The Benfield Curriculum - Intent

The Benfield curriculum considers three key aspects:

  • Intent
  • Implementation
  • Impact


Benfield School aims to offer a broad and balanced curriculum that prepares students to be prepared for the globally competitive world after leaving Year 11 or Year 13 with the skills, attributes and behaviours for twenty-first century living.  We also aim to prepare every student so that they are able to meet the demands of life in Britain today and in the future.  This takes place through activities which take place both within and outside the classroom.


At Benfield School we give careful consideration to provide a curriculum model which best meets the needs and characteristics of the Benfield and NEAT learner:


  • Resilient
  • Respectful
  • Resourceful
  • Effective Communicator
  • Aspirational
  • Awareness of Inclusivity 


What do we want our students to experience in our care?


  • Real life experiences
  • Opportunities to broaden horizons
  • The use of ‘hooks’ to engage them in their learning
  • Relevance
  • Links to prior learning and to later life


Our Benfield and NEAT approach is designed to address factors linked to social deprivation, raising aspirations and increasing social mobility whilst being effectively underpinned through the promotion of British Values.


Here at Benfield we endeavor to ensure that our curriculum is of the highest quality through:


  • Placing focus on subject disciplines when topics are taught
  • Considering depth and breadth of curriculum content
  • Seeing the curriculum as the progression model
  • Ensuring that Key Stage 3 schemes of work are informed by what is happening in Key Stage 2, so that we are in a position to be able to accelerate progress in Year 7 and capitalise on gains made in primary school
  • Getting the building blocks right with progressive schemes of work compromising of well-thought-through sequencing of ideas and planned interweaving of topics to ensure pupils feel confident and have built up the skills, knowledge and understanding required for Key Stage 4.
  • Having a clear purpose for assessment
  • Reviewing and evaluating curriculum design
  • Having clear curriculum leadership and ownership
  • Considering local context and filling gaps from pupil backgrounds


At Benfield we aim to balance the learning, retention and retrieval of knowledge required to achieve examination success with the acquisition of skills and the development of every individual, tailored upon their own needs. This is supported by a robust approach to numeracy, STEAM, oracy and literacy across the curriculum.


How does our Curriculum meet the needs of our SEND students?

Benfield is an inclusive school where every child is valued and respected. We are committed to the inclusion, progress and independence of all our students, including those with SEN. Here at Benfield we work to support our students to make progress in their learning, their emotional and social development and their independence. We actively work to support the learning and needs of all members of our community.

Teachers are responsible for the progress of ALL students in their class and high-quality teaching is carefully planned; this is the first step in supporting students who may have SEND. All students are challenged to do their very best and all students at Benfield are expected to make at least good progress. Extra-curricular activities are fully inclusive



How does our curriculum cater for disadvantaged students?

At Benfield we work hard to raise the attainment for all students and to close any gaps that exist due to social contexts. The deliberate allocation of funding and resources has ensured that attainment gaps are closing in our drive to ensure that all pupils are equally successful when they leave the school.

In all curriculum areas, work is scrutinised, and disadvantaged pupils are identified and interventions put in place. These include: 1:1, lunchtime revision, bespoke independent work, free revision guides and funded excursions.



All curriculum leaders are responsible for designing the  curriculum and monitoring implementation.

The curriculum leader’s monitoring is validated by senior leaders.

Staff have regular access to professional development/training to ensure that curriculum requirements are met.

Effective assessment informs staff about areas in which interventions are required. These interventions are delivered during curriculum time to enhance pupils’ capacity to access the full curriculum.

Curriculum resources are selected carefully and reviewed regularly.

Assessments are designed thoughtfully to assess student progress and also to shape future learning.

Assessments are checked for reliability within departments.

Every fortnight, each curriculum area meets to discuss, evaluate and adapt the  curriculum at all key stages based upon data and student voice.


How do we review to ensure that our curriculum is effective and best meeting the needs of all students?

  • Examination results analysis and evaluation, reported to the senior leaders and the local governing body to ensure challenge
  • Termly assessments-analysis and evaluation meetings
  • Lesson observations
  • Learning walks
  • Book scrutiny
  • Regular feedback from staff during department meetings
  • Regular feedback from Curriculum leaders during curriculum meetings
  • Pupil surveys
  • Parental feedback
  • External reviews and evaluations