know and love BGPS and Singapore.

Taking cognisance of the three DSOs above, the BGPS Total Curriculum Framework outlines the school’s beliefs towards teaching and learning, the broad approaches proposed for the total curriculum, focus areas as well as learning experiences that are designed with BGPians in mind.

1.    BGPS Vision

The Total Curriculum Framework is centred on the BGPS Vision of developing “Empowered Learners, Persons of Strength and Character”, and the BGPS Mission, “To empower BGPians to learn how to learn and succeed, and nurture them to be confident persons and concerned citizens”.

2.    Beliefs towards Teaching and Learning

The school’s beliefs towards teaching and learning: “Every child is unique and should be well-supported” and “Every child can learn, wants to learn and can do well” are in alignment with the BGPS philosophy of “Every child matters”.

(a)  Every child is unique and should be well-supported.

BGPS recognises that all BGPians are distinctive individuals who learn differently, and it is the BGPS educator’s role to ensure that customised support for BGPians’ holistic development and growth is provided.

(b)  Every child can learn, wants to learn, and can do well.

BGPS believes that every BGPian has the capacity and will to learn and succeed and BGPS educators have to harness this well to help them fulfil their utmost potential.

3.    Broad Approaches towards Teaching and Learning

Taking reference from the school’s beliefs, three broad approaches for the BGPS Total Curriculum Framework have been outlined:

(a)  Enable All Learners

BGPS educators need to understand BGPians’ needs to make learning accessible for them in support of their attainment of knowledge, skills, and competencies.

BGPS seeks to cultivate an inclusive perspective where BGPS educators understand, value and accommodate diverse learning needs of BGPians. BGPS educators understand and value BGPians’ learning differences and work towards making learning inclusive through appropriate support, intervention-based initiatives, and strengths-based approaches to talent development, because of the school’s belief that every BGPian is a unique individual with intrinsic worth. In enabling all learners, it is aspired for BGPians to be more self-aware of their strengths and areas for growth as they are not only supported, but feel supported, in developing their talents in various domains.

(b)  Enrich Students’ Learning

BGPS aims to contextualise learning for BGPians to broaden their perspectives of the world around them. In contextualising learning, BGPS seeks to deepen and broaden BGPians’ thinking through exposure to world affairs, contemporary issues, and global concerns in a localised lens. Through these authentic contexts, students will develop critical Emerging 21^st Century Competencies (E21CCs) and globalised perspectives, and work towards being advocates for the environment.

(c)  Empower Learners to be Future-ready

The future world that BGPians will be navigating through is constantly evolving into one that is volatile, uncertain, complex, and ambiguous. Being future-ready means that BGPians must develop habits, dispositions and competencies that are critical for the future. They will need to work on building their socio-emotional competencies, developing positive dispositions, and mastering digital literacies. Strong emphasis will also be placed on the development of a growth mindset, 7 Habits and building of healthy habits for them to develop resilience and adaptability.

4.    Focus Areas

In support of the three broad approaches, six focus areas have been identified:

(a)  Purpose-driven Assessment and Feedback

Assessment and feedback are integral to BGPians’ learning progress. The design of assessment and feedback has to be fit for purpose for both the BGPS educator and the BGPian. Data gleaned from such purposeful assessment and feedback will help the BGPS educator deepen his understanding of BGPians’ needs. BGPians themselves will also gain self-awareness to reflect on their strengths and areas for growth.

(b)  Differentiated

Based on the insight gleaned from purposeful assessment and feedback, learning can then be differentiated so that BGPS can bring out the best in every BGPian, regardless of their needs, strengths, and areas for growth. Thus, to foster students’ growth, learning is specially designed to cater to BGPians’ varied interests, talents and abilities.

(c)  Authentic and Experiential

BGPS aims to expose BGPians to real-world contexts and perspectives and to provide opportunities for sense-making, deepening and application of learning. This means providing BGPians with opportunities for them to be curious about the world around them, think critically, adaptively and inventively to problem-solve, and communicate confidently and effectively while working collaboratively.

(d)  Global-minded

Being global-minded means that BGPians need to be exposed to the world they live in and the global issues that affect them. Thereafter, they will need to discover how they connect and fit into that world. Coupled with the right values and civic literacies, BGPS aims to nurture advocates with a willingness to take action on global issues while remaining rooted to BGPS and Singapore as citizens of the world.

(e)  Future-oriented

In an ever-evolving world, it is important for BGPians to develop soft skills like flexibility, adaptability, time management and conflict resolution. These will help them navigate any situation that they will eventually encounter. Besides soft skills, they will also need to pick up healthy habits and coping mechanisms to develop good physical, mental and emotional health.

(f)  Tech-enabled

With educational technology as a key enabler for the Future of Learning, BGPS is committed to developing BGPians to have the knowledge, skills, competencies, and values for them to be savvy digital learners as they navigate the online environment and digital space.

5.    Learning Experiences

The following describe the various learning experiences that BGPians are expected to undertake through the total curriculum.

(a)  Core Learning Domains

Core Learning Domains serve as the foundation of the holistic BGPS educational experience. These domains – Languages (English and Mother Tongue Languages), Sciences (Mathematics and Science), Social Studies, CCE, Physical and Health Education, and Aesthetics (Art and Music) – are thoughtfully designed to develop BGPians across the cognitive (thinking), affective (feeling), and psychomotor (physical) dimensions.

Through Sciences and Languages, BGPians sharpen their analytical and communication abilities. CCE nurtures values and social-emotional growth, while Physical and Health Education enhances motor skills and well-being. Aesthetics cultivates creativity and artistic expression, and Social Studies facilitates BGPians’ understanding of their place in both Singapore and the wider world.

These interconnected learning areas, together with the appropriate learning scaffolds, serve as the foundation of the holistic BGPS educational experience that prepares BGPians for future challenges while nurturing their individual strengths and interests.

(b)  E2@BGPS

E2@BGPS, Environmental Education at Bedok Green Primary School aims to evoke curiosity in environmental issues by connecting classroom learning with real-life application of concepts in such issues. It seeks to develop inventive thinking by encouraging a dare-to-try makers’ spirit and mindset in solving authentic environmental problems. BGPians are equipped with the knowledge and practical know-hows in four learning domains; namely, biodiversity and natural environment, resources and sustainability, waste pollution and management control and alternative energies.

The learning outcomes of E2@BGPS are:

a.    Increase Awareness of environmental issues

b.    Improve Attitude towards environmental conservation and protection

c.     Acquire knowledge and know-hows on environmental issues

d.     Take Action to help tackle environment issues

(c)  STRIVE@BGPS

STRIVE@BGPS, Sports and Aesthetics To ReInforce Values Education at Bedok Green Primary School, aims to provide opportunities in Sports and Aesthetics, including games, play-based and outdoor activities, for joyful, real-life application of life skills, reinforcing values and supporting personal growth. It seeks to foster a positive sense of self, cultivating interests and habits that support a healthy, well-balanced social life through adapting, experimenting and engaging in continual self-discovery of learning. Anchored on the CCE2021 and 7 Habits, explicit teaching is carried out to teach self-assurance, self-management and relationship management. Opportunities in Sports and Aesthetics, including games, play-based and outdoor activities are provided for BGPians to reflect on and apply the learning, reinforcing their acquisition of critical life skills in the learning domains of personal confidence, emotional regulation and relating with others.  

The learning outcomes of STRIVE@BGPS are:

a.    A resilient individual who dares to try

b.    A self-assured performer who contributes actively

c.    A team player who relates well with others

(d)  High Ability Learners (HAL) Programme

BGPS' High Ability Learners (HAL) Programme identifies and nurtures High Ability BGPians through targeted development in academics, sports, aesthetics, and leadership.

Through signature programmes like E2K Math, E2K Science, Green Makers (with Design Thinking), Debate, Artist-In-School Scheme, Little Reporter and Junior Coders, High Ability BGPians are challenged to develop critical perspectives on issues, innovative and inventive thinking, problem-solving skills and communication skills, while pursuing their interests.

The school’s multi-disciplinary approach ensures that High Ability BGPians receive appropriate support and opportunities to maximise their potential across different domains.

(e)  Co-Curricular Activities (CCA)

Co-Curricular Activities (CCA) are an integral part of BGPians’ holistic education. CCAs help them discover and cultivate their interests and talents. CCAs provide platforms for BGPians to develop their character, learn values, social emotional competencies and other relevant skills to prepare them for future challenges. CCAs bring students from diverse backgrounds together. By learning and interacting with one another, students develop friendships and deepen their sense of belonging to  BGPS, community and Singapore.

As BGPS recognises the significant role CCAs play in BGPians’ education journey, CCAs are carried out during curriculum time on Friday mornings and mandatory for all Primary 3 to Primary 6 BGPians.

(f)  Lead Programme

The Lead Programme aims to nurture BGPians to become confident and capable leaders who make a positive impact in BGPS and contribute to the immediate community around the school.

Guided by the principles of Lead, Serve and Aspire, the programme aims to develop BGPians into leaders who lead with confidence through their actions and decisions, empower one another to serve the school and the community, and aspire together to drive change for the betterment of BGPS and the community.

BGPian student leaders are equipped with essential leadership skills, strong character values, and the courage to step forward and make a difference. Through various leadership opportunities and guided mentoring, they learn to become role models who inspire their peers and contribute meaningfully to life in BGPS and the community.

(g)  Overseas Learning Experience (OLE)

Overseas Learning Experience (OLE) is an important enrichment programme that is part of the total curriculum. Through carefully planned overseas activities and experiences, it aims to nurture participants into globally-aware citizens. BGPians who would benefit most from OLE are identified from their profiles, interests, parent nominations and teachers’ recommendations. During OLE, they engage in meaningful cultural exchanges, classroom immersions, and experiential learning activities. These experiences develop their cross-cultural competencies, deepen their appreciation of Singapore's place in the world, and strengthen their sense of national identity while fostering empathy and respect for diverse perspectives and cultures.