From the beginning of the Spring Term 2019 we have been involved in conversations about our curriculum. As a school community we have listened to each other about what we feel the curriculum is for, what the needs of  our children are and how we can best delivered learning that is outstanding.

Our curriculum statement is

Deep learning, principled success

As such, our principled approach to designing our curriculum is rooted in the child as a learner and as a compassionate, active citizen of the world. A curriculum should empower children to make sense of the complex world in which they live; develop their ability to question; to discuss, challenge and contest diverse positions respectfully and compassionately; and to consider views about our world and how we should live in it.

The curriculum should inspire a relentless optimism for and about children and a restless ambition for what we want them to achieve. Our curriculum should also give children the life skills to flourish and thrive.

Deep learning looks beyond a superficial acquisition of points of knowledge that can be passively recalled in order to answer a question. Instead our curriculum should promote questioning, enquiry and challenge. The learning imparted by adults and children should in turn lead to more or greater learning, so that a piece of knowledge is part of a pathway to other opportunities.

Principled success is concerned with achieving excellence in the metrics by which schools are judged but done so in a way that supports and nurtures the deeper values within our curriculum – who our children are as people and as learners for life, the compassionate advocates of the future. We strive for outstanding outcomes in national tests not as the force that drives our curriculum but as a product of the values that shape our curriculum and our approach to learning.

To help shape the narrative of our conversation Mr Carlyle visited a number of good and outstanding schools, to look at their provision and what lessons we can learn from them. Sapientia Education Trust is also engaged in the process of curriculum design and development and school leaders at primary and secondary level have met to discuss the vision for a world class education at a local level.

The Aims of Our Curriculum


Key vocabulary from introduction: Spoken language, reading, writing, vocabulary, understanding, fluency, confidence, justify, negotiate, evaluate, register, descriptions, explanations, speculating, hypothesising, exploring, organising thinking for writing, read for pleasure, stamina, spelling, punctuation, grammar, narratives, comparisons, summaries, evaluations, rehearsing, understanding, consolidating.

Spoken language: underpins reading and writing, developing vocabulary and grammar. Development of confidence and competence, explain their understanding to prepare for writing, discussion, drama: adopt, create, sustain roles, improvise, devise, script, rehearse, refine, share, respond

Reading: word reading, comprehension, decoding, recognition, GPC, discussion, range of texts,

Writing: transcription, composition, plan, revise, evaluate, accuracy, morphology, orthography, articulating, communicating, organising, clarity, awareness of audience, purpose and context, vocabulary

Spelling, vocabulary, grammar, punctuation, glossary: relationships between words, nuance of meaning, figurative language, new words, control.



  • To become fluent in the fundamentals of mathematics through varied and frequent practice with complexity increasing over time.
  • Develop conceptual understanding and ability to recall and apply knowledge rapidly and accurately.
  • Reason mathematically; follow a line of enquiry, conjecture relationships and generalisations.
  • Develop an argument, justification and proof by using mathematical language.
  • Problem solve by applying knowledge to a variety of routine and non-routine problems. Breaking down problems into simpler steps and persevering in answering.

Maths Mastery – At Burston School we follow a ‘maths mastery’ approach. Fundamentally, at its core is the idea that children need a deep understanding of the maths they are learning. Also, maths mastery rejects the idea that children ‘can’t do maths’.

To find out more, please read the document below.

The Essence of Maths Teaching for Mastery




  • Develop scientific knowledge and conceptual understanding through specific disciplines of biology, chemistry and physics.
  • Develop understanding of the nature, processes and methods of science through scientific enquiry which answer scientific questions about the world around them,
  • Equipped with scientific knowledge to understand uses and implications of science


Art and Design


  • Produce create work, explore ideas and record experiences
  • Become proficient in drawing, painting, sculpture and other art, craft and design techniques
  • Evaluate and analyse creative works using the language of art, craft and design
  • Know about great artists, craft markers and designers, understand the historical and cultural development of art forms



  • Understand fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
  • Analyse problems in computational terms and have practical experience of writing computer programs to solve problems
  • Evaluate and apply IT, including new and unfamiliar technology to analytically solve problems
  • To become responsible, competent, confident and creative users of ICT

Design and technology


  • Develop the creative, technical and practical expertise needed to perform every day tasks confidently and participate successfully in a technological world
  • Build and apply knowledge, understanding and skills to design and make high-quality prototypes and products for a range of users
  • Critique, evaluate and test ideas and products, both their own and others’
  • Understand the principles of nutrition and learn how to cook



  • Develop contextual knowledge of the location of globally significant places (terrestrial and marine), including physical and human characteristics and how these provide a geographical context for understanding the actions of processes
  • Understand the processes that give rise to key physical and human features of the world, how these are interdependent and how they bring spatial variation and change over time
  • Can collect, analyse and communicate with a range of data gathered through fieldwork that deepen knowledge of processes
  • Can interpret a range of sources of information (maps, diagrams, globes)
  • Can communicate information in a variety of ways including maps, numbers and writing



  • Know and understand the history of these islands as a coherent, chronological narrative, how lives have shaped the nation, Britain’s influences/influence
  • Know and understand significant aspects of the history of the wider world ancient civilisations, expansion and dissolution of empires, characteristics of past non-European societies, achievements and follies of mankind
  • Gain and deploy historically grounded understanding of abstract terms (empire, parliament)
  • Understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically valid questions and create structured accounts
  • Understand methods of historical enquiry, including how evidence is used to make claims and discern how and why arguments and interpretations of the past have been constructed
  • Gain perspective by placing knowledge in contexts, understanding links between local, regional, national and international history, between cultural, economic, military, political, religious and social history and short and long term timescales



  • Understand and respond to spoken and written language from authentic sources
  • Speak with confidence, fluency and spontaneity, through discussion and questioning, improving pronunciation and intonation
  • Write at varying length for different purposes and audiences using a variety of grammatical structures
  • Discover and develop an appreciation of writing in foreign languages



  • Perform, listen to, review and evaluate music across history, genres, styles and traditions
  • Learn to sing and use their voices, compose music individually and collaboratively, learn a musical instrument, use technology appropriately, progress to the next level of musical excellence
  • Understand and explore how music is created, produced and communicated through pitch, duration, dynamics, tempo, timbre, texture, structure and notation

Physical education


  • Develop competence to excel in a broad range of physical activities
  • Are physically active for sustained period of time
  • Engage in competitive sports and activities
  • Lead healthy, active lives

Religious Education


A. Know about and understand a range of religions and worldviews, so that they can:

• describe, explain and analyse beliefs and practices, recognising the diversity which exists within and between communities and amongst individuals;

• identify, investigate and respond to questions posed, and responses offered by some of the sources of wisdom* found in religions and worldviews;

• appreciate and appraise the nature, significance and impact of different ways of life and ways of expressing meaning.

B. Express ideas and insights about the nature, significance and impact of religions and worldviews, so that they can:

• explain reasonably their ideas about how beliefs, practices and forms of expression influence individuals and communities;

• express with increasing discernment their personal reflections and critical responses to questions and teachings about identity, diversity, meaning and value, including ethical issues;

• appreciate and appraise varied dimensions of religion or a worldview.

C. Gain and deploy the skills needed to engage seriously with religions and worldviews, so that they can:

• find out about and investigate key concepts and questions of belonging, meaning, purpose and truth, responding creatively;

• enquire into what enables different individuals and communities to live together respectfully for the wellbeing of all;

• articulate beliefs, values and commitments clearly in order to explain why they may be important in their own and other people’s lives.


For further information please look at the class pages on the website. Alternatively, please email the school office at or write to the school, the address for which is on the homepage of the website.

Information on the curriculum and how it relates to each year group can be found by clicking on the links below.





The School Curriculum 2020-2021

For the academic year 2020-2021 we have made changes to our curriculum model. Early Years Foundation Stage (Year R) will follow their own EYFS curriculum, which focuses on the key early learning goals. For Key Stage 1 and Key Stage 2 pupils are following a two week rolling timetable, in which every subject is taught during that cycle. English and maths are taught daily, with other subjects being taught at least once during the two-week timetable. Further details can be seen by visiting the class pages as the term progresses.

Our Long Term Overviews for the foundation subjects can be found here.

KS2 Art plan with key learning objectives

Art LT Plan including key learning objectives

Key Stage 1 RE LTP 1

Key Stage 2 RE LTP 1

KS1 LTP musicdocx

KS2 Music 4 Year Programme

KS1 PSHE Long Term Plan v2 using Jigsaw

KS2 PSHE Long Term Plan v2using Jigsaw

Key Stage 1 Geography Long Term Topic Plan

Key Stage 2 Geography 4 year rolling programme

KS1 LT DT Plan 2020-2022

KS2 LT DT Plan 2020-2024

KS1 science Long Term Thematic Plan

KS2 Science LTP v2

Computing Proposed Programme KS1

Computing Proposed Programme KS2

Key Stage 1 History 2 year rolling programme

Key Stage 2 History Long Term Plan


We have a member of staff who is a subject leader. We share these leadership responsibilities with Tivetshall Primary School.

Our subject leaders are:

English – Mrs Kerr

Maths – Mr Carlyle

Science – Mr Carlyle

Art – Mrs Kerr

Design and Technology – Mrs Kerr

PE – Mr Carlyle, supported by Mrs Gipson

Languages – Miss Rawcliffe

History – Mrs Green (Tivetshall)

Computing – Mrs Green (Tivetshall)

RE – Mrs Green (Tivetshall)

Geography – Mrs Fisher (Tivetshall)

PSHE – Mrs Fisher (Tivetshall)

Music – Mrs Fisher (Tivetshall)