Curriculum

The introduction and subsequent amendments to the National Curriculum, combined with the development of the National Literacy and Numeracy Strategies, have greatly influenced the way we plan and deliver the curriculum.  At Bentley Heath, the curriculum is broad, balanced and matched to the children’s individual needs.

The core subjects of English, Maths, Science and Information and Communications Technology (ICT) have main prominence.  In addition, the foundation subjects of Geography, History, Design and Technology, Music, Art and Physical Education (PE) all feature in the timetable.

Religious Education (RE) is taught in accordance with an agreed local syllabus.  The syllabus is based on Christian principles and teaching but also includes learning about, and respect for, the beliefs and traditions of other faiths.  The School has a statutory duty to teach RE and hold a daily act of collective worship and, in whole or in part, meets daily for an assembly that includes an act of collective worship.  Parents have the right to withdraw their children from these activities, and in that case should contact the Headteacher to discuss alternative arrangements.

Personal, Social and Health Education (PSHE), including sex and relationships education, are incorporated within other subjects in a cross-curricular approach.  Parents of older children are contacted when discussion about sexual matters are planned as part of the curriculum.  They are invited to review course material and discuss any areas of concern and may withdraw their children if they feel it is necessary.  When matters of this nature are discussed, loving and caring relationships are always stressed.

During each week the children are taught language, listening and reading skills and maths on most days.  The other subjects are taught either as separate subjects or through topic and project work and each area receives a balanced time allocation. Over the course of their primary education the children have a structured progression that builds upon what they have already achieved.  The consequence of this is that in every class there are children at different stages with differentiated work being provided to enable them to progress at an appropriate pace.

A variety of teaching styles and strategies are used, ranging from work with the whole class to group and individual work.  We encourage independent learning to develop personal responsibility and children frequently work together on tasks to help them acquire the co-operative skills that will be relevant to their adult lives.