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Curriculum Overview


At Brook Acre, we have developed a curriculum to enable all children to shine through progressive, challenging, engaging and motivational long term plans. Plans have been designed to build upon skills and provide opportunities for pre-learning and over learning to help retention of knowledge.  Our ultimate goal is for children to take their skills and knowledge, contributing towards their current and future successes, leaving Brook Acre as confident, passionate and resilient learners across a broad curriculum.


Our curriculum has been mapped out to build on progression, meeting the requirements set by the National Curriculum.  Where appropriate, the curriculum links to the focus text from The Literacy Company’s Pathways to write scheme.  This enables children to make links and retain knowledge, whilst developing their subject specific skills.  Our curriculum encourages children to learn in a variety of ways to enrich children’s experiences and to cater for the differing needs and learning styles of every child.  At regular points, we conduct pupil voice in every area of the curriculum, to review the retention of skills and knowledge. This allows children to have their say in their own curriculum, with their feedback taken onboard to adapt topics to suit our learners.  Where possible, we use trips and visitors to enrich children’s experiences.  Parent and Carers are kept well informed on their children’s curriculum through Learning Journey Booklets, which are created and shared at the beginning of every half term.  


The impact of our school’s curriculum can be viewed across a range of Learning Journey Books.  Children’s progress is captured throughout each topic with three different assessment points to enable subject leaders to review development across the school.  We continually reflect upon our curriculum to do the best by our children and offer them as many opportunities as we can to create an atmosphere for learning which is developed by resilience, versatility, challenge and success.

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