Teaching and Curriculum at Hampton Court House
Hampton Court House Prep is about providing an educational experience centred around the child with bespoke approaches for every individual. Whether in classroom settings, extra-curricular activities or charity work, we teach the children to be well-rounded and caring and to contribute to all aspects of school life. Our day-to-day curriculum is one of the foundations of this approach. Lessons are designed to be interesting, engaging, supportive and challenging so that all children feel able to do their best. Teachers will always enable children to contribute fully to lessons, learn and demonstrate new knowledge, skills and ideas, and to shape their voice as part of a dynamic, but homely, community.
Intent
At Hampton Court House, our Years 1 – 6 curriculum is designed with the holistic development of each child in mind. We aim to cultivate a love for learning, curiosity, and confidence in our students. Central to our intent is the bilingual program for Years 1 – 4, where approximately (30%) of the curriculum is delivered in French. This unique approach not only enhances language skills but also broadens cultural understanding and cognitive flexibility. Our goal is to support every child’s intellectual, social, and emotional growth through a rich and balanced curriculum where mistakes are accepted, and questions welcomed.
Implementation
Our curriculum is implemented with a focus on creating an inclusive, engaging, and supportive learning environment with a sense of fun. For Years 1 – 4, the bilingual program integrates French into everyday learning, covering subjects such as history, geography, science, and drama. Each student receives support through a variety of tools, such as visual and auditory aids, including pictures, games, gestures, key sentences, and videos, that create a rich French-speaking environment. Students are encouraged to express themselves in the target language using songs, role-playing, and stories, which help boost their confidence and motivation to communicate in French. This immersive setting enables children to progress naturally and quickly, developing both their comprehension and speaking skills. Lessons are structured to build on previous knowledge, ensuring a smooth progression. Within years 5 and 6 more specialist teachers are used to deliver the curriculum which allows for the development of skills necessary to start their secondary education in year 7. We employ a variety of teaching methods, including individual tasks, group work, and hands-on activities, to cater to different learning styles. Continuous assessment practices allow us to monitor each child's progress closely and provide personalised support as needed.
Impact
The impact of our carefully crafted curriculum is seen in the enthusiasm and active participation of our students. They develop strong foundation skills in literacy, numeracy, and science, along with the ability to think critically and solve problems. The bilingual program enhances their language skills and cultural awareness, giving them a broader perspective and improved cognitive abilities. Our students also grow in confidence, independence, and social skills. Regular assessments demonstrate enhanced academic progress and personal development, ensuring that students are well-prepared for the next stage of their education with a lifelong love of learning and a unique bilingual advantage.
Key contacts
Susie Byers Head of Prep sby@hchnet.co.uk
Katy Deacon Deputy Academic kde@hchnet.co.uk
Rob Armiger Assistant Principal | Director of Studies rwa@hchnet.co.uk
Eldon Fayers Assistant Principal | Teaching & Learning efa@hchnet.co.uk
Year 3 Curriculum Overview Autumn Term 2025
Students will be learning about prehistoric cave painting this term Studying the examples of cave art discovered at Lascaux caves, pupils will learn about the types of animals who were depicted, and practise drawing their own prehistoric animals, using charcoal. Observing the earth tones used, students will paint a prehistoric colour palette and make their own pigments. After creating a textured cave wall canvas, pupils will refer to their studies and utilise their ancient pigments to depict their own prehistoric story
Term
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
What are we studying?
Cave art: studies about prehistoric art forms, observation and drawing skills, learning about the origins of paint pigments and the ancient palette Learning the story of the discoveries at Lascaux caves to inspire pupils in creating a cave wall on which to paint
Quentin Blake / Roald Dahl: Pupils will learn to make art using a reed pen and ink, inspired by children’s book illustrator Quentin Blake and artist Ellsworth Kelly
Ancient Egyptians: Pupils will learn about paper making and make studies of hieroglyphs to design their own Cartouche Looking at Ancient Egyptian headdresses worn by royalty, pupils will learn how to use a lightbox to create their own crown on a self-portrait
Ancient Egyptians: Clay canopic jars Revisiting previous skills, pupils will use clay to create canopic jars, complete with lids in the form of Egyptian Gods
Underwater sea creatures: Learning about Jacques Cousteau, making studies of his underwater base and submersibles, looking at the rich diversity of underwater life to make a series of drawings and paintings in various media
Underwater sea creatures: Inspired by their previous studies, pupils will create a three-dimensional sea creature of their choice, learning about papier-mâché and its properties
Découverte du Monde (Discovering the World)
DDM is split into discrete subjects in order to cover a wide range of knowledge across humanities and sciences. Whilst it is an interlinked curriculum, we ensure that the essential foundation of knowledge needed for the later years of prep in each subject and senior are covered.
History
In Year 3 this term, we will explore the chronological order of significant historical events through topics exploring ‘Black History Month’ and our other historical topic, ‘Prehistoric times’. We will learn the meaning of prehistoric period names. Introduction to Stone Age (Palaeolithic and Neolithic civilization). We will explore how life, society and tool making developed. Introduction to ‘metal ages’
Geography
We will revise continents and oceans of the world. We will then explore 5 different landscapes and their natural and manmade features. We will finish by investigating an area of the United Kingdom and relating this in particular to our landscape studies.
Découverte du Monde, continued
Term
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
What are we studying?
Locate our school’s position in the world by reflecting on cities, countries, continents, planets
Revising names of continents and oceans from last year, ensuring chn can actively name these
Explore 5 different landscapes and their natural and man made features
Explore an area of the UK and relate this in particular to our landscape studies
To learn the meaning of ‘prehistory’
To learn prehistoric period names
Introduction to Stone Age (Palaeolithic and Neolithic civilisations) to Iron Age
Britain
Study of how everyday life and tool making developed during the stone age
Introduction to ‘Metal Ages’ to prepare for next term’s work
To explore the beginnings of ancient great cultures- focusing on Egypt and mesopotamia
Why were they located near rivers?
Comparison of everyday life and buildings in E and M
Comparison of gods and religion
Comparison of society
Comparison of writing
To explore the use of maps and plans
Use of a grid to locate places on a map
Revise compass points and use to locate places
Use of a compass
Creations of details plans of the classroom and the school
To explore Gaul – which peoples came together to create the nation
Exploration of society
Everyday life – how were houses made?
What was the oppidum?
Religion and gods – fete du Samain
Roman invasion of Gaul including life of Vercingetorix
Completion of Gaul topic
Learning focus for geography competition – countries capitals and flags of the world
Creation and presentation of posters on a country of their choice – map, capital, food, climate, famous person, flag, other interesting details
English
The Autumn Term in Year 3 starts with a unit of work which explores several stories by the author Michael Foreman. The children will be reading the books ‘I’ll Take You to Mrs Cole’ which has a surprise ending and ‘Dinosaurs and all that Rubbish’ which has a thoughtful message about looking after our planet. The children will look at characters, setting, dialogue and plot and will be writing diary entries as well as learning about how to create longer more complex sentences.
The next unit in Year 3 looks at instructions and explanations and the children will be learning the conventions of this type of text through game shows and quizzes. They will learn the difference between explanations and instructions and will be writing their own set of clear instructions. Our final topic before half term looks at poems about animals and the weather – Year 3 will be reading and performing a range of poems and will be writing one of their own.
After half term we will be reading a range of Traditional Tales from India. Using the book, Seasons of Splendour by Madhur Jaffrey the children will be looking at a range of writing styles to add interest and detail to their own. We then move on to a non-fiction unit which explores the conventions and style of non-chronological reports. The children will read and enjoy the DK Children’s Book of Sports. They will identify the different features and will write their own reports. Just before Christmas Year 3 will be reading funny poems about school and teachers! They will write their own and will be looking at use of powerful language to convey feelings and thoughts.
How it will be assessed
Assessment will be through daily marking and feedback Through discussion and questioning At the end of each unit the children will be writing in the style of the author or poet they have been reading There will also be informal assessment of writing, reading and SPaG at the end of each term
Term
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
What are we studying?
Read I'll Take You to Mrs Cole and other stories by Michael Foreman and write a new version. Study dialogue, verbs, and conjunctions for time, place, cause. Using game shows and quizzes children identify the differences between instructions and explanations. Add information about time, place and cause to write clear instructions.
Poems about animals and weather
Read traditional Indian tales in Madhur Jaffrey’s Seasons of Splendour. Analyse, compare and write own versions.
Grammar covers conjunctions, prepositions and adverbs. park curiosities with DK Children’s Book of Sport.
Explore, read and write about a huge range of sports. Revise word classes and extend sentences with conjunctions.
Funny poems by Michael Rosen
Through Roald Dahl’s Fantastic Mr Fox, children explore plot, character and tension. They learn about direct speech and tense and write their own exciting stories. Through The Day I Swapped my Dad for Two Goldfish and The Diary of a Killer Cat, explore and write recounts. Study adverbs for time and place and direct speech.
Performance Poetry
Explore, read and write myths with The Orchard Book of Greek Myths (Geraldine McCaughrean) and Greek Myths (Marcia Williams). Practise dialogue punctuation and use conjunctions.
Read reports about Harry Potter studio tours. Understand features of reports; study conjunctions, prepositions and adverbs. Look at Hogwarts students’ school reports. This wonderful collection loses nothing of its power to excite, enthuse and inspire. Immerse your class in these classic, timeless poems. Study verbs/tense and extend sentences.
Read Michael Morpurgo’s sea stories Dolphin Boy and The Sandman and the Turtles to explore his use of characterisation, dilemmas, dialogue, word classes and the perfect tense. Explore the power of persuasion in advertising. Children play with language, create adverts and promote healthy habits. Grammar includes conjunctions and expanded noun phrases. Explore calligrams, poetic portraits and shape poems. Analyse features of poetry. Explore tenses, conjunctions and prepositions. Write, improve and present your own shape poems.
Enjoy Dick King-Smith’s The Hodgeheg. Explore plot, character and dialogue. Study speech punctuation and adverbs for time, place and manner. Write a new animal adventure.
Read, research and write information texts about amazing world records, both real (Guinness) and funny (Quentin Blake).
Grammar includes conjunctions and present perfect form. Be inspired to create your own records and blog about them.
This year, we will base our studies on Passe Passe 2. In the first half term, we will go back to basics and revise greetings, saying our name and age and how we are. We will learn numbers to 20, and colours. These topics are covered in the introductory unit of Passe Passe We will then move onto unit 1, where we will also learn how to describe our family and pets. In the second half of term, we will learn how to describe ourselves, including hair and eye colour. We will explore nationalities and the languages we speak. We will then learn how to describe jobs and professions that we would like to do in the future. In unit 2 we will learn the o’clock times and describe some of our daily activities, including how we travel to and from school.
At the same time, one lesson per week will be focused on vocabulary learning and sentence construction for DDM – this term – rocks, our world, stone age and materials
Term
Autumn 1
Autumn 2
Spring 1
Spring 2
What are we studying?
In the first half term, we will go back to basics and revise greetings, saying our name and age and how we are. We will learn numbers to 20, and colours. We will also learn how to describe our family and pets.
In the second half of term, we will learn how to describe ourselves, including hair and eye colour. We will explore nationalities and the languages we speak. We will then learn how to describe jobs and professions that we would like to do in the future. We will learn the o’clock times and describe some of our daily activities, including how we travel to and from school.
In the first half term, we will continue studying Passe Passe 2 by completing Chapter 2. We will study classroom objects, subjects and instructions. We will reinforce our numbers, by learning how to do some maths in French. We will continue our time telling by adding in half pasts and ¼ past and to the hour. We will begin our look at festivals with Valentine’s Day and Pancake Day.
In the second half term, we will continue to explore festivals, including Easter. We will learn how to discuss events that will happen in the future. We will learn how to describe our homes and bedrooms. This will include an exploration of possessive pronouns.
Summer 1
In the first half term, we will explore ‘around town’, looking at buildings and shops and what can be bought in each. We will learn numbers to 100 to allow us to role play shopping
Summer 2 On the farm – animals and animal noises, then revision of the year’s work, adding greater depth and merging topics to create more complex sentences and constructions
FLAM
During this first term of CE1, the students will discover an exciting text titled "Le Cornivore" by Bruno Heitz They will learn how to write vowel sounds accurately, memorise invariant words and understand sentence structures. Next, they will delve into a captivating new text called "Le Pyjama du Gorille" by Michel Piquemal. They will discover the importance of alphabetical order and how to use it effectively. The students will invent an original text and create a sequel to an existing one They will practise writing regularly to improve their skills. Then, they will read and comprehend an engaging text titled "C’est ta faute !" while discovering the writing of the sounds [é] and [è]. The students will also develop their skills in reading aloud, enhancing their pronunciation and fluency.
Students will be assessed at the start of the year and at the end of each module. In addition, students will be expected to write two book reviews during the term.
are we studying?
Projet de lecture : Les animaux
Les consonnes et les voyelles
Autumn 1
Ordre alphabétique
Passé - Présent - Futur
Récitation : Jeux de lettres
Projet de lecture : Les contes
Le sujet et le déterminant
Spring 1
Les familles de mots
Nom propre / Nom commun
Récitation : Un arbre
Projet de lecture : les contes détournés
Le groupe nominal
Préfixes et suffixes
Summer 1
Conjuguer “être” et “avoir” au présent
Ecrire un résumé
Récitation : L’Aurore en chaperon rose
Autumn 2
Spring 2
studying?
Projet de lecture : Les ogres
Récitation : L’Ogre
Verbes à l’infinitif
La ponctuation
Projet de lecture : les portraits
Les verbes en –er au présent
L’adjectif
Inventer une description
Récitation : Le Clown
Summer 2
Projet de lecture : L’école
Le féminin et le masculin
‘Faire’, ‘aller’ et ‘voir’ au présent
Récitation : Hep! Taxi!
Francophone Culture
Year 3 Curriculum Overview
Our aim is to continue to explore the francophone world, whilst also remember and celebration culture in France, by marking some of the big celebrations and festivals of the year
In the autumn term, Year 3 will begin by remembering how important French is as a world language. We will look at which countries speak French. We will then begin to explore Canada – specifically Quebec in more detail We will explore why French is spoken in the area, and look at the origins of the Canadian and Quebequois flags. We will locate the states of Canada on a map. We will also learn that other languages, including English and Inuit are spoken in Canada. Finally we will explore Halloween and Christmas traditions in Canada
Term
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
What are we studying?
Why is French an important world language?
Where is French spoken in the world? Where in Canada is French spoken?
Why is it spoken in Quebec – what is the history of the French language in Canada? What other languages are spoken in Canada?
What is the Canadian and Quebec flags like?
Traditional Quebec foods – poutine, tourtiere Halloween traditions in Canada Christmas traditions in Canada
La Chandeleur festival - pancake tasting
Quebec Winter Festival! What activities can be done? What is the history of the festival? Who is the symbol of the festival? What does he wear? What is the history of his belt?Learn the Bonhomme song
How is maple syrup produced? Chn will learn the traditional and the modern method. Maple syrup tasting.
Pupils will also learn about the fun French April Fool’s Day tradition, le poisson d’avril, and will become familiar with Easter traditions in Canada.
Traditional Quebec dances – podorythmie and la gigue. We practise these dances and make and video l’homme gigueur.
Summer 2
We will explore the history of the song L’alouette (which originated in Quebec) by singing and making puppets. To finish the term, they will learn about Le 14 Juillet (Bastille Day), discovering why it is celebrated and how people in France mark this national holiday today.
Maths
In the first half term the pupils will learn about:
Placing 2 and 3 digit numbers on lines
Place value in 3 digit numbers
Place value in money
Number facts and mental strategies to add and subtract
Partitioning to add
Revising 2, 5, and 10 times tables
Multiplying and dividing 3 and 4 times tables
Doubling numbers less than 50
Halving numbers less than 100
How it will be assessed
In the second half term the pupils will learn about:
Measuring lengths in m and cm
Measuring weights in g and kg
Measuring capacity in ml and l
Drawing bar charts
Measuring perimeters
Mental calculations using complements to 100
Mental strategies for multiplying and dividing
Termly online assessments are completed by the pupils to demonstrate their depth of understanding of the mathematical topics that they have been studying. In addition, informal oral assessment takes place in lessons throughout the term to consolidate and assess depth of understanding.
studying?
Place value
Money
Autumn 1
Spring 1
Autumn 2
Adding and subtracting Multiplication and division
Multiplying and dividing with powers of 10
Expanded addition of 2 and 3 digit numbers
Finding halves, quarters, and thirds of an amount
Telling the time
Roman numerals
Revise expanded and column addition
Sequences
Summer 1
Partitioning to halve, double, and multiply
Line symmetry
Identifying and sorting 2-D and 3-
D shapes
Spring 2
Summer 2
Measurement
Drawing bar charts
Mental calculations
Consolidate place value in money
Strategies for subtraction including for numbers greater than 100
Finding fractions of an amount
Calculating and comparing time intervals
Mentally add and subtract multiples of 10
Divide numbers just beyond the timetables
Right angles as turns
Angles in 2-D shapes
Add and subtract fractions with common denominators
Year 3 Curriculum Overview
Organised physical activity is vital to child development, both in terms of strength and growth cognitive, motivational and social skills. The Year 3 children will focus on the core skills of two invasion games, football and netball.
In football, the children will develop their understanding of the core skills to play the game. This will include passing, shooting, dribbling, agility and small sided conditioned games.
In netball, they will learn to expand their knowledge of catching, throwing and movement. Students will be taught the basic positions, how to shoot and the different types of passes they can use in competitive game situations.
Term
Autumn
Spring
Summer
What are we studying?
Football: passing, shooting, dribbling, conditioned games.
Netball: passing, shooting, attack vs defence, positions and conditioned games
Games: balance, coordination, agility, stuck in the mud, octopus tag, capture the flag.
Gymnastics: balances, body shapes, travel, jumps and rolls
Hockey: passing, shooting, dribbling, conditioned games.
Benchball: throwing, catching, positions and attack vs defence.
Cricket: throwing, catching, batting, bowling and fielding
Athletics: shuttle relay, 60m sprint, 200m sprint, hurdles, long jump, javelin throw and shot-put throw.
Performing Arts
At Hampton Court House, we believe that the performing arts are integral to our school community. Therefore, our curriculum is built upon actively participating in various performances throughout the year. We are committed to offering inclusive opportunities that allow every student to showcase their talents.
In our lessons, to prepare for these performances students will focus on developing spatial awareness, musicality, vocal, physical, and character skills to enhance their performance abilities. They will learn stage craft and understand how to engage an audience.
Additionally, we place a strong emphasis on collaborative and creative skills, which are essential for every child's growth. Our classes incorporate engaging games and activities designed to foster teamwork, improve peer interaction, and develop the ability to follow directions. Students are encouraged to contribute creative suggestions through music, movement, and dialogue, ensuring a well-rounded arts education at Hampton Court House.
We begin the year by preparing for our Christmas show, Year 3 students will focus on developing their ballet skills, alongside incorporating singing into their performance.
In Year 3, Drama will be taught in French, enhancing language skills through theatrical expression. By the Easter term, students will have the opportunity to showcase their talents in a dedicated showcase event.
Throughout the year, there will also be numerous recitals and concerts, providing students with platforms to display their musical abilities and talents.
PSHE (Personal, Social, Health and Economic Education)
Our PSHE curriculum in provides pupils with a broad and balanced programme that nurtures their personal development, emotional wellbeing, and understanding of the world around them. It encompasses all areas of PSHE, including the statutory elements of Relationships and Sex Education (RSE) and Health Education.
The curriculum is structured into six key learning themes, delivered across the academic year. These themes are revisited annually, allowing children to deepen and extend their understanding as they progress through the school. This spiral approach ensures that each topic is explored with increasing maturity and relevance, building pupils' confidence, empathy, and resilience at every stage of their development.
Parents have a right to request to withdraw their child from sex education delivered as part of RSE up to three terms before their child turns 16. At this point, if the child themselves wishes to receive sex education rather than be withdrawn, the school will make arrangements for this to happen in one of the three terms before the child turns 16 - the legal age of sexual consent More information on this will be provided in the parent information meeting in September.
How it will be assessed
PSHE lessons are predominantly discussion based, with some written tasks for deeper comprehension and application At the end of the lesson, the students will complete selfreflection sheets for teachers to monitor understanding and adapt future teaching Teachers keep track of the students’ levels and understanding of the different elements of PSHE across the year.
PSHE,
Term
Autumn 1
Spring 1
Summer 1
What are we studying?
Being Me in My World
Setting personal goals
Self-identity & worth
Positivity in challenges
Rules, rights & responsibilities
Rewards & consequences
Responsible choices
Seeing things from others' perspectives
Relationships
Family roles & responsibilities
Friendship & negotiation
Keeping safe online
Being a global citizen
Being aware of how my choices affect others
Awareness of different children having different lives
Appreciation for friends & family
Dreams & Goals
Difficult challenges & achieving success
Dreams & ambitions
New challenges
Motivation & enthusiasm
Recognising & trying to overcome obstacles
Evaluating learning processes
Managing feelings
Simple budgeting
Term What are we studying?
Autumn 2
Spring 2
Celebrating Difference
Families & their differences
Family conflict & how to manage it
Witnessing bullying & how to solve it
Recognising words can be hurtful
Giving & receiving compliments
Changing Me
How babies grow
Understanding a baby's needs
Outside body changes
Inside body changes
Family stereotypes
Challenging my ideas
Preparing for transition
Healthy Me
Exercise
Fitness challenges
Food labelling & healthy swaps
Summer 2
Attitudes towards drugs
Keeping safe & online safety
Respect for myself and others
Healthy & safe choices
Science
The Year 3 Science Curriculum will cover Rocks, Solids Liquids and Gases, Keeping Healthy, Plants, Forces and Magnets and lastly, Light.
In this capacity the pupils will be taught the following skills:
To plan different types of experiments.
Identify equipment required for experiment.
Take measurements, using scientific equipment; e.g. measuring cylinder and scales.
Record data and results in tables and bar and line graphs, using a ruler and a pencil.
Make predictions, using test results.
Present findings, through graphs, tables evaluations and conclusions.
How it will be assessed
Pupils will be assessed on ½ termly tests to determine understanding and misconceptions. Then in the Summer
Term the pupils will be assessed on the years’ work to evaluate knowledge and understanding.
Term
Rocks:
Autumn 1
Autumn 2
Spring 1
Spring 2
What are we studying?
Compare and group together different kinds of rocks based on their appearance and simple physical properties.
Describe in simple terms how fossils are formed when things that have lived are trapped within rock.
Recognise that soils are made from rocks and organic matter.
Solids Liquids and Gases:
Compare and group materials together, according to whether they are solids, liquids or gases
Observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C)
Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature
Keeping Healthy:
Identify those animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat.
Explain how humans and some other animals have skeletons and muscles for support, protection and movement.
Plants:
Identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers.
Explore in detail parts of the flower and their functions
Look at pollination and how seeds are formed
Explore seed dispersal
Science,
Term
Summer 1 Forces:
What are we studying?
Compare how things move on different surfaces.
Notice that some forces need contact between two objects, but magnetic forces can act at a distance.
Observe how magnets attract or repel each other and attract some materials and not others. Compare and group together a variety of everyday materials based on whether they are attracted to a magnet and identify some magnetic materials.
Describe magnets as having two poles.
Predict whether two magnets will attract or repel each other, depending on which poles are facing.
Summer 2 Light:
Pupils will recognise that they need light to see things and that dark is the absence of light. Understand that light is reflected from surfaces.
Recognise that light from the sun can be dangerous and that there are ways to protect their eyes.
Show how shadows are formed when the light from a light source is blocked by an opaque object.