This research report focuses on a curriculum investigation based on Brunswick East Primary School from Northern Metropolitan Region in Victoria, Australia. The school belongs to a not so large Brunswick community but has a long history with a vision to progress the growth of students and make them ready for the further centuries. The focus of this curriculum has been to focus on approach of development in learning (Arthur et al, 2012). This is the reason why the school values inquiring into philosophical nature with curiosity. The work is done by collaboration of teachers and children and therefore the organization in the class is on the basis of multi aged idea and flexibility from communities of learning with main groups in the school. The curriculum therefore designed for this school has differentiations for enabling learning to take place in a personalized manner because the school does not believe the approach of curriculum to fit for all the students. So, the emphasis of literacy skills curriculum along with emphasis of numeracy skill development curriculum is in accordance to the Curricula status given by the state of Victoria and by the national perspective of Australia. The aim of this report is to present the curriculum investigation for Brunswick East School with regard to implementation, documentation and Bloom Taxonomy use for understanding and evaluating the learning of children in the school from this curriculum.