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 programme 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 programme 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
Year 6 Curriculum Overview
Clay Sculpture (BH)
Students will each complete a 3D sculpture of a head, based on the theme of the Chinese Terracotta army. They will use traditional clay sculpting techniques and tools, and learn how the anatomy of the skull and its proportions relate to individual facial features.
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.
English
The Year 6 curriculum is broad and covers a range of genres, interests and styles We start the summer term by reading the book ‘Holes’ and exploring character, setting and atmosphere The book covers themes of friendship, fate and perseverance – areas of special interest for the Year 6 pupil and beyond This is a longer unit of study which will prepare the children for their transition to year 7 and the demands of the KS3 curriculum
We then look at a variety of poems with a strong environmental theme from the anthology, ‘Poems from a Green and Blue Planet’ The unit will focus on a range of poetic features and language and their effect on the reader
After half term the children will enjoy a really interesting Non Fiction unit The children will discover more about Kings and Queens of Britain and write an information text about their chosen monarch In the final weeks of Year 6 the children will be involved in their end of year production but will also be reading and exploring poetry about themselves and their transition form Prep to Seniors
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
Northern Lights by Philip Pullman
Explanation Texts
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 Holes by Louis Sacher
What are we studying?
Summer 2
Poems from a Green and Blue Planet
Tony Robinson’s Kings and Queens by Tony Robinson
A Kid in My Class by Rachel Rooney, illustrated by Chris Riddell
Foundation group: Sesame 1
Advanced group: Decibel 3
This term, we have focused on learning how to situate ourselves in a city and describe the area we are in. We looked at asking for directions and learn directional language. We have also been studying the film “une vie de chat”. During the analysis, we focused on learning and using new tenses, the near future tense and we began using the perfect past tense. 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
Autumn 1
Autumn 2
What are we studying?
In the first half term, students will begin their French language journey using Décimel 1. They will focus on the following topics:
Students will learn how to greet others and introduce themselves in French, using the verb s’appeler and the concept of verb conjugation by changing the endings to match the subject (e.g., je m’appelle, tu t’appelles, etc.).
They will also practice numbers from 1 to 15, enabling them to talk about their age and express how they are feeling.
In terms of grammar, students will focus on the two most essential regular verbs in the curriculum, être (to be) and avoir (to have), and will learn to conjugate them in the 1st, 2nd, and 3rd person singular (je, tu, il/elle).
During this period, we will continue with Décibel 1 and focus on learning how to talk about school. Students will expand their vocabulary to include school materials, school subjects, the days of the week, numbers up to 31, and food. They will also practice using the verbs aimer (to like), adorer (to love), and détester (to hate). In terms of grammar, students will learn about the gender of nouns in French and the use of different articles, including definite articles (un, une, des, le, la, l’, les), indefinite articles (du, de la, de l’, des), and possessive articles (mon/ma, mes/tes). At the end of the term, there will be an assessment to review their progress.
Pronounciation: sounds “v” and “b” in French French
Foundation set: Sesame 1 continued
Term
Spring 1
Spring 2
Unit 4 - Ma famille (My Family)
Summer 1
Summer 2
What are we studying?
In this unit, students will learn how to describe their families. They will expand their vocabulary to include terms for family members and pets, as well as words related to physical appearance, personal descriptions, and accessories.
In grammar, they will revisit the verbs être (to be) and avoir (to have) and focus on using adjectives, learning the rule of agreement, where adjectives must match the gender of the nouns they describe. Additionally, they will learn to conjugate the verb habiter avec (to live with).
To reinforce their learning, students will complete weekly spelling tests throughout the unit.
Unit 4 - Ma famille (My Family)
In this unit, students will learn how to talk about their families. They will build their vocabulary with words for family members, pets, physical descriptions, accessories, and personal traits.
In grammar, they will continue practicing the verbs être (to be) and avoir (to have), while focusing on the rules of adjective agreement, ensuring adjectives match the gender of the nouns they describe. They will also learn to conjugate the verb habiter avec (to live with). We will continue with weekly spelling tests, and there will be an end-of-term assessment to review their progress.
Unit 5 Le corps (the body)
During this unit 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.
10
FLAM
Modules 3 and 4
In these modules, pupils will strengthen their verb grammar by learning to conjugate in the imperfect and past simple. They will also work on spelling rules, focusing on adjective agreements, plural forms, invariable words, and imperfect tense endings. In vocabulary, they will learn to recognise word families, while grammar lessons will help them identify verb groups and complements. Reading comprehension will focus on extracting explicit and implicit information and interpreting literary texts. In writing, they will practise structuring a short narrative with coherence and correct spelling. For oral language, they will memorise and recite a poem with expression, choosing between "Melancholia" by Victor Hugo and "Une baleine à bicyclette" by Claude Roy.
Module 5
Pupils will deepen their grammar skills by learning to recognise and use sentence complements and identify adverbs. In spelling, they will focus on invariable words, words with [in] sounds, adverbs ending in -ment, and verb endings (-é, -er, -ait). In writing, they will explore dialogue structure, while in vocabulary, they will practise adding prefixes and suffixes to create word families, using verbs of dialogue, transforming direct speech into indirect speech, and recognising different language levels. Reading comprehension will focus on understanding dialogue features, while verb grammar will cover the passé composé and past/present participles. For oral language, they will choose a poem to interpret from "Le Glacier" by B. Clavel or "Le Rhume de l’ours" by A. Hajnal, and for oral reading practice, they will read "Les Chaussettes de madame Michat" by Bernard Friot aloud.
How it will be assessed?
The programme includes follow-up assessments 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. To help students revise their conjugation and spelling, short tests will be scheduled one week in advance.
Students will be asked to write and present two book reviews this term: 12th May and 23rd June.
Term
Autumn 1 and 2
What are we studying?
MODULE 1
LECTURE : Comprendre un texte mythologique - Identifier les éléments exacts du texte ORTHOGRAPHE : Savoir orthographier tous les mots invariables du module 1 - Connaitre la règle m devant m/b/p - Savoir orthographier les homophones grammaticaux : a/as/à – et/est – son/sont – ou/où – on/ont - Reconnaitre les types de phrases LEXIQUE : Savoir utiliser un dictionnaire - Savoir créer un champ lexical GRAMMAIRE DU VERBE : Identifier les verbes conjugués - Donner l’infinitif du verbe et son groupe - Savoir conjuguer les verbes des 3 groupes au présent et au futur GRAMMAIRE : Reconstituer des phrases en utilisant ses connaissances sur l’accord dans le groupe nominal LANGAGE ORAL : Connaitre le poème « L’Arbre » et proposer une interprétation
Spring 1 and 2
MODULE 2
Summer 1
Summer 2
What are we studying?
GRAMMAIRE : Identifier les classes de mots – Reconnaitre et construire des phrases simples et complexes – Identifier et écrire des phrases affirmatives et négatives - Identifier et construire une phrase avec des compléments de phrase (lieu, temps, manière) - Savoir accorder un groupe nominal, trouver le sujet du verbe et ponctuer une phrase. LECTURE ET COMPRÉHENSION DE L’ÉCRIT : Lire et comprendre un récit mythologique mettant en jeu un type de héros, découvrir des œuvres mettant en scène des types de héros, comprendre les qualités et valeurs qui caractérisent un héros, s’interroger sur les valeurs socioculturelles et les qualités humaines dont il est porteur, sur l’identification ou la projection possible du lecteur. ORTHOGRAPHE : Savoir orthographier des mots invariables – Savoir écrire les mots avec des graphies en (eu), (eau) et (au) et les accorder – Savoir orthographier des homophones grammaticaux (quel-s, quelle-s, qu’elle-s). GRAMMAIRE DU VERBE : Savoir conjuguer au présent de l’impératif - Savoir passer du mode infinitif au mode impératif et inversement. ÉCRITURE : Organiser une fiche de fabrication d’un objet. LEXIQUE : Identifier un champ lexical et trouver un mot de sens générique. LANGAGE ORAL : Dire un poeme en mettant le ton (L’Invitation au voyage de Charles Baudelaire) LECTURE ORALE : Lire un texte à haute voix en mettant le ton (texte au choix dans les annexes du module 1 et 2).
MODULES 3 et 4
GRAMMAIRE DU VERBE : Savoir conjuguer à l’imparfait et au passé simple. ORTHOGRAPHE : Connaitre les accords avec l’adjectif et le pluriel des mots – Connaitre les mots invariables et les terminaisons de l’imparfait. LEXIQUE : Reconnaitre des familles de mots. GRAMMAIRE : Identifier le groupe verbal et le complément du verbe. LECTURE ET COMPRÉHENSION : Comprendre un texte, prélever des informations explicites et implicites – Comprendre un texte littéraire et l’interpréter ÉCRITURE : Rédiger un court texte en respectant le schéma narratif (forme du récit, cohérence du texte et orthographe). LANGAGE ORAL : Dire un poème de mémoire avec expression. (Melancholia de Victor Hugo, Une baleine à bicyclette de Claude Roy).
MODULE 5
GRAMMAIRE : Reconnaitre et utiliser les compléments de phrase - Repérer les adverbes. ORTHOGRAPHE : Savoir orthographier des mots invariables – Savoir écrire les mots avec des graphies en [in] - Savoir orthographier des adverbes en –ment à partir d’un adjectif – Savoir distinguer -é, -er, -ait à la fin d’un verbe. ÉCRITURE : Connaitre les caractéristiques du dialogue. LEXIQUE : Savoir ajouter des préfixes/suffixes pour créer une famille de mots – Savoir utiliser les verbes du dialogue – Savoir transformer un discours direct en discours indirect – Identifier et utiliser différents niveaux de langue des mots. LECTURE ET COMPRÉHENSION : Lire et comprendre un texte et connaitre les particularités du dialogue. GRAMMAIRE DU VERBE : Savoir conjuguer au passé composé - Connaitre les participes passés et présents. LANGAGE ORAL : Comprendre et interpréter un poème au choix entre Le Glacier de B. Clavel ou Le Rhume de l’ours de A. Hajnal. LECTURE ORALE : Lire à haute voix le texte Les Chaussettes de madame Michat de Bernard Friot.
Geography
Year 6 will focus mainly on tectonics, but with some extra attention given to maps, particularly world maps, including location skills
The students will be introduced to a range of foundational knowledge in the field of earth science, including considering what we know about the structure of the earth, how and why the plates move, and what causes earthquakes and volcanoes
We will locate some of the world’s most seismically active regions, and where there are active volcanoes and why There will be an opportunity for students to find out more at home and bring their knowledge into lessons for their peers By focusing more heavily on volcanoes than earthquakes, there should be greater opportunity to engage with the dangers and benefits of living near to volcanoes, and gain greater insight into why eruptions can differ so wildly
Assessment
Students will be asked to produce the results of some online research at home on a volcanic eruption of their choice
There will be an end of year assessment, which will include questions of a range of lengths, covering the content taught in the Spring and Summer terms This will include 1-, 2-, 4- and 6-mark answers, some knowledge recall and some resource-response questions
Geography
Term
Autumn 1
Autumn 2
What are we studying?
Continents and oceans
Topic: Global Biomes
Describing the characteristics and location of the major biomes Climate graphs – what they show and how to read data from them Hot deserts: the climate, diurnal changes and some adaptations in desert animals. Assessment: research slide (a biome)
Topic: Global Biomes
Invasive species; examples from Guam
Understand the connection between light, water and nutrients (producers) Biomass; food chains
To be able to classify biotic components of an ecosystem into producer, consumer, decomposer.
Assessment – knowledge and understanding
Conservation methods Re-wilding
Topic: Sustainability
Spring 1
Spring 2
Summer 1
The concept of ‘sustainability’ Concepts such as ‘climate change’, ‘the greenhouse effect’ and our ‘carbon footprint’. Types of pollution
Topic: Sustainability
How everything we use is derived from natural resources; thinking about where they come from and the environmental impact.
We will look at some examples of things we (individuals) and large organisations can do to be more environmentally-friendly, Exploring the inter-connections in our material lives within a global economy.
Topic: Tectonic Hazards
Understanding the history of Earth’s formation and the characteristics of its structure. Clues to continental drift.
Describe types of tectonic plates, their characteristics and location around the world, using examples.
To explain how earthquakes form at plate boundaries
To understand how volcanic activity occurs at plate boundaries and describe the features of volcanoes.
Term
Summer 2
What are we studying?
Topic: Tectonic Hazards
To be able to describe the threats volcanoes pose to humans using located examples, including lava, gases, ash, pyroclastic flows, lahars and jokulhaups.
To understand, with reference to examples, how active volcanoes shape the human geography of areas.
To understand and evaluate different ways humans can limit the impact of volcanoes.
Harmony
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 | My Environment Spring | My Health and the Environment Summer | My Place in the World
Term
Autumn 1
What are we studying?
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
This term Year 6 will cover Crime and Punishment. In this capacity they will learn when laws originated; how they are used in dealing with crime and punishment and why they are important in modern society.
Pupils will be taught the following skills:
Be curious and ask logical questions.
Explain and inform by writing and speaking well.
Search for clues in texts, documents and images.
Develop keen judgement and make reasoned decisions.
Find and retrieve evidence in both primary and secondary sources.
Develop empathy by putting yourself in someone else’s shoes.
Term
Maya Civilisation
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
What are we studying?
Look at the Mayan civilisation within a world-wide context.
Pupils will find out who the Ancient Maya were, who they were and what they did.
Research what Maya homes were made of and what they were like.
Find out how logograms and hieroglyphs were used and use them to write and draw their names.
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 life.
World War II
Experience the war events through the eyes of a child.
Discover the events that led to the outbreak of World War II.
Learn about the Dunkirk evacuation, inspired by the story of Little Ships by Louise Borden.
Learn about the threat of German invasion in the summer of 1940 and how this led to the Battle of Britain over the skies
World War II continued
Learn the reasons why the evacuation happened and where the children were sent to live. Discover what children were told to pack and how they prepared for life as an evacuee.
Learn about food rationing.
Research D-Day Landings and the events leading up to the end of the war. Write coded messages.
Crime and Punishment
Learn about the development of the rule of law in Britain from 1066 to present day.
Make a timeline of developments in crime and punishment.
Research criminals from the past, what their crimes were and the evidence against them.
Crime and Punishment continued
Learn about the different kinds of criminal courts that people could face from the Anglo- Saxon times to present day.
Learn about how the police were formed in the 18th century and how their job has changed over the years. Research the different jobs police officers do.
Year 6 Curriculum Overview
This term, year 6 will be consolidating translating simple sentences using masculine and feminine nouns with present and imperfect tense verbs from the first four conjugations They will also look at the verb ‘to be’ with masculine, feminine and neuter nouns from the first and second declension Some may progress onto nouns with accusative and ablative prepositions We will also be exploring some of the stories from Homer’s Odyssey in Latin and in translation
Term
Autumn 1
Autumn 2
Spring 1
Spring 2
What are we studying?
Life in Vindolanda
Minimus Chapter 1: Meet the family
Members of the family and pets
Write your family profile in Latin Myth of Medusa
Roman Houses and using adjectives
Roman food and dining: create a Roman menu
Animalibus: Describing animals in Latin Myth of Perseus
Saturnalia and Latin seasons greetings cards
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
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
Term
Summer 1
Summer 2
What are we studying?
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
Myths and monster’s posters: Create your own myth, hero, monster and quest
Roman and Greek theatre Making theatrical mask
Mandarin
During the Summer term, Year 6 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.
Term
Autumn 1
Autumn 2
Unit 1
Learn Chinese spelling - Pinyin
Practice basic strokes
Learn numbers
Learn basic greetings
Practise the characters
Revision and test
Unit 2
Learn the days of the week
Spring 1
Spring 2
Summer 1
Summer 2
Learn to talk about age
Telephone number
Talk about family members
Self - introduction
Talk about occupation
Unit 3
Talk about time
Talk about daily routine
Means of Transport
Learn about colours
Talk about clothing
Body and song Revision and Exam
What are we studying?
Maths
In the first half term, pupils will learn about:
Measuring and constructing angles
Calculating missing angles
Calculating averages
Drawing and interpreting bar charts
How it will be assessed
In the second half term, pupils will learn about:
Solving proportion problems
Calculating fractions of an amount
Converting between fractions, decimals, and percentages
Calculating probabilities
HHalf-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.
Autumn 1
Reviewing adding, subtracting, multiplying, and dividing
Negative numbers
Order of operations
Algebraic expressions
Autumn 2
Formulae Equations
Time and timetables
Metric Units
Spring 1
Summer 1
2D Shapes
Perimeter and Area
Co-Ordinates
Spring 2
Angles Handling data
Proportion
Summer 2
Factors and Multiples and Primes
Fractions
Brackets in algebra
Fractions, Decimals, and Percentages
Probability
During the Summer Term of 2025, Year 6 students will engage in outdoor activities as part of their Physical Education (PE) curriculum, with a primary focus on enhancing their athletic skills This initiative aims to promote enjoyment, participation, and achievement in athletics, culminating in a Sports Day during the final half term
Students will be introduced to fundamental techniques for running, jumping, and throwing, alongside an understanding of the basic rules that govern each event They will differentiate between short-distance sprints and long-distance running, acquiring insights into the specific skills required for each discipline The curriculum will encompass a blend of individual and team activities, including relay races
Furthermore, students will participate in cricket, where they will cultivate essential skills in bowling, batting, and fielding
The curriculum underscores the importance of enjoyment in sports and encourages students to adopt an active lifestyle A significant focus will be placed on the setting and achievement of personal goals related to their performance, such as 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
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
This term, Year 6 students have the exciting opportunity of working on a Musical. Which this year will be ‘Beauty and the Beast Junior’ performed on Thursday 15th 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
Throughout the year, there will also be numerous recitals and concerts, providing students with platforms to display their musical abilities and talents.
PSHE
We begin PSHE across the Prep by exploring the topic of Healthy Me. In this capacity we will look at taking responsibility for their own health; knowing what it means to be emotionally well; how to make choices that benefit their own health and well-being; knowing that some people can be exploited and made to do things that are against the law and understanding why some people join gangs and the risks associated.
Changing Me. In the second half we will learn to develop self-esteem and be able to explain what happens to my body during puberty. We will learn how babies are born and understand how respect for one another is essential, when boys and girls develop healthy relationships and how to cope with peer pressure. We will look also look at self-image and how to deal with negative attention and how to be assertive when appropriate.
Please note that you can request any lesson resources for PSHE at any time if you would like to look at how a particular topic is taught. We aim to make all PSHE sessions as relevant to the students and their current needs and concerns, therefore out content is changeable, and suggestions and feedback are welcome at any time from students and parents.
How it will be assessed
PSHE lessons are predominantly discussion based, with some written tasks for deeper comprehension and application. 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.
studying?
Being Me in my World
My year ahead
Autumn 1
Spring 1
Summer 1
Being a global citizen
Our learning charter
Relationships
Mental health
Love and loss
Power and control
Being online and using technology responsibly
Healthy Me
Taking responsibility for my health and well-being
Drugs
Gangs
Emotional wellbeing and managing
stress
Autumn 2
Spring 2
Summer 2
we studying?
Celebrating Difference
Am I normal?
Understanding difference
Why Bully?
Celebrating differences
Dreams and Goals:
Personal learning goals
Steps to success
My dreams for the world
Helping to make a difference
Changing Me: Self-image
Puberty
Babies – conception to birth
Adolescent friendships
Science
This term we will focus on Animals including Humans and, in this capacity, we will focus on internal organs of the body, specifically the heart Children will conduct experiments to show how our heart rate increases with exercise and learn about the circulatory system and the effects of drugs and other substances on our body
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 year ’ s 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.
Electricity
Learn about the components in a circuit and how these can affect how the components function.
Test circuits using a variety of components.
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.
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.
Animals including Humans
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.
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.