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Year 3 Kingfishers Class Following the Albourne Way living life to the full Ask Me Abouts Spring 2 Ask Me Abouts Summer 1 Ask Me Abouts Spring 1 Ask Me Abouts Autumn 2 Ask Me Abouts Autumn 1 Meet the Teacher Kingfishers Curriculum Overview Welcome to Kingfishers and Year 3. The class teacher in Kingfishers is Miss Johanson. Kingfishers have a locker to keep their belongings in – we ask that children only bring small bags/book bags into school each day so that the lockers are not too full! Children are welcome to bring a snack of fruit, vegetables or cheese for morning playtime and will need to have water bottles in school, as usual. Pictures of staff Our main topic for the Autumn Term is Stone Age to Iron Age. In history, we consider the key question: What are the similarities and differences between the stone, bronze and iron ages. In the Spring term, we move on to focus on to the ancient Egyptians and in the Summer term our topic is UK and the South Downs. More detail is available on the curriculum pages of the school website. One of the exciting things about Year 3 is that we start swimming at Hurst College in the spring and summer terms! Remember to bring in your swimming bags on Wednesdays. We have high expectations of reading, therefore we encourage every child to read at least 5 times weekly, and ask parents or children to record this in their reading diaries. We will check the diaries every Monday and each week a child achieves the 5x a week target, a raffle ticket is put in the box ready for the reading challenge assembly. Tickets are drawn half-termly to see who can choose a ‘Golden Book’. Homework in Year 3 consists of reading (as above), spellings (weekly) and a topic based task that will cover options from across the curriculum, which is due every half term. Copies of our half-termly ‘Ask Me About’ newsletter and our latest homework grid can be found below. Ask Me About May 2024 Ask Me About May 2024 Ask Me About March 2024 Ask Me About February 2024 Ask Me About

SEND - Special Educational Needs & Disabilities Following are the policies and reports relating to Special Education Needs and Disabilities (SEND) which we have at Albourne C of E Primary School school to help parents / carers and others in our school to know about our approach to supporting the needs of all children. To contact our SENCo, Ms Miah, please contact the school office on 01273 832003 / office@albournecep.co.uk The SEND Governor is Mrs L Whitmore, who can be contacted here: lwhitmore@albournecep.co.uk Link to West Sussex SEND: Special educational needs and disability (SEND) - West Sussex County Council SENDIAS Home Page - West Sussex SENDIAS Service SEND Report 2025-6 SEND Policy Supporting Pupils with Medical Conditions Local Offer West Sussex

Year 4/5 Starlings Class Following the Albourne Way living life to the full Ask Me Abouts Spring 2 Ask Me Abouts Spring 1 Ask Me Abouts Autumn 2 Ask Me Abouts Autumn 1 Starlings Curriculum Overview 2-24-5 Meet the Teacher September 2024 Welcome to Starlings and Year 4 and 5. The teachers in Starlings are Mrs Atkins on a Monday, Tuesday and Wednesday and Ms Miah on a Thursday and Friday. Miss Price supports the class every morning. Starlings have a locker to keep their belongings in – we ask that children only bring small bags into school each day so that the lockers are not too full! Children are welcome to bring a snack of fruit, vegetables or cheese for morning playtime and will need to have water bottles in school. Pictures of staff Our main topic for the Autumn Term is Earthquakes, Volcanoes and Mountains. In geography, we consider the key questions: Why do some earthquakes cause more damage than others? How do volcanoes effect the lives of the people of Hiemaey? How are the Cambrian Mountains different from the Himalayan Mountains? In the Spring term, we move on to focus on to World War II and in the Summer term our topic is Fair Trade. More detail is available on the curriculum pages of the school website. One of the exciting things about Year 4 and 5 is that we start learning a new language – this year it will be German! We have high expectations of reading in Key Stage 2, therefore we encourage every child to read at least 5 times weekly, and ask parents or children to record this in their reading diaries. We will check the diaries every Monday and each week a child achieves the 5x a week target, a raffle ticket is put in the box ready for the reading challenge assembly. Tickets are drawn half-termly for a prize. Homework in Year 4 and 5 consists of reading (as above), spellings (weekly) and a topic based task that will cover options from across the curriculum, which is due every half term. Copies of our half-termly ‘Ask Me About’ newsletter and our latest homework grid can be found below. Ask Me About 'Ask Me Abouts' will be added here half-termly to keep you informed about what we have been doing and what we intend to do in Starlings.

Science lessons at Albourne are enhanced by fun experiments and practical work. We take part in British Science Week by holding STEM (Science, Technology, Engineering and Mathematics) workshops. Our Forest School plays an important part in our Science curriculum, helping pupils understand nature and the wider world around them. Science... The Albourne Way Fun experiments and practical work. Science Curriculum Map 2025-6 Intent At Albourne, we want every pupil to be curious and inquisitive throughout his or her time with us. The science curriculum fosters a healthy curiosity in pupils about our universe and promotes respect for the living and non-living. We aim to nurture pupils interest and understanding in science so they want to learn more about the importance of science. Through our science programme of study, we will teach the essential aspects of scientific knowledge, enquiry processes and uses of science that has been identified within each unit and across each year group. The key knowledge identified by each year group is informed by the national curriculum and builds towards clear sequences of lessons and assessment opportunities. Key skills are mapped for each year group and are progressive throughout the school. These too ensure systematic progression to identified skills points that are in accordance with the Working Scientifically skills expectations of the national curriculum. Our pupils are provided with a variety of opportunities that cement and challenge their natural love of science through accessible practical, physical and interactive learning experiences, which are promoted, by trips, parental involvement and community links. They are also able to make use of our local environments and habitat. Pupils will be empowered via the use of a broad and balanced understanding of science, developed through fun, exciting and relevant lessons that allow them to successfully transition to the next stage of their education. Implementation Teachers create a positive and passionate attitude to science learning within their classrooms and reinforce an expectation that all pupils are capable of achieving high standards in science. Our whole school approach to the teaching and learning of science involves the following; Each new unit of work begins with a recap of the previous related knowledge from previous years. This helps pupils to retrieve what they have learnt in the earlier sequence of the programme of study, and ensures that new knowledge is taught in the context of previous learning to promote a shift in long term memory. Key vocabulary for the new topic is also introduced as part of the sequence of learning and pupils are shown the dual-coded vocabulary and this is displayed on the working wall. This provides definitions and accompanying visuals for each word to ensure accessibility to all. This approach also means that pupils are able to understand the new vocabulary when it is used in teaching and learning activities and apply it themselves when they approach their work. Once pupils know the new vocabulary for the unit and how it relates to previous learning, the pupils are asked what they already know specifically about the new topic which is incorporated into a mind map of knowledge. This provides the teacher with an insight into the pupils ‘starting points’ for the topic, to enable the use of assessment to inform planning. The teacher is then able consolidate any of the key knowledge which is identified at this part of the process as not yet being secure. Within all sequences of lessons, teachers plan a phase of progressive questioning which extends to and promotes the higher order thinking of all learners. Questions initially focus on the recall or retrieval of knowledge and then extend to promote application of the knowledge in a new situation to promote analytical thinking. Higher order questions focus on the pupils own work and how they might change or create an outcome and justify a choice they have made which is based on their evaluation. Through our planning, we involve problem-solving opportunities that allow pupils to apply their knowledge, and find out answers for themselves. Pupils are encouraged to ask their own questions and be given opportunities to use their scientific skills and research to discover the answers. This curiosity is celebrated within the classroom. Planning involves teachers creating engaging lessons, often involving high-quality resources to aid understanding of conceptual knowledge. Teachers use precise questioning in class to test conceptual knowledge and skills, and assess pupils regularly to identify those pupils with gaps in learning, so that all pupils keep up. Tasks are selected and designed to provide appropriate challenge to all learners, in line with the school’s commitment to inclusion and quality first teaching. We build upon the knowledge and skill development of the previous years. As the pupils knowledge and understanding increases, they become more proficient in selecting, using scientific equipment, collating and interpreting results, they become increasingly confident in their growing ability to come to conclusions based on real evidence. Working Scientifically skills are embedded into lessons to ensure that skills are systematically developed throughout the pupils school career and new vocabulary and challenging concepts are introduced through direct teaching. This is developed through the years, in keeping with the topics. Teachers demonstrate how to use scientific equipment, and the various Working Scientifically skills in order to embed scientific understanding. Teachers find opportunities to develop pupils understanding of their surroundings by accessing outdoor learning and workshops with experts. Pupils are offered a wide range of extra-curricular activities, visits, trips and visitors to complement and broaden the curriculum. These are purposeful and link with the knowledge being taught in class. Regular events, such as Science Week and STEM days, allow all pupils to come off-timetable, to provide broader provision and the acquisition and application of knowledge and skills. These events often involve families and the wider community. Impact The successful approach to the teaching of science at Albourne results in a fun, engaging, high quality science education, that provides children with the foundations for understanding the world that they can take with them once they complete their primary education. Pupil voice is used to further develop the Science curriculum, through questioning of pupils’ views and attitudes towards Science, to assess the children’s enjoyment of science, and to motivate learners.

Our Forest School offers children regular opportunities to develop their self-esteem through hands-on learning in a natural environment.​ Forest School Developing self-esteem through hands-on learning in a natural environment. Intent Our Forest School offers children regular opportunities to develop their self-esteem through hands-on learning in a natural environment. Forest School sessions provide time for play, exploration and focussed activities. They also provide practical ways for children to further understand the natural world. Children learn skills such as the use of tools for designing and making; shelter-building and fire-lighting and cooking. Forest School within the curriculum Forest School learning contributes to a broad and balanced curriculum. It enhances the National Curriculum for each subject. Reading We read stories around the fire. Books such as Follow the Swallow lead to discussions around bird migration, nest building sessions and collecting 'worms'. The story Stick Man leads to children making their own 'stick people'. Mathematics We use counting (varied and counting up and down) in Forest School games such as Hide and Seek. We compare lengths of sticks to children’s heights. Sticks for the fire are ordered, just as we order items in Maths lessons. Children create 2-D shapes with sticks We use directional language and movement (e.g. clockwise/anti-clockwise) when working with tools, especially palm drills. Science Pupils observe and identify evergreen and deciduous trees and how they look/change in different seasons. Pupils learn to identify bluebells and primroses and are aware of the variety of fungi which grow on the site. Pupils are taught to identify nettles and brambles to avoid being stung/scratched. Pupils observe a variety of birds, including robins and pigeons, squirrels and pond creatures such as newts, pond skaters and water boatmen. They also observe a variety of insects and mini beasts. We hold natural scavenger hunts in the Forest. We hold ongoing discussions about materials, especially when building shelters. In Key Stage 2 we looking at self-seeded trees; compare green and dry woods; observe sap bubbling when 'green' sticks are put on the fire. We hold discussions on role of parts of trees. Pupils are introduced to the idea that plants make their own food. We look at different methods of seed dispersal. Art and Design Forest art includes mud hand prints and mud sculptures; creating 'stick people'; wood disc names and decorations; creating pictures made with natural materials; whittled and decorated sticks; using clay to make tree faces and making and using charcoal. Pupils in Key Stage 2 make whittled knives and sticks; natural leaf print pictures using hammers; carry out natural weaving; make dream catchers and natural jewellery. In Forest School we use a number of tools to create design work, such as palm drills, bow saws, peelers, and flint and steels. Pupils create items of their choosing as well as adult-initiated objects. Technical knowledge is applied when building shelters and in our tallest free-standing tower challenge. Design and Technology (Cooking and Nutrition) We use a of range of cooking techniques in Forest School to cook marshmallows, popcorn, waffles, soup, damper bread, pitta pizzas, sausages, pancakes, toffee apples and toast. We make use of ingredients that grows in the area to make sticky-weed juice and dandelion jam. Pupils learn about the poisonous plants growing in the area and therefore those that are not suitable for eating. As part of the Hurst Education Trust , Albourne pupils have also been able to take part in Forest School workshops at Hurst College. "Forest School is a child-centred inspirational learning process, that offers opportunities for holistic growth through regular sessions." FOREST SCHOOL ASSOCIATION Downloads and links Download our documents for further information about our curriculum. Forest School Association Forest School at Albourne Forest School and the curriculum

Information on our forthcoming events for parents and prospective parents, including our Open Days. Diary Dates Forthcoming events for parents and prospective parents this term. Term dates View the West Sussex County Council school term dates for 2025- 26 School Calendar with INSET Days 2025-2026 Next 3 Weeks@ Albourne

At Albourne Church of England Primary School we have a caring and committed team of skilled staff who work together to make a positive difference to children's lives. Staff A caring and committed team. At Albourne Church of England Primary School we have a caring and committed team of skilled staff who work together to make a positive difference to children's lives. We want to ensure that every child is given the best learning opportunities to develop academically, socially and emotionally. Our class teachers work together to make a positive difference to the children's lives, to ensure that every child is given the best learning opportunities to develop academically, socially and emotionally. Our class teachers work together, following 'The Albourne Way Excellence in Teaching and Learning policy' to ensure that we have consistent practice across the school. The teaching team in every class work closely together to ensure that planning is shared, and children's needs are met. Pupils in every class are also supported by trained T eaching Assistants. 'The Albourne Way Excellence in Teaching and Learning policy' can be found on our Policies page. To play, press and hold the enter key. To stop, release the enter key.

Our music curriculum is designed to inspire and educate pupils, whilst providing them with a creative outlet. Pupils learn to play a range of instruments and have opportunities to perform. ​We partner with West Sussex Music which provides small group lessons or private one-to-one lessons in a range of musical instruments. Music... The Albourne Way Inspiring and educating through music. Whole School Overview 2024-25 Music Development Plan Music… the Albourne Way. Music is an essential part of life; integral in the development of the whole person. We believe that the opportunity to engage in musical experiences is crucial for the development of the whole child. Learning music develops all aspects of a child’s learning, from the physical action of using an instrument to the mathematical skills needed to keep a pulse. Through playing, singing, creating and performing, children will develop confidence, communication, thinking and creative skills and improve their emotional well-being. In addition, as these activities utilise both sides of the brain, it will foster connections which will improve memory and coordination. The skills involved in playing and listening to music will also help learners develop the self-esteem, self-discipline, cooperation, creativity, and self-motivation necessary for success. Through our link with West Sussex Music, every child will have the opportunity to learn to play a musical instrument before leaving school, and all children in KS2 will be offered further peripatetic lessons in a variety of instruments. It is our vision that every child adopts an understanding and love of music which they can carry with them for the rest of their lives. Downloads and links Download our documents for further information about our curriculum. Music overview 2024-2025 Progression of skils in Music

The wellbeing of our pupils is important to us. Find out more about our Albourne Way Peacekeepers. Mental Health & Wellbeing Looking after all of our Albourne Family The Albourne Learner - The Carer Mental health is a state of wellbeing in which every individual realises their own potential, can cope with the normal stresses of life, can work productively and fruitfully and is able to make a contribution to their community (World Health Organisation). At Albourne we are committed to promoting and supporting positive mental, physical and emotional wellbeing for all school stakeholders - pupils, staff, parents & community. A group of children who help develop friendships for children, find solutions to problems and encourage children to follow the Albourne Way. How to look after your mental health Anxiety Eating for your mind The Peacekeepers Further information Below are resources you may find useful to support your child in different situations. Further resources on keeping your child safe online can be found on our online safety page. Read our Ofsted inspections NSPCC National Bullying Helpline Kidscape - help with bullying

Geography...The Albourne Way Inspiring lifelong curiosity & creating informed global citizens Curriculum Overviews Whole School Overview 2024-25 Geography…The Albourne Way INTENT Everything we do at Albourne Church of England School is underpinned by our vision, The Albourne Way – living life to the full. Children in our school will achieve highly because our expectations for pupil outcomes are ambitious. ‘Geography… The Albourne Way’ envisions a dynamic geography curriculum that prepares students for the challenges and opportunities of the 21st century while promoting a deep understanding of the interconnectedness between people and their environments. Our curriculum is grounded in the belief that geography is not just about maps and locations, but is a lens through which students can explore the complexities of the world around them. Our curriculum raises curiosity about diverse landscapes, cultures, and natural phenomena through hands-on activities and field trips. Our goal is to inspire lifelong curiosity, create informed global citizens, and equip students for success in an interconnected world. IMPLEMENTATION We lead an enquiry-lead approach to our history curriculum as our pupils not only build their substantive knowledge and understanding, but become increasingly adept at disciplinary thinking, conceptual understanding and the use of specialised vocabulary and technical terms. In order to do this, as a school we are dedicated to the teaching and delivery of a high-quality history curriculum. This is implemented through: reflecting the guidance of and matches with the scope and ambition of the national curriculum. providing pupils with the appropriate opportunities to build their substantive and disciplinary knowledge. This will encourage children to master and apply subject skills and techniques and acquire the specialist language and technical terms to communicate their understanding effectively. Creating a MTP of each enquiry, which defines what the pupils will know, understand and be able to do. This is clearly identifiable in the progressive and increasingly challenging objectives. Sequencing enquiries to ensure that pupils can build on prior knowledge and understanding as they tackle more complex and demanding enquiries throughout their education. Learning activities are very varied to ensure that all pupils have opportunities to demonstrate their strengths. Our curriculum for EYFS – Year 6 provision is made for regular and high quality visits which we recognise as a core element of our pupils’ statutory entitlement in geography. These visits provide opportunities to develop and consolidate skills and concepts introduced in the classroom and allow pupils to extend their understanding through investigating geography in the ‘real world.’ When assessing our pupils, evidence is drawn from a wide range of sources to inform the process including interaction with pupils during discussions and related questioning, day to day observations, presentation and communication of data collected during visits and writing in different genres. We do not make summative judgements about individual pieces of pupil work, but rather use continuous formative assessments to build an emerging picture of what the pupil knows and understands about our overall enquiry into the subject. IMPACT Our curriculum, ‘Geography... The Albourne Way’ helps to prepare our pupils for life in the 21st century with all of its currently unknown possibilities. Our pupils will develop the skills to act as young geographers in our current world. As geographers they will acquire the skills to make links and connections between the natural world and human activity, how it changes and the impact of physical and human geography upon one another. Our curriculum prepares our pupils for opportunities and challenges that will arise during their lifetime – personal, local, national and global.