At Holbrook, we have a rolling programme for our curriculum. In EYFS, there is a one year repeated cycle. In KS1, the foundation subjects are taught on a two year cycle. Classes 3 and 4 (Years 3, 4 and 5) have a three year cycle, and our Year 6 have a standalone one year cycle.

In our foundation subjects, we imagine our curriculum as a library!

In all subjects, the books get harder as you move through the year groups. This is due to our disciplinary knowledge progressing, ensuring children
become better historians, better artists, better geographers as they move through the year groups.

In some subjects, even though the books get harder, you can read them in any order (e.g. History—you can read each book on Stone Age, Romans, Egypt in any order, but the book gets harder from Y3 to Y4 to Y5). This means that children will always learn the same granular knowledge from each unit, but will access it in more challenging ways through the progressive
disciplinary knowledge

In some subjects, the books still get harder as you move through each year group, but they are arranged in to book series, so you have to read them in some sort of order (e.g. in science you must read the light books in order, or the electricity books, and in computing, you must read all of the programming books in order).

This means that children improve in each subject progressively, but they all leave our school having experienced our full curriculum, having learned all the substantive knowledge, having read every book in our Holbrook “Curriculum Library!”

To ensure rigour, each subject has a set of 'red letter learning' for each topic. This is the key knowledge and skills we have identified as crucial for our children to have learned before they leave their key stage. Teachers ensure this knowledge is embedded through our 'look back, move on' sessions. 

How does this work in practice? 

Our Long Term Plans show the components of our curriculum.

Our Disciplinary Knowledge is mapped out on progression grids, to show how we become better historians, scientists, geographers etc over time.

Our One Subject Cycles show each composite step, the granular knowledge needed and our 'red letter learning' which is the substantive knowledge that we really want to 'stick'. 

Learning journeys show the children each composite steps for each unit of work. They also show the disciplinary knowledge and key vocabulary, as well as the 'red letter learning'. This helps children to know where they have been in their learning and where they are going next.

Learning ladders for each lesson really dig down into the substantive knowledge, showing the granular detail which is the focus of our teaching and learning. It helps the children to understand what exactly they need to know as well as how well they are doing at each step.

Have a look at our long term plans. They shows where we teach all the units of learning for every subject. In Key Stage 1 and Key Stage 2, for foundation subjects (such as History, Geography or DT) we think carefully about the order of learning within a year and across the whole school. Learning in EYFS provides the building blocks for units in Key Stage 1. This then links to further learning in our two mid Key Stage 2 classes, and then the final development in Year 6, where children achieve the end point in their primary school learning.

Continuous Provision

At Holbrook, we use Continuous Provision in both of our Key Stage One classrooms in order to offer a dynamic learning environment that nurtures children's curiosity, creativity, and resilience. Informed by recent research highlighting the benefits of play-based learning, this approach not only supports academic achievement but also promotes holistic development, preparing children for success in school and beyond. 

Our belief is that through our continuous provision we can create enriching learning experiences that inspire a lifelong love of learning.

Have a look at our Continuous Provision blueprint below: