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'Enabling individual potential through positivity and creativity'

About Our School



At Kingsthorpe Village Primary School we value a creatively rich and balanced curriculum based around the “Butterfly Model” and linked directly to the New National Curriculum. We link learning through topic based themes where pupils can become inspired and engaged in their learning environments. We adopt a depth of learning model where children can apply their new learning in a variety of different ways and we assess against key age related milestones. Core values are taught through the school ethos of TEAM and success celebrated throughout the school and with the wider community. At Kingsthorpe Village we aim to provide a wide range of fully inclusive learning experiences that are delivered to embrace different learning styles and maximise pupil’s engagement, enjoyment and understanding of how we learn to prepare children to become lifelong learners in this technological age.

The school curriculum comprises all learning and other experiences that each school plans for its pupils. The national curriculum forms one part of the school curriculum. All state schools are also required to make provision for a daily act of collective worship and must teach religious education to pupils at every key stage.

Curriculum Intent

Basic Principles

  • Learning is a change to long-term memory.
  • Our aims are to ensure that our students experience a wide breadth of study and have, by the end of each key stage, long-term memory of an ambitious body of procedural and semantic knowledge.

Curriculum Intent Model

1. Curriculum drivers shape our curriculum breadth.They are derived from an exploration of the backgrounds of our students, our beliefs about high quality education and our values.They are used to ensure we give our students appropriate and ambitious curriculum opportunities.

The curriculum driver at KVPS are: The Arts; positive Mental Health; and Initiative.

2. Cultural capital gives our students the vital background knowledge required to be informed and thoughtful members of our community who understand and believe in British values.

3. Curriculum breadth is shaped by our curriculum drivers, cultural capital, subject topics and our ambition for students to study the best of what has been thought and said by many generations of academics and scholars.

4. Our curriculum distinguishes between subject topics and ‘threshold concepts’.Subject topics are the specific aspects of subjects that are studied.

5. Threshold concepts tie together the subject topics into meaningful schema.The same concepts are explored in a wide breadth of topics.

6. Concepts are split into three Milestones, each of which includes the procedural and semantic knowledge students need to understand the threshold concepts and provides a progression model.

7. Cognitive science tells us that working memory is limited and that cognitive load is too high if students are rushed through content.This limits the acquisition of long-term memory.Cognitive science also tells us that in order for students to become creative thinkers, or have a greater depth of understanding, they must first master the basics, which takes time.

8. Within each Milestone, students gradually progress in their procedural fluency and semantic strength through three cognitive domains: prime, advancing and deep.The goal for students is to display sustained mastery at the ‘advancing’ stage of understanding by the end of each milestone and for the most able to have a greater depth of understanding at the ‘deep’ stage.The time-scale for sustained mastery or greater depth is therefore two years of study.

9. As part of our progression model we use a different pedagogical style in each of the cognitive domains of basic, advancing and deep.This is based on the research of Sweller, Kirschner and Rosenshine who argue to direct instruction in the early stages of learning and discovery based appropriate later.


You can view our current curriculum details by clicking on the buttons below, which opens the documents from our Dropbox. The school are currently on Cycle B (2021-22) of our curriculum.

Please click here to find information on individual classes and their current theme of learning.


Our creative curriculum is based on the 'Essentials' curriculum by Chris Quigley. This ensures that our curriculum meets all the statutory requirements of the National Curriculum. We use this document as guidance for our learning objectives for each subject by tailor them to meet the needs of our children. 

Please access the document below for more information.

The DfE states that every state-funded school must offer a curriculum which is balanced and broadly based and which:

  • promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society and
  • prepares pupils at the school for the opportunities, responsibilities and experiences of later life.

As a local authority funded school, we adhere to the requirements laid out by the Department of Education (DfE) for the national curriculum for years 1 - 6.

You can find out more about the national curriculum by visiting the national curriculum pages at the DfE website.

We teach phonics and reading throughout the school, however it is a priority for Reception and Key Stage 1 classes. We use Read, Write, Inc scheme for phonics, tailoring it to meet the needs of our children. The children have access to a variety of books for their reading. We use ability leveled reading schemes such as Oxford Reading Tree, Heinemann, Rigby, as well as other types of reading material.

Please click on the links above to find out more about the published schemes we use for phonics and reading in school.

We teach Religious Education using the Cambridgeshire County Council Agreed Syllabus as suggested by the local authority. Please click here to read the school policy that explains our Religious Education in school.