English and maths subject progression documents and information can be accessed via the KS1 and KS2 curriculum tabs
Science
Our intent is to ensure progression of the statutory requirements for primary science in an innovative, creative and memorable way.
We want children to be enthused at Abbey School with an eagerness and curiosity regarding their environment, how it works and the ways in which they can explore and develop their knowledge and understanding of the world. We intend for them to be able to explain the world around them using the ideas and concepts taught to them in science. They will build a schemata for important concepts through a sequence of skills that progress over time. The children will revisit key concepts and use previous knowledge to learn from the activities they have undertaken.
We intend that our science curriculum will encourage our children to think, discuss, try things out, get their hands dirty and work inside and outside the classroom in a fun, interactive and practical learning environment. They will be confident and fluent in using scientific vocabulary. Children will use scientific enquiry to create knowledge that can be revised when new evidence comes to light and to use different types of scientific explanation. They will be fluent in both their disciplinary and substantive knowledge, building on previous learning to create a picture of their scientific experience and ways of using that knowledge in future lessons and investigations – to Year 7 and beyond.
The children are encouraged to work scientifically by questioning, observing, measuring, planning, researching, recording, presenting and evaluating at every opportunity. They will be introduced to new scientific concepts and also be able to pose and answer their own scientific questions. Science will be inclusive to all children regardless of background, ability, knowledge or experience. SEND children will be carefully considered and planned for, and given the same opportunities as every child at Abbey School.
We use Nicky Waller’s “Creative Approach to Teaching Science” with exciting and innovative ways to teach and meet the objectives for primary physics, chemistry and biology from Years 1-6 because we want our children to be curious and to realise how amazing and exciting science is!
Computing
Our intent is to ensure progression of the statutory requirements for primary computing as part of a broad and balanced curriculum. We aim for our curriculum to be ambitious and for the children to learn in an innovative, creative and memorable way. We want children to leave school as computational thinkers with an enthusiasm and curiosity regarding their ever-changing environment, how it works and the ways in which they can explore and develop their knowledge and understanding of the world through information technology and other STEM subjects.
We aim for our computing curriculum to be coherently planned and sequenced and successfully adapted, designed and developed for all pupils, including pupils with special educational needs and/or disabilities. We want it to encourage our children to think and discuss ways to solve problems and achieve success through collaborative projects as well as independently. We want children to know that IT systems are all around us, about how they work as well as how to use them and that computing can be achieved away from a physical computer. Our learners will be given opportunities to develop their digital literacy skills as well as their computer science knowledge.
In addition to this, we aim for our children to be safe when using technology and understand the risks that can be involved, how to deal with these and how to ask for support. We want all of our learners to leave school as good digital citizens.
Our staff access CPD and resources from our local Computing Hub and we have adapted the “Teach Computing” planning to meet our needs.
Geography
Our intent is to build a geography curriculum that inspires inquisitive minds to learn about the world around them and develop knowledge and skills that benefit children throughout their lives.
We aim to promote learning through an engaging curriculum which provokes children’s curiosity of the world around them. The progressive nature of the curriculum ensures that previous knowledge is built upon and key facts and information are embedded. Children will learn about the world and gain an understanding of their place within it, from learning about their local area as well as the impact that humans have upon the world.
We aim to create geographers who are inquisitive about the world and the people within it; have an interest and understanding of the diversity of environments and resources and are able to explain some key physical and human processes. As an investigative subject geography develops skills which are transferable to many other areas enabling children to aim high, work hard and achieve together.
History
The intent of our history curriculum is to deliver a curriculum which is accessible to all and that will maximise the outcomes for every child so that they aim high, work hard and achieve together. As a result of this they will:
PE
Abbey Schools recognises the contribution of PE to a child’s physical, cognitive, social and emotional development as well as the role it can play in a child’s spiritual, moral and cultural development.
We aim to provide a broad and balanced PE curriculum intended to develop children’s increasing self-confidence in their ability to manage themselves and their bodies within a variety of movement situations. Through a balance of individual, paired and group activities, we aim to cater for the strengths, needs and preferences of each child, using differentiated activities where appropriate. Children are also taught to appreciate the importance of a health and fit body, and begin to understand those factors which affect health and fitness.
We believe that PE offers the opportunity for all children to develop a sense of personal achievement, fair play, teamwork and an understanding of how sport can break down social and cultural boundaries. All children are encouraged to join clubs to extend their interest and involvement in sport.
Our curriculum is based on Get Set 4 PE with adaptations for our context and to include as many opportunities for children to participate in events organised by the Darlington Sports Partnership.
DT
The intent of our Design and Technology curriculum is to deliver a curriculum which inspires every child and provides practical learning opportunities. As a result of this they will:
Our DT projects are always linked to other curriculum topics.
Art and Design
At Abbey, we use Access Art as a guide to teach our art lessons throughout the school. Art is an individual process that proves to be popular with children in all year groups.
Artists
We always look at more than one artist when starting a new topic – the differences and similarities between them opens up conversation and introduces the idea that there are always many ways to approach a project or idea. The artists we study are diverse and equal in importance.
Our main goal when looking at artists in the classroom is to let artists challenge and widen our own thinking and learning. We learn from the way artists see the world, and their creative response to what they see, and we can allow those new ideas to widen our understanding of what is possible.
Visual Literacy
Visual literacy is what is seen with the eye and what is ‘understood’ with the mind. Like words, images are special kinds of signs. Also, like words, images can be deceptive, so we need to be able to read them accurately, interpret their contexts and make sensible decisions based on what we think they mean.
Developing our visual literacy skills helps encourage creative and critical thinking skills – and helps us build our capacity to be curious about the world, always remembering that curiosity and creativity go hand in hand.
Drawing
“Drawing” incorporates so many different skills. One child might favour neat, analytical techniques, another child may be better suited to more imaginative or expressive work. It’s really important we provide opportunities for pupils to practice the full variety of skills, so that each child finds their way into drawing in a way which suits them. This makes drawing as inclusive and accessible as possible.
Design through making
Children are at an exploratory stage of creative education. They are making to find out, not because they know. Our art curriculum advocates “Design through making”. Instead of designing on paper, providing materials and tools, filling heads full of ideas and the air full of conversation, allowing children to get stuck into their art work. Working in this way allows them find out what happens when materials, fingers and minds collide. They experience what works and what doesn’t and as they work, they WILL design.
Music
Our intent is to ensure progression of the statutory requirements for primary music in a practical, creative and enjoyable way.
We want children to leave school having had a rich and varied experience of practical ways of music making and having had opportunities to listen to a wide range of quality recorded and live music. Children will be given opportunities to perform their music making in front of their peers and parents.
We aim for music to encourage our children to create, collaborate, experiment and enjoy a wide range of playing, singing, composing and listening activities in a fun, interactive and practical learning environment. All children will receive some teaching by specialist music teachers on their journey through the school. Small group lessons provided by specialist teachers will be offered to all children in Key Stage 2 from a choice of strings, brass or woodwind.
The children are encouraged to create their own compositions and record them, when appropriate, using staff and other notations.
They will access music from different cultures, traditions and time periods and will be encouraged to discuss what they have heard giving opinions and using appropriate musical vocabulary. Children will gain knowledge of the different periods of musical history.
We use the Kapow scheme of work.
MFL – French
Our intent is to ensure progression of the statutory requirements for primary languages in an innovative, creative and memorable way.
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.
We want children to leave school with an enthusiasm and curiosity regarding their ability to speak, write and understand French. Children should feel prepared and confident heading into secondary education – where French is the predominant second language learned.
We aim for MFL to encourage our children to express themselves confidently and appreciate the need for different languages around the world. It is vital that our children are aware of – and respect – other cultures, particularly those of French speaking countries. Our aim is to provide the children with opportunities to learn about the impact of other languages on English, and how useful they can be in the wider world. We hope our curriculum broadens their understanding and awareness of the wider world.
RE
The Purpose of Religious Education
The Darlington Agreed Syllabus 2022 asserts the importance and value of religious education (RE) for all pupils, with on-going benefits for an open, articulate and understanding society.
Religious education contributes dynamically to children and young people’s education in schools by provoking challenging questions about meaning and purpose in life, beliefs about God, ultimate reality, issues of right and wrong and what it means to be human.
The Aims of RE
The principal aim of religious education is to explore what people believe and what difference this makes to how they live, so that pupils can gain the knowledge, understanding and skills needed to handle questions raised by religion and belief, reflecting on their own ideas and ways of living.
The curriculum for RE aims to ensure that all pupils:
PSHE/SRE
At Abbey School, PSHE education is an embedded part of our broad and balanced curriculum. Pupils’ spiritual, moral, social and cultural (SMSC) development is at the heart of our school ethos. British Values are promoted through the overarching aims and objectives of PSHE by supporting our children to become healthy and responsible members of society, as well as preparing them for life and work in modern Britain.
At Abbey School, our PSHE curriculum aims to equip our children with essential skills for life; it intends to develop the whole child through carefully planned and resources lessons that develop the knowledge, skills and attributes children need to protect and enhance their wellbeing. Through these lessons, children will learn how to stay safe and healthy, build and maintain successful relationships and become active citizens, responsibly participating in society around them. Successful PSHE curriculum coverage is a vital tool in preparing children for life in society now and in the future. Lessons in our curriculum have their foundations in seeing each and everybody’s value in society. Our curriculum aims to cover a wide range of the social and emotional aspects of learning, enabling children to develop their identity and self-esteem as active, confident members of their community. The themes and topics support social, moral, spiritual and cultural development and provide children with protective teaching on essential safeguarding issues, developing their knowledge of when and how they can ask for help.
Our curriculum resources are fully in line with the Learning Outcomes and Core Themes provided by the PSHE Association Programme of Study. This covers all of the required objectives and follows the three core areas of Health and Wellbeing, Relationships and Living in the Wider World. It fulfils the requirements of the 2020 Statutory Relationships and Health Education, setting these learning intentions in the context of a broad and balanced PSHE curriculum.