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    • Burton-Upon-Stather Primary
    • Flixborough Road
    • Burton-Upon-Stather
    • Scunthorpe
    • North Lincolnshire,DN15 9HB
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Our Curriculum

Curriculum Intent Statement

The Curriculum at Burton upon Stather Primary School is appropriate to the needs of the children and covers all the requirements made upon the school in terms of the Foundation Stage Curriculum and National Curriculum. As a school we use Cornerstones as the basis for our topic based learning.


In the Foundation Year all curriculum activities are planned using the curriculum guidance for the Foundation Stage. This curriculum is divided into six areas of learning; Personal, Social and Emotional Development, Communication, Language and Literacy, Mathematical Development, Knowledge and Understanding of the World, Creative Development and Physical Development.


Our phonics learning is synthetic phonics based and we follow the Read Write Inc Scheme. Look out for our yearly phonics workshop to find out more about how we teach phonics and what you can do to help at home. 


Our Reception and KS1 reading scheme is The Oxford Reading Tree and Project X Reading Scheme.


Subject content at KS1 and KS2 will include that laid out in law for: English, Mathematics, Science, Design Technology, Computing, History, Geography, Art & Design, Music, PE and a Modern Foreign Language - French (KS2). The Religious Education taught is as laid out in the County Syllabus.


Other dimensions and themes covered will include: Personal, Social, Citizenship and Health Education (including Drugs Education), Road Safety, Sex Education and Global Awareness. The curriculum is therefore essentially broad, in that it does not only fulfil the requirements of the whole Foundation and 2014 National Curriculum but also meets the particular needs of the children we teach. The curriculum is balanced so as to equip them for the skills they need for life, work, leisure and social responsibility in the world as children and future adults.


In reaching this target for breadth, depth of understanding is not sacrificed. Where appropriate, extended time is given to skills and concepts which are most essential to our pupils. A quality product in terms of delivery, work and achievement is the target. To this aim sufficient time is given so that pupils can produce the quality required.



Mastery Approach to Teaching and Learning


The mastery learning model forms the basis of our approach to teaching and learning at Burton upon Stather Primary. This means spending greater time going into depth about a subject as opposed to racing through the things that all children ‘should’ know. As a primary school, it is our duty to ensure that children have a concrete understanding of subject knowledge and skills taught as well as being emotionally resilient and ready for secondary school.


Now, we have the confidence to take learning at a steadier and deeper pace, ensuring children are not left behind, as well as providing deeper and richer experiences for children who are above the national expectation for their age.


We focus on allowing as many children as possible to achieve what is expected of their age group and not going beyond this. Evidence shows that children need to be able to understand a concept, apply it in a range of situations and then be creative to really understand it. Simply going beyond their age group does not guarantee they understand something at a ‘mastery’ level.


At our school no child will be taught content from the year group above them, they will spend time becoming true masters of content, applying and being creative with new knowledge and skills in multiple ways. 


In short, this means working towards:

  • Teach less, learn more: less teacher talk and more evidencing learning and progress
  • No child left behind*: all children are enabled to keep up every day
  • Space and time to experience and apply, with all children entitled to additional support to ensure they do not fall behind
  • Understanding real life applications wherever possible to make learning relevant and not abstract; nothing should be taught without a purpose


All of this means that you may see a change in the way we teach and assess your child, most notably will be in how we organise your child’s learning and how we report their progress to you.


We will be doing more of this:

  • Teaching all children together
  • Verbal feedback during lessons,
  • Spending longer on one idea,
  • Giving children who need it, additional support over shorter, more intense periods, like a day or week.
  • Pre-learning – groups of pupils being given a ‘leg up’ by carrying out preliminary learning that will help them to access the contents of the next teaching sequence and prevent them falling behind.
  • Top–up sessions – groups of pupils that are in danger of falling behind will have sessions provided by the teacher or a teaching assistant to consolidate new concepts.


This approach is seen as best practice.  It is promoted by the government and seen as the best way to deliver the new, more challenging national curriculum.


NB* We are a fully inclusive school and ensure that all pupils are making progress but we are aware that for some pupils with SEND requirements, the amount of effort put in is just as important as the academic standards reached. We consider meaningful ways of measuring all aspects of progress including communication, social skills, physical development, resilience and independence.

Please visit our class pages for our yearly coverage individual to each class