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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.

Year 3 Kingfishers 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 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

We have a close relationship with our parents and an active and enthusiastic Parent and Teacher Association (PTA). Parent and Teacher Association Raising vital funds for our school. We proudly maintain a strong bond with our parents and boast an active and passionate Parent and Teacher Association (PTA). Fundraising is a continuous endeavor for our dedicated PTA, who raise and donate approximately £8,000 to £12,000 per year to our school. They achieve this through a variety of events and sales, which typically include the following throughout the school year: - Annual Christmas fair and raffle - Summer fair - Children's discos - Movie nights - Non-uniform days - Regular cake sales - Pupil-designed Christmas card sales - Affordable second-hand uniform sales - Summer ice lolly sales The funds raised by our fantastic PTA have contributed to numerous projects that benefit our school community. Some of these achievements include: - Upgrade of the Reception class's outdoor area - Installation of new reading corners in classrooms - Contributions towards class trips and other enriching experiences Getting involved with the PTA activities can be a really rewarding experience. Any time you can give however great or small is hugely appreciated and valuable so please get in touch! Parents play a vital role in shaping a successful and blossoming school community. Our dedicated PTA email address is: albournepta@yahoo.co.uk If you are an Albourne parent and you would like to find out more about the PTA, or to join the team, please contact the PTA Chair via the School Office at office@albournecep.co.uk Downloads and links Download our documents for further information. PTA Financial Summary 2022-23 Chair and Treasurer's Report 2022-23 PTA Chair's Report 2021-22 PTA Treasurer's Report 2021-22 PTA Financial Summary 2021-22 PTA Chair's Report 2020-21 PTA Treasurer's Report 2020-21 PTA Financial Summary 2020-21

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

Albourne Church of England Primary School promotes and upholds the British Values of Democracy, the rule of law, individual liberty, mutual respect and tolerance alongside our Christian Values. British Values at Albourne Promoting and upholding British Values. Albourne Church of England Primary School promotes and upholds the British Values of Democracy, the rule of law, individual liberty, mutual respect and tolerance alongside our Christian Values. An understanding of democracy is developed through our Pupil Parliament . Elections are held at the start of the year. Following a vote, each class elects class representatives to the Parliament. They meet regularly to bring to the group any issues or ideas from their classes. In addition, they are consulted about their ideas for school improvement and in policy making. Pupils also vote for House Captains to lead their Houses and encourage children to earn points for their house. These children are all in Year 6 and will act as ambassadors when there are visitors to our school. Find out more about our Houses on our House Teams page. An understanding of the rule of law is developed through discussion of the rights and responsibilities of the pupils as linked to our values. This informs individual class charters, and impacts on relationships and behaviour in school. Children are helped to learn to manage their behaviour through making the right choices, and to understand the consequences of their actions. Key information downloads For all key information and school policy documents, please follow the link to our Policies page. British Values information leaflet for parents Policies

Year 2 Skylarks 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 Meet the Teacher Skylarks Curriculum Overview

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.

Join our team of dedicated staff. Our latest vacancies are listed below. Vacancies Join our team of dedicated staff members. Class Teacher Vacancy September 2026 Person Specification HET Application Form

Personal, Social and Health Education (PSHE), including Relationships and Health Education, is an important part of our whole curriculum. Through PSHE children develop the knowledge, skills and understanding they need to manage their lives. Personal, Social and Health Education Developing knowledge, skills and understanding for life beyond school. Curriculum Overviews Parent Letter RSE 2024 Whole School Overview 2024-25 Parent Information RSE 2024-25 INTENT (Why are we teaching this?) Personal, Social, Health and Economic (PSHE) education is a necessary part of all pupils’ learning to help them to stay healthy, safe and prepared for life. Relationship and Sex Education (RSE) enables young people to learn about healthy relationships, their mental well-being and their understanding of their bodies. At Albourne we believe in providing a nurturing learning environment in which each child is encouraged to develop their full potential, flourish, and celebrate their achievements and successes. As a school, we believe that children are all individuals and therefore, we encourage mutual respect, responsibility, and foster self-esteem in a happy, caring, and safe environment. The teaching and learning of PSHE using the Jigsaw scheme supports and upholds this vision. Behaviour and attitude to learning are underpinned by values that are taught through PSHE lessons, making it integral to the success of the whole school. IMPLEMENTATION (How is it being taught?) At Albourne, we follow the Jigsaw scheme of work to deliver our PSHE. Jigsaw is based on mindfulness philosophy and practice and brings together, PSHE Education, emotional literacy, social skills and spiritual development in a comprehensive scheme of learning. It is designed as a whole school approach, with all year groups working on the same theme (Puzzle) at the same time. Jigsaw holds children at its heart and aims to improve children’s capacity to learn, their resilience, emotional well-being and mental health. In line with statutory requirements, before the Changing Me jigsaw begins, parents will be given information about how children are taught about their bodies. This provides an opportunity for parents to ask questions and be reassured about how lessons are delivered in an age appropriate way. Please read the information provided below. This whole school approach provides structure and familiarity to children and supports their learning by reinforcing key themes. Below you can see an outline of the programme and how it develops through the school year: Jigsaw 3-11 offers a comprehensive Programme for Primary PSHE including statutory Relationships and Health Education, in a spiral, progressive and fully planned scheme of work, giving children relevant learning experiences to help them navigate their world and to develop positive relationships with themselves and others. Jigsaw consists of six half-term units of work (Puzzles), each containing six lessons (Pieces) covering each academic year. Term 1: Being Me in My World Term 2: Celebrating Difference (including anti-bullying) Term 3: Dreams and Goals Term 4: Healthy Me Term 5: Relationships Term 6: Changing Me (including Sex Education) Every Piece has two Learning Intentions, one specific to Relationships and Health Education (PSHE) (in purple) and the other designed to develop emotional literacy and social skills (in green). Puzzles are launched with a whole-school assembly containing an original song, with each year group studying the same unit at the same time (at their own level), building sequentially through the school year, facilitating whole-school learning themes. The various teaching and learning activities are engaging and mindful of different learning styles and the need for differentiation and the Early Years (EYFS) planning is aligned to the National Early Years Framework (England). Each lesson is built upon a Charter which underpins the behaviour and respect that is the basis for each lesson (one is provided within Jigsaw, but children and their teacher can write their own to ensure mutual respect and ownership). The lessons then split into 6 parts, all of which should be included in every session to ensure that the learning follows the optimum progression. Connect us - This is a game or activity designed to be fun and inclusive and to build and maximise social skills. ‘Connect us’ engenders positive relationships and enhances collaborative learning. It sets the atmosphere at the beginning of each Jigsaw Piece and can be used again at the end should the teacher feel the atmosphere needs to be lifted after some deep work during the lesson. Calm me - This section of the Piece helps children gain awareness of the activity in their minds, relaxing them and quietening their thoughts and emotions to a place of optimum learning capacity. This will also engender a peaceful atmosphere within the classroom. It is an invaluable life skill which also enhances reflection and spiritual development. This underpins the mindful approach advocated in Jigsaw. Open my mind - The Reticular Activating System of the brain filters the many stimuli entering the child’s mind at any given time. It is designed only to allow in that which is significant. Therefore, it is important to engage this system with the most important aspects of learning intended for each Piece (lesson). If we do this well, it will enable children to filter out activity around them not significant to this learning intention, thereby improving concentration and learning. Tell me or show me - This section of the Piece (lesson) is used to introduce new information, concepts and skills, using a range of teaching approaches and activities. Let me learn - Following Piaget’s learning model, after receiving new information/concepts, children need to manipulate, use, and play with that new information in order for it to make sense to them and for them to ‘accommodate’ it into their existing learning. Help me reflect -Throughout Jigsaw, children are encouraged to reflect on their learning experiences and their progress. By reflecting, children can process and evaluate what they have learnt, which enables them to consolidate and apply their learning. They are also asked to stop and become aware of their thoughts and feelings in any given moment in Pause Points (brief pauses within the lesson where the children can have a couple of moments to just stop and be to consider whether what they are learning may be particularly meaningful to them). Closure - Each Piece needs safe closure. This will always include the teacher praising the children for their effort, positive attitude and achievement, as well as giving one or two sentences to summarise the key learning points for the children. In addition to this, teachers have the freedom to plan with detail and attention to their individual children. Learners can be scaffolded, and any individual needs can be supported where necessary. The summative assessment process offers criteria for children either working at, beyond or towards the age-related expectations. Greater depth children can be challenged to ensure that they are being given the opportunities to enrich their learning further. The “Class Teacher” page at the start of every puzzle allows time for practitioners to consider the upcoming content. These support teachers to feel more confident in their own subject knowledge, which in turn allows them to extend the learning of the children. IMPACT (What is the effect?) “The positive results of pupils’ learning can then be seen in the standards they achieve.” Ofsted, 2019 The key elements of this for our schools are • Knowing and being able to evidence the impact of the PSHE curriculum both on learners individually and in the school as a whole. • Coherently being able to match and evidence the impact of PSHE with the intent So how can we achieve this? In order to be confident in the impact of PSHE, senior leaders and/or the PSHE leader will monitor the subject effectively using scrutiny and moderation of outcomes (see the “Teachers” tab on the Jigsaw PSHE Community Area for support and ideas with this). We take the time to carry out discussions with pupils and is the only way of knowing exactly what the children feel is the impact for them of their learning. We also take into account colleagues’ views. This can ensure that impact matches intent across the whole school community. Assessment is a major contributor in evidencing the impact and this needs to be tracked to ensure that pupils are building on their skills and knowledge over time. It can then show progression and also uniformity between parallel classes ensuring that in-school gaps or anomalies are dealt with especially issues with teacher confidence. Assessment in Jigsaw is both formative and summative. The two clear learning objectives for each lesson (piece) allow teachers to be mindful of the assessment elements within that session that can formatively help them pitch and plan subsequent lessons, and activities are included in each lesson to give the children the opportunity to self-assess using simple pictorial resources designed in a child-friendly, age appropriate manner. It also allows children of 6 and over the opportunity to identify areas for self-improvement. To support the teacher in tracking each child, there is a ‘Summative Assessment: tracking pupil progress’ sheet that can be used. This sheet has three attainment descriptors for each Puzzle. The teacher can then use a ‘best-fit’ approach to decide whether the child is working towards, working at or working beyond for that Puzzle, highlighting one green and one purple descriptor. The green descriptors will also flag up children who may need more support with emotional literacy or social skills development and they can be signposted to the setting’s pastoral support systems as appropriate. In Piece (lesson) 6 there are also exemplifications to aid teacher judgement for the working towards/ working at/working beyond attainment descriptors. As Jigsaw PSHE is a whole-school approach, rather than simply a lesson-a-week Scheme of Work for PSHE, there are numerous layers built in that engender a sense of belonging and community, and that value every individual, for example: praising one attitude or behaviour each week through the Weekly celebration, bringing the whole school together for assemblies and to sing the Jigsaw songs, and celebrating every child’s contribution to the school community through the 'end of Puzzle outcome. "As part of a whole school approach PSHE develops the qualities and attributes pupils need to thrive as individuals, family members and members of society." JIGSAW PROGRAMME Downloads and links Download our documents for further information about our curriculum. Jigsaw PSHE information for parents/carers Jigsaw RSE in PHSE - information for parents/carers Jigsaw LGBTQ in PHSE - information for parents/carers Jigsaw PSHE content overview (age 3-11) Calm Me Time at Home Jigsaw 00:00 / 06:09 For our PSHE policy please go to our Policies page. Policies

Lesson Design The Albourne Way Lesson design… The Albourne Way. Regular CPD in staff meetings and INSET day, modelled lessons and drop-ins have seen lesson design aligned with the Albourne Learners. Small Title This is a Paragraph. Click on "Edit Text" or double click on the text box to start editing the content and make sure to add any relevant details or information that you want to share with your visitors. Small Title This is a Paragraph. Click on "Edit Text" or double click on the text box to start editing the content and make sure to add any relevant details or information that you want to share with your visitors. Small Title This is a Paragraph. Click on "Edit Text" or double click on the text box to start editing the content and make sure to add any relevant details or information that you want to share with your visitors.