ACE 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.

Our strategic long and short term plans

Our 2025-2026 School Development Plan is here: School Development Plan 2026/27

Our Five Year Strategic 2023-2027 Plan is here: 5 Year Strategic 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.