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
Students will be creating art in response to their learning about the Ancient Maya civilisation. We will make observations about the sophisticated scripts, the relief carvings and Zoo morphs. Students will be introduced to three-point perspective to create a detailed drawing of The Temple of Kukulkan at Chichen Itza and make studies of plants which made up the surrounding rainforest. The project will culminate in working with clay to create a pottery whistle inspired by those which have been discovered at ancient Maya sites.
Term
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer
What are we studying?
Ancient Maya Civilisation: Clay. Pupils will learn about Maya whistles which have been discovered by archaeologists, they will make drawings of different types of whistles and design their own. Learning new techniques in the use of clay, pupils will make their own whistle.
Ancient Maya Civilisation: Chichen Itza, three-point perspective, learning skills in accuracy, students will draw the three-dimensional pyramid structure of Kukulkan. To create a rainforest setting for their drawing, pupils will make studies of jungle plants, considering the use of line, tone and shape.
World War II: Students will be making art in response to their learning about the Second World War this term. Studying the work of war artists Eric Ravilious, Stanley Spencer and Paul Nash, students will consider the role of a war artist and make comparisons between their styles of work.
World War II: Looking at the development of dazzle painting used to protect naval vessels from German attack. Students will make a wooden boat onto which they will paint a dazzle design which they have created in response to their studies.
Animation: Students will study the animated works of artists such as William Kentridge, Tim Burton and Walt Disney, looking at different techniques and materials which can be used to create animation. Pupils will experiment with media such as charcoal, collage, clay and drawing, culminating in the use of their preferred technique to create a short, animated story.
The Autumn Term English Curriculum is a challenging one and the children are quickly introduced to the rigour and high expectations of their final Year in the Prep School.
We start the year with an immersion into the exciting novel, Northern Lights by Philip Pullman. This is the first book in a trilogy of an imaginative, adventurous and creative set of books. We meet a range of characters, an atmospheric plot and examples of language. The children will then complete a range of activities based on what they have read – revising their understanding of expanded noun phrases, creation of atmosphere and understanding of well rounded and believable characters.
In the second part of the first half term Year 6 will be using the inspirational text, Town is by the Sea and The Day of Ahmed’s Secret. The children will consider the range of issues raised and write personal and impersonal recounts.
Our final unit of work before the half term will be a study of poetry with meaning and a message. Poems will include those by award winner, Benjamin Zephananiah.
After half term, Year 6 will then explore William Shakespeare’s play, The Tempest – a story of magic, love and patience. The children will also be revising how to use relative clauses and will be performing and writing their own playscripts.
We then enter a non-fiction unit of work based around instructions and explanations with a ‘Strictly Come Dancing’ twist.
We end the Autumn Term by reading, discussing and performing The Highwayman by Alfred Noyes. This narrative poem has a very dramatic and emotional theme.
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?
Northern Lights by Philip Pullman Explanation Texts
Autumn 2
Spring 1
Spring 2
Macbeth and The Tempest The Highwayman
War Horse by Michael Morpurgo. Non Fiction Reports Poems of self expression
Greek Myths Blogs Performance Poetry
Summer 1 Fiction for Transition – my past present and future Non fiction for Transition – goals, dreams and aspirations
Summer 2 Poetry for Transition – You are amazing !
Foundation group: Sesame 1
Advanced group: Decibel 3
Throughout the course of the term, both Y6 groups will be working on talking about their summer holidays, talking about the first days at school and their timetable. They will ask their peers about what they like and dislike. They will also learn how to describe someone physically and to talk about their personality. Students will also learn to describe their experience of school and their homelife. As the terms progress the different groups will do some different in order to embed and consolidate French language skills in a way appropriate to their level. The details of the year for each group are below.
How it will be assessed:
Students will have regular vocabulary tests to guarantee appropriate knowledge and progress, and at the end of each half term they will have a written assessment that will cover reading, listening, grammar, translation and writing.
Foundation set: Sesame 1
Term
Unit 0, 1 “Moi” (“Me”)
Autumn 1
Autumn 2
What are we studying?
During the first half term, students will have an introduction to the French language, by learning:
Greeting other people in French and introducing their selves. (verb s’appeler and the concept of conjugation by changing the ending of the verbs to mention the person (je m’appelle, tu t’appeles, etc).
Learning the numbers from 1 to 15, to be able to say how old they are and to say how are they feeling.
Grammar: learning the two most important regular verbs of the curriculum être (to be) and avoir (to have), and their conjugation at least in the 1st, 2nd and 3rd person of singular (je, tu ill and elle)
Unit 2, 3 (À l’école)
During this period, they will learn to talk about their school.
Vocabulary: school material, school subjects, the days of the week, numbers up to 31 and food.
Grammar: verbs aimer, adorer and détester – to like, to love, to hate-, and the gender of the words in French and the use of different articles such us the definite articles (un, une, des, le, las, l’, and les –a/an, and the) indefinite articles (du, de la, de l’, and des –some) and possessive articles (mon/ma, ton/ta, mes/tes - my, your)..
Pronounciation: sounds “v” and “b” in French French
Foundation set: Sesame 1 continued
Term
Unit 4 - Ma famille (My family)
Spring 1
Spring 2
Summer 1
Summer 2
What are we studying?
Students will learn to describe their families:
Vocabulary: family members and pets, words related to physical description, accessories as well as personal descriptions.
Grammar: verb être and avoir and, we will focus on the use of adjectives and the rule of agreement, where the adjective must match with the gender of the noun that is describing. Alsothe conjugation of the verb habiter avec (to live with)
Unit 4 Chez moi (At mine)
Students will learn how to express where they live and their houses:
Vocabulary: Learn the numbers from 31 to 100, types of houses, different rooms in the house, and pieces of furniture you can find in a bedroom as well as colloquial activities you can do in your bedroom/house.
Grammar: Reinforcement of the verbs habiter reposition dans (at), il y a (there is/there are) and the preposition of place (dans, sur, sous, devant etc. - In, on, under, in front of, etc)
Unit 5 Le corps (the body)
During this unt students will learn:
vocabulary: The arts of the body, the physical characteristics, how to express what does it hurt when they are ill, and different type of sports.
Grammar: We will learn to convert adjectives into their plural form, use the verb avoir to express that they have pain, and learnt the verb fair (to do) to express what sport they practice.
Pronunciation: we will emphasise on the defemination of an affirmative sentence, and exclamative one or a question.
Unit 6 Mes vacances (My holidays)
Student will learn to talk about where they go for holidays:
Vocabulary: Different countries and city (mostly from Europe and Francophonie countries), different places to go on holiday, ways of transport and vocab to talk about the weather.
Grammar: Verbs aller , rester and voyager and their full paradigm. Prepositions à, aux, en and dan (in, at). The structur il.../ il fait... / il y a du/des to talk about the weather.
French
Advanced set: Decibel 3
Term
Unit 0, 1,2
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
What are we studying?
Throughout the course of the term, the students will learn to talk about their first time back to school, after the holidays and to talk about their timetable. They will learn how to ask their classmates about their likes and dislikes.
They will also learn how to present and describe someone else and to talk about their own personality.
They will also learn to discuss past anecdotes that have occurred. They will learn the present and the past tense, ‘les mots intérogatifs’
Unit 3
Throughout the course of the term, the children will learn to discuss their emotions and their feelings. They will learn how to make recommendations and to give your opinion. They will learn about the planet and what the future entails for the planet. They will work in groups to present their findings and to present their poster to the class.
In terms of grammar, the students will learn ‘avoir besoin de’, ‘il faut/devoir+ infinitive tense
The future tense.
Unit 4
The children will learn how to situate themselves in a city and to describe the area they are in. They will also learn how to ask for directions and to create a text using the past tense. They will learn directional language.
They will learn how to use the pronoun ‘y’ and it’s uses in French, the imperfect tense as well as the passé composé. They will learn vocabulary about a city and ‘prépositions de lieu’.
They will learn the difference between quel(s) and quelle(s).
Unit 5
They will learn to talk about the household tasks and to talk about the role of help in the house. They will also learn how to express their anger and their indignation. We will continue this unit by learning to express how frequent an event is and how to thank others. They will be given vocabulary and there will be an assessment on this at the end of the unit.
Unit 6
Throughout the course of the half term, the children will learn to talk about social media and what it looks like in current day.
They will learn the vocabulary associated. They will also learn to compare different objects. Regarding grammar, the students will be looking at the comparative and the superlative and how the imperfect tense is constructed and built.
In this term, the students will continue to work on unit 6 and they will learn to talk about the past and talk about their childhood. Regarding grammar this half term, the students will be looking at using ‘plus personne’ the construction of verbs and the direct and indirect personal pronouns. They will then revise the entire year and recap what has been learnt throughout the year.
FLAM
Year 6 Curriculum Overview
The MODULE 1 focuses on developing key competencies in oral expression, reading comprehension, writing, and language study. Students are expected to recite texts with expression, understand and analyse mythological narratives, and produce written texts such as descriptive poems. Emphasis is also placed on vocabulary development, correct spelling of invariable words, and mastery of grammatical rules including verb conjugation and sentence structure The curriculum aims to strengthen the link between oral and written language, helping students to build a solid foundation in both comprehension and production of the French language.
How it will be assessed?
The programme includes end-of-unit assessments and follow-up assessments in spelling and conjugation to gauge and measure students' proficiency and progress, ensuring they develop strong reading and writing abilities, a deeper appreciation for literature, and improved expressive skills
The term will begin with an assessment called the évaluation diagnostique to identify specific areas for improvement
Students will be asked to write and present two book reviews per term
Term
What are we studying? Autumn
MODULE 1
Reading and Comprehension
Objective: Build reading comprehension skills through the analysis of literary texts, particularly mythological stories
Writing (Production of Texts)
Objective: Learn to write descriptive and creative texts, such as poems Language Study (Grammar, Spelling, Vocabulary)
Lexicon - Create lexical fields Use a dictionary effectively Goal: Acquire vocabulary knowledge and usage strategies
Spelling - Spell invariable words correctly Apply spelling rules (e g , m before b/p) Recognize and use grammatical homophones Goal: Master the relationship between spoken and written forms
Verb Grammar - Identify the verb in a sentence Find infinitive forms and verb groups Conjugate verbs in present and future indicative Goal: Understand verb functions and conjugation patterns
Sentence Grammar - Recognize types of phrases Agree noun phrases correctly Identify the subject of the verb Goal: Analyse sentence structure and components
What are we studying?
Spring MODULE 2
Language Study: The imperative form
Reading Comprehension: Creating mental images (Poems)
Written Production: Inventing a production sheet
Summer MODULE 3
Reading Comprehension: Guided reading of Piège sur le Tour de France by A. de Rougé
Language Study: The imperfect tense (L’imparfait)
Written Production: Imagining the continuation of a story
Geography
The Global Ecosystems topic will take the students to different parts of the globe to learn about the conditions and characteristics of the world’s biomes. Key concepts and terminology used in ecology will be introduced so that students build upon their knowledge of ecosystems with a more scientific perspective. A range of data will be utilised, providing groundwork in skills which are integral to the subject. This will allow students to begin to think critically in the latter part of the term about threats posed by various factors They will be encouraged to write descriptively and to explain their ideas
Topics covered throughout the year:
Global Ecosystems, Conservation & Sustainability, Earthquakes & Volcanoes Skills
Be able to interpret and describe a wide range of graphical data
Be able to explain using chain of reasoning how fundamental processes occur in both the physical and human environment
Be able to put forward arguments and justify stance
Be able to interpret a wide range of maps
Geography
Term
What are we studying?
Topic: Global Biomes
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Describing the characteristics and location of the major biomes, and how both plants and animals are adapted to live in these environments. The hot desert ecosystem: describing climate; plant and animal adaptations. Climate graphs.
Research HW: select a biome and research it.
Topic: Global Biomes (Continued)
Understand the connection between light, water and nutrients. To be able to explain the interdependence of biotic and abiotic components of an ecosystem. Terms such as primary producer, decomposer, secondary consumer.
Guam: Understand the problems associated with invasive species; using persuasive arguments.
Topic: Conservation
What humans have done to the planet (summary). ‘Conservation’ as a topic, plus examples of the forms conservation of the ecosphere can look like.
One example of conservation: ‘re-wilding’. An example of re-wilding: Blean Woods, Kent (UK).
Topic: Sustainability
Understanding the way our everyday actions have an impact on the planet. Climate change: The greenhouse effect. Climate change: The enhanced greenhouse effect. The ways that we pollute the atmosphere with CO2, and the ways we can reduce this. The life cycle of an everyday item.
Research HW: an everyday item of your choice and the impact it has on the planet.
Topic: Earthquakes and Volcanoes
Understanding the characteristics of Earth’s structure. Describe types of tectonic plates, their characteristics and location around the world, using examples.
To explain how earthquakes form at plate boundaries. Why humans live near volcanoes.
Geography,
Term
Summer 2
What are we studying?
End of year examination.
To understand how volcanic activity occurs at plate boundaries and describe the features of a volcano.
To be able to describe the threats volcanoes pose to humans using examples.
Harmony
These lessons are designed to teach children about the Principles of Harmony in Nature and the importance of keeping this harmony in balance The Principles of Harmony are Interdependence, Natural cycles, Diversity, Adaptation, Health, Geometry, and Oneness The subject is explored by pupils through inquiries of learning, reading, and discussing stories, explorative walks in nature, and creative activities These questions are linked with their syllabus content each half-term and learning is interdisciplinary with Art, Maths, English, and Science subject knowledge development
Themes by term will be:
Autumn: My Environment
Spring: My Health and the Environment
Summer: My Place in the World
What are we studying?
Autumn 1
Autumn 2
Cycles
Inquiry question: What is the life cycle of materials around us?
Students will learn about the life cycle of materials that will help them appreciate the journey of everyday objects from raw materials to disposal By understanding the life cycle of materials and their suitability for various applications, students can make informed decisions about the products they use and their impact on the environment
Adaptation
Inquiry question: What is Symbiosis? (The Art of Living Together)
Students will learn that symbiotic relationships are interactions between two different organisms living in close physical proximity They will explore that these relationships can be mutual, parasitic, or commensal to the organisms involved By observing these symbiotic relationships in nature and engaging in practical activities like making ink from oak galls, students will develop a deeper understanding of the interconnectedness of living organisms and the practical applications of natural resources
Harmony, continued
Term
Health
Spring 1
Spring 2
Summer 1
Summer 2
What are we studying?
Inquiry Question: How do our choices affect our health?
Students will learn about the circulatory system and how our bodies transport nutrients and water They will investigate the effects of diet and exercise and identify strategies to look after their health They will explore the healing power of words to support their mental well-being These lessons will empower them to make informed decisions that promote their physical and mental well-being
Interdependence
Inquiry Question: How can we use energy in a sustainable way?
Students will explore how can they use their body’s energy in a sustainable way and learn about the importance of allowing their body to regenerate They will learn about the energy of language, how do words/ tone make us feel By exploring the concept of renewable energy and engaging in practical activities, students will gain a comprehensive understanding of sustainable energy use, both in terms of personal health and environmental impact They will learn to appreciate the interconnectedness of their actions and the environment, fostering a mindset of sustainability and responsibility
Diversity
Inquiry Question: How carbon is important to all life on Earth?
Students will learn about carbon as the basic building block of all living organisms on Earth They will explore its importance by examining fundamental cellular, biochemical and energy storage processes Students will be introduced to the carbon cycle and develop an understanding of how it regulates Earth's climate and sustains ecosystems, while innovative thinking about carbon storage and use offers solutions to address climate change and transition to a more sustainable future
Oneness
Inquiry Question: How do I belong to my environment?
Students will explore how belonging to their environment involves developing a sense of connection, stewardship, and responsibility towards the natural world and the communities they are part of They will explore how evolution theory and the inheritance of genetic information explain the unity and diversity of life on Earth Through art, students will explore how local conditions cultivate a sense of belonging and influence the characteristics of a place
History
Year 6 Curriculum Overview
Throughout the year pupils will explore a range of topics that will allow them to develop the following:
Curiosity and awareness
Written and oral communication skills
Critical thinking
A sense of identity and belonging
Appreciation of change and continuity
Empathy and understanding through an understanding of human experiences at different times throughout the past
Term
Maya Civilisation
Autumn 1
Autumn 2
Summer and Spring
What are we studying?
Explore the Mayan civilisation within a global context. Pupils will find out who the Ancient Maya were and what they achieved Research what Maya homes were made of and what they were like. Find out how logograms and hieroglyphs were used
Maya Civilisation continued:
Discover the Copan Stairway and its hieroglyphs
Learn about the Maya numerals, their Maths system and the Dresden Codex. Make a Mayan Calendar and compare it to our own calendar.
Learn about the organisation of Mayan cities, study different types of buildings, and investigate aspects of daily Maya life.
Topics under review for spring and summer term. The emphasis will be on the development of key skills in history that will allow for a seamless transition into Y7. These will include chronological understanding, analysing cause and consequence and conducting source-based historical investigations.
Year 6 Curriculum Overview
Autumn Term 2025
we will cover the language and stories following the ISEB Latin KS2/3 syllabus from Nick Oulton’s Latin prep 1 with additional language material from Bob Bass’ Latin CE 1 Grammar Booklet The classes will have one lesson a week, with a focus on reading Latin and decoding the stories and mythology while building up a vocabulary knowledge to give them a foundation for English and other Romance languages they will go on to study There will also be lessons dedicated to exploring Roman culture through archaeological and source-based activities
Assessment:
There will be informal vocabulary quizzes as we reach a new chapter and to consolidate vocabulary at the end of a chapter
Term
Autumn 1
Autumn 2
Spring 1
Spring 2
What are we studying?
So you really want to learn Latin 1 Chapter 1 and 2 Language
Latin alphabet, punctuation and pronunciation word order and endings verbs: person endings present tense all conjugations nouns: declension, gender, case 1st and 2nd declensions
Latin Prep 1 Chapter 3-4
Prepositions with the accusative the infinitive expressions of time vocabulary
So you really want to learn Latin Chapter ch 4
Neuter nouns
Prepositions with ablative
Adjectives
Agreement of adjectives
Imperfect tense
Imperfect of ‘ sum ’
Chapter 5
Perfect tense
-er adjectives
Perfect tense of sum
Supines
Term
Summer 1
Summer 2
Term
Autumn 1
Autumn 2
Latin Prep 1 Ch 6:
What are we studying?
2nd conjugation perfects
Personal pronouns
Direct questions (who? Why? What? Where?)
3rd conjugation perfect tense
Latin Prep Chapter 7:
Ordinal numbers
4th conjugation
Irregular perfects
Culture and mythology
The Labours of Hercules
The Trojan War
The Travels of Odysseus
The Vindolanda tablets and roman writing
Odysseus returns home
The Story of Niobe
Roman Saturnalia
Spring 1
Romulus and Remus
Spring 2
Romulus and Remus and foundation of Rome
Summer 1
Romulus becomes king and early Rome
Summer 2
Atalanta and the Golden Apple
Year 6 Curriculum Overview
In the Autumn term, Year 6 students begin building a solid foundation in Mandarin Chinese, laying the groundwork for future GCSE study. They will develop speaking, listening, reading, and writing skills in a balanced and integrated way, while learning basic pronunciation rules and the fundamental strokes used to write Chinese characters. Students will begin working seriously with the textbook Jinbu 1, starting with Chapter 1: "嗨 Hi," where they will learn to count numbers, talk about age, and introduce themselves and others.
The curriculum also includes cultural exploration, as students discover key facts about China and its traditions. They will enjoy learning the legend of the Mid-Autumn Festival and create beautiful lanterns as part of this celebration. In addition, students will be introduced to popular Chinese children's songs, making language learning both educational and enjoyable.
Term
JB1 Ch1 Hi
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
What are we studying?
Investigating Chinese characters and Pinyin pronunciation
Counting up to 99 and learning simple characters
Talking about your age
Learning some basic greetings
Introducing yourself to others
Discovering China
JB1 Ch2 Family and home
Talking about family using measure words
Talking about your pets
Learning to say dates and months
Finding out about Chinese homes and families
Learning more about Chinese characters
Preparing celebration of the Chinese New Year/Spring festival
JB1 Ch3 Hobbies
Talking about what you do in your free time
Talking about what you like doing
Talking about sport
Learning the days of the week
Learning about young people’s hobbies in China
Learning more about Chinese characters
Revision and Exam
Maths
In the first half term, pupils will learn about: find rules by investigating number patterns and sequences complete written calculations complete mental calculations estimate answers by rounding use BIDMAS
revise formal written methods for long multiplication and long division construct triangles find angles in a triangle
How it will be assessed
In the second half term, pupils will learn about: use symbols to find missing numbers find the missing terms in a sequence use a function machine calculate powers and roots find Prime Factor Forms, Highest Common Factors, and Lowest Common Multiples simplify a fraction add and subtract fractions simplify ratios split into a ratio calculate a proportion use a ratio as a scale
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.
Autumn 1 Investigations With Numbers Calculations
Angles & Triangles
Spring 1
Summer 1
Congruent & Similar Shapes
Comparing Fractions, Decimals, & Percentages Finding Fractions of an Amount
Autumn 2
Number Puzzles Fractions Ratio & Proportions
Spring 2
Word Problems
Fractions of quantities
Distance/Speed / Time
Line Graphs
2D Shapes
Interior/ exterior angles
Summer 2
Percentages Calculations
Negative Numbers Transformations: Translation Reflection Rotation Formulae
Pie Charts & Tables Perimeter & Area 3D Shapes Averages
Organised physical activity is crucial for child development, contributing significantly to physical strength, growth, cognitive function, motivation, and social skills In Year 6, students will engage in two invasion games: football and netball
In football, pupils will further develop their comprehension of the fundamental skills necessary for participation in the sport This will encompass various methods for passing the ball, diverse techniques for shooting at the goal, and effective strategies for dribbling the ball throughout the playing area Additionally, students will focus on improving their agility in gameplay Through individual practice, partner exercises, and group activities, the children will enhance their knowledge of the sport via small-sided conditioned games
In netball, students will broaden their understanding of catching, throwing, and movement to facilitate participation in games Instruction will cover the basic positions, shooting techniques, and the different types of passes that can be employed in competitive situations
Term
Autumn
Spring 1
Spring 2
Summer 1
Summer 2
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
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
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 around students 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. Dance will move from ballet to a wider range of styles, and we believe this show will provide them with a great opportunity to develop their skills.
In Year 6, students have the exciting opportunity to work on a musical, combining the skills learned in their Dance, Music, and Drama lessons. They will build on the skills and confidence they gained in last year's production of Beauty and the Beast. Both Year 6 classes will work together with the Year 5 students to enhance the community feel of the project.
Throughout the year, there will also be numerous recitals and concerts, providing students with platforms to display their musical abilities and talents.
PSHE
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 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
Global citizen
Children's universal rights
Feeling welcome and valued
Autumn 1
Autumn 2
Choices, consequences & rewards
Group dynamics
Democracy
Anti-social behaviour
Role modelling
Relationships
Personal learning goals
Success criteria
Emotions in success
Spring 1
Spring 2
Making a difference in the world
Motivation
Recognising achievements
Compliments
Dreams & Goals
Personal learning goals
Success criterial
Emotions in success
Summer 1
Making a difference in the world
Motivation
Recognising achievements
Compliments
Summer 2
What are we studying?
Celebrating Difference
Perceptions of normality
Understanding disability
Power struggles
Understanding bullying
Inclusion / exclusion
Differences as conflict, difference as celebration
Empathy
Changing Me
Self-image
Body-image
Puberty & feelings
Conception to birth
Reflections about change
Physical attraction
Respect, consent & sexting
Boyfriends/Girlfriends
Healthy Me
Taking personal responsibility
How substances affect the body
Exploitation inc. county lines and gang
culture
Emotional and mental health
Managing stress
Science
Year 6 Curriculum Overview
The Year 6 Science Curriculum will cover Light, Particles, Living things and their habitats, Evolution and inheritance, Human Circulation and Health, and a mini-project consolidating chemistry skills
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
Light
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
What are we studying?
Pupils will examine how light appears to travel in straight lines and how a light source is required for us to see.
They will experiment using ray boxes and prisms to see how light travels from light sources to our eyes or from light sources to objects and then our eyes and how light is able to bend, through refraction.
They will be able to explain how shadows have the same shape as their objects and carry out experiments using mirrors, torches, prisms and magnifying glasses.
Particle Model of Matter
Solids, liquids, and gases
Changes of state
Simple particle diagrams
Solutions and solubility
Living Things and their Habitats
Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals.
Classify living things into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals.
Give reasons for classifying plants and animals based on specific characteristics
Evolution and Inheritance
Recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago.
Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents.
Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.
Potential fossil-hunting trip
Animals including Humans
Explore the structure and function of the human heart.
Plan an experiment to show how exercise increases our heart rate.
Investigate and understand that heart size and speed relate to age, fitness and activity and can be improved.
Identify and name the main parts of the human circulatory system, and describe the functions of the heart, blood vessels and blood.
Describe the ways in which nutrients and water are transported within animals, including humans.
Animals including Humans
Recognise the impact of diet, exercise, drugs and lifestyle on the way their body's function
Describe the ways in which nutrients and water are transported within animals, including humans
Chemistry Mini-Project – Oak Gall Ink & Mixtures
Hands-on project: Make and test oak gall ink (tannic acid + iron)
Concepts covered:
Reversible vs irreversible changes
Mixing and separating substances (filtration, evaporation)
Acids, bases, indicators (with natural dyes)
Real-world chemistry (historical inks, conservation, pH)