Our Curriculum

Our curriculum is designed to enable children to become good and successful citizens of their communities. All our National Curriculum subjects are interwoven with the Learn Together curriculum and our Educate Together principles and values. We learn across a broad range of subjects, and we aim to broaden horizons, raise aspirations and develop confident, curious learners. It provides a wide range of experiences across all subjects, with an emphasis on learning which takes children beyond the familiar and opens their minds to new and different experiences and ways of thinking. We aim for a reading-rich environment across the whole curriculum and learning in all areas is designed to encourage creativity, curiosity, independence, social responsibility and growth mindset.

Click the ‘More’ button to find out about statutory assessments at Abbey Farm ET.

Statutory Assessments

All schools, including Abbey Farm Educate Together have to participate in statutory assessments, which currently take place in Years R, 1, 2, 4 and 6. While this is the case, we strongly believe that children should not feel the pressure of these assessments and ask families to support us in this.

Statutory assessments are a measure of the school, not the child. We strive to carry out these assessments in such a way that the children are not aware they are doing them. So far, we have succeeded in this endeavour, although we recognise that this will prove more difficult with the Y6 assessments. We prepare the pupils in how to approach these assessments in a low-stress way and provide them with the necessary skills and knowledge in order to achieve their potential.

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At Abbey Farm Educate Together, Art is an important part of developing our children’s ability to develop their individual creativity, express their ideas and understanding and to work both individually and collaboratively with others.

During their time at Abbey Farm ET, children will learn about a diverse range of artists and movements and will develop the knowledge and skills to experiment, invent and create their own works of art. Each year group studies 3 artists in depth. A sample of this from our Redfield school can be found in the 2021 Art Overview. Teachers use the progression of skills document when planning units so that they can identify the skills children need to be taught. Within each unit the sequence of lessons includes:

  • Generating ideas- children explore an artist in depth and use correct vocabulary to discuss and analyse works of art. They look at the artists use of tools, techniques and formal elements. In Key Stage 2 children use a sketchbook to record their ideas and experiences and explore different versions of an idea.
  • Making- Children use their own ideas and their knowledge of the artist and techniques explored to create their own artwork.
  • Evaluating- children critique their own and others’ work.

The children’s learning is further enhanced with a whole school arts week in the summer term where the children have the opportunity for collaborative working and exploring the different styles and techniques of artists.

Throughout the year children are involved in a range of Community projects eg. Lantern parade and Take Heart Initiative which enables them to feel a greater sense of belonging and pride within their community. If you have suggestions for local events please email the office: info@abbeyfarmet.org.uk

At the end of each term, Year groups hold Art exhibitions either online or within classrooms to celebrate children’s learning and expression in art and to demonstrate the process involved.


Our aim is to ensure that by the time children leave our school, they are confident in analysing artwork, feel a strong sense of achievement about their experiences of creating art and value the impact of art within our own lives

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At Abbey Farm ET, Computing is taught using a mix of lessons, those using hardware and software, along with ‘unplugged’ lessons covering the theory behind computing. By the time they leave Abbey Farm, our pupils are competent digital citizens, able to understand the science of computing, use a variety of technology effectively and creatively, and behave safely and responsibly online. Computing at Abbey Farm is taught through three strands:

  1. Computer Science

Computer Science is the theory of how computers work. In this strand, children learn about how to use algorithms to create, debug and test computer programmes to achieve a range of different functions, from creating animations to solving simple problems. This strand also teaches children how to apply computational thinking to other areas of their learning, and how to spot patterns and errors in their everyday life.

  1. ICT

ICT is the study of how to use technology, both hardware and software, to accomplish objectives. In this strand, children learn how to use programmes like word and excel to process data, how to operate laptops and tablets to support their learning across the curriculum, and how to use cameras and microphones to create multimedia projects.

  1. Digital Literacy

Digital Literacy is the study of how to use technology in a responsible way. This strand recognises that technology and the internet is a huge part of the world that our pupils will be growing up in, so it’s important that we teach them how to do this safely and responsibly. This strand covers our work on online safety, but also covers how children can make sure that they avoid harming others online and how they can identify the credibility and truth of things they see online.


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Learn Together is Educate Together’s ethical education curriculum. It defines the core values of all teaching and learning in the school, teaching children to become critical thinkers and enjoy learning about a range of topical issues. The Learn Together curriculum supports children to become global citizens: individuals who have the skills, empathy and confidence to consider and act upon the ever-evolving moral, social, cultural and environmental issues we encounter in today’s world.

It is divided into four strands:

  • The Moral and Spiritual strand enables children to develop a critical knowledge, understanding and awareness of right and wrong. It also teaches children how to keep their body and mind healthy and empowers the child to make informed moral choices. This strand includes RSHE (Relationships, Sex and Health Education).
  • The Equality and Justice strand supports our pupils to develop a critical knowledge, understanding and awareness of issues relating to human rights, equality, culture and diversity, social justice and social inclusiveness. It empowers children to make a difference, including lots of opportunities for children to take action on local, national and international issues that are important to them. This is closely linked to our work as a Rights Respecting School, as we teach children about and through the United Nations Convention on the Rights of the Child.
  • The Ethics and Environment strand aims to instil a knowledge, appreciation and respect for the environment which empowers our pupils to take an active role in its stewardship. Pupils have the opportunity to study environmental and social issues in their own community and take appropriate action. This may involve setting up an eco-school committee, visiting the elderly, surveying waste, traffic or water use in the area, setting up mini social enterprises and making representations to the local council or political representatives.
  • The Belief Systems strand incorporates our Religious Education, exploring the major religious and non-religious belief systems in the world and teaching children about these faiths and beliefs without endorsing any particular one as religious truth. Through this strand, we strive to ensure that children of all backgrounds feel fully part of the school, including by marking a range of festivals throughout the year.

More information about the Learn Together curriculum is available on the Educate Together website.

How the Learn Together curriculum is delivered at Abbey Farm Educate Together

The Learn Together curriculum underpins all teaching and learning at Abbey Farm ET, so is delivered in many different ways, including:

  • Specific Learn Together lessons
  • Class discussions and circle times linked to current issues in the school or news
  • Assemblies, performances and whole school celebrations
  • Fundraising and awareness days
  • Books read to the class or studied in English lessons
  • Topics covered in other curriculum subjects such as history, geography and art.

Pupil voice is extremely important to Learn Together so, as a school, we listen closely to children’s ideas to ensure that the Learn Together curriculum aligns with their needs and interests. As much as possible, we also encourage Learn Together teaching to involve the family and friends of our pupils as well as groups and organisations within our local area and beyond.

We also use values to provide another lens through which we can learn about the four strands. This way the children begin to think for themselves what they, their families, the school and their friends think is important. We find that discussing values helps children to realise that whilst we may all have different beliefs and different cultures or ways of life we actually share much in what we believe in.

By referring back to the values children can begin to think about how to behave and respond to the situations they come across in life. They are helped to understand what is important to their own family and to others. This way they will grow up able to understand and find the shared values with all people they come across.

Each month, we look in depth at one value and children have the chance to share the discussions taking place in their class with others across the school.

Value of month AFET – to be confirmed once staff in post.

Example Learning Objectives are linked below. Once Abbey Farm staff are in place they will work to develop these for the school, specific to the local community and families.

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Drama and oracy are part of the National Curriculum under the programme of study for English. However, the National Curriculum for English reflects the importance of spoken language in pupils’ development across the whole curriculum.

What is Oracy? Oracy is the process through which children learn to talk confidently, appropriately and sensitively. Children learn through talk, deepening their understanding through discussion with their peers and teachers. Good communication is a skill that you need to learn, it’s not something that always happens naturally. At Abbey Farm Educate Together, oracy is at the heart of our curriculum and embedded in our teaching of all subjects. We want every child at Abbey Farm to find their voice and the confidence to express themselves, regardless of their background. Effective communication skills are essential for students to succeed in both school and later life.

Oracy is…

  • Engaging with other’s ideas
  • Reasoning together
  • Listening to understand
  • Changing people’s minds
  • Telling compelling stories
  • Developing arguments
  • Expressing yourself
  • Using body language and controlling voice to convey meaning
  • Use of appropriate vocabulary choice
  • Speaking up for what you believe in

Why does oracy underpin our whole curriculum at Abbey Farm Educate Together?

Developing skills in oracy…

  • Enhances self-esteem and confidence, and reduces anxiety
  • Deepens understanding through speculating, hypothesising and exploring ideas.
  • Develops reasoning skills
  • Develops the ability and empowers children to debate important social and global issues
  • Improves the ability to manage differences with others
  • Underpins the development of reading and writing

How do we teach oracy?

  • Structured dialogue during lessons, where students are encouraged to participate verbally and given space and time to reflect upon and discuss complex ideas
  • Children encouraged to explain and discuss their own learning
  • Plentiful opportunities for paired and small group work
  • Opportunities for children to give verbal feedback to their peers
  • Opportunities to present their work in a range of ways to a class audience
  • Teaching and modelling listening and turn taking skills
  • Using spoken activities to develop writing skills, e.g., learning to retell a story aloud before innovating it to create their own
  • Learning and performing poetry
  • Teaching of vocabulary and grammar
  • Texts are discussed during reading lessons and children experience Book Talk
  • In Maths, children are taught to explain their reasoning
  • Our Learn Together Curriculum poses big questions which immediately spark discussion in classrooms. Children are encouraged to consider and debate school, local and global issues. Our Learn Together lessons also teach children how to communicate respectively and considerately
  • During science lessons, children are encouraged to orally predict, explain their theories using scientific vocabulary and to question their predictions and the results of experiments
  • Reception is the start of our pupils’ oracy journey through school. Communication is a prime area of learning. Staff encourage oracy through scaffolding conversations in the learning environment and during class discussions, and by sharing, discussing, acting out and retelling stories
  • Pupil Voice: Children have the opportunity to attend Rights Council and Eco Council meetings where they express the views of their class, listen respectfully and discuss and plan actions


The practice of drama enables children to develop oracy skills and promotes language development. It encourages children to learn actively and interactively across the curriculum.

What are the benefits of drama?

  • Children develop confidence when speaking
  • Their vocabulary is extended when they adopt roles and characters
  • Children respond positively to this imaginative and multisensory style of learning. Drama activities are fun and memorable!
  • It develops skills that include creativity, enquiry, communication, empathy, self-confidence, and cooperation
  • It encourages children to understand and express different points of view
  • Children are enabled to express their understanding of the roles, events or situations they have experienced
  • Drama is ideal for cross-curricular learning and is a valuable tool for use in many subject areas
  • It motivates children to write for a range of purposes

What will drama look like at Abbey Farm Educate Together?

  • In Reception, the imaginative role-play area and other play situations provide opportunities for our youngest children to develop their early drama skills and knowledge. Pretending to be others in imagined situations and acting out situations or stories help them to develop an understanding of themselves and the wider world
  • Drama activities are used widely in English lessons but also across other areas of the curriculum
  • Drama activities might include hot-seating, teacher in role, writing in role, freeze frames, story circles, acting out scenes, soundscapes, devising scenes, presenting in role
  • Children are encouraged to become increasingly aware of their audience and act out stories using voice, movement, gesture and basic sound effects
  • Learn Together Curriculum: Drama can provide a safe context to explore issues, ideas and dilemmas relevant to children’s lives
  • Taking part in performances throughout their time at Abbey Farm ET

The Oracy Framework

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Mulberry Park

Children in our Reception class follow the Early Years Foundation Stage Curriculum through a play based approach to learning. We are an Early Adopter school of the new Early Years Foundation Stage Framework. The curriculum includes the following seven areas of learning:

  • Personal, Social and Emotional Development
  • Communication and Language
  • Physical Development
  • Literacy
  • Mathematics
  • Understanding the World
  • Expressive Arts and Design

EYFS curriculum

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At Abbey Farm Educate Together we strive to provide a high-quality education in English.

The study of English develops children’s abilities to listen, speak, read and write for a wide range of purposes, including the communication of their ideas, views and feelings. Children are enabled to express themselves creatively and imaginatively, as they become enthusiastic and critical readers of stories and poetry, as well as non-fiction texts.

It should provide opportunities for all pupils, whatever their age, gender, ethnicity, attainment and background. Quality texts are chosen to reflect our diverse community including characters and plots from all backgrounds and abilities. Children gain an understanding of how language works by looking at its patterns, structures and origins. Children use their knowledge, skills and understanding in speaking, listening, reading and writing across a range of different situations and through cross curricular activities.

English is a Core subject of the National Curriculum. It is broken into three strands within the curriculum (Reading, Writing and Spelling, Punctuation and Grammar) which is taught following the National Curriculum 2014 and taught within a clearly planned programme using a variety of fiction and non-fiction elements.

We understand the important role families and carers have in supporting their child’s reading and writing and we continue to think of new and innovative ways to develop the home-school partnership.

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The ability to read is fundamental to children’s development as independent learners and has a direct effect on progress in all areas of the curriculum. Reading aids children’s understanding of the world as well as supporting their emotional, social, intellectual and spiritual development whilst also allowing their imagination to take them to new worlds. Therefore, reading is one of the highest priorities in our school and we explicitly teach our pupils the importance of reading to a successful later life.

English Reading Curriculum Image 1 Abbey Farm ET Primary
English Reading Abbey Farm ET Primary
Abbey Farm Educate Together Primary Reading Curriculum
Abbey Farm ET Primary Reading Curriculum

From Reception, children are taught synthetic phonics following the Letters and Sounds scheme to allow them to decode written letters and spoken sounds. With a strong knowledge of phonemes and their corresponding graphemes provides children with a core foundation on which they can develop their skills in reading as they move through the school. Children are taught to apply their phonics to segment and blend phonemes in unfamiliar words to read and also to segment sounds in a word in order to write the correct graphemes. From Year 2 upwards, emphasis is placed on using phonics to spell and the teaching of spelling rules. We use the No Nonsense Spelling scheme to provide a comprehensive progression in the teaching of spelling. Additional support in phonics and spelling for highlighted children is provided through the Sound Discovery scheme.

Alongside decoding and word reading skills, children will be taught the skills of comprehension to gain a deeper understanding of what they are reading.

We aim to instil a love of reading from a young age and promote reading for pleasure throughout the school, we endeavour to encourage all children to read and appreciate a wide range of our literary heritage. We emphasise the importance of story time and children are read to daily. Throughout the year we hold events to promote reading for pleasure e.g., World Book Day, Stories around the Christmas tree, Poetry slams and Winter and Summer reading challenges. We monitor and celebrate frequency of reading though Reading Record rewards.

The school library is often restocked with new and exciting books and offers a comfortable space for children to read and choose books.

Each class will get to visit the school  library weekly and children are encouraged to take books home to enjoy with their families. Each class will also visit our local library throughout the year. From Year 2 upwards the children have their own library card to borrow the books that they choose. We continue to develop our relationship with the local library by inviting them for special reading assemblies during the year.

Families are actively encouraged to take part in children’s reading development and are expected to read with their children at home. Teachers and families will communicate through the reading record book to support children’s reading. All children have access to Bug Club so that they can access more books online. Families will have opportunities to learn strategies to support their children in decoding in comprehension skills throughout their school career.

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To support children to achieve their full potential in writing, quality texts are chosen as a termly stimulus for English which will fascinate and engage. A planned sequence of teaching is followed in order to enable the children to meet a specific end of unit writing outcome; one for fiction and one for non-fiction.

The sequence begins with sharing the text followed by detailed analysis. Key vocabulary and phrases from the text are highlighted and studied to expand the children’s word understanding. Weekly grammar lessons are followed by opportunities for the children to practice these skills independently in their own writing. Each unit culminates in an end of unit write which will use the learning from the whole unit.  Children are taught editing and revising skills in order to improve their own work. This sequence is recorded on the English Working Wall with examples for the children to use as prompts.

Throughout the year children will write for a variety of purposes and audiences across fiction and non-fiction. Writing to entertain includes description, poetry and story writing. Story writing covers six basic story plots from Pie Corbett including wishing, warning, conquering the monster, finding, journey, losing, meeting, rags to riches, fear, and character flaw tales in order to equip them with frameworks around which to base their own writing. Children also focus on a different non-fiction writing purpose including to inform, to argue and to explain, appropriate to their age and ability including a variety of text types: recount (newspaper and diary), report, instruction, explanation, discussion and persuasion. When a text type has been covered there are short burst opportunities for children to revise these throughout the year including outside of the English lesson in Topic, Science or Learn Together lessons. Children are supported by guided and modelled writing.

Handwriting Curriculum Abbey Farm pre-cursive
AFET Primary Writing curriculum
Abbey Farm Educate Together Primary Writing curriculum

In addition to the above, whole school initiatives successfully raise the profile of writing in school. This includes weekly Star Writers from class work celebrated.

There are high expectations of handwriting across the curriculum areas.
EYFS: Children learn the correct letter formation in Reception daily phonics lessons alongside using Write Dance to form precursive patterns. It is essential that children learn correct letter formation; starting in the correct place with movement in the correct direction are to be preferred to uniformly regular letters achieved through wrong movements. See the Letter Formation Instruction sheet in the gallery below, which show the letters with red starting buttons and arrows for direction of movement.

Fine and gross motor skills are developed through a range of activities. In terms 5 and 6 children begin to form precursive letters. In precursive writing children begin each letter from the line using a lead-in and a lead-out to aid the joining of letters.

Key Stage 1: Precursive handwriting is taught in year 1 as children continue to learn forming precursive letters correctly. Diagonal and horizontal joins are introduced and practiced regularly with children all using neat, cursive handwriting by year 2.

Key Stage 2: In years 3 to 6 cursive handwriting is developed so that children can write fluently with stamina for more prolonged periods. Handwriting Progression EYFS – Yr6 shows how the consistent approach in the teaching of handwriting across the school.

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Intent of the Geography Curriculum:

Through geography teaching, we enable children to gain an understanding of places and environments.

They learn about their local area and compare their life in this area with that in other regions in the United Kingdom and in the rest of the world.

They learn how to draw and interpret maps and they develop the skills of research, investigation, analysis and problem-solving.

Through their growing knowledge and understanding of human geography, children gain an appreciation of life in other cultures.

Geography teaching also motivates children to find out about the physical world and enables them to recognize the importance of sustainable development for the future of humankind.

The aims of geography in our school are:

  • To enable children to gain knowledge and understanding of places in the world;
  • To increase children’s knowledge of other cultures and, in so doing, teach a respect and understanding of what it means to be a positive citizen in a multi-cultural country;
  • To allow children to learn graphic skills, including how to use, draw and interpret maps;
  • To enable children to know and understand environmental problems at a local, regional and global level;
  • To encourage in children a commitment to sustainable development and an appreciation of what ‘global citizenship’ means;
  • To develop a variety of other skills, including those of enquiry, problem solving, ICT, investigation and how to present their conclusions in the most appropriate way.



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Intent of the History Curriculum:

The History National Curriculum is integrated into our Learn Together Curriculum. This means that the children will be ‘secondary ready’ in History whilst also developing a range of other skills to enable them to be proactive global citizens by:

  1. Having a good knowledge of the events of the past and being able to place them into the bigger world picture;
  2. Having a real appreciation that history helps us to see why things have happened;
  3. Being able to see how, when and why change happens – and to see the extent and place of change, and how change isn’t always progressing;
  4. Understanding that history isn’t just the past, but that it is a construct and to appreciate that people construct the past based on their own beliefs, views and contexts.
  5. Seeing things from the eyes of the people in the past and knowing that different people saw things differently. Also, children will begin to understand that the ideas and actions of people in the past are in some ways similar but in other ways different to their own.

Overall, we intend that children at Abbey Farm Educate Together will be life-long learners on a journey of exploration, enquiry, discovery, critical thinking, discussion and application of their knowledge and skills in history and in their wider learning.


The History Curriculum reflects our Educate Together core principles:

  • Equality-based – all children have equal rights of access, and children from all social, cultural and religious backgrounds are equally respected. History topics, plus the sources and resources used, celebrate the diversity of our school community.


  • Co-educational – all children are given the opportunity to explore the full range of their abilities through History lessons. The topics provide opportunities to challenge gender stereotypes and are not aimed at particular gender groups. All children are given the opportunity to become historians and to fully discover what this means!


  • Child-centred – the children are put at the heart of every decision and activity. Staff plan History topics and sequences of lessons to ensure the engagement and progression of every child in History, carefully considering the learning needs of each individual child. Building on children’s individual starting points, teachers ask: What do I want the children to be able to know and do by the end of the topic that they couldn’t do at the beginning of it?


  • Democratically run – children’s views are actively encouraged in responding to History topics and lessons. Teaching staff have the professional autonomy to decide how and when the areas for learning are covered within the curriculum for their year group.

See below for more information about implementation of the History curriculum.

History Implementation

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At Abbey Farm ET, children will develop their language learning skills and become all-round global citizens. We teach MFL in order to prepare our children for a rapidly changing world. Learning a foreign language prepares our children for life in modern society, in which work and other activities increasingly involve using languages other than English. We intend that through learning MFL , our pupils  will develop an awareness of cultural differences and develop a tolerance of diversity within a society. MFL also helps them to be open-minded and adventurous in all aspects of their learning.

Children are taught to develop an interest in learning other languages in a way that is enjoyable and stimulating. We encourage children’s confidence and creative skills and strive to stimulate and encourage children’s curiosity about language. We help children develop their awareness of cultural differences in other countries and strive to embed the skills of listening, speaking, reading and writing skills in a variety of contexts to lay the foundations for future language learning.​​

We use the ‘Language Angels’ scheme of work and resources to ensure we offer a relevant, broad, vibrant and ambitious foreign languages curriculum that will inspire and excite our pupils using a wide variety of topics and themes. All pupils will be expected to achieve their full potential by encouraging high expectations and excellent standards in their foreign language learning – the ultimate aim being that pupils will feel willing and able to continue studying languages beyond Key Stage 2.

The four key language learning skills- listening, speaking, reading and writing are taught and all necessary grammar is covered in an age-appropriate way across the primary phase. This enables pupils to use and apply their learning in a variety of contexts, laying down solid foundations for future language learning and also helping the children improve overall attainment in other subject areas. A whole school approach to MFL is desirable, and although languages at Foundation Stage and KS1 are not statutory, we introduce MFL from the age of 4.​ There will be many languages spoken by Abbey Farm children at home and we encourage them to share these and increase their understanding of our collective rich cultural heritage.

The intent is that all pupils will develop a genuine interest and positive curiosity about foreign languages, finding them enjoyable and stimulating. Learning a second language will also offer pupils the opportunity to explore relationships between language and identity, develop a deeper understanding of other cultures and the world around them with a better awareness of self, others and cultural differences. The intention is that they will be working towards becoming life-long language learners.

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In an Educate Together school, a daily period of time is set aside for the ethical education curriculum, which is delivered in addition to the National Curriculum. This program is called the “Learn Together” curriculum and is published by Educate Together. It defines the core values of all teaching and learning in the school. It is subject to continuous review and development.

Abbey Farm Educate Together Ethos and Values

The programme is divided into four strands: Moral and Spiritual Development, Justice and Equality, Ethics and the Environment and Belief Systems. The curriculum specifically addresses the Educate Together ethos and it is here that the values that the school seeks to model in its ‘characteristic spirit’ are articulated and explained in greater depth.

The aim is to help children develop a critical knowledge, understanding and awareness of right and wrong. Teachers aim to develop a strong awareness of social, ethical and moral standards through reflecting on the meaning and purpose of life. The strand should encourage and develop the individual on their journey to inner discovery and empower the child to make informed moral choices.

The general aim of the strand is to develop in children a critical knowledge, understanding and awareness of issues relating to human rights, equality, culture and diversity, social justice and social inclusiveness and to empower them to make a difference.

This strand explains and explores the major belief systems and life stances in the world in an educational manner, teaching children about these faiths and beliefs without endorsing any particular one as religious truth. This strand of the curriculum is usually very important to ensure that children of all backgrounds feel fully part of the school.
Particular care is taken to represent non-theistic, humanist, atheist and personal life stances as equally valid as traditional religions.
During the year, an Educate Together school may mark – in an age appropriate way – festivals such as Chinese New Year, Easter, Hindu festival of lights (Diwali), Harvest Festivals, Samhain (Halloween), Darwin Day, Ramadan and Eid, Hanukkah and Christmas.

The school develops in children a knowledge, appreciation and respect for their environment to empower them to take an active role in its stewardship. The environment is defined to include concepts of social, economic, political and environmental sustainability.
Children are expected to participate in the study of  the environment and social issues in their own community and take appropriate action. This may involve setting up an eco-school committee, visiting the elderly, surveying waste, traffic or water use in the area, setting up mini social enterprises and making representations to the local council or political representatives.

The program allows the school to explore the similarities and differences with the older celebrations that underlie many of these festivals. Examples would be how Celtic festivals and practices underpin the way that Easter is celebrated in Britain or the solstice-based festivals that occur in many religions around the end of the year.

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At Abbey Farm ET, we believe that in maths the answer is just the beginning.

Maths is incredibly important in our lives and, without realising it, we use mathematical concepts, as well as the skills we learn from doing maths problems, every day. The laws of mathematics govern everything around us; maths nurtures qualities such as reasoning, creativity, abstract or spatial thinking, critical thinking, problem-solving abilities and effective communication skills. A solid grounding in maths equips a child with uniquely powerful ways to describe, analyse and change the world.

How maths is taught at Abbey Farm

Maths Redfield ET primary Mastery

We have adopted the ‘mastery’ approach to teaching maths. Mastering maths means pupils acquiring a deep, long-term, secure and adaptable understanding of the subject.

The phrase ‘teaching for mastery’ describes the elements of classroom practice and school organisation that combine to give pupils the best chances of mastering maths.

Achieving mastery means acquiring a solid enough understanding of the maths that’s been taught to enable pupils to move on to more advanced material.

Effective teaching for mastery is underpinned by five big ideas.


Lessons are broken down into small, connected steps that gradually unfold the concept, providing access for all children and leading to a generalisation of the concept and the ability to apply the concept to a range of contexts.

Representation and Structure

Representations used in lessons expose the mathematical structure being taught, the aim being that students can do the maths without recourse to the representation.

Mathematical Thinking

If taught ideas are to be understood deeply, they must not merely be passively received but must be worked on by the student: thought about, reasoned with and discussed with others


Quick and efficient recall of facts and procedures and the flexibility to move between different contexts and representations of mathematics


Variation is twofold. It is firstly about how the teacher represents the concept being taught, often in more than one way, to draw attention to critical aspects, and to develop deep and holistic understanding. It is also about the sequencing of the episodes, activities and exercises used within a lesson and follow up practice, paying attention to what is kept the same and what changes, to connect the mathematics and draw attention to mathematical relationships and structure.

Calculation Policy

The Abbey Farm Educate Together Calculation Policy will be developed with staff once the school is open. This policy contains the written procedures that will be taught within our school alongside practical resources. It ensures consistency and progression throughout the school and reflects a whole school agreement.

To see the Redfield ET Policy, click  here. The document is broken down into addition, subtraction, multiplication and division. Each operation is then broken down into skills and each skill has a dedicated image showing representations and models that could be used to effectively teach that concept. There is an overview of the progression of skills linked to year groups to support cohesion across the school and a glossary of terms, representations and models that can support the teaching of different concepts.

Maths champions

In order to support with fluency of recall of key mathematical number facts, children at Abbey Farm participate in maths champion challenges. These challenges require the children to complete a series of associated number facts across the four operations within a given time limit (normally three minutes). The difficulty levels of the challenges become progressively harder, and the achievements of the children are celebrated each week.

Schemes of work

Each year group follow a scheme of work when planning and delivering maths. Samples of work schemes from our Redfield school can be seen here.

Yr1 Scheme of work

Yr2 Scheme of work

Yr3 Scheme of work

Yr4 Scheme of work

Yr5 Scheme of work

Yr6 Scheme of work

Parent/carer engagement

We recognise and place great importance on parent/carers engagement with their children’s mathematical development. We understand that the maths being taught can, on occasion, seem confusing or daunting and that the methods being used are occasionally unfamiliar. To address this a termly topic map is sent out that contains details of the children’s maths learning for the forthcoming term. We will also be holding and recording regular webinars in which parents/carers will be able to find out more about the methods that they can use to support their children’s maths learning.


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What is our vision for Music at Abbey Farm ET?

Children will leave school with a solid understanding of basic musical theory.

This will include:

  • Technical vocabulary.
  • Knowledge of instruments and orchestral families.
  • Be able to read music.
  • Having performed to an audience at least once per academic year. (E.g. Parent share morning, assembly performance, school nativity).
  • Children will leave school with a sense of rhythm and timings.
  • They should be able to play as part of a group either by using percussion, an instrument of their own, or their voice.
  • Children are exposed to high quality choir performances (KS2 choir) from assembly performances and see an example of stage presence and behaviour.

How will our children learn Music?

  • Ensure musical notes are being referred to along-side the correct technical vocabulary.
  • Arrange regularly opportunities for the children to showcase their learning (concerts, assemblies, trips).
  • Ensure singing assemblies are occurring regularly and the children are exposed to a range of song styles. (E.g. Call and response, Parts in an echo, Harmonies etc).

How do Core Principles, Learn Together and the Rights of the Child impact on the subject?

  • Democratically run: All children have a chance to play and perform. Children have a choice about the direction of their music lessons and potentially the chance to have input when planning an assembly (age dependent). Parents have the chance to see their children perform.
  • Child centered: Children are able to showcase their skills if they play an instrument (class orchestra)
  • Co-educational: A mixture of practical and musical theory. Chance to perform and encourage all children to develop on-stage presence.
  • Equality: All children have access to learning an instrument (recorders and class orchestra).
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From Year 1 upwards we follow the National Curriculum which includes a range of subjects, focussing on English and Maths.

Teachers are given the autonomy to plan topics which are of interest to the children. These topics are then carefully thought through to cover a wide range of subject areas. Our topic choices aim to encompass all areas of learning and provide many opportunities to develop our children’s English and Maths skills. English and maths are taught every day both across various subjects and in discrete lessons.

More information can be found in our Curriculum Overviews or by clicking the link below:

National Curriculum

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You have the right to education which develops your personality, respect for other’s rights and the environment.

Article 29 of the UNCRC says that a child or young person’s education should help their mind, body and talents be the best they can. It should also build their respect for other people and the world around them. In particular, they should learn to respect:
• their rights and the rights of others
• their freedoms and the freedoms of others
• their parents
• the identity, language and values of countries including their own.
Education should prepare children and young people for a responsible life in a free society. It should teach them how to live in an understanding and tolerant way that is non-violent and that respects the environment.

Article 2: All children have rights, no matter who they are, where they live, what their parents do, what language they speak, what their religion is, whether they are a boy or girl, what their culture is, whether they have a disability, whether they are rich or poor. No child should be treated unfairly on any basis.

Article 42: You have the right to know your rights! Adults should know about these rights and help you learn about them, too.


At Abbey Farm ET we have a commitment to our ethos and encourage our children to have an understanding of their rights.

Once the school opens we will begin work towards acheieving the first stage of Unicef UK’s Rights Respecting Schools Award (RRSA), Bronze: Rights Committed.

We are always striving to create the best possible learning environment for our children and this achievement shows that we are committed to promoting and realising children’s rights and encouraging adults, children and young people to respect the rights of others in school.

As the school develops we will set up a pupil-led steering group and have an action plan to ensure that:

  • The United Nations Convention on the Rights of the Child (CRC) underpins our values and decision making in school
  • The whole school learns about the CRC and respects the rights of others
  • Children are empowered to become active learners and active local and global citizens.

Click Here to view the Summary of the UN Convention of the Rights of The Child

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Our vision is to give children, at Abbey Farm ET a Science Overview which enables them to explore and discover the world around them confidently and gain a deeper understanding of the world we live in.

We teach Science practically and interactively whenever possible. We want children to pose questions and answer them as well as setting up their own investigations and recording data. They will acquire and apply core skills which equip them for an ever-changing world.

At the end of each half term, children complete a focused assessment task using resources from Bath Spa University. These tasks are practical, engaging and fun and in no way resemble a test. Children’s understanding is gauged through their drawings, comments and written explanations instead of answers to test questions. Click here for a science assessment example.

We teach children about the work of scientists and their contribution to the modern world and encourage them to view themselves as potential scientists and understand the wide range of work they could do. We are careful to ensure this includes contributions of women and black scientists, to challenge stereotypes and preconceptions.

Science Week is also a big part of Science at Abbey Farm and every year in March, a whole week is dedicated to science projects and workshops.


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As a Trust, we do not identify a set 10% of children as ‘Gifted and Talented*’ as this label can create unrealistic expectations around continuous performance across multiple subjects, causing unnecessary pressure to the child.

“Children have the right to surprise us.”

(Dame Alison Peacock)

Children’s’ progress is rarely uniform and consistent and identifying pupils as ‘Gifted and Talented’ risks missing out pupils who show an aptitude for a subject at later points. Our policy is that all children have the potential to discover gifts and talents in a wide range of subjects and areas of school life. We work on the basis that with the right opportunities and challenge, gifts and talents will be identified, nurtured and able to thrive. Every subject lead and school leader has a responsibility to provide additional ‘stretch’ and ‘challenge’, with varied, enriching opportunities to enable this to happen.

*In 2002 the UK Government introduced a Gifted and Talented funding system in UK schools. This was scrapped in 2010 for a variety of reasons due to funding and concerns raised by Ofsted as to the efficacy of the programme and the wellbeing of pupils. Currently, one of the markers that Ofsted use to judge a school is whether the school and teachers “nurture, develop and stretch pupils’ talents and interests”. This is very much in line with the Educate Together ethos of ensuring all pupils are exposed to a wide range of opportunities.

We really like the work of Dame Alison Peacock, at the Chartered College of Teaching. You can find her here, talking about the Learning without Limits programme.

You can find further information here.


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We all have values by which we and our families try to live our lives by. These can include values such as honesty, trust, respect, kindness, perseverance, justice and so on. At Educate Together we have our 4 core principles and the objectives in the Learn Together curriculum. We use values to teach about this.

Each month we look in depth at one and bring it into all we do. This way the children begin to think for themselves what they, their families, the school and their friends think is important. We find that discussing values helps children to realise that whilst we may all have different beliefs and different cultures or ways of life we actually share much in what we believe in.

By referring back to the values children can begin to think about how to behave and respond to the situations they come across in life. They are helped to understand what is important to their own family and to others. This way they will grow up able to understand and find the shared values with all people they come across.

Are there any faiths or cultures that do not value honesty, respect, friendship or kindness? By sharing and discussing these we realise that we have far more in common with each other than what separates us.

Value of month

Once teaching staff are appointed, they will begin to create and tailor the schools curriculum and values calendar to reflect the needs of the school and local context.

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Our school Mental Health lead is: Miriam Fredrickson-Barnaby

Our Mental Health Governor is:  TBC.

If you would like information about joining the Local Governing Board (LGB) please email Nikki at Info@abbeyfarmet.org.uk.

Abbey Farm Educate Together Primary Academy is committed to supporting the emotional health and wellbeing of every child.  We believe that the school can help pupils build resilience and improve their mental health.

Our Learn Together curriculum, in particular our Moral and Spiritual strand focuses on supporting children both physically and emotionally to promote positive mental health and we provide a range of opportunities for children to actively support this, including taking part in outdoor activities.

As a school we actively encourage the children to express and talk about their feelings including how we can look after our bodies both physically and mentally. The children have opportunities to talk with adults who they are comfortable with in a safe, nurturing environment.

Mental Health and Wellbeing: Information for parents and carers of primary aged children.

We all have ups and downs in life but in childhood it can be particularly hard to cope with sad feelings and worries that arise when things are hard or scary. There may be times when your child is unhappy or struggling emotionally. You may notice that they seem low or worried or that their behaviour changes. We may notice that they seem withdrawn or upset at school.

If you are worried about your child’s mental health then you are not alone. Many parents and carers have similar worries and stresses . There is good support available from local and national organisations. The sooner you seek help the better for your child and you.

The leaflet: Mental health problems in children and young people: guidance for parents and carers provides some useful tips for helping your child plus links to local and national services.

Local services available for children

The School – Please talk to us about your concerns, so that we can work together to help your child feel better. In the first instance please speak to your child’s class teacher by arranging a convenient time to meet them. They will then liaise with Emma, our Mental Health Lead for further advise and support.

Your GP – A GP can check any physical symptoms linked to your child’s health and talk with you about their emotional well-being making a referral to a specialist service if necessary.

The School Nurse – Parents/carers can contact the Swindon Borough Council School Nurse Service for advice and support on a range of health issues.

Child and Adolescent Mental Health Service  (CAMHS) – A free NHS service that assesses and treats 0-18-year olds with emotional, behavioural or mental health difficulties.

Off the Record – Counselling service for young people  

Websites that offer advice and/or information

The following organisations provide reliable information and advice to help parent/carers to support their child when experiencing emotional difficulties:-

Young Minds: – Help for Parents – Information about all aspects of child mental health, including a Parent Helpline 0800 802 5544

You’re Never too Young to Talk Mental Health – leaflet for parent/carers of primary aged children

Childline – Lots of information and tips for children of all ages about feelings and difficult situations

Minded for Families – Free learning resource about mental health for parents and carers

Happy Maps – Lots of information about health topics including mental health, organised under different age groups including pre-school and primary age

Every Mind Matters – NHS endorsed tips and advice to help children and young people and equip parents with knowledge to support them

Looking after your own mental health

Your own mental health and wellbeing is critical to your ability to support your child/children. Being a parent or carer can be difficult, especially if you are facing personal or financial challenges. It can help to talk to someone, such as a friend, family member or your GP, if you feel comfortable doing this. The following organisations can also offer information and advice to help:

The Wellbeing College – Directory and database of groups, activities and courses in the community that can support adult wellbeing.

Talking Therapies – Accessed through G.P or self-referral.

Swindon Mind – 01793 432031

Samaritans – Tel:  free 116 123

NHS Choices: moodzone – Helps manage stress, anxiety, depression. https://www.nhs.uk/conditions/stress-anxiety-depression/improve-mental-wellbeing

CALM Campaign against living miserably

Agencies and services to support parents and carers in vulnerable situations

Swindon Borough Council Local Offer of services: Wellbeing Options – Links to a range of services supporting physical, social and emotional needs across the area.

1 Big Database – links to a wide range of useful information for families including Ofsted registered childcare, parenting support, groups, clubs and events.

Rainbow Resource – Signposts to organisations, services, support, activities and groups for children and young people aged 0-25 with additional needs.

Citizens Advice Swindon – Independent charity that provides free, impartial advice and information on a range of issues including housing, employment and debt.

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At Abbey Farm Educate Together Primary we intend to hold a wide variety of events throughout the academic year to celebrate and engage the children in the world around them.

Parents, carers and pupils are welcome to suggest events and celebrations they would like to see in our school calendar, as our teaching staff develop the schools calendar. Please email info@abbeyfarmet.org.uk with any suggestions.

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