Our Curriculum

Our curriculum is designed to enable children to become good and successful citizens of their communities. All our 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.

We are currently in the process of developing our curriculum linked to our newly developed values. Our current (as of November 23) long term plans (*subject to change) can be found here:

Draft Long Term Plan

For a more detailed overview and skills progression please select from the subject lists below


Statutory Assessments

All schools including Redfield 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 Redfield 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 RET, 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. Teachers use the progression of skills document Redfield Educate skills progression document 2when 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 which enables them to feel a greater sense of belonging and pride within their community.

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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Intent statement:

At Redfield, 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 Redfield, 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 Redfield 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 a variety of programmes to process data, how to operate laptops and tablets to support their learning across the curriculum, and how to create and edit 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.

Progression of Skills

Computing Units



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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 Redfield Educate Together, oracy is at the heart of our curriculum and embedded in our teaching of all subjects. We want every child at Redfield 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 Redfield 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 does drama look like at Redfield 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 Redfield

The Oracy Framework

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At Redfield Educate Together we aim to empower our children as readers and authors, anchoring our learning in high-quality and diverse texts. Our reading and writing learning is purposeful and engaging, rooted in our school values of community, compassion, courage and curiosity.

Children develop their ability to listen, speak, read and write for a wide range of purposes, including the communication of their ideas, views and feelings. They are encouraged equipped to express themselves creatively and imaginatively, as they become enthusiastic and critical readers of stories, poetry and non-fiction texts.

It should provide opportunities for all pupils, regardless of 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.

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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.

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 visits the library weekly and children are encouraged to take books home to enjoy with their families. Each class will also visit our local St George’s 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.

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. The Handwriting Progression Guide shows how the consistent approach in the teaching of handwriting across the school.

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Intent of the Geography Curriculum:


Here at Redfield Educate Together, we love Geography. We explore, both physically and virtually, all corners of our natural and human world, and immerse ourselves in our local community. We believe that a high-quality geography education should inspire children to develop a sense of curiosity and fascination about the world and its people that will remain with them for the rest of their lives. 


We focus on supporting our children to gain a deeper knowledge of diverse places, people, resources, natural and human environments, together with an understanding of the Earth’s key physical and human processes.    


Geography helps give children a better world view and develops a host of transferable skills. Through deep questioning, we encourage the children to have fun and be curious as they explore the world. They are given lots of opportunities to investigate and make enquires about their local area and community


We believe that it takes courage and creativity to make the world a better place. Children are encouraged to challenge stereotypes, prejudices and cultural misunderstandings. We encourage learners to think critically and widen the scope of the stories they know about other people and cultures. Learners are supported to become more aware of ‘what they don’t know’ and to recognise that everyone has multiple stories about themselves to share. 


Geography Curriculum Overview

Skills of Progression

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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 Redfield 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 Redfield, 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. See out skills progression overview here. Skills_Progression_Grid_By_Year_Group-2

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 are many languages spoken by Redfield 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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The ‘Learn Together’ Curriculum

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.

Moral and Spiritual Development
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.

Equality and Justice
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.

Belief Systems
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.

Ethics and the Environment
The school develops in children a knowledge, appreciation and respect to 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 study of 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.

Our skills progression framework can be found here: Learn Together RET


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At Redfield 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 Redfield

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 Redfield Educate Together Calculation Policy contains the written procedures that will be taught within our school alongside practical resources. It has been written to ensure consistency and progression throughout the school and reflects a whole school agreement.

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 Redfield 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. Each year groups scheme of work 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.

If you have questions or suggestions, please email our Maths Lead, ieuan.blackwell@redfieldet.org.uk.

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At Redfield Educate Together, we want our children to experience a rich, varied and inspiring musical education which will instil in them a life-long passion and enjoyment of musical creativity.  Music can be heard daily around our school whether that be a range of interesting music in assemblies, a variety of instrumental lessons or songs sung in the classroom.  Our Music Curriculum encompasses our core values; we enjoy celebrating with our community by sharing concerts; understanding music from different times and places encourages compassion and we aim to develop children’s courage and resilience through performance.

Music Progression of Skills



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At Redfield Educate Together, we aim to provide children with the skills, habits, and knowledge to not only become healthy, stable and contributing members of society, but also leaders of the community. Physical Education instils the core values that ensure our children are educated to live a healthy lifestyle and are enthused to continue into adulthood. Across curricular PE, extra-curricular physical activity, play and competitive sport, we aim to develop children’s physical, social and cognitive literacy to obtain the skills and knowledge in health and sport.

PE overview

PE progression of skills

PE timetable

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We are delighted to have been awarded our Gold Award in 2022.

For more information about the Rights Respecting Schools award please click here.


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.

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Parent Consultation: Change to RSHE

In November 2020, we undertook a parent consultion on proposed changes to Relationships, Health and Sex Education at Redfield Educate Together.

This has informed our  Policy, which can be found here: ETAT RSHE Policy

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‘Wonder is the seed of knowledge’ Francis Bacon

Click here for an overview and progression of skills  document at RET.

Our vision is to give children at Redfield ET a Science curriculum full of wonder 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, following the Thinking, Talking, Doing Science approach. We encourage natural curiosity: 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.

We aim to inspire all children to become the next generation of scientific leaders and to help contribute towards a more sustainable future for our planet.

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We all have values by which we and our families try to live our lives by. Our values are:

  • Community
  • Compassion
  • Courage
  • Curiosity

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 term 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.


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

Reception Class trip to Lower Stock Farm

March 23: Reception class had a fantastic day out at Lower Stock Farm, meeting cows, chickens, this years calves and some worms!

Year 3 trip to the National Roman Legion Museum

March 23: Check out our virtual newsletter to hear more about the amazing artefacts our Year 3 classes saw on their visit to the museum.

Redfield Reading Cafe

March 23: Pupils talk about finding new favourite books at the Redfield Reading Cafe, that has started up this month.

Decorate the doors competition for World Book Day

March 23

This year, out World Book Day theme was Fairy Tales. Each class took a well known story and decorate their doors. Competition was fierce!


The Great Big Dance Off: Regional Heats

Feb 2023

We are so proud of the team that went to represent us at the regional heats for The Great Big Dance Off. Special thanks to Emily and the team too! You can see their routine in the virtual newsletter 7.3.23.

Science Week 2023

6.2.23 -Year 2

We used portable exhibits from the We the Curious to conduct mini experiments!



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Intent of our Design and Technology curriculum: 

At Redfield we are engineers, inventors and innovators. Our Design and Technology curriculum excites, encourages and enables our children to become critical thinkers with the courage to take risks as innovators.

As part of our school community, children will develop the curiosity to use a range of tools, resources and materials, which includes links to our Computing curriculum, to create a variety of effectively constructed and aesthetically pleasing products.

By looking at existing designs, with a strong focus on the importance of evaluation, children will show compassion in reflecting on their own and others’ work. They will have the courage to adapt and improve their work, providing them with a key life skill in addition to a robust foundation for their next step of education.

Our Design and Technology projects link to our termly topics and values to ensure that our children are inspired by engineers, designers, chefs and architects, enabling them to create a range of structures, mechanisms, textiles, electrical systems and food products within real life contexts. Have a look at our DT 23-24 curriculum overview.

Our Design and Technology curriculum is taught every other term, through the Design, Make and Evaluate processes, underpinned by Technical Knowledge.

The Design process is rooted in real life, relevant contexts, giving meaning to learning.

The Make process offers children a range of tools, from which they can choose freely.

The Evaluate process allows children to reflect upon their product, against design criteria.

To be successful in the Design, Make and Evaluate processes our children will make a product for a person with a purpose and be taught the technical knowledge and key vocabulary to support their learning.

Have a look at our DT 23-24 progression of skills map which includes Technical Knowledge and End of Key Stage Expectations.


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