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If your child is currently off school, please use these learning packs to help support their home learning. They include a range of English and maths activities, as well as practical activities too.

At Brookfield Junior School we have an adaptive skills-based approach to planning. Linking our learning as far as is feasible to topics, we seek to engage and teach the children around the three core principles of Engagement, Motivation and Thinking to give a real depth of learning and the ability to understand how subjects are connected. Planning around these skills is designed to help develop our children as proactive learners, giving their learning real-world relevance and seeking to challenge all learners appropriately, regardless of their starting points. 


The skills - and their subdivisions - that inform our planning are:


Engagement (play and exploring)

  • Exploration
  • Connecting ideas
  • Observing & discovering

Motivation (active learning)

  • Involvement
  • Resilience
  • Focus

Thinking (creative & thinking critically)

  • Independence
  • Documenting
  • Problem solving


We believe that children learn through hands-on experiences and that this is becoming increasingly vital to provide opportunities for as we move more and more towards a computer-driven world. These hands-on experiences not only teach children in a physical and practical manner but also seek to create life-skills and memories that the children will take forward with them and call upon as they grow up.


Our subjects are carefully organised to follow the national curriculum in logical progressions, adapting where necessary to the needs and interests of the children, for example identifying areas within SMSC that are relevant to a particular cohort's needs. 


In each subject sub-page below you will find termly Knowledge Organisers which break down the learning that children do in each subject, year-group and term. 

Skills-based example of learning:

This is an example of learning in Year 4. The class was basing their English work around the book Coraline, by Neil Gaiman. In the book, the antagonist (The Other Mother), has buttons for eyes and seeks to trap Coraline in her world by giving her the same. Coraline obviously doesn't want this to happen.


The starting activity was this button-quilt. Every child in the year succeeded in learning how to sew their own buttons onto a patch of fabric, which were later sewn together to form this display. The children were engaged, loved the activity, learnt a real and relevant skill, and were all able to succeed. Additionally, and equally as important, the children were able to able to better relate and empathise with Coraline - understanding the sensation behind sewing with a needle - the movement of the button and thread, and the prick of the needle.


Through such a hook into the learning we felt that the children got more out of the book, could truly relate to aspects within the story and really put themselves in the protagonists boots. Subsequently the quality of writing that the children produced was far richer. 


Additionally, as a summary to the work we were able to move onto an SMSC focus. An aspect of the overarching message in Coraline is that of overcoming obstacles. Teachers based their classwork around this theme and the values that encompass it, and the children were able to think in depth about things that worry them. In turn they were then empowered to come up with strategies that could be used to counter feelings of worry and anxiousness and take these forward to use in their own lives.