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Modern Languages Curriculum Overviews

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

Computing Progression of Skills Overview 2024-25 Online Safety Computing – Intent, Implementation and Impact. Intent: Our aim at Albourne is to give children a thorough and ambitious education in computing, equipping them to use technology, computational thinking and creativity with a solid grounding for future learning and the ability to become active digital citizens in the modern world. At Albourne we understand that technology is everywhere and will play a pivotal part in students' lives; therefore, we want to model and educate our pupils on how to use technology positively, responsibly and safely and that they see good models of this. By the time they leave Albourne, children will have gained key knowledge and skills in the three main strands of the National Curriculum for Computing (2014): computer science (programming and understanding how digital systems work), information technology (using computer systems to create, store, retrieve and send information) and digital literacy (evaluating digital content and using technology safely and respectfully). We encourage staff to try and embed computing across the whole curriculum to make learning creative and accessible. We want our pupils to be fluent with a range of tools to best express their understanding; by Upper Key Stage 2, children should have the independence and confidence to choose the best tool to fulfil the task and challenge set by teachers. Our curriculum ensures they know what to do if they have concerns about anything they encounter online, and how to be safe, responsible and respectful when using the internet. Implementation: At Albourne, computing is taught weekly, the key knowledge and skills that must be taught within each unit have been identified and mapped to support the progression of children’s learning across the primary phases. An overview of each unit’s key vocabulary, key knowledge and linked prior knowledge is available through the knowledge organisers. Our computing progression framework ensures a balanced coverage of the three computing strands (computer science, information technology and digital literacy). The children work on all three strands each year, including e-safety. As they progress through the school, children build on their prior learning within each strand, covering new or deeper knowledge and developing their technical skills. For coding, the school uses the Discovery Espresso units from year 1 to year 6; this allows for a clear progression and development of block coding skills. We will continue to develop our links with the other schools within the Trust, sharing resources, skills and ideas. Wider Curriculum links and opportunities for the safe use of digital systems are considered in curriculum planning. Through cross-curricular uses of computing in other subjects, teachers are able to revisit misconceptions and knowledge gaps in computing in tandem with other curriculum areas. This supports varied paces of learning and ensures pupils make good progress. The importance of online safety is shown through displays within the learning environment and through PSHE lessons. Parents are informed when issues relating to online safety aris e and further information/support is provided if required. Impact: We believe the children of Albourne will be confident users of technology, and will be able to use it to accomplish a wide variety of goals, both at home and in school. Children will have a secure and comprehensive knowledge of the implications of technology and digital systems, which is important in a society where technologies and trends are rapidly evolving. Children will be able to apply the school values and expectations when using digital systems. Children can use their computer skills to showcase their writing and presentation skills which can then be featured on the school website. We know that finding the right balance with technology is key to an effective education and a healthy life-style. We feel the way we implement computing helps children realise the need for the right balance and one they can continue to build on in their next stage of education and beyond.

Our School Office staff are happy to answer your questions or take messages for other staff. Telephone: 01273 832003 Email: office@albournecep.co.uk Address: The Street, Albourne, Hassocks, West Sussex, BN6 9DH ​All visitors must report to the School Office. Contact us We welcome enquiries from all parents/carers, whether your child is already at Albourne or whether you are considering applying to our school. You can contact us on the details below. Explore Contact details Our School Office staff are happy to answer your questions or take messages for other staff. Printed copies of policies/ information from this website are available for parents/carers on request and free of charge. Telephone 01273 832003 Email office@albournecep.co.uk Postal address The Street Albourne Hassocks West Sussex BN6 9DH In person All visitors must report to the School Office. If you have a question about something in class, a message can be passed onto the class teacher, or an appointment made at the end of a school day. Please note the start of the school day is a busy time for teachers whilst they welcome children into the classroom. Key members of staff Headteacher - Ms F Keeling Secretary - Mrs Rebecca Sweet Operations Manager - Mr P Wilkes SENCo - Ms Nargis Miah Governors The Chair of Governors - Janneke Blokland - can be contacted via the Clerk to Governors by email at clerk@albournecep.co.uk Hurst Education Trust Albourne Church of England Primary School is part of the Hurst Education Trust. Details of the Trust can be found at www.hurst.education and key documents, including the Trust's annual report and accounts, can be accessed at www.hurst.education/documents The Hurst Education Trust is a Company Limited by Guarantee in England and Wales Registered No. 13807225 The Trust's contact details are: Hurst Education Trust c/o Hurstpierpoint College College Lane Hurstpierpoint West Sussex BN6 9JS 01273 836914

The overarching intent for English is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. English... The Albourne Way Promoting high standards of language and literacy. Following The Albourne Way means looking at progress from their starting points and children are encouraged to do this. Example of Progress from starting points Y3 2023-24 Challenging the more independent Wrting Overview YR Writing Overview Y1 Wrting Overview Y2 Wrting Overview Y3 Wrting Overview Y4/5 Wrting Overview Y5/6 English…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. Our coherently planned and well sequenced curriculum, ‘Write… The Albourne Way’ offers targeted and exciting opportunities to challenge those working at Greater Depth, but is adaptive and flexible. It facilitates high levels of engagement and motivation enabling all children to make excellent progress from their starting points. It is our belief that every child has the potential to be a writer. We believe that by being given inspiring texts and writing stimulus, the children will develop a genuine love of reading and writing, be able to express themselves articulately and creatively in words, both written and spoken, and be ready to successfully take on the challenges of their next steps in their learning journey; to live their life to the full. IMPLEMENTATION Write…The Albourne Way At Albourne, we follow a skills based writing programme based on I’m a Clever Writer called Write…The Albourne Way. Each year group has a set of skills they have to master to be a Y? Albourne Writer. At the start of the week, teachers model a WAGOLL text (What a Good one looks like), which is based on the topic currently being studied. The WAGOLL contains writing skills that the children have learnt and 2 new skills to learn that week. The WAGOLL also contains Golden words, which enables the children to develop richer vocabulary. During the week, the children master the 2 new skills and at the end of the week, write their own version of the WAGOLL. During the lessons, adults will ‘live mark’ the children’s work, giving instant feedback for them to improve their writing. Every term, the children spend a week entering The Albourne Writers’ Awards. This is an opportunity for them to use the writing skills learned in a piece of their own choice, based on their topic. This gives the more independent children chance to show what they can do independently and the teacher opportunities to work with some focussed groups. At the end of this 2 children from each class are awarded a special certificate and 1 child from KS2 and KS1 is awarded a trophy. They then keep the trophy for half a term before the next Albourne Writers’ Awards. Their name is then etched on the trophy, culminating in a legacy of Albourne Writers to aspire to. Read…The Albourne Way INTENT Learning to read is one of the most important things a child will learn at school. At Albourne, we recognise that reading is integral to a child’s understanding and appreciation of the world around them. It is therefore necessary that we provide a platform whereby children are given all the tools needed to become a successful reader. They need to be able to see beyond what they know, share cultural experiences and expand their vocabulary in order to express themselves effectively. It is our belief that every child has the potential to be a good reader. Implementation At Albourne, we use the Read, Write, Inc. scheme to teach phonics and reading. Please see RWI policy. In KS2, we use a whole class guided reading approach that follows a structured layout each week. Day 1 is all about learning new vocabulary that will come up in the book that week. Day 2 is a chance for the children to listen to the chapter, which is read to them by an adult who models good pace, expression and intonation. Day 3 and 4 are focused on comprehension based questions. Day 5 is a chance for Year 3 and 4 to go some group reading and Year 5 and 6 to do 1:1 reading. Phonics…The Albourne Way INTENT At Albourne Church of England School we are passionate about empowering all learners to become accomplished and confident readers and writers. We know that the systematic teaching of synthetic phonics provides an essential foundation of knowledge, enabling the children to develop into fluent readers and writers from the very start of their educational journey with us. We believe that reading is the route to success across the curriculum and we endeavour to instil a passion for reading and enjoyment of storytelling. Our classrooms are literature rich and allow the children to become immersed in the world of stories, as well as being in awe of the natural world and other fascinating history and research, through non-fiction texts. Our children make a strong start from Reception, through daily phonics sessions, which include elements of reading and writing. Setting high expectations from the offset, highlights the importance of this curriculum area and paves the way for every child to become a great reader. Children who are successful readers and have positive experiences of learning to read, are likely to be successful in other areas of learning and their lives beyond school. IMPLEMENTATION We follow the Ruth Miskin’s ‘Read Write Inc Phonics and Early Reading Programme.’ It facilitates high levels of engagement and motivation enabling all children to make excellent progress from their starting points. Following Read Write Inc, the children learn to read accurately and fluently with good comprehension. Throughout the programme, children learn the English alphabetic code: the 150+ graphemes that represent 44 speech sounds. Effective teaching of this programme allows our children to rapidly learn sounds and the letter, or groups of letters that represent them. Our phonics teaching and learning is progressive from EYFS up to Year 2 and is taught systematically and daily. The children are assessed regularly and taught in small, differentiated groups using resources and books closely matched to their individual knowledge of phonics and whole words. This means that right from the beginning, they experience plenty of success and become increasingly fluent and accurate readers. Our approach is adaptive and flexible to ensure that Learning Environment for Read Write Inc… Downloads and links Download our documents for further information about our curriculum. Year 1 NC English overview Year 2 NC English overview Year 3 & 4 NC English overview Year 5 & 6 NC English overview

Ofsted, SIAMS & SIP Latest Ofsted, SIAMS & SIP Reports SIP Report May 2024 SIP Reports Feb 2024 Ofsted Report 2016 SIAMS Report 2017

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

All pupils at Albourne belong to a house - Oak, Alder, Willow or Walnut. House Teams All pupils at Albourne belong to a house team. Houses All pupils at Albourne are members of one of our house teams. Our four houses are all named after trees - Oak, Alder, Willow and Walnut - as chosen by our pupils. House Value Points House Value Points are earned for a variety of reasons - effort with work, demonstrating one of our values or any other reason a member of staff feels that a child deserves recognition. Once a pupil collects ten House Value Points they are awarded a certificate. Value Catchers All children are 'Value Catchers' and when they see someone demonstrating the current value we are working on, they write this is in our Values Book. House Captains House Captains are elected in Year 6. They act as role models and demonstrate leadership skills and the school values to the other members of their House. House Captains are also responsible for giving tours to potential new parents at our Open Events. House Captains plan and led House assemblies every three weeks on a specific subject. Pupils value this opportunity to meet with different age groups and share collaborative team responsibilities. Examples of assemblies include: Black History Month, Anti-Bullying, Children’s Mental Health, the King’s Coronation and The 'Albourne Way'. "What an amazing group of children. It [giving a school tour] is a lot of responsibility for them but they were superb." PARENT (SPEAKING ABOUT OUR HOUSE CAPTAINS GIVING A TOUR)

EYFS... The Albourne Way Inspiring our small Albourne Family EYFS…The Albourne Way 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. Our coherently planned and well sequenced curriculum, ‘EYFS… The Albourne Way’ offers targeted and exciting opportunities so that children develop new interests and learn new knowledge, thus we close the gaps, but is adaptive and flexible to the children’s interests. Through a rich environment both inside and out, children are enable to engage in learning that is inspirational, challenging and facilitates the consolidation / retaining of knowledge previously learnt. Because of the excellent knowledge that the staff have of the children, high quality interaction between the adults and the children enable all children to make excellent progress from their starting points and be ready for the challenges of Y1. It is our belief that every child can achieve their potential in a safe secure and challenging environment and be ready to successfully take on the challenges of their next steps in their learning journey; to live their life to the full. The EYFS Curriculum There are seven areas of learning in the EYFS curriculum. All areas of learning and development are important and inter-connected. There are three prime areas that are crucial for igniting children’s curiosity and enthusiasm for learning and for expanding their capacity to learn. These are: ● Communication and Language ● Physical Development ● Personal, Social and Emotional Development There are then four specific areas through which the three prime areas are strengthened and applied. These are: ● Literacy ● Mathematics ● Understanding the World ● Expressive Arts and Design The EYFS is based upon four principles: ● A Unique Child ● Positive Relationships ● Enabling Environments ● Learning and Development The EYFS Curriculum…The Albourne Way Communication and Language Involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations. This area provides children with opportunities for speaking and listening and ignites children’s interest in reading and writing. To give children the best opportunities for developing Communication and Language Positive Relationships support children to communicate their ideas and thoughts with each other and with adults. Enabling Environments contain signs, symbols, words, songs and notices. They also have books and pictures that take into account interests, backgrounds and cultures. At Albourne, we use the ShREC approach in our interactions with children across the learning environment both inside and out: Sh – Share attention. Adults will always be at the child’s level, paying attention to what they are focussed on. R – Respond Follow the child’s lead, responding to them by making a brief comment on what they can see, hear or feel. E – Expand Echo back what the child is saying and build on this by adding new vocabulary and turning it into a sentence. C – Conversation Have a back and forth extended conversation, giving the child time to listen, process and reply. Story-telling, reading to them, role-play / language in environment Physical Development Involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food. This area provides opportunities for children to be active and devlop their co-ordination, manipulation and movement. It develops understanding of the importance of being physically active and eating healthily. To give children the best opportunities through Positive Relationships children are supported in their understanding of exercise, sleep and eating to promote health. Activities in Enabling Environments both indoors and outdoors encourage energetic physical play. In Learning and Development, snack times promote social skills and the importance of making healthy food choices. Personal, Social and Emotional Development Involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities. This area develops children’s positive sense of themselves. It teaches about having respect for oneself and others, developing social skills and a good attitude to learning. To give children the best opportunities through Positive Relationships, adults form caring relationships with all children. In Enabling Environments opportunities for play and learning are created that help children embrace differences between themselves and others. Learning and Development experiences are planned to promote all round development. Literacy Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems and other written materials) to ignite their interest. Environment PUT A RATIONAL – INTENT at then beginning of each of the zones Vision for environment rationale for the environment – this your intent The learning environment is zoned into areas that will promote playing and exploring, active learning and creating and thinking critically. BOOKLAND This is my implementation The Bookland area will consist of: Front facing shelves for children to see the books. Crates attached to wall that have objects related to the book for the children to engage with. A floor book stand with recommended books in. A reading buddy to read to. The Bookland sign. Reading Challenge board. Photographs of the children reading / engaging with books. Recommended reads for that year group. Within your book collection, BAME characters and authors must be prominent but not labelled. The Book land area should be inviting, engaging and inspirational.

The Albourne Learners Meet The Polisher Meet The Explorer Meet The Listener Over the rest of the year, we will be working with the children on the skills they need to be a fantastic learner. We will be launching 6 Albourne Learners, which are bespoke to our school. These characters will become key to teaching the children of Albourne to understand, describe and aspire to have the attributes that make an excellent learner. The first of these is The Explorer: Following the Albourne Way; I am an adventurer; discoverer and I am curious about the world around me. The Explorer is about preparing the children for learning by having the correct learning tools. When we spoke to the children about what they would have in a learning back pack, one of the items was a teacher, which is why Mr Hamilton is on top of the back pack!