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Our Curriculum

Brickhall School’s curriculum constitutes all the planned activities that we organise in order to promote the learning, personal growth and development of our pupils. It includes not only the formal requirements of the National Curriculum, but also a range of extra-curricular activities that the school holds dear.

We aim to provide an academic programme which stimulates and encourages each pupil to reach their full potential in all areas of the curriculum. Helping them grow into positive and responsible citizens, who work co-operatively with others while also taking charge of their own learning.

We believe in a broad curriculum which develops the following areas of intelligence:   

Interpersonal – Intrapersonal (reflective) -- Linguistic – Musical -- Kinaesthetic – Mathematical and Logical – Visual and Spatial + Naturalist.

Aims and objectives

At Brickhall School we: 

  • Enable all children learn and develop to the best of their ability.
  • Promote a positive attitude towards learning, so that children enjoy coming to school, and acquire a solid basis for lifelong learning.
  • Teach children the basic skills of Literacy, Numeracy and Information and Communication Technology (ICT).
  • Educate children about their developing world, including how the environment, culture and society have changed over time.
  • Encourage children to be happy, responsible and co-operative members of our community.
  • Inspire children to have an awareness of their own spiritual, moral, social and cultural development.

Organisation and planning

Our curriculum is planned in three phases. Each phase has its basis in the British and Nigerian educational guidelines and the National Schemes of work.

At the start of each school year, a long-term plan, which is reviewed annually, is drawn indicating the broad learning intentions for each term and establishing which topics are to be taught to which groups of children. This long-term plan may also highlight typical learning activities for each topic area.

The second phase of planning is our medium-term planning. In our medium-term plans, we give clear guidance on the objectives, teaching activities and strategies that will be used when teaching each topic. Prompts for differentiation and assessment are also included at this stage of planning, as well as relevant cross-curricular links.

We are presently working towards having all of our medium-term plans stored on the intra-net, for easy access for both our parents and pupils.

The third and final phase is the short term planning. Our short-term plans are those that our teachers write on a weekly or daily basis. We use these to set out the learning objectives for each lesson, identifying what resources will be needed and what activities the pupils will be engaged in. The activities are differentiated and tailored to meet the learning needs of each pupil.

Our subjects

Brickhall School offers a wide range of subjects to cover different aspects of teaching and learning with the aim of producing well-rounded children.

At the Early Years level, all teaching will be activity based, engaging the young ones to develop their different co-ordination skills. They will use their sight, sound and touch to learn creativity, world exploration, number and letter formation, singing along to rhymes and sounding out letters. Through role-play and other such activities, they will be introduced to different aspects of their environment and the world they live in.

At the Primary level, pupils will be taught the following subjects: English, Maths, Science, History, Geography, Design and Technology, Music, Art and Design, Physical Education, Information and Communication Technology, Religious Education, Citizenship (Civic Education), Etiquette, Moral Instructions and at least one (1) Foreign language.

Pupils will also be exposed to a host of exciting and educative Extra Curricular activities.


Our school has a strict homework policy, and we expect compliance from each child. Homework is an essential part of the curriculum as it helps reinforce the learning that goes on in the four walls of the school and classroom. We expect parents to also encourage their children to hand in homework as at when due and in a well organised and neat manner.

We understand how important rest is to the proper growth and development of children; we therefore encourage our teachers to set homework as appropriate for each year group.

Pupils will not be expected to spend longer than the following times on homework:


  • Individual reading materials twice a week.
  • Spellings to go home every Friday to learn in preparation for assessment on the following Friday.
  • Reading task.

Year 1

  • Reading (daily).
  • Spellings to go home every Friday to learn in preparation for assessment on the following Friday.
  • A 30 minute Literacy task and a 30 minute Math task twice a week.
  • Reading task.

Year 2

  • Reading (daily).
  • Spellings to go home every Friday to learn in preparation for assessment on the following Friday.
  • A 30 minute Literacy task and a 30 minute Math task twice a week.
  • Times table study every week.
  • Reading task.

Years 3 and 4

  • Reading (daily).
  • Spellings to go home every Friday to learn in preparation for assessment on the following Friday.
  • A 30 minute Literacy task and a 30 minute Math task twice a week.
  • Times table study every week.
  • An on-going 2-3 week Learning Activity (project).
  • Reading task.

Year 6

Before Christmas:

  • Reading, Spelling and Times table daily.
  • Two (2) 30-40 minute Literacy tasks and two (2) 30-40 minute Maths tasks a week.
  • 11+ practice papers

After Christmas:

  • Reading, Spelling and Times table daily.
  • An on-going Learning Activity (project).
  • Reading task.

Year 5

  • Reading, Spelling and Times table (daily).
  • A 40 minute reading task.
  • Math task.
  • Literacy task.
  • An on-going 2-3 week Learning Activity (project).
  • Writing task.

Children with special needs

Our school’s curriculum is designed to provide access and opportunities for all children who attend our school. Each child’s learning style and pace is observed and if a child is noticed to be experiencing some difficulty working at the pace expected or understanding different subject areas, then a meeting is called with the parents to discuss possible strategies to support the child’s learning.

After a proper assessment is carried out, if it becomes necessary to adapt the curriculum to meet the needs of individual child, then we do so with the parent’s approval and support. In most instances, the teacher is able to provide resources and educational opportunities which meet the child’s requirements within the normal class organisation. However, if a child’s need appears to be more severe, in close consultation with the parents we will involve the school’s SENCO and/or appropriate external agencies for professional assistance.

The school provides an Individual Educational Plan (IEP) for each of the children who are on the special needs register. This clearly states the nature of the child’s needs and outlines how the school will address those needs. It also sets out targets for improvement, which can be reviewed and monitored to ascertain the progress of each child at regular intervals.

The role of the Subject leader

Subject leaders across the school will help in the proper organisation and management of our school system. They will:

  • Contribute to the School’s Development Plan.
  • Provide a strategic lead and direction for their specialist subject areas.
  • Support and offer advice to colleagues on issues relating to their subject.
  • Monitor pupil progress in that subject area.
  • Provide adequate resources for the efficient teaching of their subject.
  • Stay informed with changes and developments in their subject area, at both national and local level.
  • Review the teaching of the subject across the school and develop strategies for improvement.

At Brickhall School, our Curriculum Policy, Documentation, Policies, Procedures and Handbooks are reviewed annually to ensure progression is planned into Schemes of Work. Subject leaders also work towards keeping a portfolio of children’s work, which will be used to monitor the achievements of children within each Year Group and also give examples of expectations or attainment.

Concerns and Complaints

Parents who have concerns about any aspect of the curriculum should discuss these in the first instance with the pupil's Class Teacher. If the issue is not resolved, parents should make an official complaint in writing to the Head of School.

The school has a Complaints Procedure in place, which can be obtained from the Head of Administration.

Monitoring and Review

All teaching staff are responsible for monitoring the way the school’s curriculum is implemented. As part of the subject leadership programme, each subject area is monitored in a cycle of review and development. This development planning links to the SDP objectives.

The curriculum is reviewed annually.