The Day-to-Day

paintHere, you'll find information related to:

  • Teaching & Learning

  • Our Curriculum Approach

  • The School Curriculum

"What's all this funny business with children using highlighter pens in each other's books? Do they even care about spelling any more these days? Children teaching - why bother paying the staff then?"

These could be just a small selection of questions racing through your head as you ponder what life is like at Blue Coat from the angle of education...

Teaching & Learning

That should actually read the other way around: 'Learning & Teaching'. That's because we believe that if we start to think about how our children learn first then we can work out what we need to do to help it happen a bit deeper or quicker (in our Teaching).

BC 23 of 122The headline here is that we want our children to become Active Learners. This means that they are the leaders of their learning: thinking about how they behave as learners; setting their own goals; evaluating their progress towards them; suggesting what they need to do to improve and so on. 

Of course, keeping all this good stuff to yourself is not enough. We aim for our children to be collaborative and share this outlook with their peers to help them become better learners too. The focus is on getting better together

We value the creativity, imaginations and styles of all of our teachers at Blue Coat. This means that there is no, ahem, 'Blue(Coat)print' for our teaching. No check boxes; no franchise rollout of classrooms; no nonsense. Our teachers are clear, however, on what needs to happen for Outstanding learning. They are constantly focusing on and honing the 4 main areas that we think are essential to great teaching - our 'Big 4'. 

BC 25 of 122As long as research reveals more about how we learn, we will continue to focus on improving how we teach at Blue Coat. Yes, we do like to tinker with Teaching. In short then, we're not satisifed that we've ever got this art form licked. We're always on the lookout to find better, more exciting ways to teach in a way that suits Blue Coat learners.

The Curriculum Approach

'What do our children need to thrive in their individual futures?' That was the starting point for planning our new curriculum. The answer to this meant that we could cherry-pick the key features relevant to them: international mindedness;  rich spiritual, moral and social development; opportunities for enquiry; awe and wonder; a celebration of diversity and so on. 

BC 89 of 122Our 'morning curriculum' focuses on learning within English and Maths. We personalise the morning's learning to suit the needs, next steps and interests of our children, attempting to put both core subjects in real-life contexts wherever possible. This way we hope children will see the relevance of their learning and be able to apply it to their lives more readily.

Our 'afternoon curriculum' centres on our self-designed 'Vehicles for Learning.' These have been devised with the delivery of our vision in mind. We start from a point of 'The Big Ideas' - a collection of key questions that we aspire for our pupils to be able to fully answer when they leave the school (having then been fully affected by our school vision). For example, a Big Idea originating from the 'Ourselves & Others' pillar of our vision is: 'What Makes an Effective Team and How Do I Contribute to its Success?'

Teachers plan Vehicles for Learning that are capable of the children learning the knowledge, skills and understanding to competently answer such questions. These vehicles are usually based on real-life contexts whereby the children are solving a wider problem and working towards a significant, planned outcome. Throughout the 2 terms that the vehicle crosses, National Curriculum subjects are pulled into the learning to help the children move closer towards their outcome, giving each subject context, relevance and meaning to the children. In addition, learning from outside the National Curriculum will also feature and we would often ask specialists to help with this. Whether it's how to write a business plan, or how to go about exhibiting modern art, the children will learn to develop a whole range of skills that should help them thrive in their respective futures.

Alongside our Vehicles for Learning, there are a number of subjects that we teach discretely that follow their own locally agreed syllabus, scheme of work, or otherwise. These are:

  • R.E. (Gloucestershire Syllabus)
  • Science (own scheme of work set by National Curriculum Objectives)
  • ICT (own scheme of work set by National Curriculum Objectives)
  • P.E. (various schemes of work)
  • PSHE (Jigsaw scheme of work)

To find out more about the curriculum approach we are following each term then simply ask a member of staff for more details. 

The School Curriculum

Due to mixed year group classes, we run a 2-year cycle of learning vehicles that (largely) repeats. Please note, that some learning vehicles may be refined or replaced to deliver the curriculum more effectively. Currently, it looks like this:

MP1 = Years 1&2
MP2 = Years 3&4
MP3 = Years 5&6

 For a precis of each vehicle, please click on the link below:

Learning Vehicle Breakdown by Milepost 



Head's Tweet

from Mr Ryan

PLAYWORK AWARD WINNERS 2019! Blue Coat play continues to gain national recognition for excellence. Well done, everyone!

08 Mar 19 at 9:59am