Our Curriculum

At Sutton Benger CE Primary school we are committed to provide a broad and balanced curriculum, providing the knowledge skills and understanding that will prepare our children as citizens of the 21st century.

Whilst class ‘topics’ may encompass more than one subject we ensure that children know what subject that they are studying, ensuring that there is clear progression in each subject so children can build on from their previous learning.

Our curriculum includes the use of new and emerging technology, both to teach ‘Computing’ as well as to support learning in other subject areas.

Outdoor and physical learning is particularly important to us and can be seen through our provision for Forest School from Reception to Y6 as well as the outdoor areas created adjacent to Willow and Hazel classes. Physical activity is also encouraged shown through our commitment by using specialist PE providers to support us and the physical equipment provided for break and lunchtimes. All children in KS2 have the opportunity to swim which will ensure that every child leaves Sutton Benger able to swim, with many children exceeding National Curriculum requirements.

Our curriculum makes good use of our local environment, we actively engage with our community.

Our school's vision is inspired by the ‘Green Man’, found in our local church.

Together we learn, grow and flourish "remember this - a farmer who plants a few seeds will get a small crop. But the one who plants generously gets a generous crop".

2 Corinthians 9:6

Please find below, information about the intent and implementation for each of the curriculum areas. In addition, we have produced parent information guides for reading, writing and maths to make it clear which key skills we are developing in these core areas of learning.

  • English



    At Sutton Benger Primary School, our aim is for our children to become confident, articulate and accurate writers so that they have the skills to communicate effectively now, and in the future. We want them to be able to write in a range of styles and for different purposes, and for their writing to have an intended audience. Through our teaching of writing, we aim to broaden our children’s vocabulary, as well as develop skills in spelling, grammar and composition. We model and encourage proofreading and editing as we know that writing is a craft; something to be refined and improved.

    We aim to ensure all our children develop a genuine love of language and the written word, through a text-based approach. Much of our writing is taught using high-quality texts, and where appropriate, links are made across the curriculum to ensure that children’s learning is relevant and meaningful.


    Children’s love of writing is fostered in the Foundation Stage using role play, mark making opportunities and child-led writing opportunities. These formative writing opportunities are built on through the teaching of phonics, with the children developing their range of words.  As the children move into key stage 1, we teach them to write simple, accurate sentences before moving on to considering the cohesion of several sentences. As the children move into lower key stage 2, they learn more about cohesion and how to create paragraphs, followed by how these paragraphs of sentences link together in a longer text. Whilst teaching children about the structure of sentences and paragraphs, we also develop their use of grammatical terms and the application of these skills.

    All children have opportunities to study fiction, non-fiction and poetry each year. We have a genre overview that ensures children do not repeat the same genres of writing year on year, and can progress in their writing for different purposes and audiences.

    We often use a high-quality text (including picture books and animations) as the starting point for our writing. We find that our children engage well with these texts and will be keen to write and show their skills. We aim to use a range of texts as a model: these include published examples, teacher-written texts and ones written by other children as well. Children discuss the text and use it as a basis to learn about spelling, grammar, vocabulary and text features which they can use in their own writing. The use of different oracy activities further engages the children, facilitating a greater understanding of the text type, features within it and the overall structure. We encourage the children to ‘magpie’ from these texts, enabling them to have the confidence to experiment with their own ideas and use some other people’s to support them too. We use working walls to display the children’s ideas, and supports to aid the various stages of the writing process, as well as good quality examples of the text type being produced. Children have the opportunity to practise skills in ‘short burst’ writing and then to apply these in extended pieces of writing. For these extended writes, we support children to plan, draft and edit well-structured, detailed writing which has a clear purpose and engages the reader.

    At Sutton Benger, children are taught discrete punctuation and grammar skills, appropriate to their year group, and then have the opportunity to apply these skills in their short burst writes and through their extended writing.

    In EYFS and KS1, children are taught spelling through their daily phonics session. In year 2, once phase 5 phonics is complete, spelling is taught regularly in focused sessions in class. Learning to recognise the high frequency words on sight is crucial in developing fluency and accuracy in reading and then writing. High frequency words are the words that appear most often in printed materials. Some of the high frequency words are referred to as ‘tricky words’, as the children are unable to use their phonic knowledge to decode every part of the word.

    Once children are confident in reading and spelling high frequency words, they are taught spelling rules and are encouraged to apply these rules in their writing. From year 2 onwards, class teachers use No Nonsense Spelling to support with the teaching of the different spelling rules and patterns. The children in Key Stage 2 receive weekly spellings to learn that are often linked to the spelling rules covered in class. They also focus on learning to spell the words contained in the Years 3 and 4 statutory word list and then the Years 5 and 6 statutory word list.  Spellings to learn may also be set using errors children have made in their independent writing. Children have a weekly spelling test on the words they have been learning that week.


    Children’s writing is assessed formally at three assessment points during the year, in addition to the ongoing formative assessment that all teachers use in class. When assessing writing, teachers consider how well the children have shown application of a range of skills, as well as their independence in their writing. These assessments inform future teaching and learning activities for whole class groups and individuals, as well as targeted interventions.


    • Whole class phonics sessions (20 mins) should take place daily in FS2 and Key Stage 1, led by the class teacher.
    • TAs should be supporting the lowest 20% of the class.
    • 1:1 daily targeted interventions to take place for the lowest 20%, run by TA/class teacher. This extends to children in lower key stage 2, where appropriate.
    • Our chosen SSP is Letters and Sounds and all planning must use this scheme.
    • The children’s reading books must match the phonic stage that they are currently learning.


    Individual Reading

    • Class teacher should hear each child read once every fortnight.
    • TA/parent helpers will listen to the children who are not being heard by the teacher that week.
    • Priority readers should be heard read at least 3x per week (By T, TA or parent helper).
    • Teachers must do weekly checks of GoRead, encouraging children to read and that they are reading regularly at home.
    • Straight after lunch everyday will be ERIC time. This is where children can read individually or in pairs. It is during this time that teachers can listen to independent readers.

    Teaching of reading skills – VIPERS & other skills

    Vocabulary   Inference    Predict    Evaluate    Retrieve    Sequence/Summarise

    Each week, class teachers should deliver two whole class VIPERS sessions.

    • Each session should have a specific reading focus (linked to year group objectives) identified through the assessment process.
    • From Y2-Y6, children should be recording during most VIPERS sessions.
    • In Y1, the majority of children, during VIPERS sessions, should have started recording simple answers by the spring term. Prior high attainers should be recording earlier.
    • Reading skills, other than VIPERS, should also be taught during the year e.g. skimming, scanning, genres and text types, language structures (syntax, semantics etc).

    Whole Class Comprehension 

    • At the end of each week, all children from Y2-6 should be completing a longer independent reading comprehension. This could be based on the same text that has been used in VIPERS session but can be something completely different.
    • This reading comprehension must be either marked with the children, for them to understand any errors, or should be marked by the teacher with questions/question types being revisited during VIPERS sessions the following week to pick up on areas for development as a class/group.

    Class Story

    • Each class should have a class book which is read daily in class.
    • Where appropriate, questioning which reflects the reading focus in class should be evident, without too much disruption to the enjoyment of listening.

  • Maths


    At Sutton Benger Primary School, we aim to offer pupils a rich and enjoyable experience in mathematics by providing the knowledge, skills, concepts and processes to enable children to apply their skills and knowledge in a range of contexts. We aim to inspire every pupil to develop a love of maths and to leave Sutton Benger Primary School with a secure knowledge of mathematical skills.

    We are constantly striving to ensure that all children have a secure understanding of the Maths curriculum through a mastery approach. Mastery of maths means a deep, long-term, secure and adaptable understanding of the subject. This concept also adheres to the three main aims of the National Curriculum:

    - Fluency - rapid and accurate recall and application of facts and concepts.

    - Reasoning - a growing confidence to justify ideas using mathematical language.

    - Problem Solving - the ability to solve problems by applying mathematics to a variety of routine and non-routine problems with increasing sophistication.

    It is our aim through Maths that all pupils at Sutton Benger Primary School will be

    - provided with opportunities that enable them to grow and develop as mathematicians, building on their prior learning

    - supported to develop their knowledge and skills as they make their journey through their primary school education, ensuring that their mathematical knowledge is underpinned through conceptual understanding

    - curious, through exposure to a variety of real life examples of maths and making links in other areas of the curriculum, for example measuring accurately in DT and cooking and reading graphs and charts in science

    - encouraged to broaden their use of technical vocabulary and apply it through regular opportunities in problem solving and reasoning

    - able to demonstrate and reflect their new knowledge and deeper understanding through challenges in the classroom to “prove it” and “convince” other learners


    This is achieved through

    • Daily, dedicated mathematics lessons teaching children the necessary skills to become independent explorers of mathematics.
    • the White Rose pedagogy and a mastery approach to teach key skills and topics in depth.
    • "Times Table Rockstars" to develop fluency and quick recall of multiplication and division facts.

    - Consistently developing a positive and confident attitude towards mathematics and supporting all children in achieving their full mathematical potential,

    - Learning in a way that promotes conceptual understanding using concrete equipment initially, then visual representations, and finally abstract activities.

    - Developing the ability to recall and apply knowledge rapidly and accurately.

    - Developing fluency in the fundamentals of mathematics through varied and frequent practice with increasingly complex problems over time.

    - Using correct mathematical vocabulary to explain their mathematical thinking to others, including concepts they have a secure understanding of.

    - Opportunities are presented for children to learn in a variety of ways, as individuals, partners, groups or as a class, to further develop their mathematical skills and understanding.

    - Giving children experience of a wide variety of mathematical situations, developing cross curricular links, home links and links with the wider world.

    - Developing an understanding of number and calculation skills as these underpin all other areas of mathematics

    - Effective questioning from teachers and encouraging children to explain and demonstrate their methods, as this consolidates their understanding.

    - Using and applying their mathematical knowledge by making appropriate choices in real-life situations.

  • Science


    At Sutton Benger Primary, we recognise the importance of science in our daily lives. We aim to instil a love of finding out about the world around us and how science features in so much of this. We want our children to be curious and to ask questions about what they see and hear. We believe that it is vital to not only acquire knowledge of scientific concepts and phenomena, but also to develop practical scientific enquiry skills.

    In conjunction with the aims of the National Curriculum, our science teaching offers opportunities for children to:

    • develop scientific knowledge and conceptual understanding through the specific disciplines of Biology, Chemistry and Physics.
    • develop 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.
    • be equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.
    • develop the essential scientific enquiry skills to deepen their scientific knowledge.
    • use a range of methods to communicate their scientific information and present it in a systematic, scientific manner, including the use of technology, diagrams, graphs and charts.
    • develop a respect for the materials and equipment they handle, thinking about their own, and other children’s safety.
    • develop an enthusiasm and enjoyment of scientific learning and discovery.


    Science is organised as part of a 2-year curriculum cycle, allowing two year groups to work together to plan each science topic and for the children to share their learning with others outside of their class. To support with planning science, teachers have access to the updated ‘Tom Robson Education’ science knowledge and skills resources. They also have a range of additional resources provided by the subject leader to help with planning and assessment. They may choose to teach science through a weekly lesson, or sometimes they may wish to block the learning instead and have several science days, if this is more appropriate for the topic and the class.

    Other resources we use:

    • The Wellcome Trust’s ‘Explorify’ website.
    • STEM Learning.
    • Primary Science Teaching Trust resources.
    • A range of science skills, knowledge and story books

    Science topics are organised on our two-year cycle to not only allow for collaborative working, but also to ensure progression in skills and knowledge. Although, we follow the National Curriculum for science, we have made some curriculum choices that we feel enhance the learning for our children. An example of this is the introduction of physics learning in Key Stage 1, so that when the children first meet learning on ‘light’ in year 3, or ‘sound’ in year 4, they already have some prior knowledge. Our children are naturally curious and are keen to find out more about the world around them, therefore we feel it is appropriate for us to introduce some science knowledge at an earlier stage.

    At Sutton Benger Primary, the children are taught a balance of scientific knowledge and practical skills as we encourage them to work scientifically and to make links with other areas of learning in subjects such as Design & Technology, Maths, Forest Schools and Computing. Through working scientifically, children are encouraged to: make observations over time; seek patterns; identify, classify and group; make predictions, carry out comparative and fair tests (controlled investigations); and research using secondary sources. In developing their science knowledge of physics, biology and chemistry, they are gaining a deeper understanding of the world around them and are building the foundations for further learning in these areas as they move on to the next stage of their education.

    We also aim to provide opportunities at which the children can further develop their science knowledge and skills, such as through the provision of after-school science clubs. We have worked with STEM Learning and ‘Fizz Pop Science’ to provide these. Our science leader also worked as part of a local collaborative science project aimed at promoting a love of science, particularly in girls, to increase uptake in science subjects at secondary school level. This 2-year STEM Learning project culminated in the group being awarded the ‘Enthuse Partnership of the Year’ award at the National STEM Learning Awards in June 2019.


    Teachers assess children three times a year, in line with other foundation subjects. This is to assess whether they have achieved the unit objectives, are working towards these or have exceeded the objectives set. These assessments inform the ongoing teaching of science and also the end of year reports when effort and achievement grades are reported to parents and carers.

  • RE


    As a Church of England Voluntary Aided Primary School, Religious Education at Sutton Benger is a central and essential element of the curriculum which we believe makes an important contribution to the personal and intellectual development of our children. During RE lessons, the children will explore key questions about life, find out what people believe and what difference this makes to how they live. Through their investigations, pupils will learn about world views and religions as well as being encouraged to reflect on their own ideas and ways of living.


    Implementation of the teaching of Christianity

    We use the Understanding Christianity materials to support teachers in planning and teaching about Christianity within Religious Education. ‘The key purpose of the Understanding Christianity materials is to support pupils in developing their understanding of Christianity, as a contribution to their understanding of the world and their own experience within it.’

    Teaching & Learning Approach

    By addressing key questions, Understanding Christianity encourages pupils to explore core Bible texts, examine the impact for Christians and consider possible implications. Each unit incorporates the three elements:

    - Making sense of the text – Developing skills of reading and interpretation; understanding how Christians interpret, handle and use biblical texts; making sense of the meanings of texts for Christians

    - Understanding the impact – Examining ways in which Christians respond to biblical texts and teachings, and how they put their beliefs into action in diverse ways within the Christian community and in the world

    - Making connections – Evaluating, reflecting on and connecting the texts and concepts studied, and discerning possible connections between these and pupils’ own lives and ways of understanding the world.

    Each unit begins with a ‘way in’ and then offers teaching and learning ideas for each element. The teacher chooses how to weave together the elements, from making sense of the text, through looking at the impact on the world of the Christian, and helping to make connections with the world of the pupil, in order to achieve the outcomes.

    This model shows that the Understanding Christianity approach is not just getting pupils to learn what Christians think. Instead, it is about developing skills to help them ‘think theologically’ alongside learning lots of knowledge about the Bible, Christian belief and practice. It also shows that these three elements do not represent rigid, distinct steps, but that pupils can ‘make connections’ whilst ‘making sense of the text’, for example.

    Implementation of the teaching of World Views and Religions other than Christianity

    We use the Swindon Agreed Syllabus for Religious Education 2016-2021 to help us plan and teach about World Views and religions other than Christianity:

    ‘The new Agreed Syllabus will help our young people to develop an understanding of the religious traditions and worldviews represented in Swindon, preparing them to encounter the diversity of beliefs and values present nationally and globally. They will engage with challenging questions about the meaning and purpose of life, and learn to articulate their personal beliefs, values and ideas. There will be opportunities for reflection, discussion, debate and dialogue, where they will develop confidence in their own views and respect for the views of others. RE offers opportunities to build knowledge, understanding and skills that are essential for life in modern Britain. The Swindon Agreed Syllabus provides a framework of academic rigour, within which young people will gain a combination of knowledge, skills and attitudes that will help equip them for future study, employment and development as engaged citizens.’

    Sarah Lane Cawte - Chair of Swindon Standing Advisory Council on Religious Education (SACRE)


    Teachers assess children at the end of each termly unit in order to assess whether they have achieved the unit objectives, are ‘working towards’ these or have a ‘Deepening understanding’ of the objectives set. These assessments inform the end of year reports when effort and achievement grades are reported.

  • Computing


    At Sutton Benger, we aim to prepare our learners for their future by giving them the opportunities to gain knowledge and develop skills that will equip them for an ever-changing digital world. Knowledge and understanding of ICT is of increasing importance for children’s future both at home and for employment. Our computing curriculum focuses on a progression of skills in digital literacy, computer science, information technology and online safety to ensure that children become competent in safely using, as well as understanding, technology. These strands are revisited repeatedly through a range of themes during children’s time in school to ensure the learning is embedded and skills are successfully developed. Our intention is that computing also supports children’s creativity and cross curricular learning to engage children and enrich their experiences in school.


    Teachers use the clear skills and knowledge progression provided by the National Centre for Computing Education on their teachcomputing.org website. This ensures that skills and knowledge are built on year by year and sequenced appropriately to maximise learning for all children. To ensure a broad range of skills and understanding that fulfil the aims of the National Curriculum, computing is taught across the following strands:

    • Algorithms
    • Computing systems
    • Creating media
    • Data and information
    • Design and development
    • Effective use of tools
    • Networks
    • Programming.

    Within these strands, children learn to use and express themselves and develop their ideas through ICT; for example, writing and presenting as well as exploring art and design using multimedia. They develop practical skills in the safe use of technology and the ability to apply these skills to solving relevant, worthwhile problems; for example, understanding safe use of internet technologied, networks and communication applications. Children are taught to understand and apply fundamental principles of computer science in order to analyse and solve problems in computational terms, often by developing and utilising their programming skills.

    At Sutton Benger, we give children access to a wide range of good quality resources that enable fast access to learning opportunities and teachers use this technology to provide cross curricular opportunities for children to apply their computing knowledge and skills.

    Online safety materials from the following sources are used to supplement those from teachcomputing.org and ensure the children have a secure understanding of safe and responsible use of internet-based technologies:

    Autumn Term: beinternetawesome.withgoogle.com & childnet.com’s Digiduck units

    Spring Term: saferinternetday.org

    Summer Term: thinkuknow.co.uk

    The learning from discrete online safety lessons are consolidated within wider computing lessons. Online safety procedures and initiatives are communicated with all staff and parents.

    Computing Scheme of work
    • Teacher-Guide-Computing-KS2.pdf

    • Teacher-Guide-Computing-KS1.pdf

  • Geography


    At Sutton Benger Primary, we acknowledge the significance of geography on a local, national and global level. We actively encourage a curiosity about the world around us and recognise the role that geography plays in developing our knowledge and understanding of the human and physical aspects of the world, as well as link with so many areas of our lives.

    Together with the aims of the National Curriculum, our geography teaching offers opportunities for children to:

    to develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes

    to understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time

    to be competent in the geographical skills needed to:

    to collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes

    interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs

    communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

    Learn how the natural environment is precious and how we can better look after it. Learn the principles of being sustainable.


    To ensure the highest standards of teaching and learning in geography, we implement a curriculum that is progressive throughout the whole school. Geography topics are organised on a two-year cycle, which ensures progression in skills and knowledge and collaborative working. A term’s topic will have a history or geography focus, or often a mix of both and the emphasis is on the knowledge and skills outlined in the National Curriculum.

    The geography curriculum at Sutton Benger is based upon the 2014 Primary National Curriculum in England, which specifies the knowledge and skills to be taught in EYFS, KS1 and KS2. An INSET day at the end of each academic year is dedicated to planning for the following academic year using a progression of knowledge and skills document. Class teachers refer to this document to plan their geography lessons suitable to their class’s interests and what they want to learn. The progression document ensures the curriculum is covered and the skills/knowledge taught is progressive from year group to year group. Other resources that support teachers in the planning and delivery of lessons are the Wiltshire and Swindon Learning Resources, as well as documents relating to local area studies.

    At Sutton Benger, we provide a variety of opportunities for geography learning inside and outside the classroom. We have had a joint geography and art themed afternoon where the children used a map of the village to produce individual maps using different craft materials. Weekly Forest School sessions, with a strong child-led ethos, allow the children to engage in and learn from their local environment.

    At the start of a geography topic, children complete a KWL grid (what I know, what I would like to know and what I have learnt) to demonstrate their current knowledge and understanding. Teachers use this information to inform future lessons, acknowledge pupil voice and close any gaps in knowledge and understanding as well as address any misconceptions. At the end of the topic, the final part of the KWL grid is completed and used as summative assessment tool.

    Educational visits are another opportunity for the teachers to plan for additional geography learning outside the classroom. At Sutton Benger, the children have had many opportunities to experience geography on educational visits. The children have explored local museums, studied their local area and had visitors into school to talk to and involve them in different aspects of geography, such as welcoming a visitor who came to talk about climbing Mount Everest.

  • History


    At Sutton Benger Primary, we acknowledge the significance of history from a local, national and global perspective. We actively encourage the children to be curious about the past, to recognise the lessons learnt from history and how this shapes the world around us.

    Together with the aims of the National Curriculum, our history teaching offers opportunities for children to:

    • to know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world

    to know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind

    to gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’

    to understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses

    to understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed

    to gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.


    To ensure the highest standards of teaching and learning in history, we implement a curriculum that is progressive throughout the whole school. History topics are organised on a two-year cycle, which ensures progression in skills and knowledge and collaborative working. A term’s topic will have a history or geography focus, or often a mix of both and the emphasis is on the knowledge and skills outlined in the National Curriculum.

    The history curriculum at Sutton Benger is based upon the 2014 Primary National Curriculum in England, which specifies the knowledge and skills to be taught in EYFS, KS1 and KS2. An INSET day at the end of each academic year is dedicated to planning for the following academic year using a progression of knowledge and skills document. Class teachers refer to this document to plan their history lessons suitable to their class’s interests and what they want to learn. The progression document ensures the curriculum is covered and the skills/knowledge taught is progressive from year group to year group. Other resources that support teachers in the planning and delivery of lessons are the Wiltshire and Swindon Learning Resources, as well as documents relating to local area studies.

    At the start of a history topic, teachers refer to timelines to support children’s understanding of chronology. Every history topic is introduced with reference to previous topics. Children then complete a KWL grid (what I know, what I would like to know and what I have learnt) to demonstrate their current knowledge and understanding. Teachers use this information to inform future lessons, acknowledge pupil voice and close any gaps in knowledge and understanding as well as address any misconceptions. At the end of the topic, the final part of the KWL grid is completed and used as summative assessment tool.

    Educational visits are another opportunity for the teachers to plan for additional history learning outside the classroom. At Sutton Benger, the children have had many opportunities to experience history on educational visits. The children have explored local museums and had visitors into school to share history learning and have hands on experiences, such as an Anglo-Saxon themed day.

  • Art


    At Sutton Benger School, we value art and design as an important part of the children’s entitlement to a broad and balanced curriculum. Art and design provides the children with opportunities to develop and extend skills and an opportunity to express their individual interests, thoughts and ideas. A high-quality art education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to culture and creativity.

    The National Curriculum for art and design aims to ensure that all pupils:

    • Produce creative work, exploring their ideas and recording their experiences.
    • Become proficient in drawing, painting, sculpture and other art, craft and design techniques.
    • Evaluate and analyse creative works using the language of art, craft and design.
    • Know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.


    The teaching and implementation of the art and design curriculum at Sutton Benger School is based on the National Curriculum and is linked to topics to ensure a well-structured approach. Teachers follow a clear progression of skills which ensures all pupils are challenged in line with their year group expectations and are given the opportunity to build on their prior knowledge. There is a balance between art and design and design technology in every class across the year. Cross-curricular links are promoted to allow all children to deepen their understanding across the curriculum. The work of famous local, national and international artists are explored to enhance the children’s learning. More details can be found in our school curriculum overview and class long term / medium term plans.

    Each child has a sketchbook and we give the children ownership of their sketchbook in order to foster their sense of creativity. They use them to make initial sketches, develop skills, record ideas and develop opinions. In the development of confident art critics, the children share their opinions and make informed observations about what will improve their own practical work.


    Pupils explore and use a variety of media and materials through a combination of child initiated and adult directed activities. They have opportunities to:

    Explore, use and refine a variety of artistic effects to express their ideas and feelings.

    Return to and build on their previous learning, refining ideas and developing their ability to represent them.

    Create collaboratively, sharing ideas, resources and skills.

    Key Stage 1

    Pupils are taught:

    To use a range of materials creatively to design and make products

    To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination

    To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space

    About the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

    Key Stage 2

    Pupils are taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design.

    Pupils are taught:

    To create sketch books to record their observations and use them to review and revisit ideas

    To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]

    About great artists, architects and designers in history.


    Our art and design curriculum will lead children to be enthusiastic art and design learners. The impact of our curriculum progression will lead to progress over time across key stages relative to a child’s individual starting point and their progression of skills. Children will therefore be expected to leave Sutton Benger School reaching at least age-related expectations for art and design. We ensure that children who are achieving well, as well as those who need additional support, are identified, and additional provision and strategies are planned in and discussed with class teachers. Ongoing assessments take place regularly and teachers use this information to decide next steps and inform lessons, ensuring children are supported and challenged appropriately.

  • Design & Technology


    It is our aim that children are given the knowledge, understanding and skills in order that our children become confident designers and can apply this to their projects. Knowledge and skills are taught progressively to ensure that all children make progress in this subject. Evaluation is an integral part of the design process and allows children to adapt and improve their product.

    D&T allows children to apply their knowledge and skills learned in other subjects, in particularly Maths, Science and Art.

    Whenever children are designing and making products the following will be applied;

    • User – children should have a clear idea of who they are designing and making products for, considering their needs, wants, interests or preferences. The user could be themselves, an imaginary character, another person, client, consumer or a specific target audience.
    • Purpose – children should know what the products they design and make are for. Each product should perform a clearly defined task that can be evaluated in use.
    • Functionality – children should design and make products that function in some way to be successful. Products often combine aesthetic qualities with functional characteristics. In D&T, it is insufficient for children to design and make products which are purely aesthetic.
    • Design Decisions – when designing and making, children need opportunities to make informed decisions such as selecting materials, components and techniques and deciding what form the products will take, how they will work, what task they will perform and who they are for.
    • Innovation – when designing and making, children need some scope to be original with their thinking. Projects that encourage innovation lead to a range of design ideas and products being developed, characterised by engaging, open-ended starting points for children's learning.
    • Authenticity – children should design and make products that are believable, real and meaningful to themselves i.e. not replicas or reproductions or models which do not provide opportunities for children to make design decisions with clear users and purposes in mind.


    There are three types of D&T activities;

    • Investigative and Evaluative Activities (IEAs) where children learn from a range of existing products and find out about D&T in the wider world;

    • Focused Tasks (FTs) where they are taught specific technical knowledge, designing skills and making skills;

    • Design, Make and Evaluate Assignment (DMEA) where children create functional products with users and purposes in mind.

    Sutton Benger school has adopted ‘Projects on a page’ a scheme of work produced by the Design & Technology Association.

    The scheme is flexible and less prescriptive than other published schemes. Meaningful links are able to be made to other subject topics or themes as the project planners are context free.

    The following areas are taught across the school in a progressive way. See the overview and progression of objectives which relate to each of these areas;

    • Mechanisms / Mechanical systems
    • Structures
    • Food
    • Textiles
    • Structures
    • Electrical systems

    Useful further information
    • Design-Technology-scheme-of-work.odp

    • Projects-on-a-Page-Guide.pdf

    • DT-curriculum-document.odt

  • Modern Foreign Lagnuages (MFL)


    At Sutton Benger Primary, we recognise the wide-ranging opportunities learning a modern foreign language can bring. We aim to introduce children to the joys of learning to communicate in another language, and to develop an interest for continued language learning as they grow older. Our aim is not only for children to develop their skills in listening to, reading and writing in a foreign language, but also to develop an understanding of another culture.


    In Key Stage 1, there are no formal modern foreign language lessons. Instead, the class teacher introduces the children to some key vocabulary in several different languages. For example, they might learn how to count to ten in French and Spanish, or learn how to say hello in four or five different languages. The focus is purely on oral learning and is designed to give children an awareness that other languages exist and the pleasure of being able to communicate a few words in a second or third language.

    From September 2021, our Key Stage 2 curriculum will focus on developing Spanish language skills in order to make better use of our teachers’ existing language skills and those of the subject leader in particular. Prior to this year, our language learning focussed on French in Key Stage 2. To support with the planning, teaching and assessing of Spanish, we have subscribed to the Primary Languages Network. This resource provides our children and teachers with high quality language materials, built in a progressive way to ensure effective, developmental language learning. As learning Spanish is new to all children in Key Stage 2 this year, all year groups will start with learning the basics, such as greetings, numbers and colours. Our hope is that the older children will master these early skills more quickly and will be able to move on at a faster pace through the curriculum. The resource also provides opportunities for the children to learn about how various festivals are celebrated in Spanish speaking countries. Children in Key Stage 2 will have a weekly Spanish language lesson, taught by either their class teacher, or the subject leader.

  • Music


    The aim for our music curriculum is to bring our school community together for shared experiences. This could be as a class for weekly music lessons or as a school during weekly singing practice. We believe in the power of music and the feeling of elation that a performance can bring, particularly when we perform together. Our intention is that children experience a rich curriculum, having opportunities to listen to a range of music, to sing, compose and perform for a purpose.


    Teachers have access to ‘Music Express’ a comprehensive scheme which is particularly good at supporting non-specialists. This scheme is closely aligned to the national curriculum and ensures coverage and progression of knowledge, skills and understanding. Teachers are able to supplement and replace units that may better link to topics being currently studied, drawing on their own skills and experiences, as long as the identified objectives are still covered. An overview of units and progression can be found here.

    All children have a weekly singing practice in the school hall which ensures a good proportion of the singing music curriculum is covered. Opportunity to teach the musical elements are explored during these practice sessions. Children are also prepared for whole school performance, in particular preparing music for Christmas or Easter school services.

    We offer a number of private peripatetic instrumental lessons during the school day in a dedicated room. These currently include;

    • Piano
    • Guitar
    • Drums

    All our peripatetic teachers are registered with Wiltshire music Connect. Children who access peripatetic lessons are encouraged to perform at church services and other whole school performances throughout the school year. During the Coronavirus pandemic recordings were made which were then streamed during whole school Zoom services.

    From September 2021 we will also be offer ‘first access’ to instruments, meaning that children in lower KS2 will be taught recorder as a class by a specialist with plans for performance during the school year.

    The school currently runs an active choir; recordings have been made for both village and school church services and events throughout the school year which were shared with the school and wider school community. Events in 2020/21 included preparing recordings for; Mothers day service, Harvest festival service, Christmas service and Easter service.

    As a school we work alongside Wiltshire Music Connect, the Wiltshire Music hub and benefit from collaborative projects and events as well as CPD.

    Plans for 2021/22 include a whole school singing event, orgnaised by isingpop!


    Teachers assess children three times a year, in line with other foundation subjects. This is to assess whether they have achieved the unit objectives, are working towards these or have exceeding the objectives set. These assessments inform the end of year reports when effort and achievement grades are reported.

    • Music_Express_Skills_Progression-y1_6.pdf

    • Music_Express_Curriculum_Maps_y1_6.pdf

  • Physical Education


    At Sutton Benger CE Primary School we recognise the importance of physical education and the role it has to play in promoting long term, healthy lifestyles, both physically and mentally.

    It is our vision for every child to achieve their potential in physical education through providing lessons that are enjoyable, challenging and accessible for all.

    We aim to provide a wide range of sports, giving every child the opportunity to try sports that they may not have encountered before. Opportunities to compete both internally and externally against other schools will be provided to ensure all children have had the experience of a competition.


    PE lessons are provided by Fortius PE as well as class teachers. The updated  ‘Real PE scheme of work’ for games will be implemented in 2021-2022 to ensure progression across the school. Games, Gymnastics and Dance are provided as part of these lessons.

    Children also receive school swimming lessons as well as the opportunity for ‘booster lessons’ from Y3 to Y6. The aim is for every KS2 class to swim every year in order to exceed National Curriculum requirements.

    Forest School is provided form Reception to Y6 to provide a different opportunity to be physically active as well as promoting positive mental wellbeing.

    See the 'PE Sports Premium document' for further information on how the premium is spent.

  • Forest Schools & Outdoor Education

General Curriculum Files
  • RSHE-information-for-website.pdf

  • goread-parent-guide-web.pdf

  • go-read-parent-app-guide.pdf

  • Year-1-Curriculum-Cycle-B.docx

  • Y1-Curriculum-Cycle-A.docx

  • Y3-Y4-Curriculum-Cycle-A-B.docx

  • Y2-Curriculum-Cycle-A-B.docx

  • Y5-Y6-Curriculum-Cycle-A-B.docx

  • calculation-document-revised-Feb-2019.pdf

  • curriculum-overview-year-groups.pdf

  • new-reading-scheme-parent-meeting.pptx

  • parent-guides-may-2019-eyfs.pdf

  • RE-Curriculum-Overview.pdf

  • parent-guides-may-2019-year-1.pdf

  • parent-guides-may-2019-year-3.pdf

  • parent-guides-may-2019-year-2.pdf

  • parent-guides-may-2019-year-4.pdf

  • parent-guides-may-2019-year-5.pdf

  • parent-guides-may-2019-year-6.pdf

Sutton Benger CE Primary School
40 Chestnut Road
Sutton Benger
SN15 4RP

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