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 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
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
Learning about some of the Greek Myths, pupils will make art in response to the story of Theseus and the Minotaur, the Trojan Horse, the Twelve Labours of Hercules. Pupils will learn about the importance of Roman pottery and use clay to make a traditional Roman game and a pot inspired by the Roman face pots discovered throughout the UK by archaeologists.
Term
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
What are we studying?
African masks: Studies of different parts of Sub-Saharan Africa and the different types of masks, detective skills in looking for clues in shape, pattern, texture, material Symmetry, drawing, printing, developing skills in papier mâché construction
African masks continued: Pupils will develop portraiture skills though follow up studies to the mask project, looking at artists who have been inspired by African masks, the Primitive art movement, Picasso, Matisse
Greek Myths: Learning about some of the Greek Myths, pupils will make art in response to the story of Theseus and the Minotaur, the Trojan Horse, the Twelve Labours of Hercules
Romans: Pupils will learn about the importance of Roman pottery and use clay to make a traditional Roman game and a pot inspired by the Roman face pots discovered throughout the UK by archaeologists
Textiles: Weaving Pupils will learn about the Bauhaus designers Joseph and Anni Albers and learn about the symbolism of African Kente cloth Learning how a loom works and creating their own cloth on a box loom
Drawing / painting: Pupils will look at the work of Mary Fedden to inspire drawings and paintings which represent memories of special places
Découverte du Monde (Discovering the World)
In the Year 4 Spring Term, students will explore key concepts in both History and Geography. Pupils will apply their knowledge to real-world contexts, developing critical thinking and inquiry skills through hands-on activities and investigations.
History
The pupils will learn about Greek heroes and myths. Each week they will study a new story and will especially spend time on the Trojan War and the Odyssey, Ulysses' journey. We will learn about Ancient Greece, artefacts, and their way of life. We will talk about the difference between Sparta and Athens. We will discover what is a democracy Ancient Greece as well as the society and punishment. Finally, we will learn about the Roman Empire, their religious beliefs, and the gods and goddesses they worshipped as well as their language (Latin) and first newspaper.
Geography
Year 4 will learn about the different climates of the world and how to differentiate them. They will study the weather forecast and climates (tropical, dry, mild, continental, and polar). Learn about the natural disasters (tsunami/floods, earthquakes/volcanoes, tornadoes/hurricanes, snowstorms/wildfires). After the half term, the children will study natural disasters and what causes them. Finally, they will discover what are the features of a river and describe English and French rivers.
Découverte du Monde, continued
Term
Autumn 1
Autumn 2
Spring 1
What are we studying?
We will discover the Ancient Greek civilisation and their myths. We will discover geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a regional differences in Europe and North and South America. We will identify the position of and explore the significance of latitudes, longitudes, the equator, the northern hemisphere, and the southern hemisphere.
We will discover the Olympic games and their origins and the associated Olympian Gods. We will explore the world’s countries, using maps to focus on geographical areas of interest in Greece, Germany and Italy, as well as exploring their human geography.
Learn about Ancient Greece: artefacts, the way of life in Ancient Greece and the development of democracy. We will talk about the difference between Sparta and Athens.
Spring 2 In Geography, we will learn about the weather forecast and climates as well as natural disasters.
Summer 1
Summer 2
We will learn key facts about the invasion of Britain, why Romans built new roads in Britain and how/where, who Emperor Hadrian was and how he built the wall defending the northernmost point of the Roman Empire. Pupils will make presentations on the geographical knowledge they have learnt.
Using the graphic novels ‘Asterix and Obelix’ by Goscinny and Uderzo to talk about: Alesia, druids, menhirs, the Roman army, Roman Gaul (France) and Roman monuments. Pupils will compare feature between the Roman and civilisation of the Gauls.
English
The Spring Term will begin by exploring a range of traditional tales We will look at different versions of The Princess and The Pea and the way authors can change character and plot and add twists and surprises. The children will be learning how to use fronted adverbials to add depth and interest to their writing. We then move on to a wonderful unit based on the book, ‘Little Mouse’s Big Book of Fears’ by Emily Gravett. We look at a range of recounts with the aim to write their own based on their own fears.
Just before half term break, Year 4 will read and enjoy a range of poetic styles which will include kennings and list poems. The children will explore a variety of poetic devices which include similes, alliteration and onomatopoeia. We start the second half term by reading a variety of books which raise concerns about the environment around us. We look at a beautiful story called The Great Kapok Tree by Lynne Cherry. The story is set in the Amazon Rainforest and explores issues linked with conservation. The children will be writing their own stories and will be using a variety of the skills they have been learning – dialogue, expanded noun phrases and fronted adverbials.
Year 4 will then move on to reading and writing a range of nonfiction reports. The focus will be Wolves, and we will be looking at the story ‘Wolves in the Walls’ and nonfiction texts on the topic of wolves. The children will be investigating all the different features of report writing and using them in their own writing – clear introductions, subheadings, succinct but technical language, use of adverbs and conjunctions. The final unit in Year 4 explores a range of narrative poems – funny ones by Michael Rosen and descriptive ones from an anthology called The Works chosen by Paul Cookson. They will perform them to an audience as well as write their own.
How it will be assessed
Assessment will be through daily marking and feedback Through discussion and questioning At the end of each unit the children will be writing in the style of the author or poet they have been reading There will also be informal assessment of writing, reading and SPaG at the end of each term
Term
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
What are we studying?
Read a range of fables (Rosen's Aesop's Fables) explore dialogue through drama, debate moral messages and write letters using extended sentences. Finally children write fables. Get creative with The Usborne Complete Book of Art Ideas, exploring instructions & explanations. Study possessive apostrophes and pronouns. Invent and introduce an art machine. Cats and Dogs – explore narrative poems.
Read the hilarious How to Train Your Dragon, exploring plot, character, setting & style. Study pronouns, dialogue punctuation and adverbials. Write a new chapter.
Amazing architecture, world landmarks and influential architects inspire this block. Using Cool Architecture (Simon Armstrong) as a starting point, read and write stimulating reports. Revise extending sentences with conjunctions and use apostrophes for possession.
Read, discuss, learn and perform some fantastic poems from the Puffin Book of Utterly Brilliant Poetry.
Use versions of Princess and the Pea to explore, compare and write fairytales with a twisted point of view. Study dialogue, tense, pronouns. Role-play, write and perform playscripts. Explore recounts through Little Mouse’s Big Book of Fears (Emily Gravett), After the Fall (Dan Santat),The Dark (Lemony Snicket). Study adverbials and possessive apostrophes. Poetry – List poems, kennings. Explore devices such as similes, alliteration and onomatopoeia.
Using rainforest stories, explore the issues confronting indigenous peoples and the environment. Create own stories and learn to correctly use the perfect form and paragraphs.
Read Wolves in the Walls (Gaiman) and Wolves (Gravett) for features of non-chronological reports. Use adverbs, prepositions and conjunctions of time/cause. Produce reports.
Explore narrative poems – You wait Till I’m older by Michael Rosen and other poems in The Works chosen by Paul Cookson.
The children will enjoy a collection of wonderful stories from Africa - Mufaro’s Beautiful Daughters, The Pot of Wisdom and African Tales. Write Ananse stories using extended sentences. Explore issues around animals in captivity, reading texts including Zoo by Anthony Browne and Rainbow Bear by Michael Morpurgo. Study adverbials and expanded noun phrases. Using the lovely book ‘ I am the Seed that Grew the Tree’ Year 4 will enjoy reading and choosing poems, comparing and analysing, then writing. Study fronted adverbials and possessive apostrophes, all in the context of a poem for every day of the year.
Read The Butterfly Lion over the course of several days, using the opportunity to discuss, compare and analyse it. Perform role-play, write dialogue, use adverbials, and finally produce a new chapter for the book. Explore recounts using biographies from the civil rights movement: Henry’s Freedom Box and the story of Rosa Parks' life. Use dialogue punctuation, apostrophes and paragraphs.
French
Year 4 Curriculum Overview
Spring Term 2025
The children will be learning from a textbook called ‘Passe-Passe 3’ which breaks down the content into six different units This book offers a very active type of learning with many opportunities for children to learn through games, songs, movements and art. This multi-sensory approach allows children to communicate and grow as they are learning a new language.
How it will be assessed
The four skills (reading, writing, listening and speaking) will be alternatively assessed. There will be a test at the end of each unit for all the skills except speaking that is carried out as a formative assessment throughout the year. There will be vocabulary and French spelling tests weekly.
Term
Autumn 1
Autumn 2
Spring 1
Spring 2
What are we studying?
This term, the children expanded their language skills through a combination of Passe-Passe 2 and Passe-Passe 3. In Autumn 1, they practiced French greetings and began using -er verbs in the present tense. They explored how to describe their family using possessive adjectives such as mon/ma, ton/ta, and son/ses. The children also reviewed colours and analysed a poem featuring similes involving colours, which enhanced both their vocabulary and their creative expression. They learned to describe pet animals, focusing on proper adjective agreements, and explored vocabulary related to school subjects.
Building on their progress in Autumn 1, the children explored vocabulary related to different jobs and school objects. They had their first introduction to the conditional tense when learning how to express aspirations, using phrases such as je voudrais être (I would like to be). They also learned how to describe their school day using reflexive verbs. To conclude the term, the children developed their writing skills by creating Christmas cards in French, which helped consolidate their learning in a festive and creative way.
Building on their learning from Autumn, the children will focus on practical language skills and cultural knowledge. They will learn how to state a person’s place of origin and nationality, incorporating vocabulary for countries, cities, and nationalities. They will practice asking about and discussing schedules and times, learning how to tell the time in French (l’heure). Additionally, they will work on expressing their needs and asking for permission using phrases such as je veux and est-ce que je peux. The children will also explore vocabulary related to sports, enabling them to discuss their interests and activities. Throughout the term, the children will complete weekly spelling tests to reinforce key vocabulary, and their progress will be assessed with an end-of-term assessment.
In Spring 2, the children will continue to expand their skills with new concepts and vocabulary. They will develop the ability to describe clothing in detail, focusing on key vocabulary and adjectival agreements. They will learn how to give directions using the imperative form and will practice talking about their daily habits and routines, incorporating reflexive verbs and time expressions to describe regular activities. As in Spring 1, there will be weekly spelling tests to reinforce learning, culminating in an end-of-term assessment to evaluate their progress.
Summer 1 Continuation of Passe-Passe (units tbc)
Summer 2 Continuation of Passe-Passe (units tbc)
FLAM
This term, students will engage in various activities to develop their reading, writing, and grammar skills while exploring diverse literary and linguistic themes.
Written Comprehension and Production: Students will learn to write and understand recipes, letters, and theatrical texts, focusing on structure and clarity.
Grammar: Key concepts include verb endings in the imparfait, present, and future tenses, the agreement of adjectives, and identifying and constructing noun phrases (groupes nominaux).
Vocabulary: Exploration of word families will help expand their understanding of how words are related and their usage in context.
Recitation: Students will memorise and recite two poems, Les Hiboux and Le Corbeau et le Renard.
Students will be asked to write and present two book reviews this term: 20th January and 17th March
Autumn 1
Spring 1
Compréhension et production écrites : le texte documentaire
Ponctuation
Orthographe : mots invariables
Conjugaison : situer une phrase dans le temps
Récitation : Réunion de famille
Autumn 2
Compréhension et production écrites : le récit
Production écrite : inventer une histoire en s’inspirant d’un texte
Identifier le verbe conjuguéConjuguer ‘avoir’ et ‘être’ au présent
Les pronoms sujets et groupes nominaux
Récitation : La Grenouille aux souliers percés
Summer 1
Compréhension et production écrites : la recette de cuisine
Les terminaisons à l’imparfait, au présent et au futur
Les familles de mots
Récitation : Les Hiboux
Compréhension et production écrites : le poème
Le pluriel irrégulier de certains noms
La classe des mots (verbe, adjectif, nom, déterminant)
Comprendre des mots du lexique spécifique
Identifier la structure d’un texte
Spring 2
Summer 2
Compréhension et production écrites : la lettre et le texte théâtral
L’accord de l’adjectif
Les groupes nominaux
Récitation : Le Corbeau et le Renard
Compréhension écrite : Textes littéraires
Les synonymes - Les homophones grammaticaux
Écrire une histoire structurée et cohérente
Récitation : Écrire à tout venant
Francophone Culture
We are excited to introduce a new aspect of our French curriculum to complement our French immersion program with a Francophonie culture lesson. Learning about Francophonie at school has many benefits for students. It helps them understand and appreciate the cultures, traditions, and histories of French-speaking countries around the world. This knowledge can make students more open-minded and aware of global diversity, which is important in today's world. It will help them appreciate the richness of the French language beyond France, recognising its influence in places. In Year 1 we will learn about France, in Year 2 about Belgium, in Year 3 about Canada and in Year 4 various African nations.
In Spring term, Year 4 will explore the vibrant traditions of Francophone Africa through cuisine, celebrations, arts, and culture. In the first half-term, students will learn about traditional dishes, market culture, and major celebrations, incorporating storytelling, music, and dance. The second half-term focuses on African arts, including textiles, music, fashion, and proverbs, all while building their French language skills.
Maths
In the first half term the pupils will learn about:
Unit and non-unit fractions of amounts
Equivalent fractions; simplest form; +/-
Times tables: x/÷ facts
Times tables revision: factors & multiples
Drawing circles, studying polygons, e.g. triangles
Co-ordinates: drawing polygons
Consolidating one-place decimal numbers
Rehearsing equivalence: fractions/decimals
Decimals: x/÷ by 10/100; +/- 0.1
How it will be assessed
In the second half term the pupils will learn about:
Adding money using column addition
Column addition: 3 or more 2-digit nos
Subtraction strategies; written methods
Grid multiplication: vertical layout
Division: chunking with remainders
Lines of symmetry: identifying and constructing Angle types; properties of polygons
A written assessment covering the subjects that have been studied in that term. In addition, informal oral assessment takes place in lessons throughout the term to consolidate and assess depth of understanding.
are we studying?
Place value of 3 and 4 digit numbers
Autumn 1
Addition and subtraction
Telling the time
Drawing line graphs
Fractions – evaluating equivalent fractions
Factors and multiples
Drawing circles and polygons
Plotting co-ordinates
Spring 1
Consolidation of knowledge of 1 place decimals
Equivalent decimals and fractions
Multiply and divide decimals by powers of 10
Autumn 2
Spring 2
studying?
Calculating with powers of 10
Mental addition and subtraction
Doubling and halving
Grid multiplication Division
Adding money using column addition
Addition and subtraction of decimals
Multiply multiples of 10, 100, and 1000
Division - “chunking” with remainders
Lines of symmetry
Types of angles
Properties of polygons
Summer 1
Rounding numbers
Negative numbers in temperature
Roman numerals
Measure in m, cm, and mm
Use SI units
Construct bar charts
Consolidate knowledge of decimal and fraction equivalents
Factors and multiples
Applying formal methods to multiplication problems
Summer 2
Areas and perimeters of rectilinear shapes
Applying formal methods to addition and subtraction problems
Further equivalent decimals and fractions
In the spring term of 2025, Year 4 students will focus on gymnastics and hockey.
In Gymnastics, students will work with mats and basic equipment to practice and enhance their movement skills, including jumps, rolls, balances, and navigating spaces. They will start to learn a wider variety of movements, such as straddle, pike, arch, dish jumps, scissor, and cat leaps. Through partner work, they will improve their flexibility, strength, technique, balance, and control, ultimately creating and performing a cohesive sequence of movements to present to their classmates.
Moreover, the children will become acquainted with the essential rules of hockey and begin practicing key skills such as dribbling, passing, and shooting. These skills will be utilised in engaging mini-games, reinforcing the teamwork principles introduced in the previous term.
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
In ballet the students will follow the Royal Academy of Dance syllabus using this to help them develop their technique, musicality and performance.
In music, students will explore the folk music of Britain, and learn about its cultural importance. Students will develop understanding of the history of aural tradition and learn a variety of folk tunes and songs by ear in different tonalities and time signatures.
In drama, the students will prepare a performance of ‘The Happy Prince’ in French as part of a school production.
Throughout the year, there will also be numerous recitals and concerts, providing students with platforms to display their musical abilities and talents.
PSHE (Personal, Social, Health and Economic Education)
This term we are moving on to our ‘Relationships’ and ‘Changing Me’ topics. We will begin by thinking about different emotions and experiences in relationships, such as jealousy, love and loss. We will explore friendships, and how to make new friends, as well as how to manage when we fall out with friends. We will be thinking about having a girlfriend or boyfriend, and how this is a special relationship for when we are older. Finishing by celebrating the special relationships we have with others. In the second half of the term, we move on to ‘Changing Me’. This includes looking at the characteristics we have the make us unique, but also that we get them from our parents, and we do a basic introduction to having a baby and puberty. Students finish the term by looking at changes and accepting change.
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 our 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.
What are we studying?
Autumn 1
Being Me in my World: Becoming a class ‘team’ Being a school citizen Rights, responsibilities and democracy Rewards and consequences
Spring 1 Relationships: Jealousy Love and loss Memories Getting on and falling out Girlfriends and boyfriends
Autumn 2
Spring 2
Summer 1
Healthy Me: My friends and me Group dynamics Smoking Alcohol Healthy friendships
Summer 2
studying?
Celebrating Difference: Judging by appearances Understanding influences Understanding bullying Problem solving Special me
Changing Me: Unique me Having a baby Girls and puberty Changes
Dreams and Goals: Hopes and dreams Broken dreams Overcoming disappointment Creating new dreams Achieving goals
Animals - including Humans:
Describe the simple functions of the basic parts of the digestive system in humans.
Identify the different types of teeth in humans and their simple functions.
Construct and interpret a variety of food chains, identifying producers, predators and prey.
Living Things and their Habitats:
Recognise that living things can be grouped in a variety of ways.
Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment.
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.
Year 4 Curriculum Overview
Spring Term 2025
Term
Autumn 1 Electricity
Autumn 2 States of Matter
Spring 1 Animals - including Humans
Spring 2 Living Things and their Habitats
Summer 1 Sound
Summer 2 Classification of Living Things
What are we studying?