Bathwick St Mary Primary School – The Bathwick Curriculum

The Bathwick Curriculum

‘The curriculum is a framework for setting out the aims of a programme of education, including knowledge and understanding to be gained at each stage (intent); for translating that framework over time into a structure and narrative, within an institutional context (implementation) and for evaluating what knowledge and understand pupils have gained against expectations (impact/achievement).’ (OFSTED).

Our curriculum is carefully constructed, offering a wide range of subjects to all learners. We aim to develop all pupils as independent learners who are able to make informed decisions and choices about the next phases of their learning. The national curriculum forms just one part of the school’s curriculum, which is enriched through local studies, pupil choices and carefully selected topics across the school. At Bathwick, our aim is to nurture every child to be the best they can be and by each member of the community striving to do their best. Together we will be ‘Achieving excellence through the pursuit of good.’

The intent, implementation and impact of our curriculum

For more information, please see a summary of the intent, implementation and impact of our curriculum.

Our School Development Plan is here: School Development Plan

Subject Progression Documents

As part of the Bathwick Curriculum, the staff have developed progression documents which show the knowledge and skills taught across the school. Please refer to each subject’s progression document for further detail about our curriculum offer.

At Bathwick St. Mary Church School we have developed a curriculum which is knowledge rich, provides opportunities for the application and refinement of skills, and is entwined with meaningful linked experiences and opportunities for enrichment. Put simply, our curriculum is the measure for what we aim our children to know and to do by the time they leave us in year six.

The Bathwick curriculum has been designed to entwine declarative knowledge (the distinct acquisition of interrelated facts and theoretical concepts) and procedural knowledge (the ability to perform something physical or cognitive – a skill that involves implied knowledge). We believe both declarative knowledge and procedural knowledge must combine to enable the learning experience to be as rich as possible.

At each stage of their education, our children will be taught to acquire and retain declarative knowledge and perform, demonstrate and refine procedural knowledge through appropriate practise. The full curriculum is mapped out in both the subject progression documents and subject knowledge organisers.

For further reference

Brown, Roediger and McDaniel (2014) Make it Stick: The Science of Successful Learning. London: Harvard University Press.
Fautley M (2018) Editorial:  Why music educators really understand skills. British Journal of Music Education 35(1): 1–4. Available here.
Gibb (2017) The Importance of Knowledge-Based Education. Available here.
Muijs (2020) Cognition, learning and educational research from Issue 8 of Impact magazine, The Chartered College of Teaching.
Spielman (2018) HMCI commentary: curriculum and the new education inspection framework.

Progression Documents

English Progression Documents

Maths Progression Documents

Curriculum Overview

These will be added shortly. Please refer to your year group’s curriculum overview to know more about what your child will be learning this year. For the 2022-2023 Curriculum Overviews and Knowledge Organisers, please see The Bathwick Curriculum Archive

Knowledge Organisers

Reception Year

Year 1

Year 2

Year 3

Knowledge Organisers Continued

Year 4

Year 5

Year 6

French Knowledge Organisers

Computing Knowledge Organisers

Reading schemes and phonics

We have the highest expectations for all our children to learn to read fluently and confidently – research demonstrates that without excellent reading skills, children and young adults are at risk of not thriving. All teaching staff are trained and use the ‘Read, Write, Inc.’ (RWI) approach to teaching reading and phonics. The programme is ambitious and supports the approach of helping all children to ‘keep up’ and not need to ‘catch up’. Children have a decodable RWI book to read, a book to share with adults at home and when they are ready a library book as well. This approach enables all children to learn to read quickly, confidently and fluently. Our children long retain a love for the world of books and benefit from the joy of reading from an early age.

Maths Meetings

We hold regular meetings for parents about how to support your child’s English and Mathematics learning. You can find details of the most recent meetings below.