Scroll to content
Bottesford Junior School

Welcome to

Bottesford Junior School


School Curriculum


The school follows a topic based curriculum which includes all the requirements of The National Curriculum. Our aim is to make learning stimulating and exciting for our pupils.  We support our curriculum with visits and visitors to school.  We also include theme days where we focus on a topic area, either within a year group or for the whole school.  Some areas of the curriculum, which do not fit naturally into topic areas, are taught as discrete subjects. We aim to prepare our pupils for life in modern Britain by embedding our work on spiritual, moral, social and cultural development within our curriculum.


There are 2 mixed ability classes in each year group. Learning is undertaken by a variety of methods, employing group and class teaching with individual programmes as appropriate. Pupils  work in a variety of groups for Literacy and Mathematics. 


Curriculum Intent Statement

At Bottesford Junior School, we aim to provide an exciting and challenging curriculum, with stimulating extra curricular activities.  We understand that change is a driving force in school improvement and are committed to being the best we can be. Our dedicated staff have high expectations of both pupil behaviour and attainment so that every child is given the opportunity to achieve. We work together with parents to ensure the very best outcomes for our pupils. Our aim  is that when they leave Bottesford pupils are confident, happy and resilient learners, ready to face the challenges that life brings them.

At Bottesford, we strive to provide a curriculum for our children that offers a  rich and wide range of learning opportunities whilst promoting personal growth and enriching the experiences of  our children. We believe in making learning exciting and fun, making use of links across subjects to ensure lessons are purposeful and have true meaning. We believe that lessons should be connected so that children can engage in deep and meaningful learning over time. Topics are carefully chosen to enthuse and engage learners, but also to ensure good coverage and progression so that pupils develop secure understanding and a range of transferable skills.

At the heart of our curriculum is a commitment to nurture a love of reading as this opens the door to all learning; books form the foundations of topics and all pupils are encouraged to read widely, developing an extensive vocabulary, sound comprehension skills and a voracious appetite for books.  Through our Reading shed on our playground to our book swap. Similarly, we aim for all pupils to develop fluency and confidence in mathematics, in order to achieve mastery and succeed across the curriculum.

We provide a wide extra-curricular programme, developing expressive arts and a love of sporting activities. Educational visits and visitors to the school are encouraged, to further inspire and motivate learners. Our school is an inclusive environment, where the majority of pupils enjoy their education make good progress in most subjects and areas of learning. In every lesson, our pupils are encouraged to adopt adopting a Growth Mindset approach.


Our curriculum aims…

  • To ensure the curriculum is carefully planned and structured so that learning is progressive, continuous and that pupils make good progress from their individual starting points.
  • To teach our children how to grow into positive, responsible people who can work and co-operate with others while developing their knowledge and skills, so that they achieve their full potential.
  • To increase pupil's knowledge and understanding as they grow and develop and become more aware of the world around them.
  • To make learning meaningful, by putting it into context.
  • To listen to pupils and involve them in the development of the our school in order to engage their interest, encourage and motivate pupils to want to learn.
  • To be exciting and offer pupils first-hand experience to reinforce their learning and to underpin their growing knowledge, skills and understanding.
  • To equip pupils with secure basic skills for life in English, Maths & Computing within a relevant, varied and rich skills-based curriculum.
  • To bring learning to life through visits, visitors and theme days.


Our Specific Drivers Are:

  • Independence  
  • Enabling our children to make independent decisions, to explain and justify their decisions considering the implications for themselves and others. We encourage pupils to have the courage to persevere and confidence to take risks, try out different approaches, to learn from their mistakes, developing resilience.
  • Exploration
  • We encourage a spirit of curiosity and participation in learning about our ever-changing world. We learn about our immediate locality and extend our knowledge of the wider world.
  • Growth Mindset
  • In a growth mindset, we believe that all abilities can be developed through dedication and hard work creating a love of learning and a resilience that is essential for great accomplishment.


Literacy  - Curriculum Intent

When our children leave Bottesford Junior School we expect them to read fluently, express preferences and opinions about the texts that they read and have a genuine love of reading. We want them to read for pleasure, having had access to a wide range of text types, genres and authors in order for them to make informed opinions about their favourites. We want our children to write with confidence and accuracy for a variety of purposes and audiences whilst developing their own individual flair.  In addition, we want our children to be able to write with grammatical accuracy and be able to apply spelling patterns correctly using a neat handwriting style.


We aim to expose our children to a wide range of vocabulary so that they able to decipher new words and then use them when speaking both informally and formally, oracy forming an important life-skill. We also aim for our children to apply all of these English skills to all areas of the curriculum.  When delivering our literacy curriculum, we aim to expose our pupils to a rich collection of resources that provide a wide mix of ethnic diversity and non-gender stereotypes.



At Bottesford we purposely continue the same phonics scheme as our main infant feeder school.

Read Write Inc. is a government endorsed phonics scheme designed by Ruth Miskin, which, through systematic teaching and consistent routines, enables children to achieve high levels of reading success. At Bottesford Junior School, we continue to support pupils on their phonics and reading journey through the use of Read Write Inc until the point at which they are ready to move onto our banded home reading scheme.

Read, Write Inc. Phonics background



This vital skill, allows access to all other learning. We want our children to read and to develop a love of books. We encourage them to take books home and share them with parents. A reading record booklet is available for home/school communication.  Pupils will experience the following types of reading, but essentially it is an ongoing activity which happens all the time in the classroom.


·     Reading for pleasure;  personal quiet reading

·     Reading for information seeking, using reference skills

·     Reading to an audience for entertainment

·     Reading for following instructions

·     Reading in other subjects to gain or improve understanding

·     Listening to others reading


Literacy Units




Mathematics Curriculum Intent

When teaching Mathematics at Bottesford Junior School, we intend to provide a curriculum which caters for the needs of all individuals and sets them up with the necessary skills and knowledge to become successful in their next steps in life. We incorporate sustained levels of challenge through varied and high quality activities with a focus on fluency, reasoning and problem solving. A wide range of mathematical resources are used and pupils are taught using the CPA (concrete, pictorial and abstract) approach wherever suitable and we encourage resilience using GRIP strategies. Our curriculum allows children to better make sense of the world around them relating the pattern between mathematics and everyday life.

As oracy is a key life skill, our aim is to create a vocabulary rich environment where talk for maths is a key learning tool for all pupils. We intend for the teaching of key vocabulary to be a driver for pupil understanding and to develop the confidence of pupils to explain mathematically. All children will have opportunities to identify patterns or connections in their maths and they can use this to predict and reason and to also develop their own patterns or links in maths and other subjects.

At our school, great emphasis is placed on “quick” and “mental” maths.  There is a greater content of oral work and mathematical vocabulary.  The intention being to improve the children’s ability in recalling number facts and building confidence in number handling.  They can then progress to written methods having developed this confidence.


Additional material from various published maths schemes is used to support mathematical activities.  We want to develop mathematical thinking, problem solving and investigating.  Pupils are given the opportunity to develop their ability in computation (use of the four rules of number) and YES we do put a great emphasis on the learning of multiplication tables which is often given as a homework task.  We want to develop a good understanding of number and pattern relationships within this subject so that the children can apply the maths they have learnt.



Foundation Subjects

We teach foundation subjects (history, geography, art etc) in a thematic way. This means that the curriculum areas are intertwined together into a theme that runs for a half term. The themes that your child will follow will be communicated to you at the beginning of each term. 

Our themes are loosely based on Cornerstones units. Cornerstones are a company that specialises in creative and exciting resources for schools.

At the bottom of the page is a web link that can be used to access more detailed information about each of the Cornerstones units.


Sex and Relationship Education

This forms part of the curriculum for all of our pupils. Some of the content is taught within PSHE and science lessons and there are also some lessons aimed at specific topics around growing up and the way that the human body changes as a person enters puberty. A specialist provider, 'Big Talk', come into school annually and deliver some aspects of Sex and Relationship education and sessions. A parental meeting is organised prior to the sessions with Big Talk and we are happy for them to withdraw their child from these session if they so wish (although there are some significant safeguarding reasons why this is no advisable). 



We have a daily assembly or act of worship which is broadly Christian in its character but also includes focus on other religions and philosophies. Much of the school’s ethos is reinforced during our assemblies with a focus on caring, sharing, respect for others, co-operation and self discipline. British Values are often a focus of assemblies, especially during Monday assembly.

We have a full-sized puppet theatre and a wide range of puppets that are often used within assemblies to help relay messages to pupils.


Parents are reminded that they have the right to remove their children from participation in school assemblies and lessons in Religious education. 


Assessment and Testing

Throughout their time with us the children are continually assessed.  This may be based on performance in class and by formal tests.  Ongoing assessment is a tool used by the teacher to inform the next steps in learning, while tests indicate the learning that has taken place. 


Children in their last year at this school will take tests in English, Mathematics and possibly Science.  Recent years have seen various changes made to these tests.  Prior to taking these tests they will be made familiar with the testing process.  They will experience the types of exercises and questions which appear in these tests during the normal course of lessons.  Nearer to the time we will of course give you more details explaining what these tests involve.


Reporting to Parents

We hold two Open Evenings during the year with a further optional meeting following receipt of the Annual School Report at the end of the Summer Term.  These provide opportunities for you to discuss your child’s progress with the class teachers.  Additional half termly reports also give an indication of general behaviour and attitude.  For pupils in Year 6 the end of Key Stage 2 test results are expected during the same period as the annual reports are issued. You are, however, most welcome to discuss your child’s progress at any other time by prior arrangement with the class teacher or myself.


Special Educational Needs

Our teacher with responsibility for children with special needs is Mrs. R Ogle who oversees our S.E.N.D policy and procedures. Mrs G Carpenter is the Assistant SENCo.


The Governor with responsibility for S.E.N.D is Mrs C Holmes.


During their time at school, a child may have special requirements in order to fulfil their potential or to support their learning. The need may be medical, behavioural, emotional or learning. Every child is different. Within the constraints of our resources we endeavour to give each child with special needs as much help as is possible, and to make the appropriate provision for any child who has a specific need.

In terms of admission arrangements, we follow the North Lincs admission arrangements. For more details, please see the admission page on this website.


For more detail of our SEND provision, please refer to the SEND section of our website under the 'Parents' tab.

Below is a link to Cornerstones where you can view further details of our curriculum units.

PSHE Units of Study

PSHE Curriculum Intent

The intent of our PSHE curriculum is to deliver a curriculum which is accessible to all and that will maximise the outcomes for every child so that they know more, remember more and understand more. At Bottesford Junior School, personal, social, health and economic (PSHE) education enables our children to become healthy, independent and responsible members of a society. It aims to help them understand how they are developing personally and socially, and tackles many of the moral, social and cultural issues that are part of growing up. We provide our children with opportunities for them to learn about rights and responsibilities and appreciate what it means to be a member of a diverse society. Our children are encouraged to develop their sense of self-worth by playing a positive role in contributing to school life and the wider community. An appreciation of what it means to play a part in a diverse community and to understand the various types of diversity are key drivers within our PSHE curriculum.

 We intend to build a PSHE curriculum which develops learning and results in the acquisition of knowledge and skills which enables children to access the wider curriculum and to prepare children to be a global citizen now and in their future roles within a global community.

The curriculum will demonstrate appropriate subject knowledge, skills and understanding to fulfil the duties of the Relations Education (RE), Relationship and Sex Education (RSE) and Health Education HE) whereby schools must provide a ‘balanced and broadly-based curriculum which promotes the spiritual, moral, cultural, mental and physical development of pupils and prepares them for the opportunities and responsibilities and experiences for later life.

Science Units of Study

Science Curriculum Intent 

At Bottesford Junior School, we recognise the importance of science in every aspect of daily life. As one of the core subjects taught in Primary Schools, we give the teaching and learning of science the prominence it requires.

Science has changed our lives and is vital to the world’s future prosperity, and all pupils will be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils are encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. It will develop the natural curiosity of the child, encourage respect for living organisms and the physical environment and provide opportunities for critical evaluation of evidence.

Therefore our children will…

  • develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics.
  • build on their curiosity and sense of awe of the natural world.
  • use a planned range of investigations and practical activities to give them a greater understanding of the concepts and knowledge of science.
  • be introduced to the language and vocabulary of science.
  • develop their basic practical skills and their ability to make accurate and appropriate predictions and measurements.
  • use a range of methods to communicate their scientific information and present it in a systematic, scientific manner, including ICT, diagrams, graphs and charts.
  • use the outdoor learning areas and the immediate locality to extend their learning.

We endeavour to ensure that the science curriculum we provide will give children the confidence and motivation to continue to further develop their skills into the next stage of their education and life experiences.

Computing Units of Study

ICT & Coding Intent Statement

Intent Statement

Bottesford Junior School promotes that Computing will develop thinkers of the future through experiencing an ambitious and relevant education. It is our intent to equip pupils with the ability to use computational thinking and creativity that will enable them to become active participants in the digital world. It is important to us that the children understand how to use this ever-changing technology to express themselves, as tools for learning and as a means to drive their generation forward into the future in a safe and secure manner.

Alongside ensuring they understand the advantages and disadvantages associated with online experiences, we want children to develop as respectful, responsible and confident users of technology, aware of measures that can be taken to keep themselves and others safe online.

Our aim is to provide a computing curriculum that is designed to balance acquiring a broad and deep knowledge, alongside opportunities to apply skills in various digital contexts. Beyond teaching computing discreetly, we want to ensure that children at Bottesford Junior School are given the opportunity to apply and develop what they have learnt across wider learning in the curriculum, using computing to not just replace more commonly known methods within daily lessons but to enhance that understanding and consequently the quality of learning taking place.

Art and Design Technology Units of Study

Curriculum Intent- Art and Design:

As a school, we recognise that Art and Design stimulates creativity and imagination, sets challenges, engages and inspires children and equips them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. Children of all abilities are taught to communicate what they see, feel and think through the use of colour, texture, form, pattern and different materials and processes.

Cultural diversity is an area that has been identified as something that our pupils would benefit from having a greater awareness of. Consequently, this has been has been reflected in our curriculum choices for Art and Design.

Our Art curriculum builds upon the children's skills of: sketching, drawing, painting, printing, collage, sculpture and 3D work. Wherever appropriate, art is linked to other areas of the curriculum. There is at least one unit of work in each academic year, where the art topic is based on the study of a famous artist and a collection of their work; artists have been chosen specifically to reflect a culturally diverse range of male and female artists and designers.



Curriculum Intent- Design Technology:

As a school, we recognise that Design Technology is about providing practical opportunities for children to use creativity and imagination to design and make products that solve real and relevant problems within a variety of contexts. In Design Technology we teach children to think creatively to solve problems both as individuals and as members of a team which requires children to be confident, active learners with the resilience to persist with a project when challenges occur.

Our Design Technology curriculum builds upon the children's practical skills and design processes related to: making moving mechanisms, woodwork, needlecraft, food preparation and cooking. Wherever appropriate, Design Technology is linked to other areas of the curriculum.

In order to promote an enjoyment of healthy cooking as an important life skill, we recognise the importance of teaching our children about the principles of nutrition, seasonality, hygienic food preparation and basic cookery skills.

History Units of Study

Curriculum Intent- History

We aim to instil a curiosity and understanding of events, places and people in a variety of times and environments. Pupils are given opportunities to consider how past influences present, what past societies were like, how these societies organised their politics, and what beliefs and cultures influenced their actions.  Opportunities are given for pupils to develop their critical thinking skills, question, debate, and develop perspective about how times have changed and how society has become more diverse. This allows for the children to gain a more coherent knowledge of both British history and the wider world.

Geography Curriculum

Geography Intent Statement

We aim to instil a curiosity and understanding of the world, through experience, investigation and learning from a range of sources. There is a focus on developing a firm knowledge of continents, countries and major geographical features. Through their growing knowledge and understanding of human geography pupils are given the opportunity to gain a greater understanding of the ways of life and cultures of people in other places. Geography teaching also allows children to find out about the physical world, and enables them to recognise the importance of sustainable development. We also aim to develop the children’s ability to link current affairs to geography and to give them the opportunity to take part in outdoor learning and fieldwork activities.

RE Units of Study

Curriculum Intent Statement

At Bottesford Junior School, we follow the Lincolnshire Agreed Syllabus for Religious Education. The aim of RE in our school is to help children to acquire and develop knowledge and understanding and to be religiously literate in Christianity, Hinduism and Islam and have a knowledge of other world faiths. At our school, we are committed to preparing our children to become citizens of a diverse, modern world. Learning about how people around our community, country and world worship and celebrate is not only important but also interesting and engaging. We intend that through their time at our school the children will - 

  • Develop a deep and progressive knowledge and understanding of at least three world faiths,
  • Be able to ask significant and reflective questions about truth and value of religion.
  • Develop an understanding of how beliefs, ways of life and thinking within religion cohere together.
  • Receive an imaginative and creative delivery of the RE programme.

MFL Units of Study

MFL Intent Statement

At Bottesford Junior School, we believe that learning a language enriches the curriculum helping to create enthusiastic learners and to develop positive attitudes to language learning through life. We currently use the La Jolie Ronde scheme of work as a basis to teach French with a belief that the skills, knowledge and understanding gained contribute to the development of children’s oracy and literacy and to their understanding of their own culture and those of others. We use a number of techniques to encourage the children to have an active engagement in French. These include –

  • Games
  • Role Play
  • Actions songs and rhymes
  • Reading and writing materials
  • ICT

Music Units of Study

Music – Curriculum Intent

During their time at Bottesford Junior School, we expect our pupils to be proficient in a range of musical skills, including singing, notation-reading, instrumental performance (recorder, ukulele, keyboard and Garage Band), composition and music appreciation.

We hope that our pupils will foster a genuine love of music, having exposed them to a large range of genres and styles from all over the world, and that this open-minded approach to music will continue throughout their education and into adult life. In singing in assemblies, church services at our local church (St Peter’s) and other events we aim to develop a sense of belonging to their local and wider community. As in PSHE, RE and other humanity subjects, our hope is that music allows our pupils to gain a sense of empathy and an understanding of the wider world. We also hope that the enjoyment gained in listening to and performing music will help in developing self-confidence and a desire to take their musical skills further in future years.

PE Units of Study

PE Curriculum Intent Statement

At Bottesford Junior School our key intentions are to provide all our pupils with the tools to live a physically active lifestyle, whilst having an understanding as to the undeniable benefits to regular physical activity

We aim to provide a broad curriculum which is taught by class teachers and specialist PE staff which gives all pupils an opportunity to experience a wide variety of physical activities, during school time and with an extra-curricular timetable.

If you have any questions about our curriculum, please contact Mr Brown in school via the main office.