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Curriculum Intent

Our intention is that our curriculum will enable us to ‘achieve together’.  To show resilience when trying new things, make mistakes and move out of their comfort zone and share success.

We deliver a rich curriculum that is tailored and adapted to meet the needs of all pupils in a mobile setting.  Pupils acquire skills that can be applied across subjects in an increasingly sophisticated way.  We give great consideration to experiences and opportunities to develop the cultural capital they need to succeed in life.  We strive to develop kind, confident and tolerant individuals, who can thrive in modern Britain.

Our curriculum goals are:

  1. To provide a rich cultural capital
  2. To give pupils opportunity to practise and rehearse skills of Leadership, Organisation, Resilience, Initiative and Communication
  3. To improve pupil’s self-esteem and Mental Health by encouraging maximum participation in physical activities (PE and Forest School)
  4. To encourage all pupils to be confident readers and writers

Cultural Capital

Cultural capital is the background knowledge of the world pupils need to infer meaning from what they read.  It includes vocabulary, which in turn helps pupils to express themselves in a sophisticated and mature way. We aim to build up pupils’ schema; building on prior learning and memory,  through the use of ‘knowledge organisers’ so that our pupils have a full understanding and skills for their next stage of learning, wherever that may be.

Coherently Planned Curriculum

Our curriculum sets out:

  • A clear list of the breadth of topics to be covered
  • Key concepts  pupils should understand
  • Criteria for progression, within each key concept
  • Criteria for depth of understanding
  • Clear assessment from pupils’ start points so  each child makes progress from their first day


Our curriculum is delivered through high quality texts and topics.  The topics are the context for a series of lessons which can run for 2 weeks or may run for up to 6 weeks.

We also deliver enrichment weeks where a particular aspect is a week-long focus.  These may range from Arts week, Multi-cultural week, Anti-Bullying Week and Science Week.

Our curriculum is about providing children with memorable experiences and inspiration to learn. We build learning experiences which excite, inspire and challenge pupils. This approach enables a sense of purpose which is deepened by participation, contribution and collaboration from all children.

Their published work is a reflection of the hard work and a celebration of their achievements.  Some of these can be seen on display in school and some is shared with parents on SeeSaw.

We recognise the importance of sequenced and spaced learning, retrieval practice and developing links between concepts as the key to making learning ‘stick’.




Art and Design

Art and Design work encourages children to be creative, inspired and challenged as well as to think critically. Children are taught to pursue a range of materials to draw, paint and sculpt whilst developing techniques in using colour, texture and pattern.

Art and Design is taught mainly in a cross-curricular way linking to topics and often focuses on works of famous artists as an inspiration.

Design and Technology

Encourages pupils to develop their practical skills whilst being creative and productive. Design and Technology work will focus on designing products, making products and evaluating them. Pupils will also learn fundamental skills of cooking, nutrition and hygiene.


English consists of reading (word reading and comprehension), writing (spelling and handwriting and composition), grammar and punctuation and speaking and listening. In Early Years and Key Stage 1, phonics is also taught on a daily basis.


Phonics is taught in groups across Early Years and KS1 in a lively fun, engaging and challenging way using the Read, Write Inc approach. The focus is on accuracy, fluency and comprehension and for pupils to hear sounds, blend and segmenting sounds to help aid reading and writing. This synthetic phonics approach is planned to meet the needs and abilities of all pupils.

Spelling is linked to phonics and pupils are encouraged to ‘have a go’ at tricky and more challenging words.  When the pupils have mastered phonics, they move on to their age related Spelling Programme. Homework tasks include spelling activities.


At Alanbrooke we promote a positive culture of reading, using a language rich environment. We recognise that reading is the key to learning so we teach the basic reading skills of fluency to give pupils confidence, desire and ability to express their views and opinions. Books are used as a basis for learning, pleasure, talk and play so our pupils can value and celebrate diversity through reading.

Whole class texts (fiction and non-fiction) are carefully selected to provide challenge for all. Reading lessons, tasks and materials are differentiated by the class teacher to meet the needs of the individual pupils so all can access high quality texts.

Pupils have guided and independent reading sessions regularly each week. They are encourages to read a variety of texts and a large selection is available to them in class and in the school library.


Writing opportunities are part of daily lessons and pupils are encouraged to write for pleasure and for purpose. Shared and modelled writing takes place within English and also other curriculum areas. This allows the pupils to practise writing for a real purpose. Expectations are, that all pupils use a range of conventions in grammar to help convey meaning in their work. Pupils are given extended writing opportunities frequently. 

English lessons are generally taught on a daily basis, but skills are also threaded through other subjects to encourage consolidation and transferring of skills.


We aim to develop a child’s geographical and historical understanding through engaging and meaningful topics. In Geography, children will gain an understanding of different locations (locally, nationally and internationally) as well as investigating human and physical geography.

In History, children will gain an understanding of Britain’s past and the wider world. It should inspire children to know more about the past. In Key Stage 1, children are taught to consider changes within living memory and lives of significant individuals in the past. In Key Stage 2, children develop their sense and understanding of chronology through local, British and world history.

ICT / Computer

We currently have a specialist Computing teacher leading this area of the curriculum.

We have classroom computers and laptops as well as a class set of iPad minis. Children use them to support all areas of the curriculum.

Computing education focuses on the principles of information and computation, digital systems and programming. Computing skills are also used to enhance other areas of the curriculum.

Throughout the year Mr Metcalfe also offers an after school club. These have included using ‘Scratch’ animation and a virtual Investment Club.


In mathematics we encourage children to become fluent in the fundamentals of maths, reason mathematically and solve problems. Maths is made up of the following areas:

  • Number and place value
  • Number operations (addition, subtraction, multiplication and division)
  •  Fractions, decimals, percentages, ration and proportion, algebra
  • Measurement
  • Geometry – properties of shape, position and direction
  • Statistics

Progress is monitored regularly and where appropriate catch-up session are offered and challenges are built in for all.

Mathematics is taught daily and where appropriate within other subjects so that links can be made to consolidate learning and transfer skills.


Music is taught throughout the school developing a child’s critical engagement with music through composition, performance and the understanding of pitch, duration, tempo, texture, structure and notation.  Singing is taught throughout the school by a teacher with specialist training.


We are proud to have been involved with Sowerby Music Service for a number of years and have an annual performance and workshop from visiting professional musicians and performers.

Personal ,Social, Health, & Citizenship Education (PSHCE)

At Alanbrooke Community Primary School we aim to promote healthy, independent and responsible members of society. We encourage all pupils to play a positive role in contributing to school life and their wider community

PSHE is taught across the school through circle time, assemblies (supported by Social, Emotional Aspects of Learning),  PSHE lessons, through community work and educational visits and trips and as part of the wider school curriculum. We believe that with a supportive and considerate environment, children are able to discuss issues relating to relationships, health and well-being and being a member of the wider world. We strongly feel that we need to equip children with a good level of empathy, understanding and key skills to become a full member of society.


              Alanbrooke Community Primary School

                           SEAL & PSHCE PROGRAMME














Good to be me


Going for Goals

Healthy lifestyles





                                          YEAR B













New Beginnings

Being safe

Getting on




Drug education

Physical Education

In PE, class teachers work individually and alongside  a specialist teacher to plan a broad curriculum ensuring competence in physical activities, particularly focusing on strength and flexibility. We encourage children to engage in competitive sports and competitions and to lead a healthy and active lifestyle. This is taught through a series of activities based on gymnastics, multi-skills, dance and competitive games . These include hockey, football, tag-rugby, tennis, rounders, cricket, athletics, outdoor and adventurous activities as well as swimming. There are also opportunities to enhance some of these skills in after school clubs throughout the year.

Religious Education

Please click here to view our RE Policy and if you have any comments get in touch in touch with our school

RE is taught weekly as a discrete subject with a balance between learning about a religion and learning from a religion. School follows the North Yorkshire SACRE RE Agreed Syllabus . Thinking skills are a key strategy used to develop a child’s enquiry based thinking and questioning skills. Visits and trips are also included to extend pupils understanding of different religions.


Building on from Early Years work on understanding the world, we aim to support pupils to develop their scientific knowledge and conceptual understanding in the different elements of Science and to equip them with enquiry based skills to investigate, compare, classify and research concepts. This is achieved through work on plants, animals (including humans), everyday materials, seasonal changes, rocks, light, forces and magnets, electricity; all under-pinned by working scientifically.