Curriculum Statement

Skills based and outcome led,  our curriculum gives children  inspirational learning experiences.  Children are hooked at the start of their learning by a memorable stimuli before learning challenges further develop curiosity and core skills.  Whole class books inspire the writing process and often have links to other curriculum areas, especially humanities and personal development. Humanities, Art, RE and Science are driven by a Learning Challenge Curriculum. Opportunities to develop personal and social skills through physical exercise and exploration are a routine feature of the curriculum. ELSA (Emotional Literacy) and STEM also provide innovative and supportive aspects of the curriculum.

In addition to year group learning, we regularly engage in whole school initiatives to excite the whole community. These complement the curriculum, promote community and encourage engagement with families. Examples include the annual Public Speaking Challenge, Online Safety Workshops, Science Week, Art Challenge and Active Lifestyle Challenges.

Our enriched and innovative curriculum is subject planned and outcome led using the National Curriculum with curricular links whenever appropriate. Whilst effectively preparing children for the next phase with sound mathematical and literacy abilities, it is balanced and broadly based promoting the spiritual, moral, cultural, mental and physical development of children and preparing them for the opportunities and responsibilities of later life. Sport, technology, health & relationships, the arts, humanities, religious education, languages and contributing to the wider community are all championed by passionate subject leaders and supported by investment in all curriculum areas.

Preparing Children for life in Modern Britain – British Values

At Brockwell Junior School we take very seriously our responsibility to prepare children for life in modern Britain. We ensure that the fundamental British Values are introduced, discussed and lived out through the ethos and work of the school. All curriculum areas provide a vehicle for furthering understanding of these concepts and, in particular, our RE, Health & Relationships lessons provide excellent opportunities to deepen and develop understanding. Children embrace these concepts with enthusiasm and demonstrate a good understanding of their application to their own lives.

The school makes considerable efforts to ensure children have experienced these concepts through sporting events, a range of visits and use of outdoor education centres. Their strong rooted values-based understanding gives them an excellent platform for embracing diversity.

Our whole curriculum also promotes acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs. Pupils develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain. Practical examples include school elections, Weekly ‘Picture News’,  ‘Music of the Week’,  theatre visits from Saltmine Theatre (for example ‘In Their Shoes’), Inspiring People study within class names, acts of remembrance, and our values based assemblies. 

Personal and Social Education and Well-being – Health & Relationships

PSHE (Personal, Social, Health Education) enables children to acquire the knowledge, understanding, skills, values and attitudes they need to manage their lives. PSHE develops the qualities and attributes pupils need to thrive as individuals, family members and members of the local and global society in which they live. At Brockwell Junior School, we believe the role of PSHE is significant to individual pupil motivation and achievement; it teaches children to make independent, healthy, confident and respectful choices in order to develop into an active citizen with a strong, positive disposition and self-worth.

Learning for all includes regular topics that link to the 5 ways to Wellbeing and positive mental health. This includes reflections to regulate emotions, mindfulness (& yoga) and support for initiatives such as #timetotalk day. Our pupils can apply to be our ‘Wonders’ – our Wellbeing Wonders and Ambassadors and Ambassadresses for wellbeing. 

Nurture, learning support and therapeutic provision helps some children build protective and positive relationships and develop positive self-esteem thereby enabling them to learn and play – to be resilient.

PSHE draws together many strands that contribute to the coverage of SMC. These include Citizenship, Health, Sex & Relationships and other examples such as the Get Set values of the Olympics that we continue to study. Our curriculum includes planned learning experiences within our Personal & Social Education (PSHE) and Relationships Education. It also includes the day to day guidance, advice and language modelled by staff in the school. For example, we talk about respect and giving consent for things as routine. Assemblies and drama are often used to raise awareness of key issues and give children the opportunity to develop skills they may need in real life. Children learn how to ask for help if they are worried and how to become assertive and able to resist pressure.

The NSPCC deliver the Speak Out Stay Safe programme and each cohort take part.  The Sports Partnership deliver 560, a programme to promote healthy choices and road safety sessions which include ‘Bikeability’ from Year 3. Online Safety teaching and messages are routinely part of the week. We promote friendship and anti-bullying strategies through an annual campaign, alongside the Anti-Bullying Alliance.

Children develop responsibility and self-belief through the numerous opportunities to participate. Mini Leaders, Travel Ambassadors, This Girl Can Leaders, Club Leaders, Reporting Crew, Bronze Ambassadors, Igeniuses, Anti-Stigma Champions, School Councilors, Green Team and Friendship Leaders are examples of roles we routinely have in school.

Religious Education

RE follows the Derbyshire Agreed Syllabus.  Through learning about the beliefs and practice of the world religions, children develop understanding of others and learn to ask questions that develop their spiritual and moral understanding. The syllabus is non-denominational and multi faith in character. Collective worship is daily through our whole school assembly that is broadly but not exclusively Christian in nature. Friday assemblies are a celebration of excellent attitudes to learning and good work.

The Principal aim is to enable pupils to participate in an on-going search for wisdom, through exploring questions raised by human experience and answers offered by the religions and beliefs of the people of Derbyshire and the wider community, so as to promote their personal development.

Throughout KS2, pupils learn about Christianity and at least two of the other principal religions, recognising the impact of religion and belief locally, nationally and globally. They make connections between differing aspects of religion and consider the different forms of religious expression. They consider the beliefs, teachings, practices and ways of life central to religion. They learn about sacred texts and other sources and consider their meanings. They begin to recognise diversity in religion, learning about similarities and differences both within and between religions and beliefs and the importance of dialogue between them. They extend the range and use of specialist vocabulary. They recognise the challenges involved in distinguishing between ideas of right and wrong, and valuing what is good and true. They communicate their ideas, recognising other people’s viewpoints. They consider their own beliefs and values and those of others in the light of their learning in RE.


Our English curriculum will cover all aspects of the English language. Our priorities are to develop our written and spoken English through a love of reading. English is at the heart of our curriculum and will develop and improve basic skills, as well as help children, at all levels, master the technicalities of the English language.

Literacy is a proficiency that is developed not just in English, but across the whole curriculum. It involves learners having the confidence to read, write, speak and listen competently and clearly. As pupils progress through school and engage with subject areas more deeply, concepts become more challenging. Pupils learn writing and reading strategies – using evidence and reasoning pertinent to each subject area – to comprehend, represent, and further develop knowledge.


We celebrate and promote reading throughout the Junior years. We have author assemblies termly to highlight the enjoyment reading can bring. Our fantastic library takes a central role in the heart of the school with Year Six children acting as librarians supported by a skilled assistant.

Many of the books in the library and shelves are colour banded and extend to very able readers. Children may change their books as often as they’d like and many will use the library to select books from. During the week after the October break, all the children complete a comprehension style assessment which gives the teachers a standardized reading age. As our reading scheme is organized using these standardised scores, we will be able to guide children to the best selection for them. Please know that the idea of this particular scheme is not to rush them through it, or get them off it to ‘free readers’, but rather that they read a breadth of books within each section. The result will be increased fluency and greater vocabulary.

Year three children have individual reading each week and also enjoy guided reading and whole class texts. Group reading and buddy reading promotes collaboration. All classes enjoy whole class reading each day after lunch. This includes a variety of independent reading, guided group reading, shared whole class texts and listening to an adult reading aloud.

Target cards are available by the book shelves in the long corridor. The target cards are designed to support your child with some appropriate personal targets and some ideas of how they can be helped at home.

Reading diaries are provided and parents are encouraged to add entries so teachers can celebrate reading and encourage your child’s home reading.

Some children are taught using a structured phonic scheme called Read, Write Inc. This can include older children using the Fresh Start materials and Comprehension resources. Often this would be part of regular lessons or as a group intervention.

Speaking and Listening
Talking is fundamental to learning. Pupils are encouraged to speak clearly, confidently and with expression in order to state their ideas and opinions. Just as important is the need to listen carefully to others and respond in appropriate ways. At Brockwell Junior School, pupils are given opportunities in all areas of the curriculum to develop their speaking and listening skills, in paired, group or whole class situations. Extra support is given to children with Speaking and Listening difficulties and with English as an Additional Language. The annual Public Speaking Competition, judged by Rotarians, encourages children to apply their skills across the curriculum and develop confidence speaking about a familiar topic.


At Brockwell Junior School we aim for children to be independent writers. We encourage them to write clearly and with confidence in any given genre. We teach them to use punctuation and grammar accurately, to be able to proofread their own work and to make amendments and improvements.

Children have a writing portfolio which they use at least three times a year to show progress across the key stage. They self-assess and often redraft amounts of writing to improve their work. Where possible writing is taught in a cross curricular way – for example recounts of residential visits and field trips or reviews of theatre shows to school. Blogging and writing in order to publish work is also a motivating way we engage all learners.

One year 3 child recently wrote, ‘I like coming to school because I learn to join.’

Children in year six may be assessed as ‘meeting the expected standard’ only if they can, “maintain legibility in joined handwriting when writing at speed”. A cursive, joined script also supports the fluency of writing and can help children present their work legibly if letters are formed and joined accurately.

Spelling, Punctuation and Grammar
We place great value on the importance of accurate spelling and the correct use of punctuation and grammar. We follow the National Curriculum 2014 to ensure that teaching is both structured and rigorous throughout the school. We use ‘Read, Write Inc’ to ensure a consistent approach to the teaching of phonics where required.


Our mathematics curriculum equips pupils with tools that include logical reasoning, problem-solving skills, and the ability to think in abstract ways.

By adopting some of the principles of a mastery approach, we aim to provide children with all the necessary skills and knowledge to become numerate and confident to tackle mathematical problems independently.  We believe all children can achieve in maths. We block areas and teach them so much practice is given and learning secured. Whenever possible same day intervention is offered to help some keep up. We use a range of engaging online and other resources to ensure mathematics is exciting. White Rose materials guide teacher planning along with a range of concrete apparatus and other schemes enabling teachers to plan to an objective in the most effective way.

We use a range of teaching methods to rehearse mental calculations and a variety of formal and informal written strategies. Fluency, reasoning and problem solving, alongside opportunity to practise, are routine aspects of maths learning. Children are generally taught in mixed ability groups for their daily maths lesson. They move from counting reliably to calculating fluently with all four number operations. Children will use a wider range of mathematical language, diagrams and statistical charts.  They extend and secure their use of mathematical language, using it to talk about their methods, explain their reasoning when solving problems and applying it during investigations. Progress is monitored in termly target setting and Pupil Progress Meetings (PPM).

Guided by the National Centre of Excellence, children benefit from self-assessment and immediate feedback with planned interventions. Each year, children are assessed against age related expectations in order to accurately report to parents. We have a range of resources in school including published schemes and online subscriptions. Homework linked to online resources may be set by teachers.

Science, Technology, Engineering and Mathematics (STEM)

With ‘Learning Challenge Questions’ like –  Why is Usain Bolt so fast? Which came first the fruit or the blossom? – Science at Brockwell develops natural curiosity.

We believe that children learn best when they are actively and imaginatively involved in their own learning and this is reflected in our approach to the teaching of science. The programmes of study have an emphasis on experimental and investigative work. Children talk about and record their findings in appropriate ways. Each year, the children cover all the relevant attainment targets with opportunity to revisit them in the context of themes and cross-curricular links. Learning Challenge Curriculum, Science Directions, Rising Stars and topic specific resources form our key resources.

Science enrichment takes place in school and in other locations. All year groups take part in K’Nex challenges of increasing complexity each year.

The curriculum is further enhanced by each class experiencing a discrete activity as suggested in the annual British Science Week, which has ideas for all key stages.

A much larger Brockwell Science Week is planned and delivered in four-year cycle. In the past, this has involved planetarium, falconry, and ‘kitchen sink’ science demonstrations.

We also use the opportunities afforded to us by our local community, for example investigating the science behind building towers at ‘The Crooked Spire’ and Chesterfield Museum.

A huge range of skills such as teamwork, resilience and accuracy are developed in science.  Softer skills such patience and determination are also fostered.


Technology is innovative and inspiring. With teachers hosting Teachmeet and learning from STEM (Science, Technology, Engineering and Mathematics) specialists, children’s skills develop quickly.

With Blogging, Green Screening, wide use of Junior Scratch and our IGenius Club children have great opportunities to develop IT skills and apply those at Brockwell Junior School. We have ‘Switched On’ as a skeleton resource to support Teaching & Learning.

The school has a modern computing suite with 20 computers and an interactive whiteboard. Each classroom is also equipped with a computer and interactive whiteboard which is used by the children to support their work in computing. Children may also access Ipads and other devices. The work covered is of a cross-curricular nature and includes word processing, graphics and design, data handling/interrogation, control and simulations.

In addition, children learn specific computing skills. Staff and children are currently focusing on developing skills in electronic communication techniques and the ability to use the internet to access relevant information to enhance their learning. We encourage the responsible use of the internet and computing. The school subscribes to the EMBC network and all access to the internet is filtered to a high security level.

Online Safety is planned for in all year groups and includes lesson work, assemblies and communication with families. ‘Digital Parenting’ resources and online safety messages are shared with parents and children regularly. 

Children also design, plan and make a variety of moving toys, vehicles and books. Children study a range of themes including Control, Mechanisms, Robotics, Textiles and Food. As the children learn, they are given more opportunities to identify their own tasks for activity. Design and Technology work involves investigating existing artefacts; the designing and planning process; making and evaluation. There are opportunities to work with a wide range of media. Whole days such as the KNEX Challenge Day, Build It! and Enterprise enhance the teaching and learning of this subject.

Humanities – History & Geography

Humanities are also taught with a Learning Challenge concept that is built around the principle of greater learner involvement in their work. It requires deep thinking and encourages learners to work using a question as the starting point. Time for learners to reflect or review their learning is central to the whole process. This is in keeping with the ‘Learning to Learn’ principles, where reflection is seen as a very important part of an individual’s learning programme.


What makes the Earth angry? Why do so many people go to the Mediterranean for their holidays?  What’s so special about the USA?  These are a few of the many learning challenges the children become involved with.

Displays around school include those that show what’s in the news, world affairs and local news issues. Assemblies are regularly used to learn about local, national and international geography – our teacher’s climb to the top of Kilimanjaro as one example.

Our approach ensures skills are developed, fieldwork opportunities deepen understanding and knowledge is adapted to changing circumstances.  Learning is celebrated through opportunities such as ‘Mediterranean Day’ in Year 3 when food tasting, dance and traditional dress transform their school day.

Our aims include the teaching of observation, recording, questioning and researching. Much of the work starts from what the children know and moves out from that point. Hence there is emphasis on the children’s environment in Holmebrook Valley Park, Loundsley Green, Ashgate and Eyam. Other work is on a regional, national and international scale.

Through our support of SOS Basse in The Gambia, children have annual assemblies focusing on life in another country and learning about life there. This is being developed so each class supports a charity connected with the inspirational person after whom their class is named. 


Were the Anglo-Saxons really smashing?  How can we re-discover the wonders of Ancient Egypt?  Why were the Norman castles certainly not bouncy?  Some of our best pieces of writing and most memorable days are linked to History topics.

Our work in History is based on the National Curriculum and enhanced with trips, rich texts and cross curricular links wherever possible. Children study a variety of periods from British and World History. Themes covered in History include a sense of chronology, how peoples’ lives have changed, understanding different sources of information and recognising that the world today reflects events from the past.

Trips are carefully planned and include re-enactment days such as the Roman / Viking visits.


Class compositions each term are memorable and include contemporary choices and inspirational arrangements performed to the school community. Music of the Week is proudly used to promote music appreciation and general knowledge. Ten Pieces, Young Voices and Sing Up also enhance the music curriculum.

In music lessons children compose and play their own music. They also sing songs and listen to a variety of styles of music from a range of different cultures. If children would like individual lessons, we make these arrangements.

Our autumn / winter choir is well established and popular. Many children access individual lessons in violin, brass, piano and a group club for guitar. Children sing and perform exceptionally well – concerts, choir and Orchestra of the Age of Enlightenment being a few examples.


At Brockwell Junior School art forms an important part of the curriculum. We believe art education stimulates creativity and imagination whilst giving the child unique opportunities to develop intellectually, emotionally, physically and socially. Therefore, we believe that it should be taught as an individual subject as well as incorporated other curriculum lessons. Below you will find an overview of what your child will be expected to learn in this phase. In this phase the children will learn to improve their mastery of art and design techniques by learning specific drawing, painting and sculpture techniques. They will experience using a wider range of materials. Children will use technology to produce images, patterns and decorative pieces of work. They will record their observations and ideas and use them to review and evaluate improvements.  They will also learn about great artists, architects and designers in history.  

Teachers take pride in sharing children’s art work. The hall displays have included galleries of impressionism and abstract art and outdoor art has been the result of studies of artists such as Jackson Pollock, Jason Heppenstall, Kandinsky and others.

Using themes drawn from cross-curricular topics, children explore different techniques using a wide variety of materials. In the course of their activities, children are encouraged to become aware of “basic elements” such as “line”, “design”, “mood” and “style”. Emphasis is placed on developing originality, individual powers of observation and description, and a positive self-analysis of their work. This process is cyclical and is developed throughout the four years. We take part in Take One Pic are annually and support local activity such as Chesterfield in Bloom.

Enrichment weeks or days feature each year with examples including this year’s ‘Around the World in 8 Classes’ in which children will immerse themselves in learning about countries within the continents and all the art, culture, religion and music found within them (Summer 2018).

Primary Languages

Children have the opportunity to learn French taught by a French Specialist with a wonderful bank of engaging resources. Lessons routinely include singing and games making learning a new language exciting.

We have a range of resources including audio and DVD clips to support authentic experiences. The first unit is ‘All About Me’ which the children begin in September. Over the key stage children begin to read and write using a second language.

Physical Education

Brockwell’s achievements in sport are recognised locally in the Active Chesterfield Awards and Derbyshire Awards. We have also been recognised nationally through the Youth Sport Trust as Outstanding Primary School 2017. This is due to the high percentage of children engaging in tournaments, festivals and clubs and the quality and range of physical activity in lesson time. With new sports for all including Boccia, Cheerleading, Fencing, Yoga, Dance, New Age Kurling and Quidditch, all children can get involved and develop active, healthy habits. We aim to give EVERY child the physical literacy, emotional and thinking skills to achieve in P.E., Sport and Life.

Through our Real PE, a child-centered approach, we seek to encourage children to manage and control their bodies with increasing skill and confidence. Children will be encouraged to use their social and personal skills to solve problems. They will be able to cooperate with, interrelate with and challenge each other to increasingly difficult tasks and satisfy their need for adventure, fun and success. They will refine their skills to become more responsible for their actions, become more independent and to be resourceful. School provides carefully planned activities in gymnastics, games, dance, athletics, outdoor and adventurous activities and swimming for all children.

We have strong links with the School Sports Partnership and local clubs such as the CLTA, Chesterfield Hockey, Athletics and Golf.

Challenging the More Able

In addition to well differentiated work, we encourage children identified as more able, gifted or talented to run clubs of their own. We also have Computing solutions to support the more able such as Maths Whizz Year 7, Abacus, and Primary Resources Community Access. We will consider granting a bursary for a student with a particular aptitude in order to support them.

Making Marking Matter & Assessment

Both assessment FOR learning and assessment OF learning feature routinely throughout teaching and learning at Brockwell. Our feedback whether verbal or written impacts positively on learning. Please ask for our assessment policy for more detail.

  • Contact us


    Queries to Paula Knowles or Julie Murcott at Brockwell Junior School
    Purbeck Avenue
    Chesterfield,S40 4NP

    Tel: 01246 278542
    Fax: 01246 278542


  • A Warm Welcome

    Dear Parents and Carers,

    Excellent schooling isn’t just about our high professional standards and academic achievement. It’s also about enjoying learning and looking forward to the school day ahead. Children come first at Brockwell. Working together with parents as our partners, we aim to meet the needs of all children. Our success is built on a climate of positive discipline and respect, whereby the well-being of each child is at the heart of everything the school achieves.

    I extend a warm welcome and invite you to visit us. Come and experience the caring, fantastic atmosphere in our school and see that smiles, warmth and a love of learning are the norm and not the exception.

    I hope the information in our brochure and on our website is useful. Don’t hesitate to contact us with any further questions.

    Best wishes,

    Catherine Holmes