Literacy Intent

The English national curriculum (2014) states that:

‘The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written
language, and to develop their love of literature through widespread reading for enjoyment.’

At Alburgh with Denton Primary Academy, we aim to provide a secure, supportive and enriching environment where all children develop the knowledge and skills to enable them to become effective communicators in the world beyond the classroom.

Through quality first teaching of the Early Years Foundation Stages [EYFS] and National Curriculum Programme of Study at Key Stage 1 and 2, we strive to teach children the importance of their reading, writing and speaking and listening skills for different purposes and for different audiences. In turn, this enables the children to examine their own and others’ experiences, feelings and ideas, developing their sense of empathy and enquiry.

We believe the exposure of children’s literature within the primary school setting is vital as a rich context for learning; not only within English as a subject but to support building a reading and writing culture throughout the school. In our curriculum, different text types are carefully selected across all year groups so that children are systematically exposed to a variety of genres, helping them to develop a widening knowledge and make purposeful links across, which can be built upon year after year.

Writing is taught within varied contexts and for different purposes highlighting the appropriate use of structures, accurate spelling, punctuation, grammar, and presentation skills. Planning sequences are adapted, personalised and differentiated to ensure all access arrangements can be made to support children with meeting the requirements.

The reading environment is planned to engage and promote a love of reading with an emphasis on both reading for pleasure and understanding. Vocabulary is also at the heart of our curriculum. We provide an environment where rich and adventurous vocabulary is studied and displayed to both stimulate and challenge our children’s description, explanation and reasoning.


By placing books at the core, we are allowing teachers to use the text as the context for the requirements of the national curriculum. Our chosen approach supports teachers by ensuring that objectives for reading and writing are progressive and have a clear purpose, including those for grammar.

Through use of ‘The Literary Tree Curriculum resources’ we have mapped the coverage of the English Programme of Study for KS1 and KS2, as well as meeting the needs of the statutory Early Years Framework. We have also begun to map coverage within the Early Years. In many cases objectives are covered more than once and children have opportunities to apply these several times over the course of a year, as well as to consolidate prior knowledge from previous years. We believe strongly that children should be secure in applying the skills of the National Curriculum within their writing and their reading across a range of genres.

At Alburgh with Denton Primary Academy, children will experience quality opportunities to listen to, read and write about a range of topics and in varied genres across the curriculum.


We assess that children are on track for making expected progress if they are keeping up with the curriculum.

Pupils knowledge and understanding is assessed in a number of ways:
● Observations of pupil input within daily lessons;
● 1:1 interactions [guided reading, writing groups];
● Daily marking and feedback;
● Moderated formal assessments;
● In school/Trust writing moderation;
● Informal quizzes and exercises.


At Alburgh and Denton C of E Primary Academy, we are passionate about ensuring all children become confident and enthusiastic readers and writers. We believe that Read, Write, Inc (RWI) Phonics provides the best foundations of learning to make the development into fluent reading and writing easier. Children learn to read fluently and at speed so they can focus on developing their skills in comprehension, vocabulary and spelling. Through RWI phonics children learn a simple alphabetic code followed by a more complex code. All reading books progress cumulatively, matched to the sound’s children are learning and already know. The teaching of phonics is of high priority.


The systematic teaching of phonics has a high priority throughout the Early Years Foundation Stage (EYFS) and Key Stage 1. Phonics is taught daily to all children in EYFS, Year 1 and those in Year 2 who have not passed the phonics screening in Year 1 or completed the Read, Write, Inc (RWI) phonics programme.


  • In the EYFS, a vital aspect in the development of essential knowledge and skills in phonics is the use of continuous provision. This means that children are using and developing taught skills throughout the year on a daily/weekly basis.
  • We constantly provide enhancement opportunities to engage learners and link to our topics. We encourage children to be independent in the continuous provision.
  • Children also take part in daily synthetic phonics sessions, which follow the Read Write Inc. scheme. Children are encouraged to transfer the skills they learn in phonics sessions into their independent reading and writing in the continuous provision.
  • Children are taught to: decode letter/sounds correspondences quickly and effortlessly, using their phonic knowledge and skills to read ‘tricky’ (red words) on sight
  • Understand what they read o read aloud with fluency and expression o write confidently, with a strong focus on vocabulary and grammar o spell quickly and easily by segmenting the sounds in words to acquire good handwriting
  • In addition, children are taught to work effectively with a partner to explain and consolidate what they are learning. This provides the teacher with opportunities to assess learning and to pick up on difficulties, such as children’s poor articulation, or problems with blending or alphabetic code knowledge.
  • Children are grouped, according to their progress in reading rather than their writing. This is because it is known that children’s progress in writing will lag behind progress in reading, especially for those whose motor skills are less well developed.
  • Staff ensure that children read books that are closely matched to their increasing knowledge of phonics and the ‘red words’. This is so that, early on, they experience success and gain confidence that they are readers. Alongside this, the teachers read a wide range of stories, poetry and non-fiction to children: they are soon able to read these texts for themselves.
  • Adults read stories to the children every day where a love of reading is promoted.
  • For those children who are not making the expected level of progress in phonics and reading will have 1:1 or small group interventions that we call ‘Pinny Time’. With RWI one-to-one tutoring for our slowest progress readers in YR to Y4 and RWI Fresh Start for those children inY5/6 that are below age-related expectations, we ensure that no child gets left behind.


For those children that may require additional support, we have a rigorous intervention programme that ensures children have the best possible opportunities to ‘keep up’ and not ‘catch up’. Each half term the all children are assessed to ensure they are making expected progress, along with these and daily teacher assessment, we are quickly able to identify any children that may need extra support. All children who are not making the expected progress or who needs additional support with any part of the Phonic programme will be supported with daily ‘Pinny Time’ sessions. These are lead by fully trained members of staff and often run in the afternoons. This enables staff to deliver bespoke intervention groups and target the areas that need additional support.


Through the teaching of systematic phonics, our aim is for children to become fluent readers by the end of Key Stage 1. The children read books in line with their phonics knowledge. Children can then focus on developing fluency and comprehension throughout the school. Embedding the alphabetic code early on means that children quickly learn to write simple words and sentences. Attainment in phonics is measured by the phonics screen Test at the end of Year 1 and ongoing assessment throughout the Read Write Inc Programme


Download the Read Write Inc Phonics guide

Maths Intent

The intent of our Mathematics curriculum at Alburgh with Denton is the development of deep structural knowledge and the ability to make connections. Pupils develop fluent, technical proficiency and think deeply about the underpinning mathematical concepts. We intend to provide children with a foundation for:

  • Understanding number
  • Reasoning, thinking logically and problem solving with resilience
  • We ensure that we deliver a high quality maths curriculum that is both challenging  and enjoyable.
  • To provide children with the ability to make rich connections across mathematical ideas 
  • We want children to develop automaticity in number facts so they can apply these in a variety of contexts
  • Developing mathematical reasoning and competence in solving increasingly sophisticated problems. 
  • Becoming confident mathematicians who are not afraid to take risks.
  • Develop independent learners with inquisitive minds who have secure mathematical foundations and an interest in self-improvement.

By adopting a Mastery approach, it is also intended that all children, regardless of their starting point, achieve confidence and competence (known as ‘mastery’)  in mathematics and will leave our school with an appreciation and enthusiasm for Maths, resulting in a lifelong positive relationship with number.



At Alburgh and Denton our implementation is developed through secure understanding of the curriculum and subject area through the ‘Five Big Ideas’:

  • Coherence
  • Representation and structure
  • Mathematical thinking
  • Fluency
  • Variation

Teaching and Learning, Content and Sequence

  • For maths, our long term planning follows the National Curriculum 2014. Daily lessons and short term planning is supported by the use of the Mastery approach ‘Maths No Problem’.
  • Using prior knowledge as a starting point for all future planning and teaching, we plan lessons which are required for all pupils to make good progress.
  • Lessons are broken down into small connected steps that gradually unfold the concept, providing access for all children and leading to a generalisation of the concept and the ability to apply the concept to a range of contexts. These steps are: Explore, Master, Guided Practice, Independent Task, Reasoning and challenge.
  • Representations are used in lessons to expose the mathematical structure being taught, the aim being that students can do the maths without recourse to the representation.
  • If taught ideas are to be understood deeply, they must not merely be passively received but must be worked on by the student: thought about, reasoned with and discussed with others.
  • Children are taught quick and efficient recall of facts and procedures and the flexibility to move between different contexts and representations of mathematics. Each Maths lesson begins with a warm up of Arithmetic or times tables recall.
  • Teachers represent the concept being taught, often in more than one way, to draw attention to critical aspects, and to develop deep and holistic understanding.

Leadership, Assessment and Feedback

  • Assessment informs the teaching and learning sequence.
  • Children who are identified as not making the expected progress are given extra support, usually in class and, when appropriate, through targeted interventions.
  • Formative assessment, the us of our marking and feedback sheet within every lesson helps teachers to identify the children who need more support to achieve the intended outcome and who are ready for greater stretch and challenge through planned questioning or additional activities.
  • In order to support teacher judgments, children are assessed using PiXL assessments provided by the MAT approximately once a term. The school also uses assertive mentoring grids and data from Times table Rock stars.
  • Gaps analysis of any tests that the children complete is undertaken and fed into future planning.
  • The maths subject leader has a clear role and overall responsibility for the progress of all children in maths throughout school. Working with SLT, key data is analysed and regular feedback is provided at pupil progress meetings to inform on progress and future targets.


Our children, in Reception, begin their journey with us exploring number, patterns, measure and shape in a purposeful and rich learning environment. The classroom has a well resourced maths area and the classroom is set up in a way that promotes daily opportunities for children to explore maths in a variety of different ways. This might be numbered cars in the construction area, or Numicon shapes hidden in playdoh. Once the children are settled into school and begin full time (third week in September), they then begin daily maths sessions. These sessions are from the same maths mastery programme that the rest of the school uses- Maths No problem. This provides fidelity and consistency for our children right form the very start, all the way until they leave us in year 6. Lessons have a similar structure, they start with a number song or nursery rhyme, the children then have a practical problem to explore, with lots of opportunities for thinking and talking time to develop mathematical vocabulary. Children are then supported with a teacher and teaching assistant to develop this further in everyday scenarios or with an additional ‘challenge’ set up in continuous provision. As the children progress throughout their Reception year, independent tasks are gradually introduced.

At Alburgh with Denton C of E Primary Academy, these skills are embedded within Maths lessons and developed consistently over time using Maths No Problem textbook approach. We are committed to ensuring that children are able to recognise the importance of Maths in the wider world and that they are able to use their mathematical skills and knowledge confidently in their lives in a range of different contexts. We want all children to enjoy Mathematics and to experience success in the subject, with the ability to reason mathematically. We are committed to developing children's curiosity, as well as an appreciation of the beauty and power of Mathematics.


We employ a ‘keep up, not catch up’ approach which makes sure that pupils really understand and remember what is being taught before they move on. This approach works well for children who are not meeting age related expectations meaning they can access the same curriculum with support and adaptations. This might mean that a child has additional ‘guided practice’ materials to look at instead of moving on to an independent task to ensure that skill has been mastered before moving them on. Children who require additional support, will often have this within the lesson, this doesn’t always mean they will have a 1:1 or TA with them throughout the lesson. Where appropriate, children will be given additional materials or resources to support them to work independently. Where needed it may also mean children have targeted interventions to support one particular area within their Maths, so this might be a ‘pre-teach’ before the lesson begins.


A mathematical concept or skill has been mastered when a child can represent it in multiple ways, has the mathematical language to communicate related ideas and can independently apply the concept to new problems in new ways.

As a result of teaching mathematics at Alburgh and Denton:

  • Children will demonstrate quick recall of facts and procedures. This includes the recollection of the times tables.
  • Children will have the flexibility and fluidity to move between different contexts and representations of mathematics.
  • Children will have the ability to recognise relationships and make connections in mathematics.
  • Children will be confident about and can talk about maths, their learning and the links between mathematical topics.
  • Children will make good or better progress with their Maths.



At Alburgh with Denton C.E. Primary Academy, our intent for Science education is to provide a high-quality and enriching curriculum that instils a love for scientific exploration, knowledge, and skills in our pupils. We aim to develop their scientific understanding and curiosity, fostering the skills required to investigate, question, experiment, and solve problems scientifically. Our intent is to ensure that all our pupils acquire a solid foundation in scientific concepts and develop the necessary skills to apply this knowledge to real-life situations.



Curriculum design and sequencing

Our Science curriculum follows the National Curriculum guidelines and has been carefully designed to provide a well-sequenced and coherent learning journey for our pupils. We have identified and mapped the key scientific concepts, skills, and knowledge across year groups, ensuring progression and continuity. Our curriculum planning ensures the integration of scientific knowledge and skills with other subjects to enhance cross-curricular connections, making learning more meaningful and engaging for our pupils. We operate with two cycles of learning to accommodate for mixed age classes and ensure that each child receives the appropriate coverage during their time at school.

Engaging and practical experiences

We provide a range of practical, hands-on learning experiences to engage and inspire our pupils in Science, where appropriate. Our lessons include a variety of age-appropriate investigations, experiments, and observations that enable pupils to develop their scientific skills while exploring scientific concepts. We strive to offer a balance between teacher-led instruction and opportunities for pupils to explore and discover on their own through collaborative and independent inquiry.

Pupil-led investigations and enquiry-based learning

We encourage our pupils to develop their scientific thinking skills by actively engaging them in pupil-led investigations and enquiry-based learning. Through providing opportunities to plan, design, and conduct their investigations, pupils develop critical thinking skills, learn to ask relevant questions, make predictions, collect data, analyse results, and draw conclusions. We promote the use of scientific vocabulary and encourage pupils to articulate their ideas, observations, and explanations effectively.

Contextualised learning and real-world applications

We aim to make Science relevant and meaningful to our pupils by providing real-world examples and applications. We encourage them to identify connections between Science concepts and their everyday lives, local environments, and global issues. Through engaging with relevant contexts, such as environmental conservation, health, and technology, pupils develop a greater understanding of the impact of Science on society and the world around them.



Progress and attainment

Our focus is on ensuring all pupils make substantial progress and achieve well in Science. Through regular formative and summative assessments, we monitor pupils' progress, provide timely intervention, and support where needed. High expectations, effective feedback, and targeted support enable pupils to reach their full potential. We plan in opportunities for children to share what they already know about a topic as well as conducting end-of-unit assessments to support teacher assessment of a science topic. Through regular retrieval activities, children are able to revisit prior learning and embed their knowledge.

Scientific skills and knowledge

Our pupils develop a wide range of scientific skills and acquire in-depth subject knowledge throughout their primary education. They are confident in using scientific vocabulary to articulate their ideas and explanations effectively.

Confidence and independence

Through our pupil-led investigations and enquiry-based learning, pupils develop the confidence and independence to carry out scientific investigations and solve problems effectively. They have a secure understanding of scientific methods, demonstrating critical thinking skills, and effectively applying them in a range of contexts. Pupils approach challenges with resilience, demonstrating the ability to work both collaboratively and independently in their scientific inquiries.

Spiritual development

Children will become scientists, which allows them to take risks, ask questions and be reflective on their own learning. Children will demonstrate a curiosity about the world and how things work, while maintaining an open minded approach when exploring questions and concepts and will be able to use their own knowledge when connecting their ideas to practical studies.


At Alburgh and Denton C of E Primary Academy, our Art curriculum, supported by our ‘Learning Means the World’ topics, is designed to equip children with a broad and varied knowledge of different artists and skill sets. Our bespoke curriculum will ensure children learn key vocabulary to discuss and respond to a diverse range of art, and the physical skills to express their ideas and interpretations using a wide variety of media. Our focus is to equip all children with the necessary skills and knowledge to experiment, invent and create their own works of art, craft and design.


Art and Design offers the opportunity to stimulate children’s creativity and imagination by providing visual, tactile and sensory experiences and a unique way of understanding and responding to the world.

Through developing their knowledge of the elements of pattern, texture, colour, line, tone, shape, form and space, and the skills to use materials and techniques in both two and three dimensional work, the children are able to communicate ideas, feelings and meanings.

They are also able to explore the ideas and meanings in the work of different artists, crafts people and designers and begin to understand the functions of art, craft and design in their own lives and for different times and cultures.

Our Art cupboard is very well resourced which helps the children to freely express themselves in our creative environment. We have a wide range of spaces throughout the school that celebrate the work the children create across the school year.

As a school we are also very fortunate to have a local artist that helps to run our after school club and offers Art lessons throughout the school year. She often uses her expertise to support the children in class with their current Art topic as well as supporting the children in after school club with a chosen Art focus.


In our EYFS our children have the freedom to express themselves in a wide range of activities that they choose independently from continuous provision. They also have plenty of opportunities to be creative from our ‘Learning Means the Word’ topics where skill sets and key vocabulary are directly taught. Throughout the school year the children explore a variety of different media and textures, using their imagination they take part in activities that build upon their skills that encourage them to be more independent as they year goes on.

Special Educational Needs Disability (SEND) / Pupil Premium / Higher Attainers

All children will have Quality First Teaching. Any children with identified SEND or in receipt of pupil premium funding may have work additional to and different from their peers in order to access the curriculum dependent upon their needs. As well as this, our school offers a demanding and varied curriculum, providing children with a range of opportunities in order for them to reach their full potential and consistently achieve highly from their starting points.


Our Art curriculum is high quality, well thought out and is planned to demonstrate progression. We want pupils to be able to explore and record their ideas and become proficient in drawing, painting and sculpting along with other art, craft and design techniques. Pupils learn how to evaluate and analyse creative works using subject specific vocabulary. We measure the impact of our curriculum through the following methods:

  • Images and videos of the children’s practical learning.
  • Interviewing the pupils about their learning (pupil voice) and assessment of pupil discussions about their learning.
  • Reporting of standards across the curriculum during pupil progress meetings.
  • Annual reporting of standards across the curriculum to parents.


Computing Intent

At Alburgh with Denton Primary Academy we want to support children in being able to navigate and participate safely in the digital world as it rapidly grows and changes. With this in mind our E-Safety lessons teach pupils how to keep safe online, and where to go for support. While developing their sensitivity to others online, treating them with respect and respecting others privacy, computing also teaches pupils how to flourish in a connected world.

Here at Alburgh with Denton Primary Academy, computing makes it possible for pupils to explore real-world situations that would be too difficult, too expensive or too dangerous to create in real life. As pupils work together, computing nurtures their collaboration skills, as they work together and support one another in their learning. It also important to see that pupils’ critical thinking and analytical skills are being developed throughout their computing curriculum.


At our school, we meet the National Curriculum requirements through an inclusive approach to our computing curriculum. This is integrated in regular lessons using the Teach Computing scheme, this will mean pupils are able to develop their skills and knowledge at age-appropriate steps and build on these throughout their years at Alburgh with Denton. Computing encourages pupils to express themselves and develop their ideas through ICT, it helps to build their confidence and enthusiasm for using technology in the wider community. Our computing curriculum will help pupils to use logical reasoning to predict the behaviour of simple programmes, to develop their skills using technology to create, organise, store, manipulate and retrieve digital content. It will also encourage them to develop a richer digital literacy experience. Pupils are given rapid access to ideas and experiences from a wide range of people, communities and cultures- this can be achieved through the use of the internet and email. To ensure E-Safety has full coverage there are stand-alone lessons, to top up the knowledge pupils will receive within their topic subjects. Our E-Safety lessons are taken from the Dimensions curriculum as part of 3D PSHE.


Pupils will understand how technology and programming fits into the digital world and what this means for them. They will have the knowledge and skills to be able to keep developing them for continued learning but also to help them in adult life and for their future workplace. Pupils will have the ability to reason, problem solve, collaborate and have the confidence to use technology in a safe and responsible manner. They will know how to report any concerns they have about contact or content. When leaving our school in year 6, pupils will not be just users of technology but have also become creators.

Spirituality in Computing

At Alburgh with Denton Primary Academy, through our computing curriculum children are able to express themselves as well as develop and present their ideas with opportunities given to them through technology. We are all global e-citizens and as such we are respectful of others with our online presence, with due care about how and what we communicate or share online and to be mindful of keeping ourselves and others safe.

Geography Intent

At Alburgh with Denton Primary Academy we want to provide a fully inclusive geography education that inspires children to want to learn more about the world and its people. We want to provide pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. Geography helps the pupils to make sense of the world around them, better understand the places they live in, learn about and visit, why they matter and how they are connected to a globalised world.

Through geography, the pupils encounter different societies and cultures and learn to appreciate the incredible diversity of landscapes and peoples.

In geography, the pupils face questions of what it means to live sustainably in an interdependent world and learn to value and care for the planet and all its inhabitants.

The aims of teaching Geography in our school are:

-          Geography introduces pupils to the role and value of maps in observing, understanding, interpreting and valuing the world, from local to global perspective.

-          Geography helps pupils recognise how and why changes to places and the environment happen and affect us, both as a result of natural processes and through human activity.

-          Geography teaches pupils to appreciate the diversity evident in the world, through learning about similarities, differences and how we live interdependently.

-          Pupils’ geographical understanding helps them make sense of the world and prepares them to play an active role as informed, responsible citizens.

-          Geography is a key subject to engage pupils’ creative and critical thinking about change, both locally and globally, and the implications for the future.

Special Educational Need Disability (SEND)/ Pupil premium/ Higher attainers

In order to ensure that all children are able to access the geography curriculum, some children may be provided with extra adult support or have access to different resources from their peers to ensure that they are able to access what is being taught. This may consist of resources such as additional pictures or instructions to reach the learning outcome. Additionally, challenges may be set for those higher attainers who may wish to look into units in more depth with exposure to different vocabulary or opportunities to question aspects in further detail.


We follow the Dimensions curriculum in which Geography is taught through thematic units. In each unit, there are specific geography learning objectives that will be covered under that unit. Geography is taught through a combination of subject knowledge, geographical skills, enquiry and fieldwork. Learning takes place both inside and outside the classroom. We have a clear knowledge building framework from reception to year 6 in which children learn about “Processes and change”, “Human Geography”, “Physical Geography”, “Geographical vocabulary”, “Locations and environments” and “Similarities and differences”.


We measure the impact of our geography curriculum through the following methods:

-        Kahoot quizzes

-        One page spread at the beginning of a unit to find out what the children already know. Then a two page spread at the end of the unit to show the progression and any gaps in children’s understanding.

-        Images and videos of the children’s practical learning

-        Talking to children and getting their voice on history as a whole and what they have been learning (pupil voice)

-        Geography moderation in staff meetings to discuss what has been taught

-        Questions at the beginning of lessons that recap prior learning

History intent

At Alburgh with Denton Primary Academy we want to provide a fully inclusive history education to every child which allows them to make progress in historical concepts, knowledge and skills. We want them to be curious about the past and consider how this has had an impact on the world we live in now and be able to think about the chronology of events. We want to ensure a range of local, national and international aspects of history are covered within our curriculum to broaden the children’s understanding of the world. Through history, pupils develop a deeper cross-cultural awareness and understanding of their own and others’ heritage, through looking at evidence and asking and answering questions. In history, we can analyse successes and failures, which, in turn, teaches us to learn from our mistakes.

The aims of teaching history in our school are:

-       history helps pupils gain a coherent knowledge and understanding of their country’s past and that of the wider world

-       history teaches pupils to recognise similarities and differences between periods in history and see how the past has shaped the present

-       Pupil’s historical knowledge and skills are developed through analysing and judging different sources of evidence and understanding it’s importance when piecing together the past

-       History challenges pupils to view events from different perspectives, leading to greater empathy and understanding of events and situations

-       Chronology helps pupils to see “the big picture” of the historical narrative, enabling pupils to make connections made between different periods from the past to the present

Special Educational Need Disability (SEND)/ Pupil premium/ Higher attainers

In order to ensure that all children are able to access the history curriculum, some children may be provided with extra adult support or have access to different resources from their peers to ensure that they are able to access what is being taught. This may consist of resources such as additional pictures or instructions to reach the learning outcome. Additionally, challenges may be set for those higher attainers who may wish to look into units in more depth with exposure to different vocabulary or opportunities to question aspects in further detail.


We follow the Dimensions curriculum in which History is taught through thematic units. In each unit, there are specific history learning objectives that will be covered under that unit. History is taught through a combination of subject knowledge, historical skills, enquiry and fieldwork. Learning takes place both inside and outside the classroom. We have a clear knowledge building framework from reception to year 6 in which children learn about “Chronology”, “Continuity and change”, “Cause and consequence”, “Historical vocabulary”, “Perspectives and interpretations” and “Similarities and differences”.


We measure the impact of our history curriculum through the following methods:

-       Kahoot quizzes

-       One page spread at the beginning of a unit to find out what the children know already. Then a two page spread at the end of the unit to show the progression and any gaps in children’s understanding.

-       Images and videos of the children’s practical learning

-       Talking to children and getting their voice on history as a whole and what they have been learning (pupil voice)

-       History moderation in staff meetings to discuss what has been taught

-       Questions at the beginning of lessons that recap prior learning


At Alburgh with Denton Primary Academy we want our Modern Foreign Languages curriculum to foster curiosity about the world and the different cultures around our pupils. Learning a new language is a very valuable experience for pupils alongside skills they will learn, knowledge and the understanding they will gain are paramount to helping them develop an appreciation and aspiration to know more of the world around them. This also encourages pupils to understand their own culture.

Whilst as a school we focus on one foreign language- French, we encourage our pupils to learn from other languages and cultures from around the world to enable them to have a good global knowledge and an interest to learn more of the world around us.



At our school, we meet the National Curriculum requirements through an inclusive approach to our Modern Foreign Languages curriculum. The language that we focus on as a school is French, this is taught weekly in our Key Stage 2 classes and follows the Twinkl scheme of work. This will mean pupils are able to develop their skills and knowledge at age-appropriate steps and build on these throughout their years at Alburgh with Denton. Pupils will be able to practise their speaking and listening, reading and writing skills in this language. Children are taught through an interactive scheme, which involves- songs, stories, games and opportunities to be creative.

At Alburgh with Denton Primary Academy, we feel pupils should have a broad knowledge of our main foreign language. For this to happen pupils start to learn about France from Reception to Year 6. This will include- geography, history, art and food with opportunities to taste some French cuisine throughout each year as well as general knowledge of the country. This will help pupils to have a full appreciation of not only the language but the country too.

Through their time at our school, pupils will be introduced to various other languages and cultures, as we spend time with visitors who will share their knowledge and help to expand ours. This gives pupils a wider understanding of the world around them and helps to foster a need to find out more.



Pupils will have an ever increasing bank of vocabulary they can use in the outside world when speaking with others in the French language and indeed if they visit France. They will have the knowledge, oral and written skills that embed the foundations of further learning and have the ability to learn new languages. Pupils will leave us in year 6, feeling confident and capable as they flourish within our Modern Foreign Languages curriculum. Our pupils will be global citizens from the opportunities they are given at Alburgh with Denton Primary Academy.


Spirituality in Languages

Through languages at Alburgh with Denton Primary Academy, children are given opportunities to develop respect for other cultures, to reflect on the differences between those and our own culture. We enable spiritual development by appreciating other cultures and language.



Music is a universal language that embodis one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. Music plays an important part in the life of Alburgh with Denton C.E. Primary Academy.  We have a long tradition of musical activity, offering considerable opportunities for children to develop their talents in all aspects of music including composition, singing and appreciation. Our Music curriculum aims to engage and inspire children through a curriculum that motivates and challenges all learners to develop a love of music. Our curriculum is designed for all children to perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions.


We believe that high-quality Music lessons should engage children, inspire their love of music and develop their talent as musicians, increasing their self-confidence, creativity and sense of achievement. Our curriculum is designed to fit seamlessly into the rest of the curriculum allowing children the opportunity to make links to music across the curriculum. In music lessons the children are involved in making and responding to music. We aim to develop each of the interrelated skills of performing, composing and appraising in all activities and extend these skills by applying listening skills, knowledge and understanding of music. Across the Key Stages the children get regular opportunities to sing.  Children learn to sing and to use their voices, to create and compose music on their own and with others. We offer plenty of opportunities to showcase our musical and creative talents, for example through Christmas and Easter church services, where children perform for an audience.


Our well-planned music curriculum ensures that children understand and know how music is created, produced and communicated, including through the inter-related dimensions of music and appropriate musical notations.

Awarded the School Games Gold Award 2022/2023

We are delighted to announce that we at Alburgh with Denton Primary Academy School have achieved the School Games Gold Mark award for the 2022/23 academic year!

The School Games Mark is a Government-led award scheme launched in 2012, facilitated by the Youth Sport Trust to reward schools for their commitment to the development of competition across their school and into the community and we delighted to have been recognised for our success.

With a total of young people competing in local inter-school competitions this year, we are extremely proud of our pupils for their dedication to all aspects of school sport, including those young volunteers, leaders and officials who made our competitions possible.

As part of our application, we were asked to fulfil criteria in the areas of participation, competition, workforce and clubs and we are pleased that our hard work has been rewarded this year.

We are very proud to have gained this award and look forward to applying once again in 2024!


Here at Alburgh with Denton primary Academy, we ensure that all children will be given an opportunity to develop a lifelong interest in sport and fitness as a result of participation in PE lessons. The in-depth knowledge, which all children acquire, concerning the health benefits which stem from physical activity will allow them to make informed decisions about healthy living in their future lives. We strive for our pupils to both observe and adhere to the conventions of fair play, honest competition and good sporting behaviour as not only individual participants, but also as team members and spectators.



As a school we believe that children’s learning should demonstrate clear progression from year to year. To achieve this, in PE, all teachers will use GetSet4PE planning units and year group progression documents. In the following attached links, it is easy to foresee the progression which each individual child is expected to make, specifically with regard to Physical Education (P.E) and vocabularic skills. In the Outdoor and Adventurous Activities (OAA) section, developing from the usage of the word ‘share’, towards more complex phrases such as ‘co-operatively’ and ‘critical thinking’, it is clear to see the progression which the children are all capable of making.


We also value the expertise of external coaches who can offer learning opportunities which enhance those delivered by our teachers. It is our intention to not only build relationships with external providers of sport to develop community links, but also to allow children here to experience extracurricular sport.  As PE attracts significant funding through the Primary PE and Sport Premium, the PE lead and members of the Senior Leadership Team will ensure this spending is in line within the 5 key priorities:


  1. The engagement of all pupils in regular physical activity
  2. The profile of PE being raised across the school
  3. Increased knowledge, confidence and skills of staff in teaching PE
  4. Broader experience of a range of sports and activities offered to all pupils
  5. Increased participation in competitive sport


To ensure that children meet the expectations of our curriculum, they will be timetabled to do a minimum of 2 hours of PE per week. The focus of our teaching within PE in both EYFS and KS1 will be on fundamental skills, whereas the focus within KS2 is on specific sports. During the PE lessons themselves, all children are greatly encouraged to work on their fitness levels, muscular and cardiovascular endurance, strength and flexibility.


PE places a high value on secure and detailed knowledge of individual sports, rules, tactics and specific vocabulary related to a given sport. We also recognise the close link between PE and the Science curriculum. Scientific concepts relating to PE are reinforced in PE lessons. These links between science and sport will be made explicit to children and are mapped alongside the science curriculum. It is our intent that as well as the knowledge and skills associated with PE, children are also taught; communication, collaboration, resilience, honesty, respect, leadership and perseverance in PE lessons.


By the end of year 6 we aim that most children will have been given opportunities to:


  • Visit a local sporting facility.
  • Develop leadership skills through leading warm ups in KS1 and applying for sports leaders and supporting sports events in KS2.
  • Represent our school at county or cluster competitions or festivals.
  • Experience a broad range of sports and sporting activities as part of their regular PE lessons, these will include activities which take place outside of the school grounds
  • To participate in a variety of after school clubs
  • Watch significant sporting events and achievements through assemblies and BBC sports clips.
  • Leave primary school as a confident and competent swimmer.

Progression Journey

Vocabulary Pyramid

Early Years Overview

Gymnastics Progression



The impact of the PE curriculum is that the children will meet the age-appropriate skills in Physical Education and be able to transfer these skills into other sports and everyday activities.  It is hoped here at Alburgh with Denton, that physical education will light a love of sport and physical activity, so that our children will engage in extra-curricular sporting opportunities provided by the school and local clubs and agencies.  Through our PE curriculum, we believe we can equip children with skills in team building, promote physical and mental health and boost confidence and resilience. 



The broad aims of religious education (RE) are set out within the locally agreed syllabus and the Church of England Education Office Statement of Entitlement (2019). The purpose of religious education in Alburgh with Denton Primary Academy is to promote religious literacy. By this we mean that pupils are able to hold balanced and well-informed conversations about religion, worldviews and belief.

The aims of religious education are to enable pupils to:

Know about and understand Christianity as a living faith that influences the lives of people worldwide and as the religion that has most shaped British Culture and heritage.

Give a theologically informed and thoughtful account of Christianity as a living and diverse faith.

Know about and understand other major world religions and world views, their impact on society, culture and the wider world, enabling pupils to express ideas and insights.

Show a well-informed, balanced and respectful attitude to religions and world views

Engage in meaningful and well-informed dialogue with those of other faiths and none

Reflect critically and responsibly on their own spiritual, philosophical and ethical convictions, exploring and enriching their own beliefs and values.


The curriculum for RE is designed to ensure religious literacy lies at the heart. A multi-disciplinary approach to curriculum design provides a balance between theology, philosophy and the human/social sciences.

Theology: This examines where beliefs come from, how they have changed over time, how they are applied differently in different contexts and how they relate to each other. For pupils we may describe this as thinking through believing.

Philosophy: This is about finding out how and whether things make sense. It deals with questions of morality and ethics. It takes seriously questions about reality, knowledge and existence. For pupils we may describe this as thinking through thinking.

Human/Social sciences: This explores the diverse ways in which people practice their beliefs, both now and in the past. It engages with the impact of beliefs on individuals, communities and societies. For pupils we may describe this as thinking through living.

These three disciplines provide lenses through which each enquiry question is approached.

In accordance with the structure of the locally agreed syllabus we have agreed that:

Whilst EYFS does not need to provide RE as a subject, we have chosen to adopt the Emmanuel Project syllabus and RE is encountered in EYFS through continuous provision. The multi-disciplines will be introduced and Christianity will primarily be studied. We also include festivals from other major religions e.g. Diwali, Chinese New Year.

At KS 1 pupils study primarily Christianity and Judaism, with reference made to other principal religions, beliefs and worldviews reflected in the local context.

At KS 2 pupils study primarily Christianity, Islam and Hinduism, with reference made to other principal religions, beliefs and worldview.

In accordance with the Statement of Entitlement (2019), least 51% of curriculum time (the majority) of curriculum time is allocated to the teaching of Christianity. This entitlement is met both through the weekly or blocked teaching of RE, and through additional RE days which focus on an aspect of the Christian Faith.

The use of the resource Understanding Christianity particularly supports the development of the theological perspective. Alburgh with Denton follows the curriculum mapping of the Emmanuel Project, in accordance with the Norfolk Agreed Syllabus, that identifies the multi-disciplines, the enquiry big questions and plots the substantive knowledge and ways of knowing. This provides a systematic and progressive curriculum that develops in complexity and builds on prior learning experiences in a meaningful way. It provides deeper learning rather than excessive subject content.

Teaching RE

Religious education uses an enquiry-based approach to learning. This is based on the best practice framework in the Norfolk/Suffolk agreed syllabus. This approach enables pupils to focus on an enquiry question which explores aspects of the theological, philosophical and human/social sciences. A range of teaching strategies are used to ensure learning is challenging and relevant including the use of art, music, thinking skills, artefacts and stories. Where possible we want our pupils to have opportunities to encounter local faith communities through visits to local places of worship or visit from members of local faith communities. Remote Learning will utilise online resources to facilitate virtual visits or visitors to ensure high quality RE is still being delivered.


Pupils are assessed in terms of how they are making progress in relation to the theological, philosophical and human/social sciences disciplines within RE. In broad terms the following principles have been applied to each aspect in terms of what it means to become more religiously literate:

Extending knowledge and understanding from the concrete and familiar to the abstract and complex

Moving from simple ideas and beliefs/concepts to making connections between them and placing these within a bigger picture or meta-narrative

Demonstrating increasing layers of interpretation of religion, religions, beliefs and worldviews through engagement with a broadening and increasingly complex range of information

Showing an increasing ability to critically question and form coherent, logical arguments, including increasing recognition of divergences of opinion about and the controversial nature of religion and belief

Expressing a broadening understanding of diversity in terms of the nature of religion, religions and worldviews

PSHE is taught using the JIGSAW Scheme

In addition to our core curriculum provision, we aim to provide a number of additional activities which are designed to enhance and enrich our curriculum. These include:

  • Residential visits for our Saplings and Oaks classes
  • Regular class trips every term
  • Frequent short trips to explore our local area
  • Breakfast and After School Club
  • We encourage visitors with particular skills or experiences to inspire our children
  • Road and fire safety for our younger children
  • Cycling proficiency for our older children
  • Regular swimming for every child in Years 3 and 4
  • Themed days and events such as World Book Day and the European Day of Languages
  • MAT enrichment activities with our local Primary and High Schools
  • Participation in sporting fixtures and festivals for every child
  • An ‘aspiration day’ supported by the University of East Anglia and local businesses which involves children learning about the path to University as well as different careers
  • A whole school Summer production or Talent Show starring every child in the school

For information on our Forest School provision, please see the Forest School page of this website.