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Our curriculum challenges and supports all pupils to reach their full potential in all subjects. We develop their strengths and support them to progress in areas that they find challenging.

Greenfield E-ACT Academy intent statement

Please click here for our intent statement: Greenfield E-ACT Academy intent statement


We have worked in collaboration with the other five E-ACT academies in Bristol to produce E-ACT’s Great Western Curriculum. Our curriculum statement for this can be found here:    E-ACT’s GWC curriculum intent statement

Foundations of Learning

At Greenfield, we believe in creating strong foundations of knowledge and skills for all of our pupils, allowing them to build on their learning. We track the performance of all, enabling us to challenge lack of progress and support when needed, closing gaps in attainment.

We are passionate about how we approach this and use everything from drama, music and art to immerse children into everything they do. Making links and connections between areas of learning, developing new skills to a mastery level is an integral part of the National Curriculum.

Using an engaging and exciting curriculum called E-ACT’s Great Western Curriculum, we are able to support each child to discover and develop their interests and talents. Through regular communication we are able to work with our parents and carers to assist pupils both at home and at school.

Our teaching staff work in curriculum teams to plan the sequence of learning and to ensure that our curriculum is broad and balanced, and that regular links are made between areas of learning; we know that this is how children learn best and retain that knowledge.

Our curriculum evolves each year to suit the needs of our pupils, and although topics may start with a similar stylus, we are more than happy for our children to work with their teachers to direct where their learning journeys take them.

To find out more about the curriculum our school is following please contact the office or speak to your child’s class teacher.

Curriculum for Early Years

Click Here to view our Academy Passport Booklet.

Click here to find out about Reading at Greenfield.


Through every year group and every genre, the following strategies are taught: 

  • Identifying literal information (Pointy Finger) 
  • Retrieving information (Rover the Retriever) 
  • Finding the clues – inference (Sherlock Holmes) 
  • Asking questions (who?, what?, when?, why?, how?) 
  • Predicting (Crystal Ball) 
  • Summarising (Summing Up) 
  • Skimming (Reading Rapidly) 
  • Scanning (Looking High and Low) 
  • Active Alan (Inner Voice. This is the voice in our heads that asks questions and gives us ideas as we read) 

Careful planning has ensured that there is progression in each of these through each genre and through the years. National Curriculum end points have been mapped out and broken down into composites for each strategy. 

Our reading curriculum is knowledge and vocabulary rich. Our texts are closely matched with the history and geography curricula, and the knowledge acquired during reading lessons builds on pupils’ existing schemas. Vocabulary expansion is a key element of the curriculum, forming part of every lesson without fail. Vocabulary is taught explicitly and great care is taken to ensure that all pupils know what all of the words in a text mean. Great care has been taken to ensure progression within a year and through the year groups in every genre and every objective within that genre. Our medium term plans carefully map out how the knowledge builds in this way. In order to ensure that our curriculum develops pupils’ long-term memory, we have built learning poetry by heart into our curriculum. This is also the reason we have repetition through the genres of reading and also through the reading strategies. We view knowledge as a progression model; following our reading curriculum will mean that pupils make progress. This is why there is so much detail in our medium term plans; we have laid out the composites within each component of the reading curriculum to ensure that the knowledge is covered which will allow this progress to take place.  


In the foundation stage children will spend much of their time on literacy activities.  As they move up the academy, literacy provision will change and develop to suit children’s needs as they develop basic skills and become confident readers and writers. In key stage 1 we use the Little Wandle System for phonics learning.

Our primary aim for writing is to promote a love for writing and for this to permeate through all areas of the curriculum. Through our writing curriculum, we want our children to become fluent and effective communicators of the spoken and written word through an adaptation of Pie Corbett’s Talk for Writing embellished with use of the FANTASTICS from Jane Considine’s The Write Stuff.

A three-weekly cycle is followed with the first week largely focusing on immersing our children with a text in the style of the genre being taught; the key features of which are taught using oral recitation with actions and drama and the use of WOW events to engage and capture the children’s attention and imagination. In the second and third week of the writing cycle, children are encouraged to become more independent writers and accurate editors. During the three-weekly cycle, our pupils will acquire wide-ranging vocabulary, a strong foundational understanding of English grammar and apply their phonic and spelling rule knowledge to show they are effective spellers. Knowledge progression is built in a hierarchical fashion ensuring all previous knowledge are embedded and feed into future ones.


At Greenfield we have been developing the teaching of Mathematics, in particular we have focused on our approach to ensure that all children are given the opportunity to master all aspects of mathematics. Lessons are delivered by focusing on the 3 over-arching aims of the National Curriculum: fluency, reasoning and problem Solving. This ensures that children have a deep understanding of concepts before moving on.

Mathematics is a highly connected subject; each piece of learning influences the next. The mathematics curriculum should be taught through a mastery approach, not moving quickly through content but exploring deeply the links between the maths. This is achieved through a thorough decomposition of each composite element of the curriculum into specific components; by doing this, it enables each piece of procedural knowledge is mastered, ready to move onto the next area of learning. It is the aim to provide children with a secure foundation, which will enable them to meet the three main aims of the maths curriculum to: work fluently; have the ability to reason mathematically and be able to apply these skills to solve problems.   

We use Times Tables Rockstars to promote the fluency of multiplication skills. Your teacher will give your child their login username and password – you can login by clicking here.

Mathletics is also used to promote the practice of key Maths skills. Children can play Maths games independently or compete against friends. Again your teacher will provide you with your child’s login and you can access Mathletics by clicking here.


Through E-ACT’s Great Western Curriculum, we want our children to become historians in their history lessons. We want the children to love history, to remember their history lessons and to create a detailed understanding not only of the way Britons ancient and past civilisations have shaped the country but also how civilisations across the world have made us who we are today.

We celebrate a variety of historical days to ensure the children are exposed to many aspects of history including Black History and Diversity Month and Remembrance Day.  Our history education helps children to develop a coherent knowledge of Britain’s past and that of the wider world. The children are taught our history curriculum in a carefully structured order to ensure that they are developing their historical knowledge and vocabulary at an appropriate rate. Using a concentric circle to constantly build and develop children’s schema by leading directly in for the children’s prior knowledge.

Each topic has been specifically chosen to further develop children’s knowledge of how the current world was shaped, sequencing in revers chronological order to ensure that children have embedded fluent understanding of where we are currently in order to understand where we came from. Each year group travels further back in time adjoining new core knowledge to the existing schema. Year groups progress from recent Bristolian history to the history of Britain and then get opportunities to look at world history comparing significant European and non-European civilisations often underappreciated in history such as the Mongols, Aboriginals and Kingdom of Kush. Each topic is framed with an enquiry-based question that challenges stereotypical narratives of history. We aim to give our children knowledge through contrasting facts to gain opinion. This therefore prepares children to ask perceptive questions, think critically, weigh evidence, sift arguments and develop perspective and judgement.

Our history curriculum helps children to understand the process of change, the diversity of societies and relationship between different groups. Most importantly it provides the children with awareness for their own identity and the challenges of their time. Our curriculum is steeped in Bristolian history and throughout each topic children will use the knowledge of other civilisation to form comparisons of their own.

6 key themes take the core curriculum knowledge and develop it in to powerful knowledge using 6 historical principles that frame any historical civilisation to give children a secure holistic historical understanding that will ignite a passion to be a historian in further education. Assessment in History will be done largely through child voice to ensure there is no assumption of knowledge gained. Prior knowledge will be revisited in every session to ensure overlearning leads to embedded knowledge and transferral into long term memory. Children will present their knowledge through a presentation at the end of each topic by answering the big question through demonstrating all of the component knowledge.


We want our children to become geographers, explorers and data analysts in their geography lessons. We want the children to love geography, to remember their exciting geography lessons and to create a detailed understanding not only of the local processes, changes and impacts but also how the world has been shaped by ancient river systems, volcano eruptions and societal decisions. We celebrate a variety of geographical days to ensure the children are exposed to many aspects of geography including Fairtrade Fortnight and World Oceans Day. Our geography education helps children to develop a coherent knowledge of local, national and international physical and human processes. The children are taught our geography curriculum in a carefully structured order to ensure that they are developing their geographical knowledge and vocabulary at an appropriate rate.


Computing skills can be found across the whole curriculum. From the very youngest age children will become familiar with technology through the use of interactive whiteboards and tablets. They will have opportunities to use these skills themselves within whole class and small group teaching.

The computing curriculum has been broken down into four blocks per year group:

-Communication & Using Technology
-Simulation & Modelling
-Film & Animation

Discrete online safety concepts underpin these blocks.

Religious education

We aim to promote the intellectual development of our pupils and help them to gain a greater understanding of themselves. In line with British Values we teach children to tolerate those of different faiths, beliefs and encourage individual liberty. We aim to educate children to have a sympathetic awareness of the needs of others and to support them to learn to understand the world and their place in it. 

The overarching aim for Religious Education in the National Curriculum is to ensure that: 

  • We offer a curriculum which is balanced and broadly based which promotes spiritual, moral, mental and physical development of pupils at the school and of society.
  • We prepare pupils at the school for opportunities, responsibilities and experiences in later life.
  • We teach religious education to all pupils at every key stage.

Through E-ACT’s Great Western Curriculum, we want to educate our children about the 6 main religions worshiped throughout the world, as well as teaching about those who do not follow a religion. The RE curriculum is designed to inspire curiosity and make meaning of the world surrounding our children. We use the National Curriculum and Discovery RE scheme of work as a starting point, as well as incorporating PSHE, RRS, E-Act Values and British Values. RE is a key opportunity for our children to develop morally, spiritually, socially and culturally. The study of Religion is closely studied with the fundamental British Values in mind, in particular tolerance of those with different faiths and beliefs and mutual respect. For many people, religion and belief forms a crucial part of their culture and identity, so it is important that children can explore, understand, respect and celebrate different religions.  

Our RE curriculum is delivered through an engaging enquiry-based approach. This model develops pupils critical thinking skills, increases their knowledge and understanding of religions and supports them in showing empathy towards other beliefs. In addition, it allows our pupils to make their own decisions concerning religion and belief systems. Each term the children are given an ambitious enquiry question and pupils will not only use the substantive knowledge gained, but will also use personal reflection to reach their own judgements. This will prepare our children to ask insightful questions, work collaboratively, think culturally, appraise the value from different sources, and share their own opinions in an accepting environment. We use the Discovery R.E. curriculum to deliver our lessons and at Greenfield in years 1-6 we focus on the 6 main world religions of Islam, Christianity, Sikhism, Buddhism, Hinduism and Judaism with opportunities to explore other faiths as and when relevant. 


A high-quality science education will help pupils to explore and understand the world in which they live. Science within the Great Western Curriculum is about giving children the tools to develop their ideas and ways of working. This enables them to understand the world through investigation with independence, resilience and enjoyment. Through E-ACT’s GWC, we want our children to be scientists within their science lessons, whilst also making STEM links into the wider curriculum and their every day lives. We want the children to love science, to remember the concepts they have learnt and to utilise this knowledge and vocabulary to understand the world they live in and how it works. Our science education helps children to develop a coherent knowledge of science and the wider world. The children are taught our science curriculum in a carefully structured order to ensure that they are developing their scientific knowledge and vocabulary at an appropriate rate. Using a concentric circle to constantly build and develop children’s schema by leading directly on from the children’s prior knowledge.

Each topic has been specifically chosen to further develop children’s knowledge of how biology, physics and chemistry is intricately woven throughout the world and beyond to ensure that children have embedded fluent understanding of how, why and what the world is that they live in. Each year group deepens their understanding concepts, adjoining new core knowledge to the existing schema. Year groups progress through nature, processes and methods of science and then get opportunities to look at these concepts in their own world, such as materials, Earth and Space and Animals including humans.  Each topic is framed with an enquiry-based question that challenges stereotypical misconceptions in science. This therefore prepares children to ask investigative questions, think critically, weigh evidence and draw conclusions to help answer their scientific lines of enquiry.

Assessment in Science will be done largely through child voice to ensure there is no assumption of knowledge gained. Prior knowledge will be revisited in every session to ensure over learning leads to embedded knowledge and transferal into long term memory. Children will present their knowledge by working scientifically which will allow them to answer the big question that was posed to them.

The arts

The teaching of the arts and creativity is an important aspect of the curriculum at all ages. Art and pictures will underpin the development of literacy from the youngest age and will continue to influence pupils’ speech and writing as they mature and their skills develop. Music and singing will be encouraged not only in their own right, but also to enhance other areas of the curriculum.


Through E-ACT’s Great Western Curriculum, we want our children to see themselves as musicians from their first music lesson. Our music curriculum ensures that children are taught explicit musical skills including notation and instrumental playing discretely and regularly. Singing is ingrained in school life as is the vocabulary used to describe music. The musical experiences that we provide for the children are wide and varied and there is equality and opportunity for all. The approach we take to music means that the core areas of musical knowledge, listening, playing, singing, composing and performing, are routinely revisited which will ensure that previously taught components of musical knowledge are embedded 

In EYFS the Music curriculum is focused on musical vocabulary, fine and gross motor practise and developing an awareness of rhythm linked to images that builds on the knowledge they learn through phonics. Children regularly experiment with sound, use their bodies to respond to music and sing. Children practise regularly and are given the opportunity to perform in front of their peers. These schemas are built on in KS1 where children will continue to listen to and respond to music and build on their musical vocabulary whilst doing so. Children begin to move from simply experimenting with sound to improvising with rhythm on their instruments and simple composition through writing lyrics to a known tune. Singing skills are explored by beginning to introduce a wide range of songs from different genres and cultures and singing in parts as part of a round. Children regularly perform as a class ensemble in front of their peers and their parents. 

As children move into KS2 they begin to play tuned instruments and use pitch and rhythm notation. Part singing is introduced and through instrumental and singing teaching children learn and discuss the interrelated dimensions of music (pitch, duration, dynamics, tempo, timbre, texture and structure). Critical listening is developed through exposure to a wide range of music from different traditions and cultures. Children continue to compose through improvisation and song writing projects in music lessons. Children are given opportunities to perform regularly.  

Each year group starts with singing which has the potential to feed into any Christmas productions and then moves onto using and playing musical instruments. Listening and performance are woven into every lesson but also bookend each unit. The universal musical components better known as the interrelated dimensions of musicpitch, duration (rhythm), dynamics, tempo, timbre, texture and structure, are integrated into every lesson and constantly revisited to embed knowledge and transfer these concepts into the children’s long-term memory. The knowledge that children build up through the singing and instrumental units then help them to compose a piece using all of the component pieces of musical knowledge that they have been developing over the school year. As children move through the school, they deepen their knowledge and understanding of the interrelated dimensions of musicAssessment and performance is constant throughout every lesson as this is the nature of music but the children’s compositions at the end of each year of study give them an opportunity to explore and use the concepts that they have developed through the instrumental and singing units. The way that this curriculum has been structured means that a unit can be substituted with a term or two of high-quality instrumental music tuition in KS2 funded and provided by Bristol Plays Music through the universal Fast4Music funding. 

Children are constantly exposed to high quality and culturally diverse musical recordings and performances through whole school events and assemblies. The resources that we have chosen to support this curriculum are drawn from a wide range of quality music resources, including Charanga, Singup and the BBC. We have also used ideas and resources from the Music Curriculum for Bristol where possible to ensure that we have kept a local link. The wider cultural and historical aspects of Music are explored using a cross curricular approach where appropriate with the humanities subjects.  

Skills and knowledge promoted and constantly practised in music such as critical listening, fine and gross motor control and the discipline and resilience involved with learning a piece to perform are all transferable to other subjects and everyday life. We also use music as a tool for community engagement and communal joy too meaning that children leave us with a well-rounded knowledge and appreciation of the subject. We want our whole community to feel that music is a part of everyone. 


Our art curriculum aims to provide a high-quality education to engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art. We believe that every child is an artist and we want to celebrate their individual expression.  

The curriculum that we follow offers full coverage of the KS1 and KS2 Art & Design National Curriculum as well as incorporating social, moral, and cultural skills. We are making sure we are using our local area for inspiration with a focus on Bristol artists and landmarks.  

The KS1 and KS2 Art curriculum endeavours to give pupils a solid foundation and broad experience of core knowledge, ‘Drawing and colour’, ‘Collage and photography’ and ‘3D Sculpture’.  This is carefully planned so that the children engage with a range of media and experiences and have opportunities to learn formal techniques as well as creatively choose ways to use the tools and media themselves.    Knowledge in Art is carefully balanced and delivered to ensure children build their knowledge and understanding of the concepts behind a piece of art, procedural knowledge and personal creativity.  Children are enabled to build on prior knowledge year on year so that the pupil’s and understanding will grow in a purposeful way therefore, giving greater meaning to existing concepts, media and techniques.   To ensure the sequence of lessons is clear to both learners and teachers alike the sequential learning has been mindfully put into categories of powerful knowledge:  

  • Bristol Artist
  • Landscape 
  • Portraits

It is these ‘Powerful Knowledge’ categories that sets the comprehensive and cohesive strands of knowledge that are built on throughout the school.  These categories are used as vehicles to deliver the areas of core and procedural knowledge that the children’s creative journey will be built on.  This enables children to make clear connections, develop and master the knowledge taught.   Children will leave our school with the foundation knowledge of Artists, media and techniques that they need to build knowledge and creativity at secondary level.   


Through E-ACT’s Great Western Curriculum, we provide full coverage of the EY, KS1 and KS2 design and technology curriculum.  KS1 and KS2 curriculum content has been sorted into the five key areas. 

The DT curriculum at EYFS aims to provides pupils with a range of experiences led by children’s interests but the knowledge and skills are planned purposefully so that the pupils are prepared with the appropriate foundations needed to begin learning in KS1.  All children are given the opportunity to learn how to cut using scissors, adhere materials together using glue and tape and to construct with a clear purpose in mind.  The resources to consolidate this knowledge and practise these skills are available as part of the continuous provision at all times, however the children also have taught sessions where they can develop their own ‘big ideas’. 

EYFS Curriculum Aims/End Points 

  • Pupils safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. 
  • Pupilsuse what they have learnt about media and materials in original ways, thinking about uses and purposes.  They represent their own ideas, thoughts and feelings through design and technology. 


  • Children develop their own ideas through selecting and using material and working on processes that interest them.  
  • Through their explorations, they find out and make decisions and how media and materials can be combined and changed.  
  • Children talk about the ideas and processes, which have led them to make designs and products.  They can talk about features of their own and other work, recognising and differences between them and the strengths of others. 

The KS1 and KS2 Design and Technology curriculum endeavours to give pupils a solid foundation and broad experience of ‘Designing’, ‘Making’ and ‘Evaluating’, and delivers the ‘technical knowledge’ required so that they can apply their knowledge in a practical and technical way. The technical knowledge is carefully delivered so that children can build on prior knowledge year on year and their knowledge and understanding will grow in a purposeful way which gives greater meaning to existing concepts.  To ensure the sequence of lessons is clear to both learners and teachers alike, the sequential learning has been mindfully put into categories of powerful knowledge:  

  • Cooking and nutrition
  • Structures
  • Mechanisms
  • Electrical systems
  • Textiles

It is these ‘Powerful Knowledge’ categories that sets the comprehensive and cohesive strands of knowledge that are built on throughout the school.   This enables children to make clear connections, develop and master the knowledge taught. Children will leave our school with the foundations they need to build knowledge at secondary level. 


Through E-ACT’s Great Western Curriculum, we provide full coverage of the Key Stage Two (KS2) Modern Foreign Languages (MFL) National Curriculum expectations. In addition to, and in tandem with this, we also provide EYFS, KS1 and KS2 language content through the teaching of Makaton, supporting the pupils’ communication skills in English by building upon their existing schema and knowledge of language and encouraging in them the confidence to communicate independently. In KS2 we build on the children’s Makaton, using the Language Angels scheme of work and resources to ensure we offer a relevant, broad and ambitious foreign languages curriculum that inspires and excite our pupils using a wide variety of topic and themes.

The four key language learning skills (listening, speaking, reading and writing) are covered across the primary phase to ensure all 12 DfE PoS attainment targets are met. This enables students to use and apply their learning in a variety of contexts, laying down solid foundations for future language learning. We meticulously teach and plan for progression of skills, substantive knowledge and disciplinary knowledge in MFL that will prepare the children for a wide range of global possibilities in further education, courses and jobs in their later life. Our ultimate aim is that pupils will feel willing and able to continue studying languages beyond KS2.

Our MFL curriculum ensures the E-ACT values underpin all that we do in developing and implementing our curriculum:

Think big – we have high expectations for all children so they become confident and ambitious, life-long language learners. We teach Makaton in all year groups to provide access to another language for all children and use it to reinforce MFL.

Do the right thing – ensuring all children are given the support and skills needed to progress from their starting points to build a solid foundation of skills and an enthusiasm for them to be built on in KS3 and beyond.

Show team spirit – we work in collaboration with the TalkSpeech team to provide high quality Makaton teaching to the children. We use links with the Bristol-Bordeaux twinning project, l’École Française de Bristol and other networks to support the children’s learning and communication and to provide them with the opportunity to learn from native speakers.

All KS2 classes have access to a high-quality MFL curriculum adapted from the Language Angels scheme of work and resources. This progressively develops pupils’ skills in foreign languages through regularly taught and well-planned weekly lessons in KS2 which are taught by class teachers. Children progressively acquire, use and apply a growing bank of vocabulary, language skills and grammatical knowledge organised around age-appropriate topics and themes – building blocks of language into more complex, fluent and authentic language. The four key language learning skills; listeningspeakingreading and writing will be taught and all necessary grammar are covered across the primary phase. This will enable 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. In addition, the children are taught linguistic disciplinary knowledge such as how to look up and research language they are unsure of and how to utilise language they do know to express themselves.

Physical education

All children will be taught the relationship between physical activity, a healthy body and a healthy mind from an early age. This will include the development of an understanding of the key role that healthy eating plays in the development of a healthy lifestyle.

Here at greenfield we offer our pupils a wide, varied curriculum within their Physical Education lessons. Every pupil will be taught the fundamental skills required within sport during their time in Key Stage 1. These skills will then allow them to access sport specific lessons when the enter Key Stage 2. Our PE curriculum focuses on a range of sports including: Football, Hockey, Tag Rugby, Tennis, Basketball, Netball Gymnastics, Dance and Athletics.

Sport has become a key part of our daily timetable here at Greenfield. Each child will access a minimum of 2 hours of PE per week, and will be taught from a wide and varied curriculum.

We want every child to be able to enjoy participating in sporting activity. We offer a wide range of extra-curricular clubs for our pupils to attend. We regularly attend and host extra-curricular events and fixtures against other schools in the local community. As well as this, we are ranked as a ‘Gold’ school for Physical Education, awarded by the School Games.

Our vision is to provide a platform for our pupils to access sport. We aim to provide them with the necessary skills and confidence to continue to participate in sporting activity outside of school.

Personal, social, health and economic (PSHE) education

PSHE education is a subject through which pupils develop the knowledge, skills and attributes they need to keep themselves healthy and safe, and prepared for life and work. Well-delivered PSHE programmes have an impact on both academic and non-academic outcomes for pupils, particularly the most vulnerable and disadvantaged.

Our PSHE curriculum aims to develop skills and attributes such as resilience, self-esteem, risk-management, teamworking and critical thinking in the context of six core themes:  Being me in my World; Celebrating Differences; Dreams and Goals; Healthy Me; Relationships and Changing Me.

Adopting the ‘Jigsaw Approach’, intertwining it with the school’s own emotional make-up and personal needs has led to the development of ‘E-ACT’s Great Western Curriculum.’ Using the mindfulness method allows children to be aware of their thoughts and feelings as they happen, in the present moment, on purpose with no judgement.

Mindfulness provides a vital tool for life, not only does it support of regulation of emotion and build emotional resilience but also enhances focus and concentration; both helping optimise learning. Mindful children can more readily choose their responses to situations rather than react while caught up in the thought-flows and emotions. This approach brings together emotional literacy, social skills and spiritual development in a comprehensive schema.

Running through this curriculum the GWC utilises the E-ACT Relationships and Recovery to support our pupils transitioning back into school following the COVID-19 pandemic. This has been designed around Seligman’s theoretical model of happiness and well-being (PERMA) and E-ACTs core values, as well as drawing upon the work of the Jubilee Centre’s character education and virtues development, THRIVE and E-ACTs mental health curriculum.

Please click here for more detail about the E-ACT Relationships and Recovery Curriculum:

E-ACT Relationships and Recovery Curriculum

E-ACT’s GWC also uses important events, relevant to Bristol, Britain and the wider world to promote and engage children’s understanding of equality and diversity locally, nationally and globally. We believe this allows our pupils to celebrate both their similarities and differences, allowing them to share their ideas, thoughts and feelings in a safe, open and positive learning environment, creating trusting, positive relationships with their peers, teachers, parents and community.

You can find out more about E-ACT’s Great Western Curriculum by viewing our curriculum statement here: E-ACT’s Great Western Curriculum Statement


Any questions?

Should you have any further questions about the curriculum our academy follows please speak to your class teacher or phase leader who can be contacted via the academy office.

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