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Our Curriculum


We designed our own curriculum to ensure that children have a positive sense of self-identity, are able to relate and interact well with others and have the skills and talents for now, for the future and to make the world an even better place.


At Abbots Hall, we have a growth mind-set to our own learning as educators so that we can model this for our pupils. We integrate research and theory into our practice in a quick and efficient manner so that we can maximise the positive impact on outcomes for our pupils.


The whole academy community plays an enormous part in reviewing the curriculum. There is a highly cohesive team ethos and we work together to identify areas for improvement and to problem solve and find solutions quickly. We work in an agile manner to address any school improvement points as urgently as possible and we constantly review and refine what we are doing in the school.

Picture 1

Our Aims:

  • Provide equal opportunities for all children, regardless of their background and starting points, to gain knowledge, skills and character and make significant progress across the range of concepts taught in the School Curriculum.
  • Encourage children to develop a sense of personal growth through character development, enabling them to become global citizens and socially responsible. They will develop key characteristics through the celebration of our values [Fig. 1].
  • Develop children’s application of knowledge through carefully planned, high quality questioning and activities where a wide range of thinking skills are required. These skills are accessed by the Abbots Hall ‘Thinking Skills’ [Fig.2].
  • Prepare children for their own unique journey by encouraging them, through the curriculum, to become reflective, effective learners [Fig.3].


We know that children learn better when they are excited and engaged. At the Abbots Hall, we are constantly looking to provide stimulating and motivating learning opportunities which not only challenge our pupils but also inspire them to continue their learning beyond the classroom.


We also recognise that great learning needs to be the right balance of lots of areas and if there is too greater focus on one aspect, learning can be limited. It is for this reason, we have carefully designed our curriculum around four key areas: Character, Knowledge, Skills and Meta-Learning (or learning how to learn).

Picture 1 1. Character Education
Picture 2 2. Thinking Skills
Picture 3 3. Meta-learning

Year 4 Shang Dynasty Big Bang


To introduce their topic on the Shang Dynasty, Year 4 took part in a Chinese workshop.  They produced plates with Chinese designs and learned and performed a Chinese dance for the parents.

Our performance

Still image for this video

Further Curricular Opportunities   

In addition to the well planned and comprehensive curriculum delivered by our outstanding teaching staff, our TAs and specialist teachers deliver the following learning experiences: Forest Schools, gymnastics coaching, specialist sports coaching and dance coaching. All children in years 5 and 6 and have the opportunity to access a residential trip once a year.

Inclusion and Differentiation

In order to provide all pupils with relevant and appropriate work at each stage we; -

  • set suitable learning challenges;
  • respond to pupils’ diverse needs;
  • endeavour to overcome potential barriers to learning;
  • plan and adapt learning to enable children to broaden, deepen and accelerate their understanding and development of skills and knowledge;
  • challenge children to think at depth and deepen their learning across the curriculum.
  • ensure our curriculum is inclusive and promotes a growth mind set in all our children, linking back to our school moto – Achieve, Believe, Create.
  • provide additional support and interventions for children as necessary and in line with our SEND policy.


To ensure our curriculum is highly effective we constantly monitor its output. In order to do this, we place great emphasis on pupil voice. We spend a lot of time speaking with our pupils about their curricular experiences, constantly seeking to improve them. 


Leaders, including middle, senior and governors review pupils outcomes, data and teaching to judge the standards of teaching all subjects across the curriculum. 

Want to know more?

For further information please see the Curriculum Policy (and others) in the Policy section of the website.