Our curriculum provides a BROAD range of experiences for our pupils:
Our pupils’ backgrounds, our culture and our climate for learning provide the following drivers that underpin all areas of our curriculum:
- Challenge for all- all the members of our school community are challenged for growth on a daily basis
- Values- helps pupils to understand how to make decisions rooted in ethical and moral values
- Global citizenship– which helps pupils to see how they fit into the wider world and become responsible citizens
Our curriculum provides appropriate BALANCE:
- We believe that all children should experience the sense of success and accomplishment in a wide range of areas. Our curriculum therefore gives pupils an excellent combination of academic and personal development. Foundation subjects are equally as important as core subjects, and key skills are woven throughout the whole curriculum. Physical and mental well-being are high priority when we consider our curriculum design.
- SMSC development through our values– based curriculum also underpins all of our work and is monitored closely.
- We carefully balance the requirements for our pupils to reach national expectations in core subjects with our wider curriculum aims of providing a full spectrum of meaningful experiences. As a result, our pupils thrive.
Art and Design
At Bourne, our aim is to develop children’s skills and knowledge so that they are proud of their achievements at all stages of the artistic process. They use a range of materials in order to become increasingly proficient at drawing, painting, printing and sculpture.
Alongside developing the practical aspects of Art and Design, children learn about great artists, craftspeople, architects and designers in history. They use vocabulary accurately and can share their thoughts about works of art with increasing confidence.
Children will be encouraged to reflect on and evaluate their own work and that of others. They will be introduced to a range of art works, styles and explore the work of artists from different periods and cultures. Children will also begin learn and understand how art impacts and enhances society and our surroundings.
National curriculum objectives are broken down into key skills which are then allocated across different year groups to ensure full coverage.
Teachers plan lessons using these progressions of skills to ensure key skills, knowledge and understanding build year on year. We ensure art topics are inspiring and exciting, stimulating and relevant to the children’s interests and enthusiasms. Children will be able to build on their skills within a project to produce an individual and creative response to the stimuli provided.
The curriculum has been developed for our children to ensure
- They can explore the work of artists
- They can talk about the features of different artists’ work
- Identify works of art in the world we live in today
- They can express opinions and preferences towards different types of art
- They have the opportunity to explore a range of materials
- They create pieces of their own inspired by the work of others
- They explore different techniques across the different mediums
- They develop confidence in making, and talking about, their own works of art and those of others
Children will also have the opportunity to develop and learn other art/craft skills through links to other curriculum areas and annual events.
Throughout each unit covered, children are exposed to technical knowledge and vocabulary and the work of various artists, craftspeople, architects and designers.
- Our children can talk passionately about their learning using appropriate technical vocabulary
- They can articulate new knowledge, skills and language learnt.
- Children can say how learning and understanding is built on previous learning.
- They make connections with other curriculum subjects
- The children talk of themselves as Artists
- Children feel successful
The school’s computing curriculum is planned and sequenced so that new computing knowledge and skills build on what has been taught before. The curriculum remains as broad as possible for as long as possible, and coverage of: digital literacy, E-safety, online research, programming, understanding technology, are covered across the year groups and demonstrate natural development. Most digital literacy and online research is embedded where possible in other topics e.g. using Word to create a fact sheet or an app to film with a green screen background. There is high academic/vocational/technical ambition for all pupils, and the school does not offer disadvantaged pupils or pupils with SEND a reduced curriculum.
Objectives are as follows:
Key stage 1
Pupils should be taught to:
LO 1: understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions
LO 2: create and debug simple programs
LO 3: use logical reasoning to predict the behaviour of simple programs
LO 4: use technology purposefully to create, organise, store, manipulate and retrieve digital content
LO 5: recognise common uses of information technology beyond school
LO 6: use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies
Key stage 2
Pupils should be taught to:
LO 7: design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
LO 8: use sequence, selection, and repetition in programs; work with variables and various forms of input and output
LO 9: use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
LO 10: understand computer networks, including the internet; how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration
LO 11: use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
LO 12: select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
LO 13: use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact
CLICK BELOW FOR COMPUTING OVERVIEW FOR KS1 & 2...
Design and Technology
At Bourne, our intent for Design Technology (DT) is to provide a comprehensive and progressive curriculum that enables our pupils to develop essential skills, knowledge, and understanding in design, creativity, and problem-solving. We aim to foster a love for DT, inspiring our pupils to become confident users of technology and encouraging them to explore and evaluate the world around them.
We ensure that our DT curriculum is carefully planned and sequenced, allowing pupils to build upon prior knowledge and skills as they progress. Our curriculum is balanced and covers a wide range of areas of DT that engages our pupils. By linking DT to other areas of the curriculum, we provide real-life and purposeful design challenges that are relevant to their lives. Through practical experiences, our pupils have opportunities to design, make, and evaluate products using a range of tools, materials, and components.
Our pupils' work showcases their ability to apply their knowledge to solve real-life problems, demonstrating creativity, innovation, and technical competence. The pupils' curiosity is ignited, fostering a passion for and a lifelong interest in design and technology where they are motivated to take risks, be innovative, and always to think creatively. They understand the impact of design on their lives and the world around them.
In Early Years at Bourne, children will have an abundance of opportunities to learn through play. We ensure that learning is fun, engaging and we challenge and support all children whatever their starting point. As an EYFS team and effective role models, we provide high quality interactions in order to develop and deepen the children’s learning opportunities. We deliver our curriculum through a balance of adult led and child-initiated activities based on the EYFS Framework & children’s interests.
We understand and appreciate the importance of the outdoor environment for our pupils. It is a continuation of our indoor provision and it will be used at every opportunity. At Bourne Primary, we provide our children with opportunities to develop their gross motor skills, to deepen their imaginations and also their sense of curiosity. Communication is important to us and we greatly value the relationship that we develop with parents throughout this vital time in children's lives.
Take a look at our Nursery Class Long Term Overview to see what the children will be learning this year.
Take a look at our Reception Class Long Term Overview to see what the children will be learning this year.
Our aims in MFL
At Bourne we are always looking to broaden horizons and to open up new experiences and learning to all of our children. Being able to study a different language and learn about another country and culture gives a whole new perspective on the world.
Speaking and listening are the two most important strands of language learning and we try to promote opportunities to listen to authentic French speakers and to practise new words and phrases frequently in the target language.
Reading and writing also form part of our curriculum with a focus on phonics to help learn the different sounds in French and associate them with the written word. Children are also encouraged to write words and phrases, gradually building up to sentences and short paragraphs.
We are fortunate enough to have access to a wide range of learning materials and resources to broaden understanding of French and the French speaking world.
Our Geography curriculum is designed to inspire children's curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Our pupils will be equipped with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earths key physical and human processes. As pupils progress, their growing knowledge about the world should help them deepen their understanding of the interaction between physical and human processes, and the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earths features at different scales are shaped, interconnected and change over time.
Key Stage One
In line with National Curriculum guidance, at key Stage 1, children should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human and physical Geography and begin to use Geographical skills, including first-hand observation, to enhance their locational awareness.
Key Stage Two
At Key Stage 2, children should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, north and South America. This will include the location and characteristics or a range of the world, most significant human and physical features. They should develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge.
Our History curriculum is designed to ensure that all pupils have a knowledge and understanding of the history of Britain from the earliest times to the present day and how Britain has influenced and been influenced by the wider world. It gives our children the knowledge and understanding of the significant aspects of history of the wider world. Children gain an understanding of 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.
Key Stage 1
In key Stage 1, children develop an awareness of the past, using common words and phases relating to the passing of time. They identify similarities and differences between ways of life in different periods; and know and understand key features of events. Children understand some of the ways in which we find out about the past and identify different ways in which it is represented.
Key Stage 2
In key Stage 2, children continue to develop a chronologically secure knowledge and understanding of British, local and world history. They note connections, contrasts and trends over time and develop the appropriate use of historical terms. Our children understand how our knowledge of the past is constructed from a range of sources.
The way we construct our topic planning for history is cross curricular and develops skills across subjects.
The maths curriculum at Bourne is shaped around the mathematical strands and objectives, as stipulated by the National Curriculum for England and Wales. Our curriculum adopts a mastery approach, where mathematical strands are studied in depth (or ‘mastered’), enabling pupils to develop a depth and breadth of mathematical understanding and application, continually practising and using their acquired skills as they progress through the scheme of work. The school does not offer disadvantaged pupils or pupils with SEND a reduced curriculum.
All staff follow an overview for their year group to make sure all objectives are covered over the academic year. The objectives for each year group is as follows:
Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number
Count, read and write numbers to 100 in numerals; count in multiples of 2s, 5s and 10s
Given a number, identify 1 more and 1 less
Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least
Read and write numbers from 1 to 20 in numerals and words
Addition & Subtraction
Read, write and interpret mathematical statements involving addition (+), subtraction (−) and equals (=) signs
Represent and use number bonds and related subtraction facts within 20
Add and subtract one-digit and two-digit numbers to 20, including 0
Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = ? − 9
Multiplication & Division
Solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher
Recognise, find and name a half as 1 of 2 equal parts of an object, shape or quantity
Recognise, find and name a quarter as 1 of 4 equal parts of an object, shape or quantity
Compare, describe and solve practical problems for: lengths and heights; mass/weight; capacity and volume; and time
Measure and begin to record the following: lengths and heights; mass/weight; capacity and volume
Measure and begin to record time (hours, minutes, seconds);
Recognise the value of different denominations of coins and notes
Sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening]
Recognise and use language relating to dates, including days of the week, weeks, months and years
Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times
Recognise and name common 2-D and 3-D shapes, including: rectangles (including squares), circles and triangles
Recognise and name common 2-D and 3-D shapes, including: cuboids (including cubes), pyramids and sphere
Describe position, direction and movement, including whole, half, quarter and three-quarter turns
Count in steps of 2, 3, and 5 from 0, and in 10s from any number, forward and backward
Recognise the place value of each digit in a two-digit number (10s, 1s)
Identify, represent and estimate numbers using different representations, including the number line
Compare and order numbers from 0 up to 100; use <, > and = signs
Read and write numbers to at least 100 in numerals and in words
Use place value and number facts to solve problems
Addition & Subtraction
Solve problems with addition and subtraction: using concrete objects and pictorial representations, including those involving numbers, quantities and measures; applying their increasing knowledge of mental and written methods
Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100
Add and subtract numbers using concrete objects, pictorial representations, and mentally, including: a two-digit number and 1s; a two-digit number and 10s; 2 two-digit numbers; adding 3 one-digit numbers
Show that addition of 2 numbers can be done in any order (commutative) and subtraction of 1 number from another cannot
Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems
Multiplication & Division
Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers
Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs
Show that multiplication of 2 numbers can be done in any order (commutative) and division of 1 number by another cannot
Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts
Recognise, find, name and write fractions 1/3 , 1/4 , 2/4 and 3/4 of a length, shape, set of objects or quantity
Write simple fractions, for example 1/2 of 6 = 3 and recognise the equivalence of 2/4 and 1/2
Choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels
Compare and order lengths, mass, volume/capacity and record the results using >, < and =
Recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value
Find different combinations of coins that equal the same amounts of money
Solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change
Compare and sequence intervals of time
Tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times
Know the number of minutes in an hour and the number of hours in a day
Identify and describe the properties of 2-D shapes, including the number of sides, and line symmetry in a vertical line
Identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces
Identify 2-D shapes on the surface of 3-D shapes, [for example, a circle on a cylinder and a triangle on a pyramid]
Compare and sort common 2-D and 3-D shapes and everyday objects
Order and arrange combinations of mathematical objects in patterns and sequences
Use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise)
Interpret and construct simple pictograms, tally charts, block diagrams and tables
Ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity
Ask and answer questions about totalling and comparing categorical data
Count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number
Recognise the place value of each digit in a 3-digit number (100s, 10s, 1s)
Compare and order numbers up to 1,000
Identify, represent and estimate numbers using different representations
Read and write numbers up to 1,000 in numerals and in words
Solve number problems and practical problems involving these ideas
Addition & Subtraction
Add and subtract numbers mentally, including: a three-digit number and 1s; a three-digit number and 10s; a three-digit number and 100s
Add and subtract numbers with up to 3 digits, using formal written methods of columnar addition and subtraction
Estimate the answer to a calculation and use inverse operations to check answers
Solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction
Multiplication & Division
Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables
Write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for two-digit numbers times one-digit numbers, using mental and progressing to formal written methods
Solve problems, including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems in which n objects are connected to m objects
Count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10
Recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators
Recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators
Recognise and show, using diagrams, equivalent fractions with small denominators
Add and subtract fractions with the same denominator within one whole [for example, 5/7 + 1/7 = 6/7 ]
Compare and order unit fractions, and fractions with the same denominators
Solve problems that involve all of the above
Measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml)
Measure the perimeter of simple 2-D shapes
Add and subtract amounts of money to give change, using both £ and p in practical contexts
Tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12-hour and 24-hour clocks
Estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes and hours; use vocabulary such as o’clock, am/pm, morning, afternoon, noon and midnight
Know the number of seconds in a minute and the number of days in each month, year and leap year
Compare durations of events [for example, to calculate the time taken by particular events or tasks]
Draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them
Recognise angles as a property of shape or a description of a turn
Identify right angles, recognise that 2 right angles make a half-turn, 3 make three-quarters of a turn and 4 a complete turn; identify whether angles are greater than or less than a right angle
Identify horizontal and vertical lines and pairs of perpendicular and parallel lines
Interpret and present data using bar charts, pictograms and tables
Solve one-step and two-step questions [for example ‘How many more?’ and ‘How many fewer?’] using information presented in scaled bar charts and pictograms and tables
Count in multiples of 6, 7, 9, 25 and 1,000
Find 1,000 more or less than a given number
Count backwards through 0 to include negative numbers
Recognise the place value of each digit in a four-digit number (1,000s, 100s, 10s, and 1s)
Order and compare numbers beyond 1,000
Identify, represent and estimate numbers using different representations
Round any number to the nearest 10, 100 or 1,000
Solve number and practical problems that involve all of the above and with increasingly large positive numbers
Read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of 0 and place value
Addition & Subtraction
Add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate
Estimate and use inverse operations to check answers to a calculation
Solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why
Multiplication & Division
Recall multiplication and division facts for multiplication tables up to 12 × 12
Use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together 3 numbers
Recognise and use factor pairs and commutativity in mental calculations
Multiply two-digit and three-digit numbers by a one-digit number using formal written layout
Solve problems involving multiplying and adding, including using the distributive law to multiply two-digit numbers by 1 digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects
Fractions (including decimals)
Recognise and show, using diagrams, families of common equivalent fractions
Count up and down in hundredths; recognise that hundredths arise when dividing an object by 100 and dividing tenths by 10
Solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number
Add and subtract fractions with the same denominator
Recognise and write decimal equivalents of any number of tenths or hundreds
Recognise and write decimal equivalents to 1/4 , 1/2 , 3/4
Find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths
Round decimals with 1 decimal place to the nearest whole number
Compare numbers with the same number of decimal places up to 2 decimal places
Solve simple measure and money problems involving fractions and decimals to 2 decimal places
Convert between different units of measure [for example, kilometre to metre; hour to minute]
Measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres
Find the area of rectilinear shapes by counting squares
Estimate, compare and calculate different measures, including money in pounds and pence
Read, write and convert time between analogue and digital 12- and 24-hour clocks
Solve problems involving converting from hours to minutes, minutes to seconds, years to months, weeks to days
Compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes
Identify acute and obtuse angles and compare and order angles up to 2 right angles by size
Identify lines of symmetry in 2-D shapes presented in different orientations
Complete a simple symmetric figure with respect to a specific line of symmetry
Describe positions on a 2-D grid as coordinates in the first quadrant
Describe movements between positions as translations of a given unit to the left/right and up/down
Plot specified points and draw sides to complete a given polygon
Interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs
Solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs
Read, write, order and compare numbers to at least 1,000,000 and determine the value of each digit
Count forwards or backwards in steps of powers of 10 for any given number up to 1,000,000
Interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through 0
Round any number up to 1,000,000 to the nearest 10, 100, 1,000, 10,000 and 100,000
Solve number problems and practical problems that involve all of the above
Read Roman numerals to 1,000 (M) and recognise years written in Roman numerals
Addition & Subtraction
Add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction)
Add and subtract numbers mentally with increasingly large numbers
Use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy
Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why
Multiplication & Division
Identify multiples and factors, including finding all factor pairs of a number, and common factors of 2 numbers
Know and use the vocabulary of prime numbers, prime factors and composite (non-prime) numbers
Establish whether a number up to 100 is prime and recall prime numbers up to 19
Multiply numbers up to 4 digits by a one- or two-digit number using a formal written method, including long multiplication for two-digit numbers
Multiply and divide numbers mentally, drawing upon known facts
Divide numbers up to 4 digits by a one-digit number using the formal written method of short division and interpret remainders appropriately for the context
Multiply and divide whole numbers and those involving decimals by 10, 100 and 1,000
Recognise and use square numbers and cube numbers, and the notation for squared (²) and cubed (³)
Solve problems involving multiplication and division, including using their knowledge of factors and multiples, squares and cubes
Solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign
Solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates
Fractions (including decimals)
Compare and order fractions whose denominators are all multiples of the same number
Identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths
Recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements > 1 as a mixed number [for example, 2/5 + 4/5 = 6/5 = 1 1/5 ]
Add and subtract fractions with the same denominator, and denominators that are multiples of the same number
Multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams
Read and write decimal numbers as fractions [for example, 0.71 = 71/100 ]
Recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents
Round decimals with 2 decimal places to the nearest whole number and to 1 decimal place
Read, write, order and compare numbers with up to 3 decimal places
Solve problems involving number up to 3 decimal places
Recognise the per cent symbol (%) and understand that per cent relates to ‘number of parts per 100’, and write percentages as a fraction with denominator 100, and as a decimal fraction
Solve problems which require knowing percentage and decimal equivalents of 1/2 , 1/4 , 1/5 , 2/5 , 4/5 and those fractions with a denominator of a multiple of 10 or 25
Convert between different units of metric measure [for example, kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre]
Understand and use approximate equivalences between metric units and common imperial units such as inches, pounds and pints
Measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres
Calculate and compare the area of rectangles (including squares), including using standard units, square centimetres (cm²) and square metres (m²), and estimate the area of irregular shapes
Estimate volume [for example, using 1 cm³ blocks to build cuboids (including cubes)] and capacity [for example, using water]
Solve problems involving converting between units of time
Use all four operations to solve problems involving measure [for example, length, mass, volume, money] using decimal notation, including scaling
Identify 3-D shapes, including cubes and other cuboids, from 2-D representations
Know angles are measured in degrees: estimate and compare acute, obtuse and reflex angles
Draw given angles, and measure them in degrees (°)
-angles at a point and 1 whole turn (total 360°)
-angles at a point on a straight line and half a turn (total 180°)
-other multiples of 90°
Use the properties of rectangles to deduce related facts and find missing lengths and angles
Distinguish between regular and irregular polygons based on reasoning about equal sides and angles
Identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed
Solve comparison, sum and difference problems using information presented in a line graph
Complete, read and interpret information in tables, including timetables
The quality performance of a committed group (choristers, staff and parents) spread the excellence of Bourne Primary School to the wider community - an audience in Eastcote. The singing of the choir was uplifting and their behaviour exemplary.
It doesn’t happen by magic.
Their delightfully varied selection of pieces (one or two of which are quite challenging for adults, by the way) were sung so well and with great enthusiasm. We really enjoyed the performance.
INSTRUMENTAL MUSIC AND PERFORMANCE
We haven't been able to do our usual Musical evening this year so Mrs Norris has created an amazing 'Stay at Home' compilation of the performances you have sent in to us!
Choir practice is held on Tuesday, Wednesday, Thursday & Friday mornings.
Years 1 and 2 on a Thursday morning 8 am till start of the school day, with Mrs Norris.
Years 3 and 4 on a Wednesday and Friday from 7.45 am till the start of the school day, with Mr St John
Years 5 and 6 on a Tuesday morning 8 am till start of the school day, with Mrs Norris
There is a £10 charge per term per choir member.
LEARN AN INSTRUMENT
There are a wide range of instruments, as well as singing lessons, available to learn through the Hillingdon Music Service.
If your child would like to learn an instrument, please apply using this link.
Please note: There is a fee for lessons and the hire of instruments.
Please go to the Music- Choir page for song practice resources.
Panis Angelicus (2019)
Battle of Britain (2018)
Hurry Jack (2019)
This Little Babe (2019)
When I am Silent (2019)
The Bourne music curriculum is based upon three key areas of music:
Performing - singing and playing
Composing - including arrangements and music technology
Appraising - Listening and evaluating music
The children are introduced to and study a wide variety of music from classical to popular music and from a wide variety of cultures.
They sing and play on a variety of musical instruments, starting with tuned and untuned percussion leading onto Ukuleles and keyboards. In previous years we also included the Wind Band program in Year 5, where children learn to play brass and Woodwind instruments as part of a large ensemble. However, due to present circumstances, Year 5 are learning Ukulele instead.
The children compose their own music from rhythmic patterns, melodic ostinati, short pieces to songs using classroom instruments and music technology.
They listen to a wide variety of music to support their learning.
Here are the Milestones:
Click here for more information on the National curriculum in England programmes of study for Key stages 1 and 2
Personal, Social, Health Education (PSHE)
At Bourne Primary School, we recognise the importance of personal, social, health and economic (PSHE) education and the role it plays in developing our pupils into healthy, independent, and responsible individuals who are prepared for life and work. Our curriculum builds upon the children’s first stages of development through progressive and sequenced topics, which revolve around three key themes: relationships, health and wellbeing and living in the wider world. Within the study of PSHE, our children develop the knowledge, skills, and attributes they need to manage their lives, now and in the future.
PSHE that not only is taught, but embedded in our ethos at Bourne Primary School ensuring children are given wide perspectives to the diverse society that we live in today. Pupils develop fully as:
- individuals as they focus on their own personal development; believing in themselves, building resilience, developing habits to lead a healthy life
- members of families and social communities; understanding how to relate to others and adopt teamwork skills
- members of economic communities; developing their awareness of the part that they play and how to live responsibly
We teach PSHE to provide the link between pupils’ health and wellbeing, and their academic progress. We know the value of focusing on promoting positive behaviour, mental health, wellbeing, resilience, and achievement will impact their whole education.
We believe that PSHE plays a vital part of primary education and is therefore timetabled to be taught at least weekly to ensure that quality time is dedicated to these areas. Many objectives from the curriculum are covered as part of school assemblies, where children’s spiritual, moral, social and cultural curiosity is stimulated, challenged and nurtured. The distribution of the lessons compliments key campaigns throughout the year, such as National Anti-bullying Week and E-safety Week.
At Bourne Primary School we follow a scheme of Work called SCARF – Safety, Caring, Achievement, Resilience, Friendship (Coram Life Education). Which is centred on a values-based and ‘Growth Mindset’ approach, SCARF’s lesson plans and resources help to promote positive behaviour, mental health, wellbeing, resilience and achievement. There is now a proven link between pupils’ health and wellbeing, and their academic progress. Crucial skills and positive attitudes developed through comprehensive Personal, Social, Health and Economic education (PSHE) is critical to ensuring children are effective learners and SCARF provides a whole-school approach to building these essential foundations – crucial for children to achieve their best, academically and socially.
SCARF lesson plans are organised around the PSHE Association’s Programmes of Study Learning Opportunities, which includes three core themes of Health and Wellbeing; Relationships; and, Living in the Wider World. These themes have been broken down into six main areas for termly coverage, and are ordered as follows:
- Me and My Relationships
- Valuing Difference
- Keeping Myself Safe
- Rights and Responsibilities
- Being my Best
- Growing and Changing
Beyond our documented curriculum, it is hoped that the school’s values provide a culture that contributes equally towards the pastoral development of our children. Therefore, our teaching approach places great emphasis upon collaboration and cooperation: group work is a key element of all classrooms, enabling our pupils to achieve success together. Beyond this, pupils are encouraged to show leadership in their community through the school council.
At Bourne Primary School, our PSHE curriculum demonstrates appropriate subject knowledge, skills and understanding to fulfil the statutory duties of the Relationship Education (RE), Relationship and Sex Education (RSE) and Health Education (HE) curriculums. It is hoped that our overall curriculum is designed to directly support the pastoral education of our pupils as well as the academic outcomes that the school aims for.
- Children will demonstrate and apply the British Values of Democracy, Tolerance, Mutual respect, Rule of law and Liberty.
- Children will demonstrate a healthy outlook towards school – attendance will be in-line with national average and behaviour will be good.
- Participation in extra-curricular activity both in school and beyond is encouraged and celebrated.
- Pupil Voice Surveys are used to assess knowledge of how to stay safe and emotionally confident within the school.
- Children will become healthy and responsible members of society.
- Levels of volunteering both within the school through litter picking, librarians and playground leaders, and within the community through choir concerts
- Children will achieve age related expectations across the wider curriculum.
- Children will be well prepared for their journey preparing them for life and work in the modern world.
Our intent is for every child to leave Bourne as fluent and confident readers. We intend for our students to grow as passionate readers, where reading is used for different purposes - developing knowledge, widening understanding, and developing their imagination. Pupils understand that reading is for pleasure and information, experiencing shared reading of a broad range of texts. They are motivated to read both inside of school, and outside due to the teachers shared passion. At Bourne, we see children excel in early reading through the use of the Read Write Inc. (RWI) programme from Reception to Year 2. In KS2, pupils access reading through Book Talk, a system developed by Jane Considine.
Phonics Screening Check
In Key Stage 1 children are assessed at the end of Year 1 using a Government Statutory Assessment Tool known as the Phonics Screening Check. This screening check confirms whether the child has learnt phonic decoding to an appropriate standard and will identify sounds needing further consolidation in Year 2.
A free website to help you support your child with reading and foster a love of reading. It includes:
|Would you like to find out more about RWInc? Well here’s your chance … click on the image to view some of our RWInc lessons in action!||Fantastic free phonics games for your budding reader to play at home.
Includes games that will support the Year 1 phonics screening check.
These games include alien and real words. They will really support children with their sounding out.
At Bourne Primary School we follow the Read Write Inc programme to teach phonics, reading and inspire our writing. Read Write Inc starts in Nursery where children learn the Set 1 Speed Sounds. The Read Write Inc learning journey then continues into Reception and Key Stage 1. Children are assessed at the end of each half term, are grouped accordingly and progress through the programme providing suitable challenges for their assessed phonics level.
|Here you will find a selection of phonics flash cards and word lists to support your child’s reading as they progress through the Read Write Inc. programme.|
|Word Time!||Ditties 1||Ditties 2||Set 1 and 2||Set 3||Set 4||Set 5||Set 6||Set 7|
|Red Books||Red Books||Green and Purple Books||Pink Books||Orange Books||Yellow Books||Blue Books||Grey Books|
|Please click the links||Red Words||Red Words||Red Words||Red Words||Red Words||Red Words||Red Words||Red Words|
|Please click the links||Green Words||Green Words||Green Words||Green Words||Green Words||Green Words||Green Words||Green Words|
|Please click the links||
Click the link for a downloadable handwriting worksheet for your child to practise forming their letters using cursive letters.
READING IN KS2
‘Book Talk’ is a systematic way to teach reading strategies. It is underpinned by certain guiding principles; these are outlined below:
1. Pupils are organised into reading attainment groups and share a set of the ‘same’ books pitched at their level with appropriate challenge.
2. All pupils in the classroom will be accessing narrative, non-fiction or poetry at the same time.
3. Pupils will receive a daily 30 minute ‘Book Talk’ session and once a week will intensively work with the class teacher for a ‘guided read’
4.The session is layered with open-ended whole class questions to tackle the three layers of the reading rainbow.
"On average, reading comprehension approaches improve learning by an additional five months' progress." Education Endowment Foundation
The use of techniques such as graphic organisers and drawing pupils‘ attention to text structures are likely to be particularly useful when reading a range of non-fiction texts.
5. A hallmark of the session is on developing reading for meaning and oral comprehension techniques.
6. Book Talk is structured with three reasons to read. The reasons to read are taken from ‘The Reading Rainbow’. One reason is taken from the top layer of the rainbow under FANTASTIC. The second reason is taken from the STYLISTIC layer. The third reason is taken from the ANALYTICS layer. These are introduced to the pupils in chunks and it is through these generic lenses they think and discuss their reading material.
7. The sessions work best if they operate like conversations about books and ‘hands up’ is not used so there is a natural flow of talk about what they are reading.
8. During these sessions the pleasure principle of reading is fostered and highly engaging picture books should be used in favour of phonic based books to heighten engagement and excitement.
9. ‘Book Talk’ is sharply focused on reading for meaning, listening to friends read and talking about books.
10. During these sessions pupils could be ‘reading around the group’, reading in pairs or reading to themselves and the teacher will direct them in these different organisational ways.
In addition to Book Talk, children regularly take part in 'Stamina for reading' sessions and comprehension lessons.
Relationships, Sex and Health Education (RSHE)
From September 2020, it is a statutory requirement that all primary schools in England and Wales teach Relationships and Health Education as a fundamental part of the curriculum.
The requirements of the new Relationships and Health Education curriculum will be taught mainly through PSHCE and science. Parents will not be able to withdraw their child from any aspect of Relationships Education or Health Education. However, parents will be able to withdraw their child (following discussion with the school) from any additional aspects of Sex Education which are not part of the science curriculum (for details, please see the RHE policy below).
We will be using Coram Education's SCARF resources and curriculum to teach PSHE including RHE. The curriculum overview is below:
For further information please about the statutory requirements please click here.
Religious Education is an essential element of the curriculum and contributes to the personal and
intellectual development of children and young people. The new Agreed Syllabus will help them to develop an understanding of the religious traditions and worldviews represented in our community, preparing them to encounter the diversity of beliefs and values present locally, nationally and globally.
We strive to cultivate a sense of shared values and understanding and respect for the diversity of religions, beliefs and cultures that enrich the school community.
The Science Curriculum at Bourne provides the foundations for understanding the world through the ‘lenses’ of biology, chemistry and physics. In an ever-changing scientific world, science is valued as a core. All pupils are taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils are encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They are encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.
The National Curriculum for Science aims to ensure that all pupils:
- Develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics;
- Develop understanding of thenature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them;
- Are equipped with the scientific knowledge required to understand theuses and implications of science, today and for the future.
Guided by the National Curriculum, specific learning objectives are identified for each year group. These objectives provide guidance for teacher planning, including incorporating a number of key enquiry skills that help children answer scientific questions about the world.
Most science topics are revisited in different year groups to ensure retention, building upon, and applying previously learned concepts in order to develop deeper links.
In EYFS pupils are given the opportunity to develop their scientific knowledge and understanding through continuous provision and a variety of exciting activities.
In Nursery pupils will:
- Explore materials, including similarities, differences and changes
- Use their senses
- Explore how things work, including forces
- Take care of plants, the natural environment and living things
- Understand life cycles
In Reception pupils will:
- Explore the natural world, identifying similarities and differences
- Recognise that environments are different from the one we live in
- Learn and explore the different seasons
-Understand processes and change
Below is a curriculum map outlining unit taught across the school:
Animals, including humans (all about animals)
Animals, including humans (all about humans)
Exploring everyday materials
Exploring everyday materials
Animals, including humans 1- Growth
Animals including humans 2- Life Cycles
Living things and their habitats
Living things and their habitats- habitats around the world
Use of everyday materials
Animals, including humans
Forces and Magnets
Animals including humans
Living things and their habitats
Living things and their habitats- conservation
States of matter
Animals including humans
Changes of materials
Earth and Space
Living things and their habitats
Properties of materials
Animals including humans
Evolution and inheritance
Living things and their habitats
Looking after our environment
Children who develop a love of reading become brilliant writers. They understand that there are different purposes and audiences and can adapt the way they communicate. Teachers directly teach ambitious vocabulary drawn from texts read, and the wider curriculum. Children will be exposed to a wide vocabulary and use it with purpose. They have a strong understanding of grammar and transcription which enable them to be confident writers. We use a wide variety of quality texts and resources to motivate and inspire our children in their writing, with RWI used in KS1 and The Write Stuff (Jane Considine) in KS2.
Global Citizenship is one of our curriculum drivers at Bourne. In all of our learning we understand that as Global citizens, we accept differences and do not react with hostility to people who are different from us; we are willing to help and cooperate with others; and we have our own ideas and express them, but we are open to changing them if we are proved wrong.
CLICK HERE to visit our school's Global Citizenship website.
Mental Health and Well-being
Some free MindUP resources can be accessed here from any device and printed. You can use these for home learning with your children. You can also find the MindUP Activities page on the MindUP website from the MindUP.
Look out for more resources added weekly to the MindUP website and keep an eye on social media (@MindUPUK) for updates.
Anna Freud: Self-Care and Coping Strategies https://www.annafreud.org/selfcare/
Here is our mental health and wellbeing strategy document: