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 50% 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 humanities, science, sport and the arts in both English and French. This immersive approach helps students develop proficiency in both languages naturally and enjoyably, with in class support used to ensure all children are able to understand and access the curriculum. 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 programme 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
Eldon Fayers Assistant Principal | Teaching & Learning efa@hchnet.co.uk
Imogen Stone
Prep Head of Teaching & Learning ist@hchnet.co.uk
Nick Edwards Assistant Principal | Data & Assessment ned@hchnet.co.uk
Paul Pearce
Deputy Head | Operations & Academic pgp@hchnet.co.uk
Students will complement their learning about the Vikings in a cross curricular project with history lessons. Making drawing studies of the longships used by the Vikings, they will translate their pencil studies into three dimensions, creating a boat complete with shields, sails and oars. After half term, students will be learning about the use of recycling in the art world and the impact it can have in highlighting global issues. Looking at art made by Vik Muniz and the photography of Stephan Gladieu, students will create their own recycled art.
Term
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
What are we studying?
Joseph Cornell: Learning about the life and influences of Joseph Cornell, how he collected ephemera to make art, learning about nostalgia, memories, creating a sense of place. Students will collect items over the summer break and create a work to tell a personal story.
Clay: Pupils will look at the work of Olivia Lomench Gill and Max Ernst. Learning how to prepare different backgrounds on which to draw and drawing in different mediums, pupils will create a series of fantastic beasts. Pupils will learn techniques in hand building to create their own creatures out of clay which will be fired in the kiln.
Japan: Pupils will study the traditions and art of Japan, learn the origins of origami and study the tradition of woodblock printing by looking at the prints of Hokusai.
Japan: Making Koinobori streamers for Children’s Day on 5th May. Pupils will learn about tessellating pattern, specifically fish scale patterns and practise painting on fabric to create their design. Pupils will learn to use a sewing machine to create their Koinobori streamer.
Viking Longships: Making drawing studies of the longships used by the Vikings, they will translate their pencil studies into three dimensions, creating a boat complete with shields, sails and oars.
Recycled art: Learning about art and the environment. Studying artist Vik Muniz and his recycled art, students will create a version of Vincent Van Gogh’s Sunflowers out of torn magazine pages. Looking at the photography of Stephen Gladieu and studying his project about the plastic waste which ends up in the Democratic Republic of Congo. Students will use recyclable materials to design their own outfits.
We start the Summer Term with a Fiction Unit where we read a range of unusual and inspirational stories by Shaun Tan
– these are stories with twists which always stimulate amazing work from the children. Within the texts Year 5 will explore the range of modal verbs, parenthesis and dialogue. The children will write their own story in the style of Shaun Tan.
The second unit of work is a really thoughtful investigation of inspirational speeches, letters, adverts and protest songs. It is a thought provoking unit of study and the children will learn about a variety of historical movements and how language and communication can change points of view and challenge thought. The children will have the opportunity to write their own speeches and present them to an audience.
Just before the half term break, Year 5 will reading a range of motivational poems – looking at aspirations and dreams. The children will be reading poems from the book, ‘What do you want to be?’ by Wilf Merttens.
After half term Year 5 will begin a really interesting unit of work based around Micheal Morpurgo’s book ‘Kensuke’s Kingdom’. The children will be looking at the styles of writing, use of paragraphs, modal verbs, adverbs and commas. There will be plenty of opportunities for the children to write descriptively and use a range of expanded sentences. We then investigate letter writing, revising conventions, purpose and register and will be looking at a range of historical letters.
Our final unit in Year 5 looks at a range of poetry inspired by the sea. The children will read and write powerful poems about the sea and The Titanic. Poems will be from ‘Sounds of the Sea’ by James Berry and Song of the Seashore by Daphne Lister.
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
What are we studying?
Chris Riddell Goth GirlThrough Chris Riddell’s Goth Girl, explore how atmosphere, settings & characters are created. Study adverbs of possibility, commas, relative clauses, dialogue punctuation.
Migration by Mike Unwin and Jenni Desmond
Three amazing texts stimulate children’s reading, writing and discussion of first animal, then human, migration. Writing cohesively and using parentheses form the SPaG element, but children’s own creative work will make this block truly exciting.
Lewis Carrol and Hilaire Belloc poetry.
Lewis Carroll's Walrus and the Carpenter and Hilaire Belloc's Cautionary Tales stimulate performance, debate, persuasive writing and poetry writing. Revise adverbs and modal verbs.
Term
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
Year 5 Curriculum Overview
What are we studying?
Rudyard Kipling The Jungle Book and Just So Stories
Explore the charm and challenge of classic fiction with Rudyard Kipling's Jungle Book and Just So Stories. Study dialogue punctuation, relative clauses and commas
Poetry of Lewis Carroll.
An introduction to Shakespeare – Romeo and Juliet
Mr William Shakespeare's Plays, Seven Plays by Marcia Williams
Stories from Shakespeare by Geraldine McCaughrean
Choose from Romeo & Juliet for an in-depth study. Relative clauses & prefixes/suffixes in context of Shakespeare’s new words. Write and perform playscripts.
Reports and Journalism – Hurricane by David Wiesner / Tuesday by David Wiesner
Use Tuesday by David Wiesner to study reports. Write speech, playscripts, speech bubbles, direct and reported speech. Use modal verbs; learn about cohesion. Write newspaper reports. Poems on a theme – Old Possum’s Book of Practical Cats
Study of short spooky stories – Short! By Kevin Crossley – Holland
Study genre of short stories using Short! by Crossley-Holland. Investigate adverbials and develop use of perfect form to indicate time/cause. Write predictions and short stories.
Argument and Debate – school uniform, detentions and mobile phones- The Steves by Morag Hood
School uniform, detentions, mobile phones or screen time - there’s always an argument! This block lays the groundwork for effective argument and persuasion, written and spoken. Plus grammar: cohesion, paragraphs, commas.
Performance poetry – I like this poem – Kaye Webb
Inspirational short stories by Shaun Tan – Tales from Outer Suburbia by Shaun Tan
Inspirational short stories from Shaun Tan, guaranteed to stimulate amazing work. Explore use of modal verbs, parenthesis and dialogue. Write a short story in Shaun Tan-style. Persuasive letters, adverts, protest songs and speeches
Explore persuasive letters, adverts, protest songs and speeches. Study the impact of modal verbs and cohesion through adverbs and conjunctions. Deliver persuasive speeches.
Poetry - Aspirations and dreams – What do you want to be? By Wilf Merttens
Developing higher level language skills – Kensuke's Kingdom
Michael Morpurgo's Kensuke's Kingdom provides inspiration for developing higher level language skills and for cohesion within and between paragraphs, modal verbs/adverbs and commas.
Letter writing – Letters of Note : Correspondence Deserving of a Wider Audience –Compiled by Shaun Usher
Delve into letter-writing, revising conventions, purpose, and register, and analyse fascinating historical texts. Write fan letters, tactful RSVPs and job applications. Study modal verbs, commas, colons and bullet points.
Read and write powerful poems about the sea and the Titanic – Sounds of the Sea by James Berry, Song of the Seashore by Daphne Lister.
Year 5 Curriculum Overview
Set 1- This term, the students will carry on their work on Decibel 2, unit 5. Students are going to learn about manners at the restaurant, and how to order food They will learn about the partitive article and being introduced to the passé composé. Students will, of course, prepare their fantastic trip to France!
Set 2- This term, we will complete chapter 2 of Decibel 1 (see Spring term for final objectives.) We will then move on to begin Ch3, where we will learn a whole range of new verbs to describe our everyday activities. We will revise –er verbs, present tense and use these to describe our actions and those of others. We will also learn present tense of the verbs to be and to have. We will study numbers to 100 whilst studying the topic of recycling. We will then learn to describe our families and explore possessive adj mon ma mes. We will of course prepare for our exciting trip to France.
Year 5 Set 1 Decibel 2
Term What are we studying?
Autumn 1
Autumn 2
Spring 1
In unit 0 and 1, the students will introduce themselves and talk about going back to school after the holidays They will talk about their activities and describe themselves physically We will talk about countries and nationalities
In unit 2, we will talk about directions We will learn to make suggestions and invitations We will talk about future projects
In unit 3, students will talk about their Christmas holidays and presents We will then learn to purchase in a shop, express possession and learn to understand a recipe
Spring 2
Summer 1
Summer 2
In unit 4, we will talk about our house and our bedroom We will introduce the past tense and tell past events
In Unit 5 we will go to the restaurant! We will talk about food and food habits, likes and dislikes Students will learn to order in a restaurant
In unit 6, we will talk discuss the weather, weather forecast and seasons We will also find out about future plans It will also be time to revise what we have studied so far!
Year 5 Set 2
Term
Autumn 1
Decibel 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
What are we studying?
We will begin the introductory unit of Decibel 1 with learning basic greetings, saying how we are and our name and age We will also learn the months of the year and numbers to 20 After half term, we will learn adjectives for colour, and at the same time begin to explore masculine, feminine and plural nouns and adjectives and related determiners
In Unit 1, after half term, we will learn how to describe school objects and equipment and learn about Christmas traditions in France We will make a French Christmas card
This term we will complete unit 1 by learning days of the week and continuing our work studying the school day, by exploring school subjects and our favourite sports We will also learn how to describe our likes and dislikes
In the second half of term, we will begin chapter 2, by describing our birthdays We will learn to describe ourselves and our friends We will also study French traditions and symbols
This term, we will complete chapter 2 of Decibel 1 (see Spring term for final objectives ) We will then move on to begin Ch3, where we will learn a whole range of new verbs to describe our everyday activities We will revise –er verbs, present tense and use these to describe our actions and those of others We will also learn present tense of the verbs to be and to have French trip preparations!
We will study numbers to 100 whilst studying the topic of recycling We will then move onto ch 4 and then learn to describe our families and explore possessive adj mon ma mes
FLAM
Year 5 Curriculum Overview
Pupils will develop their reading comprehension skills by learning to interpret a text using implicit and explicit clues, with a focus on news stories In writing, they will practise their creativity by inventing a news story, while expanding their vocabulary through the study of synonyms and the different meanings of a single word They will continue their grammatical analysis, reinforcing their understanding of sentence structure In conjugation, they will review the present tense and irregular verbs, while spelling practice will focus on irregular words and word families Finally, they will memorise and interpret a poem of their choice from those studied, strengthening their expressive and literary skills
Students will be asked to write and present two book reviews this term: 12th May and 23rd June.
Term
Autumn
Spring
Summer
What are we studying?
Compréhension écrite : extraits de roman et BD, calendrier
Grammaire du verbe : passé-présent-futur, les groupes
Lexique : l’ordre alphabétique, expression du temps
Orthographe : la cédille, a/à, ou/où, les mots invariables
Analyse grammaticale : phrase verbale/nominale, phrase simple/complexe
Ecriture : invention (connecteurs de temps, cohérence et mise en page des paragraphes)
Compréhension écrite : la lettre
Analyse grammaticale
Grammaire du verbe
Ecriture : mettre en forme une lettre et compléter une enveloppe
Lexique : les mots particuliers et génériques
Orthographe : les homophones grammaticaux (son/sont, et/est/es), la lettre ‘ g ’ et les mots invariables
Récitation : L’Ile des rêves
Compréhension écrite : Interpréter un texte à l’aide d’indices implicites ou explicites –Les faits divers
Ecriture : inventer un fait divers
Lexique : les synonymes et les différents sens d’un même mot
Analyse grammaticale (suite)
Conjugaison : révisions du présent et des verbes irréguliers
Orthographe : mots irréguliers et mots de la même famille
Mémoriser et interpréter un poème de son choix parmi ceux étudiés
Harmony
Year 5 Curriculum Overview
These lessons are designed to introduce children to the Principles of Harmony in Nature and the importance of maintaining balance within these systems The core principles explored include Interdependence, Natural Cycles, Diversity, Adaptation, Health, Geometry, and Oneness
Students engage with these concepts through inquiry-based learning, where they read and discuss stories, go on explorative nature walks, and participate in creative activities that deepen their understanding of harmony in the natural world Each half-term, these inquiries are thoughtfully connected to the wider curriculum, integrating subject knowledge from Art, Maths, English, and Science
This interdisciplinary approach encourages students to see the interconnectedness of different fields of study while fostering a deeper appreciation for the balance and patterns found in nature
Themes by term will be:
Autumn: Habits and Habitats
Spring: Evolution
Summer: Sharing the Planet
Term
Adaptation
Autumn 1
Autumn 2
What are we studying?
Inquiry Question: How does nature find creative ways to adapt?
Students will learn that protecting local habitats is crucial for maintaining biodiversity and ensuring the health of ecosystems By understanding the adaptive strategies of nature and actively participating in local conservation efforts, students will gain a deep appreciation for the resilience of life and the importance of protecting our natural world
Health
How do our eating choices affect our environment?
Students will learn that by making mindful eating choices, reducing food waste through creative habits and inventions, and understanding the life cycle of food and embodied energy that goes into its production, packaging and transportation, we can significantly reduce our environmental impact and contribute to a more sustainable future
Harmony, continued
Term
Cycles
Spring 1
Spring 2
Summer 1
Summer 2
What are we studying?
Inquiry Question: How do living things change as they grow?
Pupils will learn about life cycles and develop knowledge about the changes living things (animals including humans and plants) go through as they develop with age They will learn about how living things evolved and identify changes in matter and materials Learning about life cycles, the processes of growth and development, and the principles of evolution, students will gain a comprehensive understanding of how living things change over time These lessons will help them appreciate the complexity and diversity of life on Earth
Interdependence
Inquiry Question: What makes ‘me’ become ‘we’?
Pupils will learn about the importance of mental well-being and how humans are naturally social creatures They will learn about the importance of communities and that these are not exclusive to humans Communities are a population of species that interact with each other, and they are natural, biologically diverse ecosystems Keeping these healthy and in balance are important factors to our mental well-being
Oneness
Inquiry Question: Why is biodiversity important in the environment?
Students will explore and develop an understanding of how biodiversity is important in the environment because it contributes to ecosystem stability and resilience, provides essential ecosystem services, offers genetic resources for innovation and adaptation, has cultural and recreational value, supports economic activities, and enhances resilience to climate change Protecting and conserving biodiversity is essential for maintaining healthy ecosystems and ensuring the well-being of present and future generations of all living things
Diversity
Inquiry Question: How do we live different lives on a common ground?
Students will study the diverse ways in which living things coexist and interact within shared environments on the Planet and explore ways in which we can navigate living different lives on common ground
They will learn about how soil serves as a vital carbon storehouse, playing a crucial role in carbon sequestration, soil health, biodiversity, and ecosystem function Protecting soil is essential for mitigating climate change, promoting food security, and preserving natural ecosystems
Year 5 Curriculum Overview
Summer Term 2025
n t Year 5 will begin by looking at Roman towns and travel as well as the life and rights of enslaved people in the family and broader society In chapters 5 and 6 of Miniums, we will be building on their grammar knowledge from the last term by creating adverbs from adjectives, and beginning to construct sentences in Latin, we will also be performing and translating some plays and dialogues from Latin to English We will then be finishing off chapter 6 looking at Roman numerals and numbers There will be two vocabulary quizzes each half term and a progress check at the end of each chapter
Autumn 1
Spring 1
Life in Vindolanda Minimus Chapter 1: Meet the family
Members of the family and pets
Write your family profile in Latin Myth of Medusa
Autumn 2
Summer 1
Work, work, work
Jobs and roles in society in Roman times
Introduction to present tense verbs
Roman childhood and schooling/Roman writing activity
Romans and Britons: Chapter 5
What was life like before Roman rule?
Meet the Romans: creative writing activity
Chapter 6: imperative verb forms
Magistra dixit game with imperatives
Life in the roman army
-perform a scene in translation from Plautus’ The Ghost wearing Roman tragic and comic masks
Spring 2
Roman Houses and using adjectives
Roman food and dining: create a Roman menu
Animalibus: Descrbing animals in Latin Myth of Perseus
Saturnalia and Latin seasons greetings cards
Adverbs
Roman report – what Romans thought of Britons
Off to town: Roman trade and commerce
Life in Eboracum – the forum and trade roots
Plural nouns
Roman numerals
Candidus goes to Verulamium
– life for merchants in Britannia
Summer 2
Myths and monster’s posters: Create your own myth, hero, monster and quest
Roman and Greek theatre
Making theatrical mask
During the Summer term, Year 5 Mandarin students will expand their language skills by learning to talk about time, daily routines, and different means of transport. They will also explore colours, clothing, and body parts through engaging activities, including songs and revision exercises to reinforce their learning. Additionally, students will have the opportunity to learn about and experience Duan Wu Jie (Dragon Boat Festival), discovering its history and traditions while participating in cultural crafts and storytelling. This term promises to be an exciting and enriching experience, helping students build confidence in their language skills while deepening their understanding of Chinese culture.
Autumn 1
Spring 1
Unit 1
Learn Chinese spelling - Pinyin
Practice basic strokes
Learn numbers
Unit 2
Learn the days of the week
Learn to talk about age
Telephone number
Unit 3
Talk about time
Summer 1
Talk about daily routine
Means of Transport
Autumn 2
Learn basic greetings
Practise the characters Revision and test
Spring 2
Talk about family members
Self - introduction
Talk about occupation
Summer 2
Learn about colours
Talk about clothing
Body and song Revision and Exam
Maths
In the first half term, pupils will learn about:
Finding fractions of an amount
Finding one quantity as a percentage of another
Finding the percentage of an amount
Perimeters and areas of rectangles and triangles
Surface area and volume of cuboids
How it will be assessed
Year 5 Curriculum Overview
In the second half term, pupils will learn about:
Constructing bar charts
Constructing line graphs
Reading a conversion graph
12 and 24hr time
Reading timetables
Half-termly written assessments covering the subjects that have been studied in that half-term In addition, informal oral assessment takes place in lessons throughout the term to consolidate and assess depth of understanding
Term
Autumn 1
Spring 1
Summer 1
What are we studying? Term
Roman numerals
Place value
Methods for adding, subtracting, multiplying, and dividing
2-D shapes
Negative numbers and coordinates
Translation and reflection
Fractions of quantities
Percentages 3-D shapes
Autumn 2
Spring 2
Summer 2
What are we studying?
Factors, multiples, and primes
Angles
Fractions
Decimals, fractions and percentages
Money and measure
Long division methods
Tables and graphs
Time and timetables
During the Summer Term of 2025, Year 5 students will engage in outdoor activities during their Physical Education (PE) lessons, with a primary focus on improving their athletics skills. This initiative aims to foster enjoyment, participation, and success in athletics, culminating in a Sports Day in the final half term.
Students will be introduced to fundamental techniques for running, jumping, and throwing, along with an understanding of the basic rules governing each event. They will explore the differences between short-distance sprints and longer-distance running, gaining insight into the specific skills required for each. The curriculum will include a combination of individual and team activities, such as relay races. Additionally, students will participate in cricket, where they will develop essential skills in bowling, batting, and fielding
The program emphasises the importance of fun in sports and encourages students to adopt an active lifestyle. A key component will be setting and achieving personal goals related to their performance, including improvements in timings and distances. Throughout the lessons, there will be a strong emphasis on competition and fair play
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
Dodgeball: passing, dodging, tactics 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
Year 5 Curriculum Overview
This term, Year 5 students have the exciting opportunity of working on a Musical. Which this year will be ‘Beauty and the Beast Junior’ performed on Wednesday 14th May They will use their Dance, Drama and Music lessons to prepare for this learning about stage presence, blocking, choreography and ensemble work This is a wonderful experience for our year 5 & 6 students who work together on the show By the end of the production, students not only showcase their talents but also forge new friendships and strengthen their sense of belonging within our school community, united in achieving a common goal
PSHE (Personal, Social, Health and Economic Education)
In the first half of the summer term, we will continue the topic entitled ‘Changing Me’, all about puberty and growing up.
Once we have completed this topic, we will start our ‘Healthy me’ topic. Children will explore ways to keep minds and bodies healthy and explore things to avoid and things to include we will discuss healthy eating and healthy choices, having a balanced diet and being physically active. We will also look at how to be a good friend and finish with how to deal with difficult situations.
As always, our PSHE is delivered with a mindful approach, giving plenty of time for thinking, discussing and reflecting. The lessons are delivered in an age-appropriate way and all resources are available to parents in advance upon request.
How it will be assessed
At the end of each lesson, the students will complete self-reflection 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.
What are we studying?
Being Me in my World
Identifying goals for the year
Autumn 1
Global citizenship
Responsibilities
Rewards and consequences
Relationships
Recognising me
Spring 1
Safety with online communities
Online gaming
Staying safe and happy online
Healthy Me
Smoking
Alcohol
Summer 1
Emergency aid
Body image
My relationship with food
Autumn 2
Spring 2
are we studying?
Celebrating Difference Different cultures
Racism
Rumours and name calling
Types of bullying
Changing Me
Self-image and body image
Puberty for girls
Puberty for boys
Conception
Dreams and Goals
My dream lifestyle
Jobs and careers
Summer 2
My dream job
Dreams and goals of people in other cultures
Supporting each other
5 Curriculum Overview
This term Year 5 will cover Living Things and their Habitats and Animals including Humans:
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
Science,
Term
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
What are we studying?
Laboratory Safety/Properties of Materials
Equipment used in a science laboratory
Hazards and rules in a lab.
Compare and group together everyday materials based on their properties, including their hardness, transparency, and conductivity (electrical and thermal)
Give reasons, based on evidence from comparative and fair tests, for uses of everyday materials, including metals, wood and plastic.
Changes of Materials:
Compare and group together everyday materials based on their properties, including their solubility and response to magnets.
Know that some materials will dissolve in liquid to form a solution and describe how to recover a substance from a solution.
Use knowledge of solids, liquids and gases to decide how mixtures might be separated, including through filtering, sieving and evaporating.
Demonstrate that dissolving, mixing and changes of state are reversible changes.
Earth and Space
Describe the movement of the Earth, and other planets, relative to the Sun in the solar system.
Explain the movement of the Moon relative to the Earth
Describe the Sun, Earth and Moon as approximately spherical bodies
Use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky.
Forces
Explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object.
Identify the effects of air resistance, that acts between moving surfaces. Investigate the effect ground friction has on movement.
Investigate and identify the effect of boat shape on water resistance.
Living Things and Their Habitats
Describe and label the male and female reproductive parts of flower
Record a diary of a bean
Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird
Explain the life process of reproduction in some animals.
Animals including Humans
Pupils will learn about the gestation periods of a variety of animals, including humans. They will be able to describe the key stages and processes of human foetal development. Through research they will be able to explore the key physical and emotional changes that take place during puberty in both boys and girls) and discuss the physical and mental changes to the human body as it ages.
They will explain with diagrams, the timeline of key events that occur in human life.