Oak Road, Southampton, Hampshire, SO32 1EP




Bishop's Waltham Junior School

Enjoy, Learn & Achieve Together

At Bishop’s Waltham Junior School the health, safety and well-being of every child is our top priority.

National Curriculum



The Curriculum at Bishop's Waltham Junior School:

Curriculum Policy - Click Here

To view the 'Total Curriculum Experience' at BWJS - Click Here

School Vision:

Bishop’s Waltham Junior School will equip our children to be well-rounded individuals who are confident in an ever-changing world. Together, we will be curious learners who can contribute fully in our local and global communities.

We believe that learning is at its most powerful when it nurtures curious minds, fosters independence and provides opportunities for every child to be the best that they can be. We will aim high, striving for everyone to achieve more than they thought possible. Children, staff and parents will work together to create a safe and supportive environment where every child can thrive in their work and play. Our curriculum will help children to grow in confidence and build resilience as we celebrate success and support each other as life-long learners.


Curriculum Intent:

Our curriculum aims to:

  • Provide a broad and balanced education for all pupils.
  • Inspire and excite children in their learning whilst embedding core skills across the curriculum.
  • Provide a wide variety of memorable experiences which will make learning enjoyable and meaningful.
  • Enable pupils to develop knowledge, understand concepts and acquire skills, and be able to choose and apply these in relevant situations.
  • Support pupils’ spiritual, moral, social and cultural development and their emotional literacy.
  • Support pupils’ physical development and responsibility for their own health and well-being, and enable them to be active.
  • Promote a positive attitude and curiosity towards learning.
  • Ensure equal access to learning, with high expectations for every pupil and appropriate levels of challenge and support.
  • Provide opportunities for children to make their own decisions and allow their voices to be heard.
  • Ensure that pupils leave Year 6 highly numerate and literate and with a real joy for learning.
  • Develop pupils’ confidence, independent learning skills and resilience, to equip them for lifelong learning, and to enable them to make the most of all life’s opportunities.
  • Give children knowledge of the world in which they live: their community, culture and religions, and how these are similar or different to other parts of the world.
  • Promote an appreciation and enjoyment of the artistic subjects.
  • Enable pupils to set themselves personal targets and be motivated to work towards achieving these.
  • Prepare children for a successful transition into secondary school and beyond.

Curriculum Implementation:

  • Teachers will plan and prepare units of work that meet the statutory requirements of the National Curriculum and ensure that children experience learning journeys that employ engaging and meaningful experiences. 
  • Where possible, the school follows a thematic curriculum with some stand-alone subjects taught alongside the main topics (eg: the Year 6 Rainforest topic incorporates geography, science, art, DT and music alongside opportunities for writing. However, PE, maths and RE are taught discretely as there are no natural links to the theme).
  • Being part of a small but active community, Bishop’s Waltham Junior School actively seeks opportunities for children and staff to be fully involved in community life. This includes utilising the local area within topic work (eg, Year 3’s Binky Bear project where pupils visit locations in the village to learn about its geography before writing a Binky Bear story set in Bishop’s Waltham). 
  • In addition to these opportunities planned into the curriculum, the school has strong contacts with a number of local businesses, organisations and charities.  These lead to visits in school and opportunities outside the school to make a difference to the local community (such as singing in the local rest home at Christmas and planting bulbs around the village with the Rotary).  We also ensure that children are introduced to important places within the local community such as the local library and the church.
  • The school has a separate Drugs Education policy which outlines the teaching content across Key Stage Two, the involvement of outside agencies and liaison with parents. It has been developed in conjunction with the DfE guidance to ensure that all stakeholders are aware of the risks posed by the misuse of drugs and alcohol.  This policy is regularly reviewed and updated.
  • The school has a separate Sex and Relationship Education policy. It is the policy of the governors that SRE education should form part of the Personal, Social and Health education (PSHE) for all children at Bishop’s Waltham Junior School.  It has been planned in conjunction with the PSHE association and DfE guidance and it meets the requirements of the National Curriculum.  The subject manager has carefully resourced this subject to ensure suitability of all materials for the target age group.  This policy is regularly reviewed and updated.
  • All teachers are aware of the British values and pupils have been taught their meanings and their relevance to their lives through assemblies and lessons within a range of subjects. This is not a subject which is explicitly taught, but it is covered regularly through many areas of the curriculum such as RE, PSHE and English.
  • Teachers are expected to produce short term plans for daily reading, writing and maths lessons, adapting these plans year-on-year to suit the needs of each class. Teachers are also responsible for resourcing these lessons with any necessary materials (including on-screen flipcharts).  For all other subjects, Subject Leaders have produced fully-resourced medium-term planning for each unit which teachers are expected to adapt as necessary. 


  • In promoting best outcomes for all pupils, teachers will:
    • Have clear and high expectations of achievement, presentation and behaviour within their classrooms.
    • Give regular feedback to individuals: commenting on successes and targets for improvements.
    • Differentiate tasks appropriately so that all pupils are supported and challenged in lessons and learning is accessible to all.
    • Use the principles of Assessment for Learning to ensure subsequent lessons are carefully tailored to suit the needs of each individual pupil.
    • Work flexibly in providing opportunities for individuals to receive pre-teaching and additional consolidation work where necessary.
    • Make appropriate use of any additional adults within the classroom and beyond.
    • Include the use of ICT where appropriate to enhance teaching and learning.
    • Make use of flexible groupings as appropriate to individuals and the nature of a task.
    • Use high-quality modelling and demonstrations to set clear expectations.
    • Encourage pupils to ask challenging questions and to find out answers for themselves or from each other.
    • Recognise the importance of independent learning and promote this in their classrooms.
    • Recognise and celebrate children’s achievements.
    • Encourage pupils to reflect on their own learning.
    • Set homework which reinforces and/or extends learning.
    • Utilise the strengths of individual staff members to best deliver the curriculum.
    • Consider how best to spark enthusiasm for a new topic or unit of work by choosing a range of meaningful stimuli to hook pupil interest. This might include hands-on experiences or visits from experts.
    • Provide children with the opportunity to create work in a range of mediums, allowing them the opportunity to demonstrate their understanding in a range of different ways and using a range of different skills.
    • Consider implicit and explicit links to the school values throughout each unit.
    • Ensure that key skills are being taught progressively throughout all areas of learning.
    • Consider the structure of the school timetable and plan to make best use of learning time by being flexible with the hours available within each day or week, for example, blocking a unit of DT over a two-day period rather than teaching a lesson each week.
    • Provide opportunities for children to work purposefully together towards an outcome that will be shared with parents.

Teachers set high expectations for all pupils. They will use appropriate assessment to set ambitious targets and plan challenging work for all groups, including:

  • More able pupils
  • Pupils with low prior attainment
  • Pupils from disadvantaged backgrounds
  • Pupils with SEN
  • Pupils with English as an additional language (EAL)

Teachers will plan lessons so that pupils with SEN and/or disabilities can study every National Curriculum subject, wherever possible, and ensure that there are no barriers to every pupil achieving.

Teachers will also take account of the needs of pupils whose first language is not English. Lessons will be planned so that teaching opportunities help pupils to develop their English, and to support pupils to take part in all subjects.


Whole School Curriculum Overview:

The whole school curriculum has recently been revised and updated incorporating the new National Curriculum which became statutory in September 2014.  The school is using this greater sense of freedom to tailor the curriculum to match the learning needs and interests of the school/pupils.

Please click on the links below to view the ‘Whole School Curriculum Overview’ for each year group.





Termly Overviews:


Our Year Groups and Curriculum Subjects pages show more detail about the curriculum units across the school and associated planning.  


To view the contents of each National Curriculum Subject along with corresponding Programmes of Study, please use the subject links in the table below.


If you have any questions, comments or queries regarding the curriculum at BWJS, please contact Mrs Daniels (Deputy Headteacher – Curriculum Leader)