Useful Links

Useful Links

Bourne Primary School

Bourne Primary School

01895 462359

 

Curriculum

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:

Our curriculum provides appropriate BALANCE:

 

Art and Design

Computing

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...

Computing Overview

Design and Technology

Early years

French

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.

Click here to see our subject overview

Geography

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.

 

Click below to view the Geography National Curriculum objectives:

History

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.

Maths

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:

YEAR 1           YEAR 2           YEAR 3           YEAR 4           YEAR 5           YEAR 6

Year 1 Objectives

Place Value

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

Fractions

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

Measurement

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

Geometry

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

Year 2 Objectives

Place Value

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

Fractions

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

Measurement

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

Geometry

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)

Statistics

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

Year 3 Objectives

Place Value

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

Fractions

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

Measurement

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]

Geometry

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

Statistics

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

Year 4 Objectives

Place Value

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

Measurement

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

Geometry

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

Statistics

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

Year 5 Objectives

Place Value

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

Measurement

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

Geometry

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 (°)

Identify:

-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

Statistics

Solve comparison, sum and difference problems using information presented in a line graph

Complete, read and interpret information in tables, including timetables

Music

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! 

 

Enjoy!

 

CHOIR
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.

https://archive.hillingdon.gov.uk/startmusic.


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)

 

MUSIC CURRICULUM

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:

Years 1 and 2

 Years 3 and 4

 Years 5 and 6

 

Physical Education

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)

Reading

 

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.

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. 

 

Oxford Owl
read write inc
phonics play

A free website to help you support your child with reading and foster a love of reading.  It includes:
Over 100 FREE ebooks to enjoy with your child;
A Phonics guide (including how to say the sounds correctly);
Ideas for motivating boys to read;
Great ideas to keep them reading in the holidays;
Reading games and activities.

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.

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. 

 

Oxford Owl
read write inc
phonics play

A free website to help you support your child with reading and foster a love of reading.  It includes:
Over 100 FREE ebooks to enjoy with your child;
A Phonics guide (including how to say the sounds correctly);
Ideas for motivating boys to read;
Great ideas to keep them reading in the holidays;
Reading games and activities.

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.

 

Literacy zone words and pictures tap
Here you will find LOADS of fabulous alphabet and phonics games and interactive online stories. So much to choose from … your child will never be bored! Phonics games and printable resources to boost reading of high frequency words and practise your sounds The CBeebies ALPHABLOCKS has a great site where your children can play games and watch short video clips … all with phonics as the focus.

 

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

Speed sounds

 

 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). 

RHE policy 

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

RE must be taught in an objective and pluralistic manner, and not as indoctrination into a particular faith or belief.

The aims of the Hillingdon RE curriculum is to:

Further we expect Religious Education to:

There are two Attainment targets to assess pupils’ learning against:

AT 1, Learning about religions, is concerned with giving pupils knowledge and understanding of the beliefs, teachings, customs and practices of different world faiths.

AT 2, Learning from religion, is concerned with enabling pupils to explore the ideas and beliefs of different world faiths and their own ideas, attitudes and beliefs.

RE seeks to teach pupils specific skills related to these processes and to foster key attitudes. It covers fundamental questions about life and different responses to them and provides the opportunity for pupils to apply what they have learnt about the different world faiths to their lives and their communities.

RE coverage:

Early Years Foundation Stage

While the EYFS Framework  does  not  identify RE as statutory  it  includes  statutory standards  with regard to a child’s  Personal, Emotional and Social Development that encompass understanding and respect  for  different  beliefs.  Furthermore  in  relation to Knowledge and Understanding of the World there is a requirement that these children should begin to know about their own cultures and beliefs and those of other people.

Within the two areas, Specialness and Belonging and Community children need to explore their own thoughts, feelings and beliefs and be introduced to those of other people, learning to value diversity and to respect other people’s beliefs and practices.

It is important that the children’s own experiences are the starting point for learning and that they all feel secure and valued. The children in this stage will have varied experiences, beliefs, cultures and ideas. They need to know that their own background and beliefs are recognised and valued while also learning to recognise and value those of other people. Good Religious Education at this stage should provide a forum for everybody to share from his or her culture and beliefs.

The following should be covered in the foundation stage:

EYFS RE - Stepping Stones

Specialness

Step 1 – Be aware that some places/things/people and times are special. Know some of these that are special for them and their families.

Step 2 – Be aware that different things/places/ people and times can be special for different people. Know about some of these.

Step 3 – Know about some festivals, rituals, people, places and things, the stories behind them and the way they are celebrated or respected.

Belonging and Community

Step 1 – Know some of the groups they personally belong to (eg. Class, school, family, faith, club etc) and their key features.

Step 2 – Know some of the groups other children belong to and some of their key features.

Step 3 – Know about some faith communities and know about a place, story, person from those communities. Know that things change and that some changes are marked with ceremony.

Key Stage 1

Beliefs and Values, Christianity and only one other, from Buddhism, Hinduism, Islam, Judaism or Sikhism.

Key Stage 2

Beliefs and Values, Christianity and at least two, but no more than three, other religious traditions should be taught.

Schools should monitor to ensure that at least one non-Abrahamic faith has been studied within Key Stages 1 and 2. In addition to the religions below, other religions, philosophies and belief systems may be referred to within this strand. Schools should consider the needs of their communities in both extending their knowledge and understanding of the wide and divergent faiths throughout the known history of man as well as those beliefs and practices within our own cultures.

 

Science

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:

 

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. 

 

Science fits into the wider Bourne curriculum by being incorporated into the ‘creative curriculum’, an over-encompassing, topic-based curriculum which allows pupils to learn not only about science, but history, geography, art and design technology, all consolidated into a fun, age-appropriate topic.

 

Below is curriculum map, outlining the topics for each class throughout the year:

 

 

 

Writing

 

Additional curriculum enrichment

Forest School

WHAT IS FOREST SCHOOL?

Forest School is an exciting opportunity for your child to experience nature and learn outdoors. At Forest School your child will learn from first hand experiences and develop skills like: perseverance, resilience, responsibility, independence, inquisitiveness and social skills. Your child will also be able to practice and use their literacy, speaking and listening and numeracy skills. Every Forest School program is designed specifically to meet the needs of the group. It will therefore provide your child with an individually tailored program to help them develop and enhance their school curriculum. Emma and Donna, from Forever Green Forest School, run Forest School sessions supported by the class teachers. 

 

Sessions will take place on the corner of the school field amongst the trees that border the field.

 

Our Forest School space has been developed tremendously over the last 3 years. We now have a number of new saplings, an outdoor classroom, a school garden, willow tunnels and, under development, a school pond! 

 

Our Reception class goes to Forest School every Wednesday for the whole year. All other year groups go for half a term each.

 

Click here for general information about our Forest School

 


Global citizenship

CLICK HERE to visit our school's Global Citizenship website.

Gymnastics

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 drop-down menu.

See the newly launched MindUP for Families page on their website. It features information and resources for parents/carers and families that can be accessed from any device.

Look out for more resources added weekly to the MindUP website and keep an eye on social media (@MindUPUK) for updates.

Other links:

https://www.mentalhealth.org.uk/publications/make-it-count-guide-for-parents-and-carers

https://www.actionforchildren.org.uk/support-for-parents/things-to-do-with-your-child/

Anna Freud: Self-Care and Coping Strategies https://www.annafreud.org/selfcare/

BBC: How to protect your mental health https://www.bbc.co.uk/news/health-51873799

CBBC: Video and Questions https://www.bbc.co.uk/newsround/51861089

ChildMind: Talking to Children https://childmind.org/article/talking-to-kids-about-the-coronavirus/

ELSA: Coronavirus Story for Children https://www.elsa-support.co.uk/coronavirus-story-for-children/

Young Minds: Feeling Anxious about Coronavirus https://youngminds.org.uk/blog/what-to-do-if-you-reanxious-about-coronavirus

Here is our mental health and wellbeing strategy document:

 

Meet Dash

Radio station

RADIO STATION

Our second radio show is complete! As well as other mystery guests we also have some new features for you to enjoy.

This half term's show was created by the Year 5 radio club: Sally, Ralitsa, Ayesha, Elin, Emily, Kacey, Yana and Sienna.

The number in the square bracket indicates the start of each item so that you can go back to your favourite part!

Hello and welcome to the very first radio programme coming from our brand new Radio Station, Bourne FM  and because it’s our first we have packed plenty in!

Listen now and hear from our mystery guests, learn some random facts, and find out who wins the Year 6 quiz, along with much more!

Everything in our programme was made by our own Bourne Primary students, for our students and it has been researched, written and presented by: Charlotte, Naiya, Darius, Nathan, Zahra, Arlet and David.

The number in the square bracket indicates the start of each item so that you can go back to your favourite bit!