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Butterwick Pinchbeck's Endowed Church of England Primary School

Butterwick Pinchbeck's Endowed Church of England Primary School


Curriculum Statement 


Our Curriculum has been designed to ensure each and every child can ' live life in all its fullness' (John 10:10) by offering stimulating learning experiences with Christian values at its heart.

It is bespoke to the needs of the pupils at Butterwick Pinchbeck’s Church of England Primary School, not only by focusing on appropriate subject specific knowledge, skills and understanding as set out in the National Curriculum, but by modelling the virtues given to us by Christ and by developing individual and collaborative learning experiences, a positive growth mind set, a sense of responsibility and challenges that take them beyond the classroom.

Ultimately our curriculum is intended to:

Develop our head and body: What we learn

Develop our hearts and character: Who we are

Develop our actions and attitudes: How we live and learn

Develop our moral compass: Where we fit in the world.

As a Christian, caring community we provide a challenging curriculum which is driven by four key priorities: possibilities, vocabulary, social action and resilience.

A coherently planned academic curriculum

Underpinned by our school values (including British values) and curriculum drivers our academic curriculum uses either the EYFS or the National Curriculum as the basis for content and expectations. We have structured this so that each year group has:

a) A clear list of what must be covered (curriculum map)
b) The ‘threshold concepts’ pupils should understand (Essentials Curriculum key objectives).
c) Criteria for progression within the threshold concepts (Essential Curriculum Milestones).

The diagram below shows the model of our curriculum structure:

Curriculum Map EYFS and KS1

Curriculum Map Y3 and Y4

Curriculum Map Y5 and Y6

Threshold Concepts

Milestone 1

Milestone 2

Milestone 3










Year 1

Year 1/2

Year 2

Year 3

Year 3/4

Year 4

Year 5

Year 5/6

Year 6

Curriculum maps for each year group ensures each teacher has clarity as to what to cover. Threshold concepts are the key disciplinary aspect of each subject that will shape pupils as, for example, historians, geographers etc. Milestones define the standards for the threshold concepts. Finally, we expect pupils in year 1 of the milestone to develop a Basic (B) understanding and sometimes Advancing (A) and an Advancing or Deep (D) understanding in Year 2 of the milestone.


Our curriculum design is based on evidence from cognitive science; three main principles underpin it:

1) Learning is most effective when spaced rather than blocked.

2) Interleaving helps pupils to discriminate between topics and aids long-term retention

3) Retrieval of previously learned content is frequent and regular, which increases both storage and retrieval strength.

In addition to the three principles we also understand that learning is invisible in the short-term and that sustained mastery takes time.

Some of our content is subject specific, whilst other content is combined in a cross-curricular approach. Continuous provision, in the form of daily routines, replaces the teaching of some aspects of the curriculum and in other cases, provides retrieval practise for previously learned content.


The impact of our curriculum is that by the end of each Milestone, the vast majority of pupils have sustained mastery of the content, that is, they remember it all and are fluent in it; some pupils have greater depth of understanding. We track carefully to ensure pupils are on track to reach expectations of our curriculum.

Our children will have a confident set of skills, knowledge, norms and Christian values which can be used to get ahead in education and life more generally. In short they will learn more, remember more, enjoy more and develop more spiritually, socially and emotionally. Thus enabling them to be ready for their next stage in education.