parents

FT Logo

Food Technology

Mrs J Gower
Ms P Jones

Department Vision

The Food Technology Department has a vision that all students can strive to be confident when being creative in lessons and develop their own independent creative journey throughout KS3. A successful Food technology student will have the courage to use ideas of their own to enhance basic recipes while being happy in the knowledge that they will be encouraged to do so. They should be proud to take their work home and gain greater knowledge and improved problem solving skills for their future.

Food technology should be where students of all abilities are able to have an outlet for their creativity and expression, above all they should be able to achieve their potential in a safe, nurturing and exciting environment. We teach skills that will last a lifetime, promote independence and prove most useful on a day to day basis.

Lower School: KS3 (Year 7 and 8)

All students at the Abbey School follow a programme of learning aimed at practical basic skill building. The programme teaches students the value of a healthy nutritionally balanced diet and how best to achieve it. Students produce a range of popular dishes designed to build skills and understanding of the subject.

Upper School: KS4 (Year 10 and 11)

Students can continue their studies in Food Technology to GCSE level. We currently offer AQA Food and Nutrition. Classes are mixed ability with approximately 19 students per class, students are allocated 5, 1 hour lessons over a two week rota

HealthSC

Health and Social Care and Child Development

Mrs S Murphy
Mrs S Murphy

Department Vision

Health and Social Care and Child Development are the perfect choices for any young person who is interested in working with people. The vision of the department is to enhance the student as a person through confidence building and a ‘can do’ attitude. We want students who take Health and Social Care/Child Development to become confident young people who make a positive contribution to society. Studying Health and Social Care/Child Development will equip students with the skills and knowledge to allow them to flourish and develop the necessary skills to do this.


The department strives to develop independent work skills, by providing opportunities for sixth form students to take part in work experience and workshops delivered outside of the classroom.

Upper School (KS4 - Years 9, 10 & 11) Health and Social Care

We currently deliver the BTEC First Award specification to years 9, 10 and 11.


There are three coursework units- Values in Health and Social Care, Effective Communication in Health and Social Care and one other optional unit. There is one exam unit, Human Lifespan Development.


The Coursework is assessed internally and the exam is externally assessed.

Sixth Form (Ks5 - Years 12 & 13) Health and Social Care

In Year 12 the students are studying the new BTEC National Level 3. Students are taking the Extended Certificate which is the equivalent to one A Level or the Diploma which is the equivalent of two A Levels.


The entry requirements are currently set at C Grade in English Language and a C grade in Health and Social Care if taken in KS4.


In year 13 the students are completing old BTEC National Level 3 Subsidiary Diploma or Diploma.

Upper School (KS4 - Years 10 & 11) Child Development

We currently deliver the OCR GCSE Child Development to years 10 and 11.


There are three short tasks worth 30% of the total mark. One Child Study worth 30% of the total mark and an exam paper worth 40% of the total mark.

Sixth Form (Ks5 - Year 13) Child Development

We currently deliver the BTEC National Level 3 Award in Children’s Play, Learning and Development. However, this will no longer be available after July 2017.

PSHE Logo 650x201

Timetable 2017 - 2018

Year 7

Term 1
PSHE 40x40R 40x40

PSHE

Relationships

Transition Unit
Term 2
HW 40x40

LORIC

Health and Wellbeing
Term 3
HW 40x40

Health and Wellbeing

D.A.T.E - Smoking awareness
Term 4
LWW 40x40PSHE 40x40

Living in the wider World

PSHE
Term 5
LWW 40x40C 40x40

Living in the wider World

Careers education and guidance(CEG)
Term 6
LWW 40x40PFEW 40x40

Living in the wider World

Personal finance & economic well being

Year 8

Term 1
HW 40x40DATE 40x40

PSHE (DATE) Drugs, Alcohol and Tobacco Education
Term 2
LWW 40x40DATE 40x40

Living in the Wider World PSHE (ISS)

Identity, Safety and Society Gangs and bullying
Term 3
LWW 40x40C 40x40

Living in the wider World

Careers Education and Guidance (CEG)
Term 4
LWW 40x40PFEW 40x40

Living in the Wider World

Personal Finance & Economic Wellbeing

e-safety and sexting
Term 5
HW 40x40

LORIC Wellbeing
Term 6
R 40x40SRE 40x40

Relationships including SRE

Year 9

Term 1
R 40x40SRE 40x40

Relationships and PSHE SRE
Term 2
LWW 40x40DATE 40x40

Living in the wider World

Identify, Safety and Society Alcohol and Me
Term 3
LWW 40x40PFEW 40x40

Personal Finance & Economic Wellbeing
Term 4
LWW 40x40C 40x40

Living in the Wider World

Careers Education Guidance (CEG)
Term 5
HW 40x40

Health and Wellbeing

Body image and Self Esteem
Term 6
HW 40x40

LORIC

Health and Wellbeing

Healthy Eating

Year 10

Term 1
LWW 40x40C 40x40

Living in the Wider World

Careers Education and Guidance (CEG)
Term 2
R 40x40SRE 40x40

Relationships

PSHE SRE
Term 3
LWW 40x40PFEW 40x40

Living in the Wider World

Personal Finance & Economic Wellbeing
Term 4
HW 40x40

Health and wellbeing
Term 5
LWW 40x40PSHE 40x40

Living in the Wider World
Term 6
C 40x40

Living in the Wider World

Careers Education and Guidance (CEG)

Preparing for the big interview

Year 11

Term 1
LWW 40x40C 40x40

Living in the Wider World

Careers Education and Guidance (CEG)

The Big Interview
Preparation / Kent Choices
Term 2
LWW 40x40C 40x40

Living in the Wider World

Careers Education and Guidance (CEG)
Term 3
R 40x40SRE 40x40

Relationships and PSHE SRE
Term 4
LWW 40x40PFEW 40x40

Living in the Wider World

Personal Finance & Economic Well Being
Term 5
R 40x40SRE 40x40

Relationships and PSHE SRE
Term 6
Leisure Tourism

Leisure & Tourism

Mr S J Cooper

Head of Learning

Mr S J Cooper

Department Vision

The aims of Leisure and Tourism are to:

  1. encourage candidates to be inspired, moved and changed by studying a broad, coherent, satisfying and worthwhile course of study;
  2. allow candidates to gain an insight into related sectors such as business, retail and distribution, and hospitality and catering;
  3. prepare candidates to make informed decisions about further learning opportunities and career choices.

The course also enables students to:

  1. actively engage in the study of leisure and tourism to develop as effective and independent learners and as critical and reflective thinkers with enquiring minds;
  2. understand the nature of the leisure and tourism industry;
  3. develop an understanding of the contribution that leisure and tourism makes to society and the economy;
  4. develop an awareness that health and safety issues are integral to leisure and tourism;
  5. develop an awareness and understanding of sustainable development and environmental issues.

Curriculum Delivery Overview 16 17

Assessment:

Terms 1 & 2: This is Controlled Assessment – no internal or external assessment during this period

Terms 3 – 5: Twice a term, based on GCSE Past Papers

Homework:

Terms 1 & 2: This is Controlled Assessment – Homework is sporadic, and based on research needs

Terms 3 – 5: Twice a term, based on GCSE Past Papers

Qualification:

GCSE 2017

OCR GCSE Leisure and Tourism Specification J444 – Single Award

 

Spec

 

PSHE Site Logo

PSHE

Mrs H Page
Mr D Johnson
Mr J Long
Mr M Murtada
Mrs P Jones
Mrs S Murphy
Mrs S Brennan

Department Vision

To provide pupils with the knowledge, understanding, attitudes, values and skills they need in order to reach their potential as individuals and within the community.

 

Pupils are encouraged to take part in a wide range of activities and experiences across and beyond the curriculum, contributing fully to the life of the school and community. In doing so, pupils learn to recognise their own worth, work well with others and become increasingly responsible for their own learning. They reflect on their experiences and understand how they are developing personally and socially, tackling many of the spiritual, moral, social and cultural issues that are part of growing up.

 

Pupils learn to understand and respect our common humanity, diversity and differences so that they can go on to form the effective, fulfilling relationships that are an essential part of life and learning.

 

The PSHE programme will support the development of the skills, attitudes, values and patterns of behaviour, which enable our pupils to:

  1. Have a sense of purpose
  2. Value self and others
  3. Form relationships
  4. Make and act on informed decisions
  5. Communicate effectively
  6. Work with others
  7. Respond to challenge
  8. Be an active partner in their own learning
  9. Be active citizens within the local community
  10. Explore issues related to living in a democratic society
  11. Become healthy and fulfilled individuals

As a school, we recognise that PSHE has a significant part to play in preparing children and young people to deal effectively with the pressures and challenges that growing up in the 21st century presents in our own community and in the UK.

 

Curriculum Delivery - Year by Year / Term by Term
Year 07:

Relationships | Personal Finance | Health & Wellbeing | Careers | Friendship

Year 08:
Wider World | Safety in Society | Careers | Personal Finance | Relationships | Drugs & Alcohol
Year 09:
Careers | Healthy Eating | Personal Finance | Careers | Relationships | Living in the Wider World
Year 10:
Careers (1) | Relationships | World Finance | Careers (2) | Careers (3) | Identity & Society
Year 11:
Careers (4) | Personal Finance | Careers (5) | Personal Finance | Living in the Wider World

 

Downloads and Links

  PSHE Education Policy

Weblink large  PSHE Timetable

SMSC & British Values

What is SMSC?

SMSC Banner Image

SMSC stands for Spiritual, Moral, Social and Cultural education. These are not stand-alone ideas, but ones which are embedded into everything that we do at the Abbey School across every part of the curriculum. Examples are:

 
Spiritual:
Reflecting on beliefs through RE lessons
Getting a sense of fascination about the world through Geography and Science
Using imagination and creativity in English and Maths
Reflecting on their experiences in PSHE and Assemblies

Moral:
Looking at the law in Business Studies
Understanding consequences of actions in History
Giving views on ethical issues in Psychology

Social:
Working together with others in PE and Media Studies
Volunteering to help others through Peer Mentoring
Exploring Modern Britain in Sociology

Cultural:
Valuing cultural influences in Art and Technology
Understanding cultures beyond Britain through MFL
Exploring democracy and parliament in KS3 RE
Responding to different musical influences through Performing Arts
Understanding different faith communities in RE

 

The examples are not exclusive and represent just a small taste of how, at The Abbey School, we educate every child through opening them to a vast array of opportunities throughout our curriculum.

SMSC Banner Image 2

But their SMSC educational opportunities are not just limited to the classroom. At The Abbey School, we offer every student educational experiences beyond the curriculum, both in school, in the local community, and abroad. A small selection of these includes:

 

 
Art:
Poppy celebration on 11 November
History:
Trips to WW1 and WW2 battlefields in Northern Europe, as well as visits to Auschwitz.
Geography:
Exploring local human impact on local communities around East Kent.
MFL:
Visits to Christmas Markets in North France.
RE:
Reflection and cultural days, as well as workshops through the University of Kent.
English:
Visits to the theatre to see theatrical works of set texts.
Business:
Talks from local business leaders.
PE & Sports:
Ski trips to Europe and the USA, as well as football tours of Spain
Science:
Science week of activities through the University of Kent
Food Tech:
Cultural cuisine workshops
Performing Arts:
A range of productions incorporating Dance, Drama and Music, e.g. ‘We Will Rock You’, ‘Wonderland’ and ‘6 Digit Number’.

 

SMCS GRID As a Gold Comenius International school since 2011. Students have visited countries such as Tahiti, Italy, Spain, Cyprus, Poland, Greece, Turkey and Germany and have experienced first-hand cultural differences which have enhanced their lives. See the ‘International Dimension’ link on the school’s website for further information. All of these experiences are carefully tracked through our own SMSC grid, which not only ensures every child has a full experience of SMSC throughout their 5 to 8 years at The Abbey School, but also helps us as a school community to regulate and innovate what we offer to guarantee the educational and life experience for our students can be the best that it can be.

What do we mean by British Values?

British Values are what bind us together as a national community, no matter what our ethnic, cultural or religious background.

Every teacher has a duty to ensure that fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs” are not undermined in what we teach, or in what the students experience. (School teachers’ pay and conditions document 2015 and guidance on school teachers’ pay and conditions).

Every school, therefore, has a duty to promote these core British Values through the work they do in SMSC (Promoting fundamental British values as part of SMSC in schools, Department of Education, October 2014). We make no exception to this here at The Abbey School, and indeed, take pride in making clear that we:

  1. promote pupils’ spiritual, moral, social and cultural (SMSC) development;
  2. promote fundamental British values;
  3. align British values with our school’s duty to promote SMSC.

Through our SMSC work, as mentioned above, we:

  1. enable students to develop their self-knowledge, self-esteem and self-confidence;
  2. enable students to distinguish right from wrong and to respect the civil and criminal law of England;
  3. encourage students to accept responsibility for their behaviour, show initiative, and to understand how they can contribute positively to the lives of those who are living and working in the locality of the school and to society more widely;
  4. enable students to acquire a broad general knowledge of and respect for public institutions and services in England;
  5. further tolerance and harmony between different cultural traditions by enabling students to acquire an appreciation of and respect for their own and other cultures;
  6. encourage RESPECT for other people and is central to our Vision and Values
  7. encourage respect for democracy and support for participation in the democratic processes, including respect for the basis on which the law is made and applied in England.

SMSC AssembliesAs a result of this, The Abbey School actively promotes to every student, across the whole curriculum, the British values of:

  1. an understanding of how citizens can influence decision-making through the democratic process, through things such as voting for house council representatives, or a study of British voting system in KS3 RE;
  2. an appreciation that living under the rule of law protects individual citizens and is essential for their wellbeing and safety, which is experienced in lessons such as PSHE, History and RE;
  3. an understanding that there is a separation of power between the executive and the judiciary, and that while some public bodies such as the police and the army can be held to account through Parliament, others such as the courts maintain independence, ideas explored in Business Studies, Sports Science, Social Science, and RE amongst others;
  4. an understanding that the freedom to choose and hold other faiths and beliefs is protected by law, which is directly studied by all students in the RE GCSE;
  5. an acceptance that other people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated, and should not be the cause of prejudicial or discriminatory behaviour, which is reflected in our behaviour policy, anti-discrimination policy, and SMSC policy, amongst others, as well as directly look at in the curriculum in subjects such as, but not exclusively, RE, History, and Social Science; and
  6. an understanding of the importance of identifying and combatting discrimination, which again are looked specifically, but not exclusively, in RE, History, and Business Studies, as well as protected for all students through various school policies.

All of the above strategies fall in line with the students’ right to an education which prepares them for their future in modern British society, and keeps them safe from all forms of radicalisation and extremism, as mentioned in the government’s Prevent Strategy 2011 (https://www.gov.uk/government/publications/prevent-strategy-2011)

The SMSC & British Values Abbey School Logo and Active Promotion

SMSC BRANDINGSMSC and British Values is not just what we do at the Abbey School, they are a fundamental core of who we are. They are not a “bolt on” to a lesson, nor are they a box to tick, but a key foundation for learning which makes the whole child’s experience at the Abbey School rich, meaningful, varied, and safe.

Therefore, we do not hide them but actively promote both SMSC and British Values in every lesson, as well as whenever they happen around the school.

Our two main strategies are:

  • Placing our exclusive SMSC and British Values logo into every lesson, where appropriate, in order to bring to the students’ attention a specific part of SMSC or a particular British value which we are promoting;
  • Placing our SMSC and British Values news on the front of the school website to actively demonstrate how the whole school community, both inside and outside the classroom, upholds and takes pride in what we do.

Future Strategies

SMSC and British Values are a living thing, and, as such, the opportunities for students and the way that staff innovate and promote are consistently evolving. At the Abbey School we are:

  1. continuously updating our Schemes of Work to not only make sure we are delivering the most relevant subject content, but also actively seeking out SMSC and British Values opportunities;
  2. developing whole school SMSC and British Values days and/or weeks to give all students a chance to specifically explore these concepts on their own, as well as through their curriculum studies;
  3. seeking out new Global Partners to bring opportunities to the students to ensure all have the chance to explore the wonderful variety of cultures and beliefs across the globe;
  4. linking in new ways of making SMSC and British Values a living reality for all students through innovations such as Thinking Schools, International Schools, and partnership schools within our local community.

SMSC FOOTER

The Abbey Autism Centre

ASD Provision

The Abbey Autism Centre contains a specialist provision for 32 students on the Autistic Spectrum. Within this provision, each student has a Statement of Special Educational Needs (SSEN) or an Education and Health Care Plan (EHCP) where the primary need is identified as ASD. Students are supported by specialist staff within the provision which composes of three classrooms, a quiet room which students can use, and a speech and language room. It also has a small kitchen area within one of the classrooms to support the development of life skills. Students are able to use their own open space, separate from the main school playground.

 

Students access the provision in the morning before going to tutor groups in order to give them time to check their timetables and an opportunity to discuss any issues with staff. Students can choose to access our own social area at break and lunch or if appropriate use main school facilities. All students access the main school for most lessons. Within the centre, we offer a programme of personal social development for those students who require it along with access to our speech and language therapist who works within the centre two days a week delivering programmes of functional communication skills in small groups. The aim is to enable each student to be fully included in main school lessons and to study the full range of KS3 and KS4 examination courses and enrichment activities. Each student has a timetable which takes account of their individual needs, providing the appropriate level of support, but has a significant level of challenge built within it. All students join everyone else in taking part in their school activities.

 

The centre building and facilities have been carefully designed for students with ASD and other students with learning difficulties to enhance accessibility. As a school, we offer regular training to staff about ASD as well as ASD awareness raising among students. We work closely in conjunction with our parents to ensure that we fully meet the needs of every child. The Abbey School is a highly inclusive school and was awarded the IQM Award (Inclusion Quality Mark) which reflects the inclusive work that goes on across the whole school setting. If you wish to visit the school and the centre please contact the school to make an appointment.

Year 8 Pathways process

Welcome to the pathways process for Year 8, we hope you are excited about taking the next steps in your school life. Up to now, you have worked hard to build up your skills and knowledge in a wide range of subjects, but now the time has come to think about the areas you feel you are suited to studying, you are successful in and you may need to achieve your future goals.

What is important throughout this process is to remember that it is all about you. You can now start to have some involvement in the make-up of your timetable - which is quite a responsibility. Everyone is different, we enjoy different things, learn in different ways and are successful in different subjects so it important that you make your decisions for the right reason. This is your future you are working towards and so this must be at the forefront of your mind during this time; do not base your decisions on other factors such as your friends or the teachers you like!

When you leave Year 11, you want to have a broad and balanced range of qualifications to enable you to take the next step with your studies, which may even take you beyond school into college or apprenticeship. The below booklets, along with the advice of your teachers and family, aims to help make sure you can do just that, so do talk to them!

Y8 Blue Pathways Booklet 2016

Blue Pathway

Y8 Green Pathways Booklet 2016

Green Pathway

Y8 Yellow Pathways Booklet 2016

Yellow Pathway

The Social Science Department Gallery

Click a picture below to enlarge.

Curriculum Statement 2017-18

A Broad and Balanced Education

At the Abbey School we place emphasis on the importance of every child having a broad and balanced education which includes a range of experiences both inside and outside of the classroom. In the Lower School (Years 7 and 8) students build on their existing subject knowledge and develop a range of new skills and understanding. In the table below it shows the curriculum allocation for students in each year group. The number of one hour long lessons is either shown in brackets or referred to in the text. The school operates a two-week timetable consisting of 48 periods.

 

 

Year GroupSubjects and Hours per Fortnight (each lesson is one hour long)
Year 7 Art (2), English (8), MFL* (5), Geography (3) History (3), Food Tech (2), Performing Arts (2), RE (2), Mathematics (8), Technology (2), Science (7) & PE (4)
Year 8 Art (2), English (8), MFL* (5), Geography (3) History (3), Food Tech (2), Performing Arts (2), RE (2), Mathematics (8), Technology (2), Science (7) & PE (4)
Year 9 English (8), RE (2), Mathematics (8), PE (3), Science (8) and four options each allocated either five or four periods per fortnight (dependent on option block). Options include History or Geography (one of these is compulsory), Business, Sports Science, Art, French, Spanish, Enterprise Education (leading to a TLM qualification), Health and Social Care, Drama, Media, Dance, ICT, Technology and Psychology.
Year 10 English (8), RE (2), Mathematics (7), PE (3), Science (8) and four options each allocated five periods per fortnight. Options include History or Geography (one of these is compulsory), Business, Sports Science, Art, French, Spanish, Enterprise Education (leading to a TLM qualification), Textiles, Health and Social Care, Drama, Media, Dance, ICT and Psychology.
Year 11
English (9), Mathematics (8), PE (3), Science (8) and four options each allocated five periods per fortnight. Options include History or Geography (one of these is compulsory), Business, Sports Science, Art, French, Spanish, Textiles, Health and Social Care, Child Development, , Drama, Media, Dance, ICT, Product Design, Food Technology and Psychology.
Sixth Form

(Years 12 and 13)

Students will typically choose subjects from four option blocks (named A to D). Each option block is scheduled for 9 one hour periods per fortnight (10 periods in the case of vocational subjects). There is a fifth option block (E) which is typically used to schedule football academy time in addition to any other subjects that need to moved there to facilitate student choices. A number of students study towards the IBCP programme. Students have the ability to take courses at QE Grammar and vice versa due to timetabling agreements between the two schools which act to increase curriculum choice. Within the Sixth Form the following courses are currently offered as options: Art (A-level), Biology (A-Level), Business (A-Level), Business Management (IB Diploma), Business Studies BTEC Extended Cert (Single), Business Studies BTEC Diploma (Double), Creative Digital Media Production BTEC Extended Certificate (Single), Criminology Diploma, English Literature (A-Level), Financial Studies Diploma, French (A-Level), Geography (A-Level), Health & Social Care BTEC Extended Cert (Single), Health & Social Care BTEC Diploma (Double), History (A-Level), History (IB Diploma), ICT BTEC Extended Cert (Single), IT in a Global Society (IB Diploma), Maths (AS & A2), Performing Arts BTEC Extended Cert (Single), Performing Arts BTEC National Diploma (Double), Psychology (A-Level), Psychology (IB Diploma) & Sport (Performance Excellence) BTEC Extended Certificate (Single) and Sport (Performance Excellence) BTEC Diploma (Double).

 

*Students learn French or Spanish. Students assessed to have low levels of literacy will have two fewer lessons of MFL per fortnight and have literacy lessons instead. Moreover, the lowest ability 15 students in Year 7 are in a ‘Golden Curriculum’ delivered by a fewer teachers within which there is 2 additional hours of English and 3 additional hours of mathematics instead of an MFL subject.

 

The Upper School (Years 9-11) curriculum has been developed in order that students study a range of qualifications that meet the new national Progress 8 measure. This is the new benchmark statistic against which all schools will be measured and requires students to take GCSEs in the core subjects of English Language, English Literature, Mathematics and Science. In addition to these subjects students must also study a Modern Foreign Language, Geography, History or Computer Science. Finally, students can choose the remainder of their subjects from the option blocks as detailed above. This will enable them to tailor their educational journey to match their personal strengths and future career prospects.

 

There are a wide range of extra-curricular educational experiences that are available for students studying at the Abbey. These include school trips, visiting speakers, competitions and school clubs. The international dimension of the schools and focus on thinking skills mean that every student has the opportunity for a breadth of education that will prepare them well for the challenges associated with becoming an adult. 

 

Students in Year 11 will frequently experience an extended school day during which they will receive support in core subjects through targeted support or revision. This may include Thursday afternoons when ordinarily all students would finish at the end of Period 4.

 

Small group intervention is used, as needed, across the year-groups to ensure that no student is left behind and that all make good progress. The detail of these intervention plans is available from relevant subject leaders and the pastoral teams that support each year group.

 

Other important aspects of every student’s timetable are:

 

  • Accelerated Reader Programme – Students in Year 7 are provided with time each week, supported by their teacher, to read. Testing is used to identify students’ reading development needs. Books are then carefully selected to provide interest, challenge and development. There is a range of follow-up assessment that is used to monitor the students’ progress in reading and ensure that they are reading books that are of a suitable level of difficulty.

  • Academic Mentoring – This takes pace at least once every half term for each student. In an individual or small group session with the student’s form tutor to explore their ambitions and discuss academic progress. The discussion centres on establishing appropriate short and medium term targets to ensure that the student reaches their expected progress. Appropriate resources and activities are used to explore areas of strength and set targets for areas of improvement.

  • Assembly Programme – Our Heads of Year plan a programme of assemblies which cover key themes of spiritual, moral, social and cultural development. The programme is matched on an ongoing basis to educational events and current affairs. Visiting speakers include those from industry and members of the local clergy.

  • Tutor Time Programme – Form tutors have a weekly programme of activities to follow through the morning registration period. These activities include a focus on numeracy and literacy in the lower school in addition to checking homework and discussions around attendance and behaviour. There are also thinking skills and team building activities. The programme makes a significant contribution to the personal and social development of students.

 

In the Sixth Form students have opportunities including:

 

  • The International Baccalaureate Career-related Programme (IBCP) in which the students undertake a minimum of two IB Diploma courses, a core consisting of four components and a career-related study.

  • The Extended Project Qualification (EPQ) in which students gain a qualification worth half an A-Level for undertaking a largely self-directed and self-motivated project and then writing it up. Students mush choose a topic, plan, research and develop their idea and write up a report of up to 5,000 words. This is excellent preparation for Undergraduate study.

 

For more information about the curriculum our school is following please, click here.For more information about the curriculum our school is following please, click here.

The Abbey Art Department Gallery

Click a picture below to enlarge.

ib world school logo 2 colour credit-ID cp programme logo en IQM circlelogo web  FBP member logo

 

If, as parent or guardian of a student attending this school, you require a paper copy of the information on this website, we shall provide this free of charge.
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