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The curriculum for each year group is carefully planned to meet the needs of all children. Our aim is to ensure that the more able are sufficiently challenged and that those who have learning difficulties are supported. More able children will go on our gifted and talented register whilst those who have specific needs may go on our special educational needs register. We aim to provide every child with :

  • A broad and balanced education covering all aspects of the national curriculum, as well as important issues such as health, safety, personal and social development and an understanding of their community.
  • The opportunity to develop skills and acquire the understanding which provide a firm foundation for all future learning.
  • An environment that offers equal opportunities for all, regardless of gender, race, social background or physical difficulty and encourages children to develop self-confidence.
  • Positive learning experiences

‘The curriculum is broad and balanced and makes a good contribution to pupils' achievement and to their enjoyment of learning’ Ofsted May 2013

Contextual Value Added Data shows Goldstone in top 4% of schools 2007 Raise On Line – Ofsted



At Goldstone we aim for all children to be enthused life-long readers. Children have access to good and high quality texts, within both the classroom and the library, which will help them to find pleasure in reading, reading is valued within the school and children are encouraged to share their reading with peers and adults – talking about their likes and dislikes of a story.

We encourage the sharing of reading across ages with our Family reading in EYFS and KS1. This is where adults from home come in and read with their child in class on a Friday morning. This is always well attended and greatly enjoyed by all participants. We also encourage reading across ages by pairing classes from across the school to share the joy of reading between the children. The adults around school model reading and the joy of reading by sharing books with the children. We organise a World Book day event which involves everyone within the school. This shows that reading is an enjoyable life skill and not just something that ‘has to be done’.

For children who find reading a struggle, we have a school based reading centre where we run Fischer Family Trust, Better Reading Partnership and other reading interventions that children are able to attend to improve their understanding and decoding skills. After time within our well-equipped reading centre, most children come back into class with more confidence and ability in their reading.

We are a school that thinks reading is vital for success in all areas of the curriculum as it allows us to access so much of the world around us.



At Goldstone, our writing units are engaging and motivating. We use a range of stimuli such as short films as well as high quality texts to captivate and inspire our children.

Talk for Writing is an approach that we use to teach writing. It enables children to imitate the key language they need for a particular topic orally before they try reading and analysing it. Through fun activities that help them rehearse the tune of the language they need, followed by shared writing to show them how to craft their writing, children are helped to write in the same style. At Goldstone we have adopted this approach and have not only increased our children’s progress but have found that children and teachers alike love it.

Spelling, Punctuation and Grammar

At Goldstone, we use a programme called ‘No Nonsense Spelling’ which encourages using a range of strategies for learning spellings. This enables pupils to choose the strategies they find most effective for learning different words. All children are encouraged to learn new words, develop spelling strategies and to use their words in the context of their writing.

There is a high expectation within the National Curriculum that pupils will learn to spell increasingly complex words. We supplement our No Nonsense Spelling programme with game-based activities (such as Spelling Shed) and weekly spelling homework that will reinforce spelling patterns and topic words at home too.

Punctuation and grammar are always taught in the context of the reading and/or writing it is being used for. When planning for teaching a new unit of work, we look at what grammar and punctuation could be used most suitably in context. We teach and use grammar to develop deep understanding and independent application once mastered children will be able to play with it for an effect on their reader. There may be times when a well-planned/designed lesson in a grammatical concept may be taught independently, but if the children don’t start using it in context, then the learning won’t be embedded.


At Goldstone, staff and children alike understand that writing is a process and that editing is an important part. From Reception, when children are first forming letters, children are shown how to check and edit their writing. They make edits to their letter-forming and punctuation errors by using a pink pencil. Throughout the school, this skill is built upon and all children are expected to edit their writing in a different colour.

We use Editing Stations as a tool to help engage, motivate and support children in editing their writing. This tool encourages children to look closely at the following areas of their writing including grammar, punctuation but also consider edits to have more of an impact on the reader/audience.


We aim for children to develop a passion for maths and we understand that this happens if we teach based on real understanding rather than approach which simply helps them towards correct answers.

By the time they leave Goldstone, our children should be confident mathematicians who can tackle number problems, investigate problems, discuss theories and prove or disprove statements.  Their mathematical knowledge should be broad and not purely based around calculations, however, they should have confident use of a reliable method for each of the four operations.

Children should be able to combine reasoning skills and knowledge of key facts to improve their understanding. We support their reasoning using sentence starters to structure their responses and motivate children to learn important facts using maths passports. We look to involve game playing in our learning as often as possible



Science at Goldstone is engaging, exciting and full of enquiry. We have our own science principles; these lead our planning and teaching. These principles mean that children are encouraged to ask their own questions and design investigations to test out their ideas; by doing this the children are very much in charge of their science learning. In lessons we make as much use as possible of the school’s outdoor areas, real life contexts and encourage children to work in a collaborative way.

There are also many activities that happen outside of the curriculum, since 2015 a group of Year 6 children built electrically powered race cars which they took to the Goodwood circuit to compete against schools from around the country. In the summer term some Year 5 & 6 children have the opportunity to visit the Big Bang Science Fair where they take part in workshops and attend science shows.

In Key Stage One trips are planned around the science topics taught and each year we hold a whole school science week and spend our time conducting investigations, attending workshops and having exciting visitors show us their science skills.




At Goldstone Primary School we aim for our children to be confident, competent and safe users of digital technology so that they are prepared for participation in a rapidly changing digital world.  To complement this, all adults model how to use technology safely, respectfully and responsibly and children are taught the three core areas of computing at primary level:

  • Computer Science 
  • Information Technology 
  • Digital Literacy 

In addition  this, computing at Goldstone Primary includes:

DB Primary – our own virtual learning environment that includes a secure web-space for every child in which they can learn to interact safely within the digital school community and access a rich digital curriculum.

Mobile Technology – we have a bank of over 80 iPads in addition to a full suite of desktop PCs/laptops and numerous smaller netbooks.

Goldstone TV – a platform for teachers and children to share digital outcomes with the wider school community.

Digital Geniuses – a group of trained digital leaders from Year 5 and 6 that run regular digital events including e-safety, coding and control technology within school. They also contribute to the teaching and learning of computing in other year groups.

Internet safety events – annual e-safety workshops for children, parents and professionals presented in collaboration with external partners including www.safety-net.org.uk and www.saferinternet.org.uk.


At Goldstone we believe that Art and Design plays a crucial part in the creative and personal development of the whole child. We aim to inspire, challenge and develop children’s imaginations in order to build confidence, knowledge and enjoyment of Art. This is reflected in our overall commitment to the Arts and our Gold Artsmark Award. We aim to nurture children’s enjoyment and appreciation of the visual arts by providing specialist-led art teaching and a curriculum which engages and develops  understanding and skills in printmaking, drawing, collage, 3D work, textile and painting.

Children will explore a range of materials, processes and the work of a range of artists and designers through engaging cross-curricular projects. Children are encouraged to experiment and explore ideas individually in Sketch books and work collaboratively. They are given opportunities to reflect on the work of artists and become familiar with the language and diversity of art and its impact on our world.

The curriculum is further enhanced by educational visits, arts weeks, clubs and joint projects with artists and partnerships. Children’s work is valued and celebrated visually around the school, in our gallery space and in the local community.


At Goldstone music plays a central part in children’s learning and development.  Music  is part of the schools commitment to the arts and is included in our nationally recognised Artsmark journey. Through their time at Goldstone children will receive a wide range of music learning and opportunity. 

A specialist music teacher covers general musicality and the music curriculum including: music history and significant works, performing, composing and appreciation, knowledge and understanding of the fundamental elements of music (pitch, duration, dynamics, tempo, timbre, structure, texture), formal and informal notation. Lessons are centred on active participation in music making using the body and voice as well as a full range of percussion instruments. There is a balance between children exploring their own creativity and the discipline of formal music.

Each Year 5 class receives a term of flute tuition through the BHMA Soundmakers project and starting in 2016, year 1 children will receive a terms tuition in harmonica run by Harp Academy.  In this way children in both key stages are given the opportunity to experience  high quality instrumental learning. Children wishing to develop their instrument learning can do so through peripatetic instrument lessons run by BHMA and other private providers. While there is a charge for instrument lessons, the Brighton Hove Music Service has several schemes to support families where cost is an issue.

We currently have children learning guitar, ukulele, harmonica, trumpet, French horn, trombone, violin, clarinet and flute.

There are also free, open access music clubs such as school choir for years 3-6,  music theatre club for year 2 and  orchestra (years 3-6).

Wider musical opportunities are offered through projects with professional organisations such Brighton Early Music Festival, Brighton and Hove Music Service and Glyndebourne. There are also opportunities for children to take part in music performances at school such as Christmas shows and the year 6 summer musical as well as regular singing at the Thursday assembly.

Performing Arts

At Goldstone, our vision is to actively promote and encourage the children’s involvement in the performing arts across the whole school. We are committed to embedding ‘The Arts’  within, but not exclusively restricted to, the Music, Literacy, Art and P.E. curriculums. In addition, we aim to provide extra-curricular clubs and activities to further deepen the children’s enjoyment of, and participation in, the arts; these include, but are not limited to, our continued participation in ‘Let’s Dance’ at The Brighton Dome, the school choir and orchestra and our after school drama, musical theatre and dance clubs.


History at Goldstone Primary School


At Goldstone we want our history curriculum to engage and inspire our children and to spark a lifelong enjoyment and fascination for learning about the past. Children will learn how key historical events and time-periods have changed and shaped the world and how the impact of these developments has led us to where we are now. By studying elements of local, British and world history, children will develop critical thinking skills, the ability to question and research. They will leave Goldstone with a wealth of knowledge about British history and how it fits into that of the wider world.


· In line with the National Curriculum, children will learn about local, British and world history in topics taught weekly over either a half or a full term.

· Historical skills are taught and revisited regularly so that they can be built-upon and developed as children move through the school.

· Children are encouraged to be critical thinkers: researching, scrutinising evidence and asking questions about their learning.

· Our ‘Essential knowledge’ document ensures a basic framework for our teaching and learning. Prior learning can be revisited and links to future learning can be highlighted.

· We apply Rosenshine’s principles to our teaching of history.

· We make cross-curricular links in order to immerse our children in the period we are studying.

· We seek opportunities to enhance our curriculum through school trips and visitors to the school. We provide opportunities for the children to try to ‘experience’ the time themselves.

· We provide lessons with a range of outcomes, not always written, which allow children of all abilities to access and enjoy their learning; scaffolding where needed and challenging where appropriate.

· We assess using our skills ladders which are based on the different elements of historical learning: historical enquiry, historical knowledge, historical concepts (chronology and communication).


Children leave Goldstone Primary School with;

- secure knowledge and understanding of people, events and contexts from the historical periods studied (Stone age to present day).

- the ability to draw comparisons and make connections between different time periods and their own lives. They will understand how the history of Brighton and Hove is woven into the wider history of Britain and the world.

- strong methods of historical enquiry: they will be critical thinkers who scrutinise sources of evidence, ask probing questions and can research independently.

- an interest and continuing enjoyment in history and the desire to keep learning at secondary school, as evidenced by recent positive pupil voice.


At Goldstone, we believe that Geography provides all children with the ability to delve deeper and make connections to find out about our world. We aim to inspire in our children a curiosity and fascination about the world and its people which will stay with them for the rest of their lives. We use the local area and the vast school grounds as much as possible for fieldwork activities. We greatly value and draw on our pupils’ nationalities and cultures as well as those of our parents.  During Languages Week we invite parents into school who may have been born or lived in another part of the world to share their experiences with pupils. Our Geography topics are linked to other subject areas such as Literacy, Maths and Science. 

In upper KS2, pupils have the opportunity to make links with a partner school in Spain. 

Our vision is that Goldstone pupils leave with an increased confidence and understanding of Geographical facts and vocabulary, as well as the skills to explore their world and become responsible and valued citizens in our society. 

Design & Technology


Design and Technology is an inspiring, rigorous and practical subject. It encourages children to learn to think and intervene creatively to solve problems both as individuals and as members of a team. At Goldstone, we encourage children to use their creativity and imagination, to design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. We aim to, wherever possible, link work to other disciplines such as mathematics, science, engineering, computing and art. The children are also given opportunities to reflect upon and evaluate past and present design technology, its uses and its effectiveness. Children are encouraged to become innovators, risk-takers and capable, confident citizens. 


Through a variety of creative and practical activities, we teach the knowledge, understanding and skills needed to engage in an iterative process of designing and making. The children design and create products that consider the user, function and purpose and which are relevant to a range of sectors (for example, the home, school, leisure, culture, enterprise, industry and the wider environment). 

When designing and making, the children are taught to: 


• use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups. 

• generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional diagrams, prototypes, pattern pieces and computer-aided design. 


• select from and use a wider range of tools and equipment to perform practical tasks (for example, cutting, shaping, joining and finishing, as well as chopping and slicing) accurately. 

• select from and use a wider range of materials, ingredients and components, including construction materials, textiles and ingredients, according to their functional properties, aesthetic qualities and, where appropriate, taste. 


• investigate and analyse a range of existing products. 

• evaluate their ideas and products against their own design criteria and consider the views of others to improve their work. 

• understand how key events and individuals in design and technology have helped shape the world. 

Technical knowledge: 

• apply their understanding of how to strengthen, stiffen and reinforce more complex structures. 

• understand and use mechanical and electrical systems in their products. 

• apply their understanding of computing to program, monitor and control their products 

• Understand some of the ways that food can be processed and the effect of different cooking practices (including baking and grilling). 

Key skills and knowledge for Design and Technology have been mapped across the school to ensure progression between year groups. The context for the children’s work in Design and Technology is also well considered and children learn about real life structures and the purpose of specific examples, as well as developing their skills throughout the programme of study. Design and technology lessons are often taught as a block so that children’s learning is focused throughout each unit of work. 


We ensure the children: 

• develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world 

• build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users and critique, evaluate and test their ideas and products and the work of others 

• understand and apply the principles of nutrition and learn how to cook. Children will design and make a range of products.

 A good quality finish will be expected in all design and activities made appropriate to the age and ability of the child 


High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation. It prepares children to deal with tomorrows rapidly changing world. It encourages children to become independent, creative problem solvers and thinkers. 



PSHE (Personal, Social, Health, and Emotional Education):

Goldstone focuses on the progression of personal and social development of the whole child. We want Goldstone children to be able to identify and manage risk, make informed choices and understand what influences their decisions. Children are encouraged to be thoughtful members of their local and wider community, representatives from the community are given a high profile within the school. We provide a variety of opportunities for children to develop their self-confidence and self-esteem. This is taught explicitly through whole class teaching, but also implicitly as part of our school ethos and code of practice.

We follow a skills and knowledge-based programme of study, which is based on materials created by Brighton and Hove City Council PSHE specialists. Our PSHE curriculum also includes Relationships and Sex Education appropriate to the age of the child. We are proud to be meeting the new Dfe guidance for Relationships, Health and Sex education (2019) and contributing to the Equalities Act duties on schools, through our PSHE Curriculum. LGBT awareness and respect has been given a high profile and we are a ‘Stonewall Bronze School Champion’ celebrating the value of differing families in our school community. Our priority at Goldstone, through the PSHE curriculum is to ensure all children and staff have the right to be respected and valued as individuals in a community setting.



Eco schools at Goldstone is all about empowering the children to make a difference for the environment and the society starting with our school community. We promote the eco agenda through a pro-active and child led eco committee with responsibilities ranging from recycling and energy preservation to the maintaining of bio diversity. Through a range of projects and campaigns- from Bike it Ben to water saving missions- we ensure Goldstone is a sustainable school and that it offers all children the opportunity to make informed environmentally conscious decisions about the way they live their lives. We are very lucky to have fantastic resources at Goldstone Primary, from our outdoor classroom to our pond and wildlife area. These enable us to embed the eco agenda across the curriculum, making links with science, PSHE and healthy living, thereby enabling happier, healthier children. 


Under construction.

R.E Religious Education

Religious Education has an important place in the curriculum at Goldstone. Our school now consists of great diversity amongst its pupils. Good Religious Education teaching plays an important role in helping to keep this country a tolerant and inclusive place in which to live by developing the attitudes, understanding and knowledge of other people’s faiths and beliefs. We want children at Goldstone to explore, in a constructive and creative way, the lives of others and in doing this to help their own journey of self-discovery.

At Goldstone we follow the Brighton and Hove syllabus that informs what we teach children and at what ages. The curriculum includes teachers’ asking challenging questions about the ultimate meaning and purpose of life, beliefs about different Gods’, the self and the nature of reality, issues of right and wrong and what it means to be human. It develops pupils’ knowledge and understanding of Christianity, Judaism, Islam and Hinduism as well as looking at religious traditions and other world views that offer answers to questions such as these.


At Goldstone Physical Education plays an important role in the development of our children. It leads to improved fitness, health and well-being, concentration, attitude and academic achievement.

Through a wide and growing variety of curriculum lessons and extra-curricular clubs children have the opportunity to experience healthy competition in a fun and supportive environment. This helps them to cope with life’s successes and defeats and builds self-esteem.

Working in collaboration with specialist sports coaches from Premier Sports, lessons throughout the school are planned to encourage the children to develop a healthy, active lifestyle. There are also many opportunities to participate in the huge variety of after school sporting activities ranging from karate, skateboarding to outdoors project.  

EAL English As An additional Language

We embrace the diversity in our school.   We have a focused Languages Week annually, where members of the community are invited into school to share their languages and traditions with the children. The week culminates with a very popular food festival, where everyone gets to celebrate the rich diversity of the community.

We support children with English as an additional language by providing small, focused intervention groups with specialised Teachers (EMAS) and BLAs (Bi-lingual Assistants) to support their language and communication needs. We have a buddy system to ensure that all students feel they are in a safe, welcoming, nurturing environment where they are accepted, valued and encouraged to participate in the life of the school. We aim for children to use English confidently and competently in a range of contexts and as a means of learning across the curriculum.

Healthy Schools

We ensure that all children enjoy a healthy school environment, which supports their wellbeing and builds a foundation for learning. Healthy children are better prepared to learn and succeed in school. Health education is included in a range of curriculum areas, including science and PSHCE, and is also embedded in our school ethos. We promote healthy eating, offering a healthy KS2 tuck shop, awarding team points for children with healthy lunch boxes or for eating all their lunch, and providing healthy food at all school functions. School dinners provide a balanced diet and fruit is provided at playtimes. Physical activities are organised by staff at playtimes and lunchtimes. The whole school community shares in our annual picnic where children learn about healthy foods and then enjoy making their own healthy picnic lunch. Our health awareness week when children and staff run around the field each morning is another successful event, encouraging good health and exercise. Our breakfast club and after school club have once again received the Healthy Choice Award, in recognition of our provision of tasty, healthy meals.


Learning a foreign language in primary school enriches childrens’ learning experience in many ways. It helps to develop positive attitudes and respect for other languages and cultures. It stimulates childrens’ curiosity and lays foundations for further study. The ability to communicate in a foreign language develops self-esteem and social skills. Children of primary school age are very receptive to learning a new language; they enjoy playing with the language and pick it up very quickly.

At Goldstone we believe that learning Spanish provides a valuable educational, social and cultural experience for our children. It helps them to develop their communication skills and extends their knowledge of how language works. It provides enjoyment and challenge and helps to develop a positive attitude to language learning throughout life. Learning a new language gives our children a new perspective on the world and encourages them to understand their own culture and those of others. 

Curriculum Matrix

EYFS (Reception) Curriculum Matrix

Please view the documents below, for the seasonal curriculum overviews for Reception pupils.

KS1 (Year 1 & Year 2) Curriculum Matrix

Please view the documents below, for the seasonal curriculum overviews for Year 1 and Year 2 pupils.

LKS2 (Year 3 & Year 4) Curriculum Matrix

Please view the documents below, for the seasonal curriculum overviews for Year 3 and Year 4 pupils.

UKS2 (Year 5 & 6) Curriculum Matrix

Please view the documents below, for the seasonal curriculum overviews for Year 5 and Year 6 pupils.

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