Year 6 Curriculum Overview
Autumn Term and Year Summary 2024
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
Nick Edwards Assistant Principal | Data & Assessment ned@hchnet.co.uk
Paul Pearce
Deputy Head | Operations & Academic pgp@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.
English
Year 6 Curriculum Overview Autumn Term 2024
The Year 6 English Curriculum is broad, balanced and delightfully challenging We begin the term, reading Onjali Q Rauf’s modern classic novel, “The Boy at The Back of the Class”.
The children will develop their skills of comprehension and literary analysis, while enjoying this moving and exciting tale of a young refugee finding his way around an unfamiliar London school Added to which one day per week will be dedicated to reading in the school library “bus” and one day for reading
How it will be assessed
Pupils will write a persuasive argument based on language skills they have learnt To prepare them for the assessment they will practice their persuasive writing skills during the term, in addition to a range of broader skills including grammar, punctuation and spelling
Term
Autumn 1
Autumn 2
What are we studying?
The Boy at the Back of the Class written by Onjali Q Rauf
Think deeply about characters and settings and make predictions about what might happen in the story
Identify features of a recount and write a recount of their own
Work on comprehension skills and answering in full sentences
Identify the features of formal letter writing and write a formal letter
The Boy at the Back of the Class written by Onjali Q Rauf
Write formal letters using persuasive language
Use inference to write a character profile.
Use Synonyms/Antonyms
English,
continued
Term
Spring 1
Spring 2
Summer 1
Summer 2
What are we studying?
War Horse by Michael Morpurgo
They will begin by looking at and discussing the features of historical fiction, writing chapter summaries
They will continue to use their comprehension skills to retrieve information from the text
Explore formal and informal language structures
War Game by Michael Foreman
Read and dissect a chapter to dramatize
Explore the subjunctive form – wishes and Hypotheticals
Research and give advice for writers of historical features
Write a script based on a novel extract
Lockdown Poetry
· Read and discuss an increasingly wide range of poetry
Read books (poems) that are structured in different ways and for a range of purpose
Learn a wider range of poetry by heart
Prepare poems to read aloud/perform, showing understanding through intonation/tone/volume so that the meaning is clear to an audience
Discuss poetry about special or significant objects
Discuss poetry which presents ideas about identity
·Revise and produce a polished version of their poems for publication
Writing about memories from lockdown
French
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
What are we studying?
Autumn 1
Autumn 2
Unit 0, 1 “Moi” (“Me”)
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). T
-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)..
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.
-Pronounciation: sounds “v” and “b” in 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
Our CM2 programme enhances students' reading and writing skills through a structured approach. The first term involves silent reading of literary texts, connecting different works, and exploring various written expressions.
Students identify elements in texts, differentiate types of writings, and analyse explicit information. They convey meaning in poems, understand the tone of texts, and conduct independent research. Writing skills are honed through activities on punctuation, nominal group construction, verb recognition, and dictionary use. Advanced skills include understanding verb forms, distinguishing grammatical homonyms, and mastering alphabetical order. Students practise composing short texts, invitations, and letters, and recognising sentence structures and conjunctions. They also learn specialised vocabulary related to travel, borrowed terms, and acronyms.
In the second term, students explore injunctive texts, reposition verbs, and identify chronological order in these texts. They practise expressive poetry recitation and maintain a reading journal. Writing skills are developed through constructing various sentence types, especially exclamatory sentences. Students distinguish verb meanings based on construction and differentiate grammatical homonyms. They learn to use the present imperative, address euphonic "e", and understand the value of letters based on adjacent vowels. Advanced exercises include constructing different forms of sentences, using the present imperative, and transitioning from the infinitive to the imperative. Students also learn to identify and construct lexical fields and write injunctive texts.
How it will be assessed?
The programme includes initial and 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. Students will be asked to write and present two book reviews per term.
Term
What are we studying?
Autumn 1 Invitation au voyage et méli-mélo de textes
Autumn 2 La mise en garde et autres textes indisciplinés
Spring 1 Le livre dans tous ses états
Spring 2 Dialogues policiers
Summer 1 Les sorcières et autres personnages bizarres
Summer 2 Un monde fantastique
Geography
We will begin Year 6 by revisiting the continents and oceans of our world to help ensure a strong foundation before moving to investigating the Global Biomes topic. This will lead into our first scheme of work where students will learn the different characteristics of these ecosystems, and how life has adapted to thrive there.
This will allow students to then start thinking critically in the latter part of the term when they learn about the extent of threat posed by various factors and develop their persuasive writing skills when evaluating different solutions The Autumn term will culminate in an investigation of the Eden Project, where students will consider the economic and environmental value of conservation projects and the wider importance of global ecosystems
Topics covered
This year will give students the chance to learn more about human and physical aspects of geography through Global Biomes, Extreme Earth, Human Population and Rivers
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
Topic: Global Biomes
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
What are we studying?
Describing the characteristics and location of the major biomes, and how both plants and animals are adapted to live in these environments.
Understand the connection between light, water and nutrients. To be able to explain the interdependence of biotic and abiotic components of an ecosystem.
Understand threats to biomes from both human and natural factors and put forward solutions, using persuasive arguments.
Topic: Global Biomes
Carrying out an Eden Project investigation on characteristics and importance.
Understand the value of global biomes and the importance for humans.
Creation of a tourist information poster which identifies the benefit of conservation, challenges and solutions.
Topic: Tectonic Hazards
Understanding the history of Earth’s formation and the characteristics of its structure.
Describe types of tectonic plates, their characteristics and location around the world, using examples.
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.
Topic: Tectonic Hazards
To explain how earthquakes form at plate boundaries
To understand different seismic waves and how these are recorded by scientists. Explain how earthquakes can be measured using the Richter Scale.
Explain the impacts earthquakes can have on people and the environment, using examples.
To understand and evaluate different ways humans can limit the impact of earthquakes.
Topic: Populations
Identify the most densely and sparsely populated areas of the world and UK
Describe the increase in global population over time and what could cause this. Begin to describe what might influence the environments people live in. Understanding concepts such as settlement, situation and function and apply these to real examples. Define birth and death rates, suggesting what may influence them.
Topic: Investigation of rivers
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
Term
Cycles
Autumn 1
Autumn 2
What are we studying?
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 Autumn Term 2024
The Year 6 History Curriculum will cover the Maya Civilisation, World War II and Crime and Punishment.
In this capacity the 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.
Term
Maya Civilisation
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
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.
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.
Latin
Year 6 Curriculum Overview Autumn Term 2024
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
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
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
Latin
Term
Spring 1
Spring 2
Summer 1
Summer 2
What are we studying?
So you really want to learn Latin Chapter 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
Latin Prep 1 Ch 6
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
Romulus and Remus
Romulus and Remus and foundation of Rome
Romulus becomes king and early Rome
Atlanta and the Golden Apple
Mandarin
During Autumn term, Year 6 will learn to talk more details about what they do in their free time, sports and days of the week, and learn construct sentences based on the sentence structure.
The pupils will investigate Chinese characters by learning radicals and stories. Students will learn the topic of school. Students will be able to talk about the school subjects, telling the time and talking about school timetables. At the end of the topic, we will talk about schools in China. Students will explore the schools in China based on their own research and present their findings.
Term
Autumn 1
What are we studying?
JB1 Ch3 Hobbies
Describe what you do in your free time
Talk about what you like doing
Talk about sports
JB1 Ch3 Hobbies
Learn the days of the week
Autumn 2
Spring 1
Spring 2
Summer 1
Explore young people’s hobbies in China
Practice Ch1 Greetings and Ch2 Family topics
JB1 Ch4 School
Talking about school subjects
Telling the time
Talking about your school timetable
JB1 Ch4 School
Talking about school in China
Discovering schools in China
Learning more about Chinese characters
JB1 Ch5 Food and drink
Talking about what you like to eat and drink
Talking about different kinds of food and drink
Talking about mealtimes
JB1 Ch5 Food and drink
Ordering in a restaurant
Summer 2
Regional food
Learning more about Chinese characters
Revision and Exam
Maths
In the first half term, pupils will learn about:
·Number sequences and calculating the nth term
·The rules of the order of operations
·Estimating answers to calculations by rounding
·Constructing triangles using a pair of compasses and angle measurer
·Calculating angles in a triangle and on parallel lines
·Calculating powers and roots
·Using prime factorisation to calculate the lowest common multiple and highest common factor
How it will be assessed
In the second half term, pupils will learn about:
·Simplifying, adding, subtracting, multiplying, and dividing fractions
·Calculating ratios and proportions. Applying ratios to map scales
·Calculating missing sides on congruent and similar triangles
·Rounding, multiplying, and dividing decimals
Half-termly written assessments covering the subjects that have been studied in that half-term. In addition, informal oral assessment takes place in lessons throughout the term to consolidate and assess depth of understanding.
What are we studying?
Number sequences
The order of operations
Estimation by rounding
Constructing triangles
Autumn 1
Spring 1
Summer 1
Angles in triangles and on parallel lines
Calculating powers and roots
Calculating the lowest common multiple and highest common factor
Fractions, decimals and percentages
Using a calculator to calculate percentages of amounts
Multiplying and dividing negative numbers
Transformation of shapes
Perimeters and areas of rectangles and compound shapes
Solving linear equations
Circumference of a circle
Line graphs
Autumn 2
are we studying?
Simplifying, adding, subtracting, multiplying, and dividing fractions
Ratio and proportion
Congruent and similar triangles
Rounding, multiplying, and dividing decimals
Spring 2
Summer 2
Speed, distance, and time
Drawing line graphs
Pie charts
Mean, mode, median and range
Expanding and factorise
algebraic expressions
Solve linear equations using brackets
Bearings
Organised physical activity is vital to child development, both in terms of strength and growth cognitive, motivational and social skills.
The Year 6 children will focus on two invasion games, football and netball In football, the pupils will develop their understanding of the core skills to play the game This will include the variety of ways they can pass ball, the different ways to shoot the ball into the goal and how to dribble the ball effectively around the pitch They will work on their agility in games too Through individual practice, partner work and group tasks the children will enhance their understanding of the sport through small sided conditioned games
In netball, they will learn to expand their knowledge of catching, throwing and movement Students will be taught the basic positions, how to shoot and the different types of passes they can use in competitive game situations
Term
Autumn
Spring
Summer
What are we studying?
Football: Passing, shooting, dribbling, conditioned games
Netball: Passing, shooting, attack vs defence, positions & 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: relay race, 100m 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 on 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, themed around "The Nutcracker " This year we are introducing Dance for the first time to year 5, 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 Oliver 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
Philosophy
The Year 6 Philosophy Curriculum is based on humanism and eternity. This helps students to create work that shows progression in skills. They will learn to explore the different ways that people celebrate their faith in different religions.
Term
Morals
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
What are we studying?
In this unit children will look at the different values and some of the traditions from different faiths and worldviews. Before looking at different faiths and worldviews children will first think about what matters most to them. Children will learn different elements of faiths and worldviews and consider what matters to each one. Children will reflect on what they have learnt and reassess their perceptions of what matters most in life, that may have changed.
A Christmas Story
In this unit children will look at The Christmas Story in depth and encourage children to look for differences and similarities in the two accounts within the Bible. The children will investigate traditions associated with celebrating Christmas both here and around the world.
Creation
In this unit children will learn a range of creation stories from world religions, less known or extinct religions as well as different cultures. They will sequence, compare and contrast the stories. In addition, they will be choosing a variety of ways to present their work which will enable them to reinforce key literacy and computing skills.
The Easter Story
In this unit children will learn about key aspects of the Easter story and will focus on the question 'was Jesus' death part of God's plan'? The children will work creatively to enhance their learning experience. They will start with an overview of the Easter story. Then they will move on to focus on 'free will' and 'determinism' and will reflect on these concepts in their own life. The children will look for Biblical evidence to support their thoughts on Jesus' life and death. Finally, the children will look at the choices they make in their life and how these could be influenced by external factors.
Humanism
In this unit children will be introduced to Humanism. They will examine the difference between religious and non-religious worldviews. They will focus specifically on Humanism, its origins, core beliefs and the meaning of the Happy Human symbol.
Justice and freedom
In this unit children will read a range of stories, from different world religions, examining the concepts of justice and freedom. They will learn how key figures in history, such as Martin Luther King, were informed and influenced by their own religious beliefs. They will examine the impact of different religious and nonreligious ideas about the formation of the Non-Violent Protest and Human Rights Movements. They will conclude the unit by consolidating their understanding of freedom and justice by examining which, if either, is more important, using their learning in this unit to debate this question.
PSHE
We begin PSHE across the Prep school by exploring the topic ‘Being Me in My World’.
We will begin by looking at the year ahead, considering any goals or fears the children may have. We will think about it means to be a global citizen, and from that, a positive member of the year group. In the second half term we will explore the topic ‘Celebrating Difference’. This centres around asking the question – am I normal? And understanding differences are what make us special. We also look at the importance of anti-bullying.
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.
Autumn 1
Spring 1
Summer 1
What are we studying?
Being Me in my World My year ahead
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
are we studying?
Celebrating Difference
Am I normal?
Understanding difference Why Bully?
Celebrating differences
Changing Me
Self-image
Spring 2
Puberty
Babies – conception to birth
Adolescent friendships
Summer 2
Dreams and Goals
Personal learning goals
Steps to success
My dreams for the world
Helping to make a difference
Science
The Year 6 Science Curriculum will cover Light, Electricity, Evolution, Living Things and their Habitats and Animals including Humans.
In this capacity the pupils will be taught the following skills:
To plan different types of experiments
Identify equipment required for experiment
Take measurements, using scientific equipment; e g measuring cylinder and scales
Record data and results in tables and bar and line graphs, using a ruler and a pencil
Make predictions, using test results
Present findings, through graphs, tables evaluations and conclusions
How it will be assessed
Pupils will be assessed on ½ termly tests to determine understanding and misconceptions
Then in the Summer Term the pupils will be assessed on the years ’ work to evaluate knowledge and understanding
Science
Term
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.
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.
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
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