The Benchill Curriculum

Curriculum Intent

Our Goal At Benchill Primary School, we aim to provide exciting, meaningful learning opportunities for all our students. We want to help them achieve in all areas while also supporting their social, emotional, and spiritual growth.

Learning and Development Our curriculum gives children the knowledge, skills, and cultural understanding they need for future success. In the Early Years, we focus on seven key areas of learning through both teacher-led and child-initiated activities. As children move from the Early Years to Year 1, we prepare them for more structured learning. From Year 1 to Year 6, we follow the National Curriculum with a focus on knowledge first, which then helps children develop skills. We ensure our curriculum is accessible to all children, including those with special needs, by following the Equality Act 2010 and Special Educational Needs and Disability Regulations 2014.

Broad and Balanced Curriculum Our curriculum covers a wide range of subjects, each carefully planned to build essential knowledge and skills. We design our lessons to help children remember what they learn and make connections between different subjects. This approach helps children become confident in their learning and able to use their knowledge in various situations. We also focus on developing strong speaking skills, as many children start school with limited vocabulary. Reading is crucial, so we emphasize reading and vocabulary from the start to help all children access the full curriculum.

Supporting All Learners To ensure all students, especially those who are disadvantaged, can thrive, we focus on reading, vocabulary, and speaking skills. Our strategies for children with special needs are carefully planned to help them succeed. We also introduce students to a wide range of cultural experiences, helping them appreciate creativity and build confidence for future learning.

Character and Values We teach Social, Moral, Spiritual, and Cultural (SMSC) education throughout the year in all subjects. Our goal is to help children develop character, resilience, and inner discipline. We include activities like sports, arts, and community involvement to build these qualities. As children grow in confidence, knowledge, and skills, we hope they become compassionate, lifelong learners who contribute positively to society and uphold values like equality, tolerance, democracy, and the rule of law.

Special Projects and Experiences Each term, we pause our regular curriculum for a week to focus on special projects like Peace Mala, Equality Studies, and Ecology Studies. Being in Benchill in South Manchester, we use our local community and surroundings as an extended classroom with various off-site visits and guest speakers to enrich our students' learning experiences.

For more details, visit the Curriculum area, Curriculum Map, and Class Curriculum Information for Parents/Carers sections on our website.

Curriculum Implementation

Structured Learning Our curriculum is supported by detailed unit plans that guide students through learning key knowledge and skills. We use Rosenshine’s Principles of Direct Instruction, which includes:

1. Daily Review

2. Presenting new material in small steps

3. Asking questions

4. Providing models

5. Guiding student practice

6. Checking for understanding

7. Ensuring high success rates

8. Providing support for difficult tasks

9. Encouraging independent practice

10. Weekly and monthly reviews

Impact of the Curriculum

We regularly review our curriculum to ensure high-quality learning and outcomes for our students. We keep samples of excellent student work to help new staff understand our expectations. Our students show their progress through their achievements, the work in their books, and their enthusiasm for learning.

Benchill Primary English Curriculum

English rationale

Our over-arching aim in English at Benchill Primary School is to develop articulate speakers, inspired writers and avid readers, who can apply their knowledge of English, to communicate successfully in an ever-changing world.

English is an integral part of education and society. A high-quality education in English teaches children the art of speaking and listening, how to write and communicate ideas coherently for different purposes and how to read fluently with good understanding. At Benchill Primary school, we adopt a determined approach when it comes to reading and writing. We endeavour to ensure all pupils have fluency and automaticity in reading and writing so that they can meet the expected standard in all aspects of English.

Through reading and literature in particular, children have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Being immersed in good quality literature develops pupils’ acquisition of a wide vocabulary, thus addressing vocabulary gaps, and allows children to explore and appreciate our rich and varied literary heritage.

Reading

Intent

We believe reading is the foundation for the rest of their learning to build upon across the curriculum. We have been heavily focusing on our Early Reading and have dedicated a lot of time and resources to embed strong and reliable reading skills from Nursery and upwards. We aim to:

• develop understanding and skills to become independent, enthusiastic readers.
• allow children to access age-relevant texts
• understand that language they have acquired, may be relevant across all areas of their learning and to apply that language where possible. 

Developing and instilling a love of reading is of paramount importance in our school. Our children are exposed to a diverse range of quality reading materials; they are provided with opportunities to read across all subjects, in the curriculum, and we promote a love of literature through widespread reading for enjoyment.

Implementation

For teaching Early reading, we use FFT Phonics. This teaches children to read accurately and fluently with good comprehension. They learn to form each letter, spell correctly, and compose their ideas step-by-step. Children learn the English alphabetic code: first they learn one way to read the 40+ sounds and blend these sounds into words, then learn to read the same sounds with alternative graphemes. They experience success from the very beginning. Phonic books are closely matched to their increasing knowledge of phonics and ‘tricky’ words and, as children re-read the stories, their fluency increases.

To help choose appropriate books as the children move through school, we use Accelerated Reader (AR). This is a reading management and monitoring programme that aims to foster independent reading. The internet-based software assesses reading age and suggests books that match pupils’ needs and interests. Pupils take computerised quizzes on the books and earn AR points as they progress.

By the end of Key Stage 1, our children are able to:

• draw on knowledge of a broad vocabulary to understand texts they have read;
• identify characters and sequence key events from fiction texts;
• decipher information from non-fiction texts;
• make simple inferences and explain these;
• make predictions about texts from book covers and titles.

Reading continues to be prioritised through a whole class approach as quality core texts are used as a stimulus. In our daily reading sessions, using the success for all (SFA) scheme, children are presented with suitably challenging texts that are used to enable our children to build on their comprehension skills, whilst also building up their stamina and pace, in an age-appropriate way.

By the end of Key Stage 2, our children have to been taught to:

• explain the meaning of new vocabulary, including subject-specific vocabulary, in context;
• locate, retrieve and record specific, relevant and important information, from a range of fiction and non-fiction texts;
• make inferences from what they have read and justify, with supporting evidence, from the text;
• make predictions from key details in the text;
• make comparisons, within texts and across texts;
• summarise main ideas from the text;
• understand and explain how content within the text can contribute towards understanding the meaning of the whole text.

Writing

Intent

Our aim at Benchill Primary School is to develop children’s ability to produce well-structured writing with appropriate detail, in which the meaning is clear and the interest of the reader is engaged. Our approach to writing aims to instil the importance of transcription and composition, as required in the National Curriculum.

We want children to:

• develop understanding and skills to become independent, enthusiastic writers.

• enjoy using language in different contexts and have the confidence and ability to do so.

• develop a fluent, legible handwriting style and take care with the presentation of their work.

Implementation

At Benchill Primary School we have adopted "The Write Stuff" by Jane Considine to bring clarity to the mechanics of writing. Using sentence stacking children receive short, intensive moments of learning that they can then immediately apply to their own writing. 

Following each sentence stacking unit children will plan and complete an independent piece of writing to apply the skills they have learnt. They will then edit their work based on the criteria set during sentence stacking lessons to ensure they know how to improve their work.

Children in all Key Stages are given daily opportunities to write in a range of contexts, for a variety of purposes, and have regular opportunities to write at length in extended independent writing sessions. Our long-term planning for English covers the range of text types set out in the National Curriculum, ensuring a breadth of coverage.

We also use ‘No more Marking’ to make comparative judgements about writing. Each year group is set a task, where they are able to apply their skills during cold writing tasks. Using comparative judgement these are then assessed and moderated by staff and independent judges.

In EYFS we follow the development matters guidance. Linking children’s writing to their reading and exploring progression and development through different themes throughout the year.

GPS

Intent

To teach pupils about grammar, punctuation and spelling, the emphasis is on the close consideration of examples of language in use, including pupils’ own writing and on the exploration of language as a system. The aim is to develop pupils’ curiosity about language and their capacity to observe and reflect, which will in turn enable them to develop more control and choice in their use of language.

Implementation

During sentence stacking sessions in writing, the way that grammar is used is explicitly modelled in order to give the children opportunities to apply their grammar knowledge in their writing.

Grammar and punctuation are the make-up of a piece of writing. These skills begin in Early Years as children learn speak and then to write for meaning. In KS1, children build on this, learning to write in complete sentences, understand different word classifications and develop sentences that link together, within a text. In KS2, children hone and develop these skills further by learning how to vary sentence types and use different language, tense and punctuation for effect, eventually choosing to do so independently.

Opportunities for teachers to enhance pupils’ vocabulary arise naturally from their reading and writing. As vocabulary increases, teachers show pupils how to understand the relationships between words, how to understand nuances in meaning, and how to develop their understanding of, and ability to use, figurative language. They also teach pupils how to work out and clarify the meanings of unknown words and words with more than one meaning.

Pupils are taught to control their speaking and writing consciously and to use Standard English. They are taught to use the elements of spelling, grammar, punctuation and ‘language about language’ listed in the statutory appendices.

The school follows the definitions provided in the non-statutory glossary in the national curriculum. Throughout the programmes of study, teachers teach pupils the vocabulary they need to discuss their reading, writing and spoken language. Pupils therefore learn the correct grammatical terms in English and these terms are integrated within teaching. The children are then given opportunities and are expected to use a range of spelling strategies and apply them in their independent work.

The teaching of correct grammatical terminology is vital to the children’s understanding and use of the English language and as such all teachers must use the terminology set down in the New Curriculum grammar and punctuation appendices.

In year 2 we have adopted the FFT jungle club spelling. This is a fun and engaging online platform that covers all of the Y2 National Curriculum objectives for spelling. Daily lessons provide opportunities to work as a class, in groups, in partners and individually. Each lesson follows the sequence of remember, learn, practice and try it to ensure that pupils embed prior knowledge, learn new knowledge and are able to practice and apply this.

In KS2 we have adopted Spelling Shed. Each lesson has a main objective from the National Curriculum appendix for spelling. The lesson sequence is planned to systematically build upon acquired knowledge. Each week a set of words is provided, these words are examples of the spelling pattern being taught. Each lesson contains a revision section so that children will revisit sounds and spelling patterns from earlier weeks in the scheme.

The Main Teaching Input section is designed to take approximately 20 minutes to complete. Here teachers and students will explore the words of the week. They will examine aspects such as the number of syllables, tricky sounds and the morphology of the words. Children then have opportunities to apply their learning with various activities.

Benchill Primary Maths Curriculum

How our Maths contributes to our whole school curriculum intent.

Intention one: Our learners will achieve excellent and sustained academic progress.

Intention two: Our learners will develop effective lifelong learning behaviours.

Intention three: Our learners will be supported to think critically and creatively.  

Intention four: Our learners will become well-informed and responsible citizens. 

Why we want excellent Maths at Benchill Primary School.

 How we will achieve it and how we will know we are being successful?

Intent

• Benchill is fully committed to mastery teaching within mathematics. We use a mastery approach across the whole school which has been implemented for a number of years. 

• Much of the success for our pupils can be attributed to following a Maths curriculum built on a concrete-pictorial-abstract approach to teaching Maths; that values exploration and  instruction and is underpinned by reasoning. 

• Visitors to our school could expect to see exploration of problems, peer collaboration, personal reflection, guided practice and independent practice within our Maths lessons.

 Implementation 

How leaders monitor and implement expectations for mathematics:

• Maths CPD

• Maths workshop

• Staff attend maths no problem training

• Book looks

• Key subject specific vocabulary is established for each unit of work 

• Subject monitoring completed each term including: pupil voice, book looks and learning walks

• Bespoke support provided to staff 

Impact 

• Data

• Staff voice (subject knowledge/resourcing)

• Pupils will be ready for their stage of education within and across year groups

• Pupil voice, learning walks and book looks will be used to evaluate and enhance curriculum impact 

• Pupils will be assessed individually using the well-developed component skills and knowledge during each unit of work

• Children’s examples will be provided for each year group to support moderation and understanding of the expected standard.

• Early Learning Goals and Ready to Progress Criteria help form our assessment programme

Our Rationale - why we do what we do and why we have chosen this

EYFS

The development of mathematical knowledge, vocabulary and skills are interwoven throughout the Reception day. The Reception approach focuses on mastering early number, using the NCETM Mastering Number Program. During the Reception year, the children receive a daily maths lesson which lasts approximately 20minutes. This lesson comprises of a whole class teacher input, the children then complete tasks/activities within the environment relating to the concepts being taught 

KS1 and KS2

Our mastery approach begins in Y1, then continuing through the whole school. In all year groups, we continue to use a concrete-pictorial-abstract approach where exploration is valued even with our eldest pupils. This exploration is coupled with a continuation of direct instruction and independent work. Adaptations include the use of manipulatives and again these are used with our eldest pupils as well as our youngest. 

At KS1, Mastering Early Number enables our youngest children to develop their number facts and parent maths programmes aid their development at home as well as in school. The KS2 Mastering Number programme takes this further, introducing times tables fluency and formal methods coupled with problem-solving and reasoning in a variety of contexts. Throughout both key stages, the maths no problem textbooks allow our teachers to focus on the how of learning and tackling misconceptions whilst providing challenge for all.

Benchill Primary Computing Curriculum

Computing Rationale

Intent

At Benchill, we believe that Computing is a crucial part of everyday life and will play a huge role in our children’s futures. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems.

Our Computing curriculum aims to:

• Encourage children to become independent users of computing technologies to gain confidence and enjoyment from their activities.

• Use technology to support learning across the curriculum.

• Encourage children to become more independent and resilient with critical thinking and problem solving.

• Equip children with the skills needed to use the Internet in a safe and responsible way.

• Allow children to have access to different types of technology.

We want our students to:

• Develop creativity when using technology.

• Be safe and responsible when using technology.

• Become digitally literate and competent users of technology.

• Be able to use the Internet in a safe and responsible way, understanding what to do if something makes them feel unsafe.

Implementation

The Computing curriculum is practical, creative and knowledge-rich. As a school we follow the Teach Computing curriculum. The curriculum meets the aims and objectives of the National Curriculum and is interconnected and clearly sequenced which allows children to make links between their learning.

Throughout Computing, the children will gain a knowledge of:

• Digital Literacy

• Computer Science

  • Programming

  • Computational thinking and problem-solving

• Information Technology.

  • Digital artefacts

  • Computing context

Our curriculum is designed to:

• Allow children to complete problem solving with Computing, which will build resilience and problem solving skills.

• Allow an understanding for the context of use of computers in society, including the use of digital artefacts and the context of computing.

• Enable children to gain the skills and knowledge required to be an effective, safe and responsible user of technology.

Our curriculum enables students to:

• Develop their understanding of technology and how it can help them.

• Develop their resilience to be able to solve problems which occur through building programmes.

• Understand the different methods of data collection and the presentation of data and information in different formats.

• Plan, create, produce and edit media in various formats.

Units of work in the Benchill curriculum cover:

• Computing networks and systems

  • They will become more familiar with the different components of a computer ; how technology is all around us; understanding of digital devices; how information is transferred and shared between devices.

• Programming

  • Children will gain an understanding of the sequencing of commands, creating, modifying and editing their programmes. They will also gain an understanding of count-controlled and infinite loops, how to explore movement when programming and evaluating their work that they have created.

• The creation of media

  • Children will learn about how to design, plan, produce and edit a variety of different media including: vector graphics, audio, video, image, website creation and 3D modelling.

• Data and information

  • Children will gain knowledge on a variety of different technology based information and data, such as: spreadsheets, flat-file databases, data logging, branching databases, grouping data and pictograms.

We ensure gradual progression in skills and knowledge throughout the curriculum with previous skills and knowledge being revisited in order to build upon these. Our planning and curriculum also emphasises the importance of how to become a safe and responsible user of technology.

To help with our implementation of the computing curriculum we have a variety of hardware available to all teachers, including:

• Chromebooks

• IPads

• Crumble sets

• Micro:bits

• Beebots

• Interactive whiteboards

Impact

The Computing curriculum aims to provide a well-rounded, sequenced curriculum that:

• Includes a variety of different topics to encourage critical thinking and problem solving.

• Develop an understanding of different methods of technology.

• Equip children to become safe, responsible and efficient users of technology.

• Enable children with the skills to be more resilient with problem solving and critical thinking.

Our curriculum overview details the National Curriculum requirements for each key stage. It specifies:

• The knowledge, skills and processes needed.

• The sequencing of skills which will be built on year on year.

• The topics, concepts and skills covered each year.

Children’s progress is recorded digitally and physically in a class book, which shows:

• The work which has been completed through ‘unplugged’ lessons.

• The progress throughout each unit.

• Work completed independently by the children using technology.

• Knowledge organisers, end of unit quizzes which track knowledge and skill progression.

The curriculum ensures that students not only learn about Computing but also develop a lasting respect and appreciation for digital technologies and feel fully equipped to use technology effectively and responsibly. Also that they foster an ability to think critically, solve problems and become more resilient.

Useful Websites for Parents / Carers:

BBC Bitesize KS1:

https://www.bbc.co.uk/bitesize/subjects/zyhbwmn

BBC Bitesize KS2:

https://www.bbc.co.uk/bitesize/subjects/zvnrq6f

Coding guide for parents:

https://www.twinkl.co.uk/blog/a-parents-guide-to-coding-for-children 

Hour of Code:

https://hourofcode.com/uk/learn

Raspberry Pi Code Club:

https://projects.raspberrypi.org/en/codeclub 

Scratch ideas and tutorials:

https://scratch.mit.edu/ideas

Internet Safety:

https://www.ceop.police.uk/Safety-Centre/

https://www.saferinternet.org.uk/advice-centre/young-people/resources-3-11s

Benchill Primary Art and Design Curriculum

Intent

At Benchill Primary, we believe that art, craft, and design are some of the highest forms of human creativity. Our art and design curriculum aims to:

• Engage, inspire, and challenge students.

• Equip them with the knowledge and skills to experiment, invent, and create.

• Develop critical thinking and a deeper understanding of art and design.

• Show how art reflects and shapes history and contributes to culture and wealth.

We want all our students to:

• Create original artworks, exploring their ideas and experiences.

• Become proficient in various techniques, including drawing, painting, and sculpture.

• Evaluate and analyze artworks using the language of art.

• Learn about great artists, craft makers, and designers, and understand their historical and cultural contexts.

Implementation

The Benchill Curriculum is a knowledge-rich program where students learn about:

• Various artists, designers, and architects, and their work.

• Artistic concepts and styles in a historical context.

• How these elements influence their own artwork and skill development.

Our curriculum enables students to:

• Connect the work of different artists, architects, and designers to their own projects.

• Evaluate and reflect on their work and others', creating a cycle of continuous learning and improvement.

• Express themselves and discover their identity as artists through meaningful opportunities.

Units of work in the Benchill Curriculum cover:

• Art concepts: line, shape, color, tone, form, space, texture, and tone.

• Different types of art: sculpture, architecture, painting, portraits, landscapes, history painting, etc.

• Artistic movements and periods: impressionism, Anglo-Saxon art, Chinese painting, and more.

We ensure gradual progression in skills (painting, drawing, 3D form, collage, textiles, printmaking, photography, and mixed media) and knowledge (styles and types of art). Our planning structure also emphasizes the process of art, from critical analysis to observation, exploration, and evaluation. Activities include:

• Observational and imaginative drawing in Key Stage 1.

• Independent investigation, sketching, design, and planning by the end of Key Stage 2.

• Independent and investigative studies, particularly in years 5 and 6.

Our curriculum meets the National Curriculum requirements and explores key movements and historical periods in Western art. It aligns art units with history topics to help children make connections and reinforce their knowledge.

Impact

The Benchill Curriculum aims to provide a well-rounded art education that:

• Balances the study of Western art with diverse cultural perspectives.

• Includes art from the Islamic world, Western Africa, China, and other cultures.

• Addresses issues of colonialization, empire, and the influence of non-Western art on Western art.

• Highlights women artists and their underrepresentation in traditional narratives.

• Offers opportunities to study art by women and ethnic groups in the 20th century.

Our Curriculum Overview details the National Curriculum requirements for each key stage. It specifies:

• Concepts, types of art, skills, and processes covered each year.

• Artists, designers, architects, and skills included in each unit.

Children's progress is recorded in sketchbooks, including:

• Artwork and photographs of their creations.

• Written reflections on the work of other artists and their own.

• Knowledge organizers, learning objectives, and quizzes to track knowledge and skill progression.

The Benchill Curriculum ensures that students not only learn about art but also develop a lasting love for the subject, fostering creativity, critical thinking, and cultural awareness.

Useful Websites for Parents / Carers:

Twinkl website

https://www.twinkl.co.uk/resource/art-and-design-parent-guide-what-your-child-will-learn-ages-5-7-t-ad-247

BBC Teach

https://www.bbc.co.uk/teach/class-clips-video/articles/zmd4mfr

Benchill Primary Design & Technology Curriculum

Intent

The Benchill Curriculum for design and technology aims to:

• Inspire and engage children by letting them design and create products.

• Teach practical skills through hands-on activities.

• Help children understand and solve real-world problems.

• Build knowledge across subjects like math, science, engineering, computing, and art.

• Develop resourceful, innovative, and capable citizens.

• Show the impact of design and technology on our daily lives and the world.

Implementation

To achieve these goals, the Benchill Curriculum includes:

• Creating Products: Each unit focuses on making a product, helping children learn creative, technical, and practical skills.

• Concepts and Skills: Units like "Build" and "Sew" guide children through investigating, designing, making, and evaluating products, enhancing their knowledge and skills.

• The Design Process: Structured activities help children critique, evaluate, and test their ideas and products.

• Cooking and Nutrition: Each year, children make two recipes to develop cooking skills and understand nutrition.

Impact

With the Benchill Curriculum, your child will:

• Gain the expertise needed for everyday tasks and thrive in a technological world.

• Learn to design and make high-quality products for various users.

• Develop critical thinking by evaluating their own and others' work.

• Understand and apply nutrition principles through hands-on cooking experiences.

Benchill Primary PSHE Curriculum

PSHE Curriculum Rationale

Intent

At Benchill Primary, we use the Benchill Curriculum based on the Manchester Healthy Schools’ iMatter curriculum. This curriculum is designed to meet the needs of Manchester children, offering a well-researched, flexible approach to learning. With fewer lessons per unit, we can dive deeper into topics, reinforce key concepts, and adapt lessons to suit our students' needs. This helps ensure that children understand and retain important information throughout the year.

Implementation

Our curriculum is structured throughout the school year to best support our students:

• Autumn 1: Mental and Emotional Health

  • Helps children settle into the new school year, establish routines, and adjust after the summer break.

• Autumn 2: Keeping Safe

  • Taught around bonfire night, Christmas, and New Year, focusing on managing risks associated with these events.

• Spring 1: Healthy Lifestyles

  • Introduced as the weather improves, encouraging physical activities and leading into our Healthy Schools week.

• Spring 2: Living in the Wider World

  • Follows Geography and Science lessons, expanding children’s understanding of global issues and environmental conservation.

• Summer 1: Relationships and Sex Education (RSE)

  • Scheduled when children are more mature and comfortable with their teachers and peers, allowing for thoughtful discussions.

• Summer 2: Reinforcement

  • Cover any lessons that need repeating based on assessments, ensuring students fully understand key concepts.

This schedule aligns with the school year, ensuring each topic is taught at the most appropriate and relevant time.

Impact

The Benchill Curriculum aims to provide children with the knowledge and skills to make safe, informed decisions. Here’s how it benefits our students:

• Mental and Emotional Health: Helps children re-establish routines and prepare for the school year.

• Keeping Safe: Equips children with skills to identify and manage risks, especially during seasonal events.

• Healthy Lifestyles: Promotes physical wellbeing and prepares children for Healthy Schools week.

• Living in the Wider World: Broadens children’s perspectives on global issues, enhancing their understanding of environmental conservation.

• RSE: Provides a secure environment for discussing important topics, supporting children’s developmental readiness.

This approach ensures that our students receive a well-rounded education, supporting their personal, social, health, and economic development, and preparing them for future challenges.

How can I support my child’s PSHE Education?

These subjects are not just learnt within the classroom, good PSHE Education is a partnership between your child’s home and school and there are lots of things you can do as a parent/carer to support your child’s journey.

Allowing your child to talk about PSHE topics at home can be a really good way for them to explore and contextualise some of the content. If you have time, research some of the areas you know are coming up in your child’s PSHE programme, and anticipate any questions.

If you can’t answer a question (as parents you can’t be expected to know everything from first aid, to online safety), you can listen to your child and explore these areas further together.  

Benchill Primary Science Curriculum

Intent

At Benchill Primary, our science curriculum aims to:

• Develop knowledge and skills that are progressive, enabling children to deepen their understanding of both the world and the ways in which things work.

• Embed ‘working scientifically’ within the content of biology, physics and chemistry, focussing on the key features of scientific enquiry.

We want our pupils to:

• Gain a deep understanding of science as a unique discipline, constituting of the three strands of biology, chemistry and physics.

• Develop their understanding of Earth science.

• Develop their understanding of environment and sustainability.

• Ask questions and develop a sense of curiosity about the world around us.

• Learn to use a variety of approaches to answer relevant scientific questions.

Implementation

The Benchill curriculum for science is designed to be both knowledge-rich and coherently sequenced. It includes:

Substantive knowledge:

• Biology (Human Body)

• Physics (Space)

• Chemistry (Materials).

Disciplinary concepts:

• Working scientifically.

• 5 types of enquiries: (observing, pattern seeking, groups and classifying, comparing and fair testing, research using secondary sourcing).

Our curriculum ensures:

• Knowledge is built incrementally.

• Pupils have multiple opportunities to secure and build upon their knowledge by revisiting subject content at carefully sequenced points throughout the curriculum.

• Children master the knowledge and concepts whilst simultaneously building up an extended subject-specific vocabulary that enables them to communicate their knowledge.

• Pupils secure greater breadth and depth in their understanding of scientific knowledge, skills and the discipline of science.

• This incremental approach helps teachers to identify knowledge gaps and easily look back at previous content to see what they need to address.

Impact

The Benchill curriculum aims to:

• Provide a broad and deep understanding of science.

• Encourage curiosity and a love for science.

• Prepare pupils with essential knowledge for future studies.

Pupils will: 

• Gain a comprehensive overview and understanding of scientific concepts before studying aspects in more depth through the specific disciplines of biology, chemistry and physics.

• Master the knowledge and concepts whilst simultaneously building up an extended subject-specific vocabulary that enables them to communicate their knowledge.

• Develop an understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them.

The Benchill primary science curriculum ensures that pupils leave Benchill Primary fully equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.

Benchill Primary Geography Curriculum

Intent

The Benchill Curriculum is designed to give your child a deep understanding of the world. It focuses on teaching important knowledge and skills about different places, people, resources, and environments. By learning geography, children will understand how physical and human processes shape our planet. The curriculum aims to make students curious and fascinated about the world, preparing them to understand complex interactions and changes over time.

Implementation

The Benchill Curriculum is carefully structured and builds knowledge step-by-step. Each year, your child will learn more about their local area, the UK, Europe, and the world. This approach ensures they gain a thorough and coherent understanding of geography. Here's how it's done:

• Knowledge-Rich Curriculum: Each lesson is planned to provide specific knowledge and skills that build on what was learned previously.

• Geographical Skills: Starting with basic skills like reading maps and using compasses, your child will progress to more advanced techniques such as interpreting data and conducting fieldwork.

• Yearly Focus: Every year begins with a "Spatial Sense" unit to teach essential geographical skills, which are then applied throughout the year.

• Fieldwork: Practical activities help children observe and understand their surroundings. For example, younger students might study their school’s geography, while older students might investigate local environmental issues.

Impact

The Benchill Curriculum aims to develop knowledgeable, skilled and curious students who love geography. As a result of this curriculum:

• Enhanced Understanding: Your child will understand important geographical concepts and be able to answer questions about different places and environments.

• Skills Development: They will become proficient in using maps, conducting fieldwork, and interpreting geographical data.

• Global Awareness: Studying diverse regions and cultures helps children appreciate global interconnections and the impact of human actions on the environment.

• Responsible Citizenship: By learning about globalisation and sustainability, students are encouraged to think critically about their role in the world and how they can contribute to a sustainable future.

This structured and comprehensive approach ensures your child is well-prepared with the knowledge and skills needed to understand and engage with the world around them.

Parent Guide to Supporting Geography Learning

Geography helps children understand the world around them, fostering curiosity about diverse places, people, resources, and environments. Here’s a helpful guide to support your child’s learning in Geography across different year groups, based on the curriculum and whole school plan.

Nursery and Reception

Topics:

• Weather

• Natural Materials

• Seasons

Activities to Support Learning:

1. Weather Diary: Help your child keep a weather diary, noting daily weather changes.

2. Nature Walks: Collect natural materials like leaves, stones, and twigs. Discuss their differences and uses.

3. Seasonal Changes: Observe how trees, plants, and the environment change with seasons. Create a seasonal collage.

Year 1

Topics:

• Spatial Sense

• The UK

• Seven Continents

Activities to Support Learning:

1. Map Exploration: Use simple maps to locate your home, school, and other familiar places.

2. UK Tour: Discuss the four countries of the UK and their capitals. Use pictures or videos to show landmarks.

3. Continental Adventure: Use a globe or world map to find and name the seven continents.

Useful Websites:

• National Geographic Kids

• BBC Bitesize Key Stage 1

Year 2

Topics:

• Spatial Sense

• The British Isles

• Northern Europe

Activities to Support Learning:

1. British Isles Puzzle: Create a puzzle of the British Isles and help your child put it together.

2. Virtual Tours: Explore landmarks in Northern Europe through online virtual tours.

3. Directional Games: Use a compass to learn simple directions (North, South, East, West).

Useful Websites:

• DK Find Out!

• BBC Bitesize Key Stage 2

Year 3

Topics:

• Spatial Sense

• Settlements

• Rivers

• UK Geography: The South West

• Western Europe

• Asia – China and India

Activities to Support Learning:

1. Settlement Models: Build simple models of settlements using blocks or other materials.

2. River Study: Visit a local river, observe, and discuss its features and importance.

3. Cultural Exploration: Learn about the cultures, foods, and traditions of China and India.

Useful Websites:

• Google Earth

• Geography for Kids

Year 4

Topics:

• Spatial Sense

• Mediterranean Europe

• Eastern Europe

• UK Geography: Northern Ireland

• UK Geography: London and the South East

• Asia - Japan

Activities to Support Learning:

1. Map Skills: Practice reading and creating maps with landmarks and symbols.

2. Cultural Festivals: Explore festivals and traditions in Mediterranean and Eastern Europe.

3. Japan Culture Day: Have a Japan-themed day with food, crafts, and stories from Japan.

Useful Websites:

• National Geographic Kids

• BBC Bitesize Key Stage 2

Year 5

Topics:

• Spatial Sense

• Mountains

• UK Geography: East Anglia, The Midlands, Yorkshire and Humberside

• Australia

• New Zealand and the South Pacific

• Local Study

Activities to Support Learning:

1. Mountain Models: Create 3D models of different types of mountains.

2. Local Area Project: Research and present on a notable feature of your local area.

3. Australia and New Zealand: Learn about the geography, animals, and landmarks of these regions.

Useful Websites:

• Kids World Travel Guide

• BBC Bitesize

Year 6

Topics:

• Spatial Sense

• British Geographical Issues

• North America

• South America

• Africa

• Globalisation

Activities to Support Learning:

1. Global Issues Discussion: Talk about current global issues like climate change and how they affect different regions.

2. Continent Study: Choose a continent and explore its major geographical features and cultural aspects.

3. Mapping Projects: Use online tools to create detailed maps of different regions.

Useful Websites:

• National Geographic Kids

• Google Earth

General Tips for Parents:

• Engage with Content: Ask your child to explain what they've learned.

• Use Resources: Utilise online resources and local libraries for books and materials.

• Practical Activities: Incorporate geography into everyday activities like cooking (using recipes from different countries) and travel (planning routes and discussing places).

Supporting your child in Geography can be a fun and enriching experience that enhances their understanding and curiosity about the world. Happy exploring!

Benchill Primary History Curriculum

Intent

At Benchill Primary, our history curriculum aims to:

• Give students a strong understanding of Britain's past and the wider world.

• Inspire curiosity about the past.

• Equip students with skills to ask questions, think critically, analyse evidence, and develop their own perspectives.

We want our students to:

• Understand British history as a chronological narrative from ancient times to the present.

• Learn about significant aspects of world history, including ancient civilizations and empires.

• Grasp key historical concepts like ‘empire’, ‘civilization’, ‘parliament’, and ‘peasantry’.

• Use historical concepts to make connections, draw contrasts, analyse trends, and create their own structured accounts.

• Understand historical enquiry methods and how evidence is used to construct historical claims.

• Place their growing knowledge into various contexts, understanding connections between different types of history and timescales.

Implementation

The Benchill Curriculum for history is designed to be both knowledge-rich and coherently sequenced. It includes:

• Substantive knowledge: Historical events, dates, and people, as well as key historical concepts (e.g., ‘empire’, ‘monarchy’).

• Disciplinary concepts: Methods of historical enquiry, such as evidence, causation, significance, and interpretation.

Our curriculum ensures:

• A chronological understanding of local, British, and world history.

• Each unit is part of a larger narrative, providing a framework that connects each topic.

• Students build on their knowledge year by year, deepening their understanding of key concepts like ‘monarchy’.

• A balanced exploration of local, national, and world history, showing connections and influences.

Each year, students study at least one unit of British history, exploring significant events and their impact on modern Britain. These units also cover various contexts, such as cultural, social, and religious aspects.

The curriculum also helps students understand how history is constructed and contested. They learn:

• What historians do and how to analyse sources.

• To ask perceptive questions, evaluate evidence, and develop their own viewpoints.

Impact

The Benchill Curriculum aims to:

• Provide a broad and deep understanding of history.

• Encourage curiosity and a love for history.

• Prepare students with essential knowledge for future studies.

   

Students will:

• Gain a comprehensive overview of historical periods before studying aspects in more depth.

• Learn about a wide variety of historical figures and events, from ancient civilizations to modern movements.

• Develop skills to think critically about historical evidence and construct their own interpretations.

Our history curriculum ensures that students leave Benchill Primary with a rich understanding of the past, an appreciation for the complexities of history, and the skills to analyze and interpret historical information effectively.

Benchill Primary PE Curriculum

Aims of our PE curriculum

At Benchill Primary, we recognise the importance PE plays in the curriculum and are committed to providing all children with opportunities to engage fully in Physical Education.

The aim of our PE programme is to develop children's basic physical competencies, build confidence in their ability and build the foundations for a lifelong love of sport, physical activity and a healthy lifestyle.

PE lessons encourage children to compete against themselves and others whilst being challenged to improve their physical, social, emotional and thinking skills. These skills are embedded in the heart of our planning. Our objectives in the teaching of PE align with the National Curriculum in that we aim to ensure all pupils:

• Develop competence to excel in a broad range of physical activities

• Are physically active for sustained periods of time

• Engage in competitive sports and activities

• Lead healthy, active lives.

Teaching and learning 

Our PE lessons are planned using the Get Set 4 PE platform, which aligns with our core values, our whole child approach to PE and the objectives laid out in the National Curriculum. Get Set 4 PE is planned so that progression is built into the scheme which ensures our children are increasingly challenged as they move up through the school.

Together we create a broad and balanced curriculum that is exciting for our children to learn through. Our medium-term plans give details of each unit of work for each term. These schemes of work provide an overview of the unit, links to other areas of the National Curriculum and assessment criteria for that unit. The short-term lesson plans provide opportunities for children of all abilities to develop their skills, knowledge and understanding in each activity area.

In addition to weekly P.E lessons, we offer extra-curricular activities at lunchtime, such as Netball, Football and Basketball.

We are also a part of School Sports Games and take part in intra school competitions such as Football, Cross Country, Basketball, Cricket, Rounders, Athletics and Dodgeball.

When we have the opportunity, the children take part in the daily mile.

Yearly, we give the children the opportunity to experience new sporting activities during Sports week.

EYFS 

We encourage the physical development of our children in the nursery and reception class as an integral part of their work. As these classes are part of the Foundation Stage of the National Curriculum, we relate the physical development of the children to the objectives set out in the Early Learning Goals, which underpin the curriculum planning for children aged three to five years of age.

We encourage the children to develop confidence and control of the way they move, and the way they handle tools and equipment. We give all children the opportunity to undertake activities that offer appropriate physical challenge, both indoors and outdoors, using a wide range of resources to support specific skills.

Assessment 

Our teachers assess the children’s work in PE, both by making informal judgements, as they observe them during lessons, and through assessing against the specific objectives set out in the National Curriculum and recorded using the Get Set 4 PE assessment software. We have clear expectations of what the pupils will know, understand and be able to do at the end of each Key Stage. Teachers are supported with resources to know how to prepare children for their next phase of education. These resources include the Get Set 4 PE progression of skills document, progression ladders and knowledge organisers.

Monitoring and Reviewing 

The planning and coordination of the teaching of PE is the responsibility of the subject leader, who:

• Supports colleagues in their teaching, providing a strategic lead and direction; Evaluates the strengths and areas for development in the subject through staff and pupil voice questionnaires;

• Reviews evidence of the children’s work and observes PE lessons. The quality of teaching and learning in PE is monitored and evaluated by the subject leader and is overseen by the curriculum leader.

Health and Safety 

We recognise that participation in PE and Physical Activities contains an element of risk. Staff are responsible for ensuring that they are familiar with safe practice to reduce the element of risk to the absolute minimum within their control. Staff are aware of pupils who have special needs with regards to physical activity and make special provision for needs where appropriate e.g. physical disability, asthma.

Staff know about the safe practices involved in moving and using apparatus. Pupils wear appropriate clothing, remove jewellery and tie back long hair. If the removal of jewellery or studs is not possible, they should be securely taped and the teacher is confident this strategy is effective. Our School provides an appropriate PE kit for all children and keeps spare sets in school. Copyright Get Set 4 Education Ltd. Pupils may be asked to remove shoes when participating in indoor activities such as gymnastics, dance and yoga. Correct use of equipment is taught along with any potential hazards, including completing a risk assessment for each area/ space that PE and school sport takes place in. Equipment and apparatus are stored safely at the end of each lesson. Pupils are taught to always consider their own safety and that of others.

Benchill Primary Music Curriculum

Rationale

1. introduction

   • Briefly introduce the purpose of the document.

   • Emphasize the universal significance of music.

2. The Value of Music Education

   • Discuss why music is considered a universal language.

   • Highlight the role of music in fostering creativity.

3. Engagement and Inspiration

   • Explain the goals of the music program at Benchill Primary.

   • Describe how high-quality music education engages and inspires pupils.

4. Development of Musical Talent

   • Detail how the program nurtures students' musical talents.

   • Mention the impact on self-confidence, creativity, and sense of achievement.

5. Progression and Critical Engagement

   • Outline the progression of music education from early years to advanced levels.

   • Describe how students develop critical engagement with music.

   • Discuss the importance of composing and listening skills.

6. Conclusion

   • Summarize the key points.

   • Reinforce the commitment to providing high-quality music education.

Detailed Rationale for Music Education at Benchill Primary

Introduction

Music is a universal language that transcends cultural and linguistic boundaries. It embodies one of the highest forms of creativity, allowing individuals to express themselves and connect with others on a profound level. At Benchill Primary, we are dedicated to providing high-quality music education that engages and inspires our pupils.

The Value of Music Education

Music education is vital because it is a universal language that speaks to everyone, regardless of background. It fosters creativity, which is crucial for the holistic development of children. By engaging with music, students learn to think outside the box, solve problems creatively, and express their emotions in healthy ways.

Engagement and Inspiration

Our music program at Benchill Primary aims to captivate students' interest and inspire a lifelong love of music. We believe that high-quality music education can transform the way students perceive and interact with the world. By exposing them to diverse musical genres and traditions, we encourage them to appreciate the richness of global cultures and histories.

Development of Musical Talent

As our students engage with music, they naturally develop their musical talents. Our program is designed to boost their self-confidence, enhance their creativity, and provide a sense of achievement. We offer various opportunities for students to perform, compose, and collaborate, helping them to realize their full potential as musicians.

Progression and Critical Engagement

At Benchill Primary, we ensure that our pupils' musical education progresses from foundational skills to more advanced concepts. As they grow, students develop a critical engagement with music, learning to compose their own pieces and listen discerningly to the best in the musical canon. This critical engagement fosters not only a deeper appreciation for music but also sharpens their analytical and evaluative skills.

Conclusion

In conclusion, music education at Benchill Primary is more than just learning to play an instrument or sing a song. It is about nurturing a love for music, developing critical thinking skills, and fostering a sense of achievement. We are committed to providing high-quality music education that inspires and engages our students, helping them to grow into confident, creative, and accomplished individuals.

Intent of Music Education at Benchill Primary School

National Curriculum Objectives

The National Curriculum for music aims to ensure that all children:

• Perform, listen to, review, and evaluate music: Engage in active music-making and critical assessment of musical works.

• Be taught to sing, create, and compose music: Develop vocal skills and creative abilities through singing and composition.

• Understand and explore how music is created, produced, and communicated: Gain insights into the processes and techniques involved in music production and communication.

Benchill Primary School's Commitment

At Benchill Primary School, we are dedicated to providing a comprehensive music education that aligns with the National Curriculum objectives and fosters a deep appreciation and understanding of music in our students.

Comprehensive Musical Understanding

Our program ensures that children gain a firm understanding of what music is by:

• Listening: Exposing students to a wide range of music from different historical periods, styles, traditions, and genres to broaden their musical horizons.

• Singing: Teaching students to sing with confidence and expression, developing their vocal skills and musicality.

• Playing: Offering opportunities to play various instruments, enhancing their practical skills and enjoyment of music.

• Evaluating and Analyzing: Encouraging critical thinking through the evaluation and analysis of musical works, fostering a deeper appreciation and understanding.

• Composing: Guiding students in creating their own music, nurturing their creativity and compositional skills.

Fostering Interest and Acceptance

We are committed to developing a genuine interest in music among our students by:

• Promoting Understanding and Acceptance: Emphasizing the validity and importance of all types of music, from classical to contemporary, and fostering an unbiased respect for diverse musical expressions.

• Encouraging Personal Expression: Recognizing and valuing the role that music plays in individuals' lives, encouraging students to express themselves through music.

Community and Real-World Application

We aim to ensure that children understand the value and importance of music in the wider community by:

• Connecting Music to the Community: Highlighting how music can bring people together and enhance community life, encouraging students to participate in local musical events and initiatives.

• Applying Musical Skills: Equipping students with the skills, knowledge, and experiences needed to involve themselves in music in a variety of contexts, from school performances to community projects.

Conclusion

At Benchill Primary School, our music education program is designed to engage, inspire, and educate students, fostering a lifelong love for music. By aligning with the National Curriculum objectives and promoting a comprehensive understanding of music, we ensure that our students develop the skills, confidence, and appreciation necessary to actively participate in and contribute to the musical world. Our commitment to inclusivity and respect for all types of music prepares students to embrace the rich diversity of musical expression and its significance in their lives and communities.

Implementation of Music Education at Benchill Primary School

Structured Music Curriculum

The music curriculum at Benchill Primary School is designed to ensure that children engage in singing, listening, playing, performing, and evaluating music. This comprehensive approach is achieved through several key components:

• Charanga Music Programme: A structured and progressive music curriculum that provides engaging and interactive lessons, ensuring consistency and comprehensive musical education.

• Weekly Singing Assemblies: Regular opportunities for students to come together and sing, promoting community spirit and vocal development.

• Concerts and Performances: Various events throughout the year where students can showcase their musical talents, gaining confidence and performance experience.

• Musical Clubs: Extracurricular activities that offer additional opportunities for students to explore and enjoy music.

• Specialist Music Teachers: Expert instructors who bring specialized knowledge and skills, enhancing the quality of music education.

Classroom Integration

In the classroom, music education is embedded through:

• Elements of Music: Teaching the fundamental aspects of music, such as rhythm, melody, harmony, dynamics, and timbre, so that students can understand and discuss music using appropriate terminology.

• Cross-Curricular Links: Integrating music education with other subjects to create a holistic learning experience. For example, exploring historical music periods in history lessons or using mathematical concepts in music theory.

• Language of Music: Encouraging students to use musical terminology to dissect and analyze music, enhancing their comprehension and appreciation.

Composition and Performance

Students are given opportunities to compose and perform music, focusing on various dimensions and elements of music:

• Composition: Students learn to create their own music, exploring different dimensions such as melody, harmony, rhythm, and dynamics. This creative process helps them understand the building blocks of music and enhances their listening and analytical skills.

• Body Percussion and Vocal Sounds: Utilizing body percussion and vocal sounds to teach musical elements without the added complexity of instruments. This method helps students grasp fundamental concepts and develop rhythmic and melodic skills.

Cross-Curricular Links

Music education at Benchill Primary is enhanced through cross-curricular links:

• Interdisciplinary Learning: Connecting music with other subjects such as history, mathematics, and language arts. For example, studying the historical context of a musical piece or exploring mathematical patterns in music.

• Holistic Understanding: Promoting a broader understanding of music and its relevance to various academic disciplines and real-life contexts.

Specialist Teaching and Extracurricular Activities

The music curriculum is further enriched by:

• Specialist Music Teachers: Bringing expertise and specialized instruction to enhance students' learning experiences.

• Musical Clubs and Activities: Offering extracurricular opportunities for students to explore different aspects of music, develop new skills, and pursue their musical interests.

Conclusion

The implementation of the music curriculum at Benchill Primary School ensures that students receive a well-rounded and comprehensive music education. Through structured programs, classroom integration, and opportunities for composition and performance, students develop a deep understanding and appreciation of music. The inclusion of specialist teaching and extracurricular activities further enriches their musical journey, preparing them to engage with and contribute to the musical world in various contexts.

Impact of Music Education at Benchill Primary School

Personal Development and Achievement

Music education at Benchill Primary School provides students with access to a varied and comprehensive program, enabling them to:

• Discover Strengths and Areas for Improvement: Through diverse musical activities, students identify their strengths and areas where they can improve, fostering personal growth and achievement.

• Build Self-Confidence: Performing, composing, and participating in musical activities boost students' self-confidence and self-esteem.

• Enhance Interaction and Awareness: Collaborative music-making promotes interaction with peers and raises awareness of others' contributions and perspectives.

• Encourage Self-Reflection: Music encourages introspection, allowing students to reflect on their learning and personal development.

Cultural and Historical Understanding

Music education enriches students' understanding of culture and history by:

• Exploring Diverse Ethnicities: Introducing students to music from various cultures, fostering an appreciation and respect for global musical traditions.

• Connecting to Personal Heritage: Helping students understand their own cultural background through the study of music, enhancing their sense of identity and belonging.

Versatile Musical Engagement

Students at Benchill Primary School experience music in multiple ways:

• As Listeners: Developing critical listening skills, enabling them to enjoy and analyze music with greater depth.

• As Creators: Encouraging creativity through composition, allowing students to express themselves and experiment with musical ideas.

• As Performers: Building performance skills through singing and playing instruments, fostering confidence and stage presence.

Comprehensive Musical Understanding

Through the music program, students gain a deep and comprehensive understanding of music:

• Analyzing Music: Learning to dissect music into its components, such as rhythm, melody, harmony, and dynamics, and understanding how these elements interact.

• Feeling the Pulse: Developing rhythmic awareness and the ability to maintain a steady beat, crucial for musical performance.

• Skill Development: Acquiring the foundational skills needed to pursue further musical interests, whether in formal education or personal exploration.

Lifelong Musical Skills

The music curriculum equips students with lifelong skills and knowledge:

• Adaptability: Providing a foundation in music that students can build upon, should they choose to pursue music more deeply in the future.

• Enjoyment and Participation: Ensuring that students can enjoy music throughout their lives, whether as amateurs, enthusiasts, or professionals.

Conclusion

The impact of music education at Benchill Primary School is profound and far-reaching. By offering a varied and enriching music program, we enable students to develop fundamental abilities such as self-confidence, interaction with others, and self-reflection. Music education broadens their cultural and historical understanding, allowing them to appreciate the diversity of global musical traditions. Furthermore, it provides them with versatile skills and knowledge, empowering them to engage with music in multiple ways and fostering a lifelong love for music. Through this comprehensive approach, we prepare our students to become well-rounded individuals with a deep appreciation for the arts and the skills to pursue their musical interests throughout their lives.

Benchill Primary MFL Curriculum

Intent

At Benchill Primary, our goal is to provide a vibrant and ambitious curriculum that inspires and excites students. We want every child to reach their full potential and continue studying languages beyond primary school. The curriculum is designed to be dynamic, updated annually to stay relevant, and meet or exceed national requirements.

We focus on four key language skills: listening, speaking, reading, and writing, integrating necessary grammar in an age-appropriate manner. This foundation not only prepares students for future language learning but also enhances their overall academic performance. Our aim is to cultivate genuine interest and curiosity about languages, helping students understand other cultures and develop lifelong language learning skills.

Implementation

All classes at Benchill Primary will have access to a high-quality language curriculum. The Benchill Curriculum is designed to progressively develop students' language skills through regular, well-planned weekly lessons taught by class teachers.

The curriculum is structured around age-appropriate topics and themes, building students' vocabulary, language skills, and grammatical knowledge. Lessons are designed to be engaging and interactive, ensuring that all students, including those with special educational needs, can access the material.

Each lesson will focus on a combination of the key language skills and will include:

- Interactive whiteboard materials

- Games and songs

- Differentiated desk-based activities

- Worksheets at various levels of difficulty

Lessons are planned to motivate and captivate students from the start, with clear objectives and a variety of activities to reinforce learning. Each class has a timetabled language lesson of at least 30 minutes per week, with opportunities to revisit and consolidate knowledge.

Impact

Our curriculum ensures progressive learning and challenge, with units increasing in complexity as students advance. By the time they complete primary school, students will have developed a solid foundation in the language, enabling them to create longer, more complex pieces of spoken and written language.

Students' progress is regularly assessed, with self-assessment opportunities to help them track their own learning. Teachers use detailed planning documents and the Benchill Curriculum's tracking tools to monitor progress and ensure teaching is targeted and effective.

We aim for all students to make good or better progress in their language learning, with their achievements tracked and reported to parents and carers.

By fostering a love for languages and a deep understanding of other cultures, we prepare our students to be confident, curious, and competent language learners, ready for the next stage of their education and beyond.

Year 1: Helping Your Child Learn Spanish at Home

Key Knowledge:

- Introduction to basic Spanish vocabulary and phrases.

- Topics include greetings, numbers, colours, and common objects.

- Language skills: listening and speaking simple words and phrases.

Child-Friendly Websites:

- Duolingo Kids (https://www.duolingo.com/): Simple and engaging lessons for young learners.

- PBS Kids (https://pbskids.org/games/spanish/): Fun games and activities that introduce basic Spanish vocabulary.

Activities for Parents and Children:

- Colour and Number Games: Use flashcards to learn colours and numbers in Spanish. Play matching games with them.

- Sing Songs Together: Find simple Spanish songs on YouTube or Rockalingua and sing along with your child.

- Greet Each Other in Spanish: Practice greetings like "Hola" (Hello), "Adiós" (Goodbye), "Por favor" (Please), and "Gracias" (Thank you) daily.

Year 2: Helping Your Child Learn Spanish at Home

Key Knowledge:

- Building on basic vocabulary and simple phrases.

- Topics include family members, animals, food, and basic descriptions.

- Language skills: listening, speaking, and starting to read simple words and sentences.

Child-Friendly Websites:

- Duolingo Kids (https://www.duolingo.com/): Continued vocabulary practice with engaging lessons.

- CBeebies (https://www.bbc.co.uk/cbeebies): Offers Spanish language games and songs suitable for young children.

Activities for Parents and Children:

- Label Household Items: Label items around the house in Spanish (e.g., “la silla” for chair, “el libro” for book).

- Family Tree: Create a family tree together and label each member in Spanish (e.g., “madre” for mother, “padre” for father).

- Animal Flashcards: Use animal flashcards to learn and practice animal names. Play games to match the animal names with pictures.

• Cook Simple Spanish Recipes: Prepare simple Spanish recipes together and learn related vocabulary (e.g., “manzana” for apple, “pan” for bread).

Year 3: Helping Your Child Learn Spanish at Home

Key Knowledge:

- Basic vocabulary and simple phrases.

- Topics include phonetics, introducing oneself, animals, and instruments.

- Language skills: listening, speaking, reading, and writing simple sentences.

Child-Friendly Websites:

- Duolingo (https://www.duolingo.com/): Short, game-like lessons to introduce basic vocabulary and phrases.

- Rockalingua (https://rockalingua.com/): Songs and interactive games to reinforce vocabulary.

Activities for Parents and Children:

- Label Household Items: Place labels on common household items in Spanish (e.g., “la mesa” for the table).

- Sing Songs Together: Use Rockalingua to find catchy Spanish songs and sing along.

- Flashcards: Create or print flashcards with basic vocabulary and play memory games.

Year 4: Helping Your Child Learn Spanish at Home

Key Knowledge:

- Building on basic vocabulary and starting simple conversations.

- Topics include family, classroom objects, basic descriptions, and weather.

- Language skills: listening, speaking, reading, and writing more complex sentences.

Child-Friendly Websites:

- SpanishDict (https://www.spanishdict.com/): Vocabulary lists, pronunciation guides, and grammar tips.

- BBC Bitesize (https://www.bbc.co.uk/bitesize/subjects/zhsvr82): Educational resources for young learners.

Activities for Parents and Children:

- Role-Playing Conversations: Practice simple dialogues about daily routines or family.

- Weather Chart: Create a weather chart in Spanish and update it daily.

- Interactive Games: Use websites like SpanishDict for vocabulary games.

Year 5: Helping Your Child Learn Spanish at Home

Key Knowledge:

- Expanding vocabulary and understanding sentence structures.

- Topics include daily routines, home and hobbies, the Olympics, and clothing.

- Language skills: listening, speaking, reading, and writing paragraphs.

Child-Friendly Websites:

- Duolingo (https://www.duolingo.com/): Continued vocabulary and sentence practice.

- Rockalingua (https://rockalingua.com/): Songs, games, and activities.

Activities for Parents and Children:

- Storytelling: Create simple stories together using new vocabulary.

- Role-Playing: Act out daily routines or hobbies in Spanish.

- Cultural Videos: Watch videos about Spanish-speaking countries and discuss.

Year 6: Helping Your Child Learn Spanish at Home

Key Knowledge:

- More complex language use and cultural understanding.

- Topics include school life, healthy lifestyle, and historical topics like Vikings and Romans.

- Language skills: listening, speaking, reading, and writing longer texts.

Child-Friendly Websites:

- Duolingo (https://www.duolingo.com/): Advanced lessons for more complex language practice.

- SpanishDict (https://www.spanishdict.com/): Comprehensive grammar and vocabulary resources.

Activities for Parents and Children:

- Reading and Writing: Read short stories or articles in Spanish and discuss.

- Cultural Exploration: Learn about Spanish-speaking cultures and their history.

- Cooking Together: Make traditional Spanish dishes and learn related vocabulary.

Benchill Primary Religious Education Curriculum

Rationale

At Benchill Primary School we provide pupils with an engaging, challenging, inspiring and coherent Religious Education curriculum, which aims to develop our children’s appreciation and acceptance of diversity within their community and the wider world.

The curriculum is taken from the Manchester SACRE Agreed Syllabus 2022-2027, whose principle aim is to “engage pupils in a systematic enquiry into significant human questions which religion and worldwide views address, so that they can develop the understanding and skills needed to appreciate and appraise varied responses varied responses to these questions, as well as develop responses of their own.”

Intent

At Benchill Primary, our Religious Education curriculum aims to:

• Develop pupils understanding of the world faiths and world views.

• Give pupils an awareness of the beliefs, values and traditions of other individuals, societies, communities and cultures.

• Equip pupils with the skills to think critically, ask and answer questions and to reflect on their own beliefs and values.

We want our pupils to:

• Develop respect for others, including people of different faiths and beliefs and to challenge prejudice.

• Reflect on their beliefs, ideas and ways of living

• Build their own sense of identity and belonging within our school and the wider community.

Implementation

At Benchill Primary the Religious Education curriculum is planned and structured to ensure that learning is sequential and allows children to make links and build on prior learning and achieve depth in their learning. The teaching of RE is a legal requirement, and the Manchester SACRE Agreed Syllabus states how many hours of RE needs to be taught each year. Through our RE curriculum, we teach the main religions of our area which are Christianity, Judaism, Islam and Hinduism. We also teach about humanist beliefs.

In our school RE is delivered in the following ways:

• Nursery – by celebrating different religious festivals throughout the year.

• Reception – 30-40 minutes a week, plus celebrating religious festivals.

• KS1 – 36 hours a year, plus celebrating religious festivals.

• KS2 – 45 hours a year, plus celebrating religious festivals.

By the end of year 6, children will have studied a wide range of religions and worldviews through three strands:

• Believing – Religious beliefs, teachings, sources; questions about meaning, purpose and truth.

• Expressing – Religious and spiritual forms of expression; questions about identity and diversity.

• Living – Religious practices and ways of living; questions about values and commitments.

During the teaching of RE in our school, we try and include opportunities that will enrich our children’s learning, for example: visitors from faith communities, outings to places of worship, examination of artefacts, listening to music, watching videos, reading stories, role playing and spending time in special places for reflection.

Impact

The Benchill Religious Education curriculum aims to ensure that all pupils will:

• Know and understand about a range of religions and worldviews.

• Express ideas and insights about the nature, significance and impact of religious and non-religious worldviews.

• Gain and deploy the skills needed to engage with religious and non-religious worldviews.

This will enable pupils to:

• Investigate key concepts and questions.

• Investigate and understand what enables different individuals and communities to live together respectfully for the wellbeing of all.

• Understanding and be able to describe, explain and analyse beliefs and practices.

• Explain their ideas about how beliefs, practices and forms of expression influence individuals and communities.

• Express their personal reflections and responses to questions and teachings about identity, diversity, meaning and value.

The study of RE encourages ambition within our children, by empowering them with the knowledge of the wider world, their place in it and how their actions can make a difference. Children are also introduced to different perspectives whilst also promoting the values of compassion, tolerance and respect for others.