Navigation
Home Page
Home Page

Our Curriculum

Long Bennington Church of England Academy is an inclusive and welcoming community.  We aim to make learning fun, exciting and relevant in order to create happy, enquiring and independent children.  Through our curriculum and teaching we will develop confident, responsible and resilient citizens who are able to make a positive contribution to their communities and the wider world.  We value and celebrate each member of our school community’s uniqueness and individuality in the eyes of God, by providing a wide range of opportunities we aim to allow all children and adults to fulfil their potential and express their own God given talents.

 

 

We are very proud of the exciting curriculum we provide at Long Bennington Church of England Academy.  We follow the National Curriculum which we have personalised so that we can ensure we always meet the needs of the children in our school. Our curriculum is enriched by our Vision to make learning fun and relevant in order to create happy, enquiring and independent children.   We recognise that we are all blessed with many talents and strive to ensure that through a varied curriculum all children have the opportunity to shine and use their God given talents to the full. 

 

When we consider our curriculum as a whole it is essentially about ‘People’.

  • Human influence and impact on the world around us.
  • The impact of humans on each other.
  • How can we be truly global citizens who have a positive impact on our communities and the world around us?

 

We teach as much of the curriculum through a 'project based' approach so that we can link the children's learning. As we have some mixed year classes, we work on a two-year cycle in Key Stage One and a four-year cycle in Key Stage Two so that there is no chance pupils will repeat a project. 

 

Our projects are based around a key enquiry question which challenges the children to think deeper about their learning.  In order to develop multi-layered projects which continually challenge the thinking of our children, we build in key concepts so that the project can evolve as the learning takes place.

 

Projects are enriched with fantastic visits and visitors and everyone loves the opportunity to get dressed up and fully emerged into a theme.

 

Key Stage One 

 Autumn TermSpring TermSummer Term
2020-21

Where does our food come from?

 

What impact have great explorers had on our lives?

Why have some been forgotten?

What Impact have humans had on the landscape?

 

2021-22

What impact have you had on the world?

Why did people want to land on the moon?

How has transport changed and why?

      

What is special about where we live?

 

Lower Key Stage Two  
 Autumn TermSpring TermSummer Term 
2019-20

What impact did WWII have on the British People?

Are Human Interventions always a good thing?

Why were the Ancient Greeks so powerful?

 
 

What Have the Romans Done for Us?

What is a Civil War?

Are all disasters bad?

 
2021-22

What Was Life Like in the Stone Age?

Y3/4 Were the Vikings explorers or invaders?

 

Are Human Interventions always a good thing?

 
2022-23

How did the Ancient Egyptians impact our lives today?

Who were the Normans?

 

What made Baghdad a significant location?

 

Are all disasters bad?

 
Upper Key Stage Two  
2019-20

What have we learnt from WWII?

How has human activity interfered with God’s Creation?

What is the legacy of the Ancient Greeks?

 
2020-21

 Was the Roman Invasion of Britain a Good Thing?

What Happens When We Fight Amongst Ourselves?

Are the worlds resources distributed fairly? 
2021-22

Was the Stone Age really that bad?

Does describing the Vikings as vicious raiders portray them accurately?

 

Did the Abbasid Calipate have contact with Britain?

How has human activity interfered with God’s Creation? 
2022-23Which city state had a fairer society Athens or Sparta?

How did the Normans change Britain?

Are the worlds resources distributed fairly? 

 

As it is not always possible to make meaningful links across the breadth of the curriculum, there are parts that are taught discretely. However, it is our full aim to ensure that pupils apply the skills they have learned in purposeful ways, throughout.

 

Skills and sequencing

Knowledge

Our curriculum has been sequenced so that concepts and vocabulary are built upon to extend learning and develop deep knowledge.

 

Procedural knowledge is developed and revisited within year groups, across subjects and throughout a child’s time at school. 

 

Skills

We value the acquisition of basic skills as we see these as the scaffolding for all learning. These skills are vital for enabling all pupils to access the whole curriculum and to enhance future wellbeing.

 

Progression

Starting with pupils in our Reception classes, we follow the EYFS curriculum which sees our pupils learning through planned and purposeful play and through a mix of activities that are led by adults or initiated by the child themselves.

From Year 1 onwards, we follow the current National Curriculum in accordance with legal requirements. This is a nationally set programme in which pupils are formally assessed in the core subjects at the ages of 7 and 11.

 

Subjects

The core National Curriculum subjects are:

  • English
  • Maths
  • Science

Alongside these core subjects, we teach the foundation subjects:

  • Design & Technology
  • History 
  • Geography
  • Computing
  • Art
  • Music
  • Physical Education
  • MFL - French

Our curriculum also encompasses Religious Education and Personal, Social and Health Education.

 

Trips and Visits

All our pupils have the opportunity to take part in school visits.  These may range from a visit within easy walking distance, a day visit further afield or an extended residential stay. Such visits provide first-hand experiences and great pleasure which in turn motivates and stimulates the educational learning process in many areas of the curriculum.  The school does rely on parents’ contributions towards transport and entrance fees in order to offer these curriculum enriching visits and their generosity has meant that very few trips have been cancelled.

 

Residential visits take place in Year 4/5 and Year 6.   Year 4/5 pupils experience an outdoor adventurous trip, more recently at PGL and  Year 6 pupils experience a more cultural visit, recently in either Northumberland or Cheddar Gorge. 

Curriculum Enrichment Overview

Translate

Top