Curriculum and Vision

On leaving us, our pupils will have the knowledge, skills and attributes to be successful at university and beyond. Their qualifications will allow them to earn places at the top universities and be successful in fulfilling careers. They will be critical consumers and contributors to the world around them and have the integrity and strength of character to navigate their future paths to success.

At Goresbrook School we adopt a ‘growth mindset’ approach to all areas of learning: we believe that children can learn the knowledge, skills and attributes to become better learners and citizens of the world around them.

Our curriculum fosters curiosity and love of learning in pupils, and prepares them for the next stage of their learning journey. We believe that pupils should master basic skills in order to achieve success across the curriculum; we therefore adopt an approach of ‘depth before breadth’ in our curriculum, hence a large emphasis on English and maths.

Knowledge and Skills

In order for our pupils to receive a broad and balanced curriculum that prepares them for the next stage of their learning, we develop core knowledge and subject-specific skills throughout their journey with us. We reject the false dichotomy between knowledge and skills, as we recognise that both are required for effective learning and progress. Our curriculum is designed in order for pupils to achieve mastery of skills in English and maths and therefore to be able to flourish in all areas of the curriculum. Although English and maths are the cornerstones of our curriculum throughout the school, they are complemented by a rich curriculum in the arts, sciences, languages, physical and technical disciplines. In Reception, our children learn French but a greater variety of languages will be available further up the school. We recognise the discrete nature of the skills required for different disciplines of learning and ‘map backwards’ in each curriculum area from ‘readiness for University’ back to EYFS. For example, pupils will learn what it means to ‘be a scientist’ and the necessary skills and knowledge from Reception onwards.

Our curriculum adopts an ‘interleaving’ approach, where key concepts are revisited and built upon in a timely fashion. Summative assessments are cumulative and take into account the interleaving curriculum.


In Reception, pupils’ areas of learning are those within the EYFS framework i.e. the three Prime Areas (Communication and Language, Physical Development and Personal, Social and Emotional Development), and the four Specific Areas (Literacy, Mathematics, Understanding the World, Expressive Arts and Design). We believe that children learn to read most effectively through synthetic phonics and we therefore follow Ruth Miskin’s Read, Write, Inc. scheme, which is personalised to meet our learners’ needs as appropriate. In maths, we have adopted the Maths Mastery scheme, which focuses on a teaching curriculum that has high expectations for every child, spends more time on fewer topics and focuses teaching on using mathematics principles to problem-solve.

The curriculum from Year 1 will broadly reflect the National Curriculum. In Key Stages 1 and 2, pupils will learn the following subjects: English, maths, science, art and design, computing, design and technology, geography, history, RE, music, PSHE and ASPIRE. All pupils will continue to learn a foreign language throughout Key Stage 1.

Key Stage 3 will study the following subjects: English, maths, science, modern foreign languages, geography, history, RE, art and design technology, computer science, music, dance, drama, citizenship, PSHE, PE and ASPIRE.

The Key Stage 4 and 5 detailed curricula offer will be developed in due course and will reflect the same principles of depth and breadth. Alongside the core subjects, pupils will make choices about the options they wish to pursue in Key Stages 4 and 5. The core curriculum in Key Stage 4 will include English, maths, science (double and triple), citizenship, PSHE, RE, PE, geography OR history and modern foreign languages. The core offer will be followed by the vast majority of students.

Sex and Relationship Education is included in PSHE at Key Stages 2, 3, 4 and 5. Careers guidance is included in the KS4 and 5 curricula.


ASPIRE are learning attributes that develop a pupil’s character and learning habits and enable them to grow into well-rounded individuals and successful learners in all fields. They are deeply embedded within all areas of school life, including our curriculum, behaviour for learning systems, assemblies, House system and communication strategy.

A rticulacy

  • We express ourselves appropriately.

  • We speak clearly and confidently.

  • We plan what we say and how to say it for our audience.

S park

  • We take risks in our learning.

  • We are curious about our learning.

  • We generate our own ideas and think creatively.

P rofessionalism

  • We are in the right place at the right time.

  • We are ready to learn.

  • We learn on our own and in teams.

I ntegrity

  • We do the right thing, even when no one is looking.

  • We think about our choices before we act.

  • We show respect to others, our resources and environment.

R eflection

  • We critique learning, seek feedback and act on it.

  • We take pride in our learning.

  • We practise so we can get better.

E ndeavour

  • We plan to do something amazing.

  • We are resilient and embrace challenges.

  • We find new ways to solve problems.

The Goresbrook Guarantee

This is a minimum offer that we guarantee for every single Goresbrook pupil in our care. The purpose of the Guarantee is to ensure that pupils’ experiences inspire them, open their horizons, and allow them to be successful in whatever field they choose to pursue. Pupils’ spiritual, moral, social and cultural development is enhanced through these ‘real’ experiences, and the Guarantee therefore prepares our pupils for their futures, in the widest possible sense.

We believe that purposeful practice leads to expertise; the only barrier to children being world experts in any field is the hours of practice, along with coaching and guidance that is required to get them there. We therefore systematically expose our children to range of different activities in order to spark their interest and curiosity. We then provide the support, coaching and guidance to nurture their passion and develop their expertise. We encourage pupils (and staff) to take risks in their learning and show resilience in mastering new skills. With this approach we are confident that our Goresbrook pupils will develop into world leaders in all areas of sport, music, the Arts, languages, sciences, business and so on.

Every day

  • Read for pleasure

Every week

  • Attend a club. Try two new clubs per year.

Every year (R-Y13)

  • Meet an inspirational person
  • Go on a trip outside London
  • Go on a cultural trip (e.g. museum, gallery, fine dining)
  • Have a meal or meeting with an adult visiting the school
  • Contribute to a community activity
  • Make a presentation to a 'real' audience
  • Participate in a School Production or Assembly

Every year (Y1-9)

  • Play a musical instrument

Every year (Y7-13)

  • Visit a university
  • Take a leadership role in a community project
  • Represent the School in a competition
  • Climb a mountain

At least once in secondary

  • Complete a meaningful work experience placement
  • Participate in an extended volunteering/community project

At least once in Primary and once in Secondary

  • Attend a residential trip outside London
  • Take part in a formal interview process


The school is part of United Learning. United Learning comprises: UCST (Registered in England No: 2780748. Charity No. 1016538) and ULT (Registered in England No. 4439859. An Exempt Charity). Companies limited by guarantee. VAT number 834 8515 12.
Registered address: United Learning, Worldwide House, Thorpe Wood, Peterborough, PE3 6SB. Tel: 01832 864 444

United Learning