Teaching and Curriculum at Hampton Court House
AAt Hampton Court House Senior, we take pride in the breadth and depth of our curriculum. Our commitment to providing an exceptional educational experience for your child is at the heart of everything we do. We know that every child is unique, and so we tailor our approach to ensure that each individual thrives academically, socially, and personally. While our curriculum is carefully planned, we are also strong believers in adaptive teaching that responds to the needs and interests of our students. Therefore, whilst our core curriculum is outlined here for all students, the way in which it is delivered and the depth in each subject will vary to ensure your child gets the very best educational experience. Lessons are designed to be not only informative but also interesting, engaging, supportive, and challenging. Our teachers enable children to actively participate in lessons, learn, and demonstrate new knowledge, skills, and ideas. We believe in empowering our students to shape their own voices within our dynamic yet nurturing community.
Intent
The curriculum for Years 7 – 9 at Hampton Court House is designed to deepen children’s knowledge and understanding while developing approaches to critical thinking, creativity, and independence. We aim to provide a challenging and stimulating learning environment that encourages children to explore their interests and develop their strengths whilst creating a setting where mistakes are allowed, and questions are welcomed. Our intent is to prepare children for GCSE’s, A levels and beyond with a skillset that allows them to make the most of any opportunities afforded to them, taken with a global perspective.
Implementation
Our curriculum implementation for Years 7 – 9 involves a diverse range of teaching strategies and learning experiences. We emphasise subject-specific expertise and interdisciplinary connections through both lessons and a comprehensive programme of extra-curricular activities to ensure both breadth and depth that both enrich the curriculum and promote intellectual curiosity. Teachers use formative and summative assessments to guide instruction and provide constructive feedback on a half termly basis whilst additionally imbuing in them the techniques needed ultimately to respond to GCSE style questions. Where needed, we also offer open subject clinics to help address individual learning needs and foster academic excellence.
Impact
The impact of our curriculum for Years 7 – 9 is reflected in the high level of academic achievement and personal development of our students. Typically, at least one grade higher compared to matched peers nationally at GCSE. They demonstrate proficiency in advanced subject areas, strong analytical and research skills, and a readiness to tackle complex challenges whilst not being afraid to make mistakes. Our students show increased confidence, leadership abilities, and a sense of community responsibility. They immerse themselves in Drama and the Arts, performing, creating, and representing the school in many ways. Ultimately, they are confident to embark on their GCSE programmes with a sense of purpose and belief, safe in the knowledge they will be supported as they enter then next phase of their education.
Katy Deacon Head of Senior kde@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
Year 7 Curriculum Overview
This term students will build on their colour knowledge and printmaking skills. They will each design and create a complex two-layer lino print, inspired by the extraordinary paintings of the 16th century artist Louis Renard. Students enjoy the freedom to design imaginatively and to explore a range of colour gradients and coloured textural effects on which to print their finished design.
How it is assessed
Student work is assessed during the lessons with practical help offered when necessary. Understanding is assessed gradually because students need to build on their previous knowledge, and quick challenges are introduced to check this. Students are also encouraged to self-assess through refining their own work and reflecting on each other's. Their memory and understanding of processes are assessed through write ups which they are asked to document in their sketchbooks at the end of each project.
Term
Autumn 1
Autumn 2
Spring 1
What are we studying?
One-point, two-point and three-point geometric perspective drawing.
Introduction to colour theory
Mixing glazes and direct mixtures. Using specific colour terms correctly Making lino prints as a vehicle to explore their understanding of the appearance of colours.
Two-layer lino print.
Block 1. creating a visually balanced black and white design
Block 2. creating a colour gradient block Combining the two accurately This project varies in length depending on the group.
Spring 2 Continuation
Term
What are we studying?
Summer 1 A 3D project. Either . a wire and Modroc insect project, based on French sculptor Edouard Martinet’s work . or kinetic sculpture based on the wire mobiles of Alexander Calder. The students learn to use tools and structural materials, and with the mobile project they employ basic principles of physics learning to manipulate mass and length to achieve a delicately balanced structure.
Sometimes the students get a chance to work as part of a team contributing to drama productions.
Summer 2 Continuation
Computer Science
The syllabus in Year 7 includes materials and concepts recommended by the National Centre for Computing Education for Key Stage 3, as well as topics and resources from other established and respected educational organisations. The activities alternate each half-term between predominantly theory topics and then more practical applications. This ensures the students have hands-on experience of early programming concepts, as well as building an understanding of the wide scope and complexity of the subject. In the theory periods, gamified learning will also be used to illustrate and embellish the topics to maintain student engagement, and in the more practical sessions, students will be required to maintain a log of their activities, which will form part of their assessment.
How it will be assessed
Each half term there will be a mini test on the topics covered that half term. These will take place online during normal lessons. At the end of the year there will be an end of year exam covering all the topics from the whole year. This will be during the school’s assessment week. Throughout the year, each student’s written work - completed entirely in Teams/Class Notebook – will be considered in the assessment of their progress.
Term
Autumn 1
Autumn 2
Spring 1
What are we studying?
Using computers safely: After the set-up of students on the school systems, the first few weeks will cover passwords, social networking, data safety, email use, web searches and interpreting search results. Interspersed with these topics, we will be solving algorithmic puzzles online.
As half-term approaches and passes, classes will start looking more closely at algorithms using BBC Microbits, and examining the concepts of input – process - output, including sensors and devices.
In the new year students will be studying what a computer is: hardware and software, processing, CPU and other components, memory, binary, storage.
Spring 2 In the second half of the spring term, classes will be learning HTML and CSS, and creating a website. We will also look at internet search.
Summer 1 After Easter, students will study networks, the internet and the World Wide Web.
Summer 2 As half term approaches and passes, students will start programming using Edublocks with Python in the back-end.
Design & Technology
Spring Term 2025
In the spring term Y7 students in D&T will work on a Pavilion design project and develop an understanding of a real-life design brief. They will develop realistic proposals as a result of research, and exploration of design opportunities considering a wide range of design specifications including environmental concerns, client needs and values, cost and safety. They will learn a range of techniques to communicate their ideas and combine and refine these into a final pavilion design. Students will develop an understanding of some materials and technologies that may be used in realising a pavilion building and will undertake the iterative design process to continuously develop and evaluate their designs. Students will learn about specialist technical principles in using papers and boards to create models of their design ideas, and their sources, origins and properties, and demonstrate safe working practices in design and technology.
In the second half of the term, students will begin to learn to use Blender, an industry-standard 3D design software and learn about 3D printing technology.
Their work will be recorded in the form of an online PowerPoint Portfolio through which students will develop important presentation, evaluation and technical skills.
Autumn 1
Spring 1
Core technical principles
New and emerging technologies
Energy generation and storage
Developments in new materials
Specialist technical principles
Forces and stresses
Ecological and social footprint
Selection of materials and components
Designing and making principles
Investigation, primary and secondary data
Summer 1
Environmental, social and economic challenges
The work of others
Design strategies
Communication of design ideas
Autumn 2
Spring 2
Core technical principles
Systems approach when designing
Mechanical devices
Materials and their working properties.
Specialist technical principles
Using and working with materials
Surface treatments and finishes
Specialist techniques and processes
Designing and making principles
Prototype development
Material management
Summer 2
Specialist tools and equipment
Specialist techniques and processes
Students will start the term exploring devising techniques on the theme of bullying They will learn to create their own scenes using techniques such as cross cutting and forum theatre. Students will work in mixed groups and be encouraged to develop their negotiating and leadership skills but will be assessed individually.
How it will be assessed:
Creative ideas Students are assessed on their creative ideas, which the teacher assesses through observations in class
Performance: Near the end of Spring term 1 students will perform a short, devised scene for which they will be assessed
Autumn 1
Spring 1
Theatre History
African storytelling
Greek theatre
Commedia dell’arte
Pantomime
Bold characters
Autumn 2
Summer 1
Devising 1: Techniques
Movement motifs
Cross cutting
Mime and narration
Shakespeare 1: Exploration
Understanding the plot of the play
Exploring themes
Developing characters
Spring 2
Summer 2
Audience interaction
Retelling of fairy tales
Devising 2: Creating a play
Writing monologues
Considering structure
Developing work for an inclass performance
Shakespeare 2: Performing
Learning lines and blocking
Performing to a live audience
Creating characters
English
The Spring term begins with the study of another novel: Freedom by Catherine Johnson This novel explores the journey of a boy who is a victim of the transatlantic slave trade We see Nathaniel’s journey from America to Britain, and how he navigates this very difficult circumstance This unit really promotes awareness and discussion around the Slavery Abolition Act, and other significant events of the slave trade Through the study of Freedom, students will develop their own creative writing by examining how Johnson is able to convey meanings and intense emotions through her own descriptive language Spring 2 switches to a more analytical focus where students will be examining poetry from around the world This purpose of this unit is to introduce the study of poetry at a more advanced level; students will be taught to analyse poetic techniques, as well as compare poetry This unit also offers the scope to educate students about different cultures from across the globe
How it will be assessed
Spring 1 Freedom
Students will produce a creative writing story based on a theme that has arisen in their study of Freedom Students will be tested on their use of figurative language, sensory language, their use of paragraphs, and their vocabulary (such as using ambitious adjectives)
Spring 2 Poetry from around the world
Students will write a short analytical essay comparing two poems from the unit of work They will have to compare the ways poets present a similar theme, whilst analysing poetic techniques to support the argument they make
Term
What are we studying?
Autumn 1 The Pearl by John Steinbeck
Autumn 2 Growing Up - fiction and non-fiction
English, continued
Term
Spring 1
Spring 2
Summer 1
Summer 2
What are we studying?
Freedom by Catherine Johnson
A creative writing unit that enables students to improve their own writing craft using figurative language
Students will read the novel in class, examining key description in detail
This novel also draws on key context of the transatlantic slave trade
Poetry from around the world
Students to study a range of poetry that exposes them to a myriad of different cultures including:
‘Blessing’ by Imtiaz Dharker
‘Night of the Scorpion’ by Nissim Ezekiel
‘Half-Caste’ by John Agard
‘Limbo’ by Edward Kamua Brathwaite
‘Nothing’s Changed’ by Tatamkhulu Afrika
Shakespeare’s London
Students to be introduced to Shakespeare; who he was; how he came to be the playwright he is today Students will study a range of sources, practise their comprehension, as well as produce different types of transactional writing: articles, letters, etc
Shakespeare’s Heroes vs Villains
Students will study a range of heroes and villains across Shakespeare’s works including:
Hamlet, Hamlet
Lady Macbeth, Macbeth
Juliet, Romeo and Juliet
Iago, Othello
Students will analyse monologues/soliloquies by thinking critically about the deeper meaning of Shakespeare’s language
Students will practise writing and performing monologues/soliloquies, both from Shakespeare’s works and their own writing
Year 7 Curriculum Overview S
Year 7 (Clarisse’s set)
Year 7 are going to carry on their work on Tricolore 1 We will start unit 8 “ a school day” Students will look at telling the time, talk about their daily routine, and in terms of culture, they will discover a new French speaking country In Unit 9, we will talk about the amazing French cuisine and discuss healthy eating
Year 7 (Perrine’s set)
We will carry on our work on Tricolore 1 with units 4 and 5 The students will learn to talk about pets, use adjectives to describe things (colour and size), ask questions, express opinions, understand and practice descriptions We will work on the negative form and adjective agreement The students will also learn about saints’ days and other festivals in France, we will talk about our birthday dates and presents and plan a fancy dress party
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 will be carried out separately The speaking assessment usually takes place when the teacher feels the students confident enough Vocabulary tests will be done on a regular basis
Term
Autumn 1
Autumn 2
What are we studying?
In Unit 1, the pupils will learn to greet and say goodbye to a French speaking person, they will learn how to tell someone their name and age, they will learn to ask someone how they are and tell them how they are themselves, they will learn to talk about school items and things in the classroom, they will also work on simple classroom instructions
In Unit 2, we will focus on understanding people saying where they live, say where you live and ask someone where they live, the students will learn the days of the week and use the French alphabet In Unit 3, the pupils will learn to talk about their family and home, talk about other people’s homes and families, say who things belong to, describe where things are in a room, read a poem in French
continued
Term
Spring 1
Spring 2
Summer 1
Summer 2
What are we studying?
In unit 3, we will learn to talk about our family, say which things belong to us, discuss our family and friends, talk about our homes and describe where things are in a room
In unit 4, we will learn about pets, use adjectives to describe things, learn how to ask questions and express opinions, understand and practise descriptions and use some everyday phrases
In unit 5, we will learn how to ask for and give the date, learn about saints’ days and other festivals, find out about festivals and celebrations in France, learn about the correct greetings for special dates, talk about a fancy dress party, talk about birthday dates and presents, talk about clothes, describe ourselves and others and we will develop and practise our listening skills
In Unit 6, we will talk about the weather forecast, sports and leisure activities Students will learn how to present the weather forecast and talk about months and seasons We will discover the main leisure and sport activities with the verb “jouer”
In unit 7, we will learn about a town in France, as well as some vocabulary about the town, understand and give information about a town, ask for and understand directions in town, discuss possible activities in town, talk about the area we live in, make plans and talk about where we are going and understand tourist information
Geography
‘Is tourism sustainable?’ - The target for Year 7 in geography in the Spring Term is to increase knowledge and understanding of tourism as an economic activity We will consider what tourism entails and its impacts, whilst mining the experience that students have had as tourists in the UK and overseas We will expand location knowledge by mapping tourist locations Students will be presented with a range of definitions and data, to gain a historical perspective and understand tourism trends Students will learn about changes to travel and technology and the idea of place marketing/branding,
Thailand and Kenya will be used as case studies, which will provide examples of how tourism can have positive and negative social, economic and environmental impacts We will take the opportunity to find out more about coral reefs, tropical forests, savannah grasslands and threats to biodiversity Additionally, we will discuss the problems the industry has with its ‘carbon footprint’, and the issue of sustainability in the context of tourism
By the end of the course students should be able to discuss whether the impact of tourism can be deemed to be positive
Skills in this topic will include map work and the use of a range of statistical data, for example tourist numbers, tourist spending and climate data There will also be an emphasis on being able to discuss different views and develop empathy
How it will be assessed
Spring 1: Location knowledge test; Assessment using graphs to test data skills and understanding of trends
Spring 2: A resource-based assessment, ranging from short-answer data and knowledge questions to a lengthier evaluation (explaining and justifying a view)
Geography,
Term
Autumn 1 Map Skills – foundational concepts
What are we studying?
Autumn 2 ‘Will it be a white Christmas?’ investigation – UK Weather and Climate
Focus: ‘Is tourism sustainable?’
Exploring the definition of tourism and characterising the nature of tourism in the UK and overseas
Mapping tourist destinations
Tourism data: UK and global
How tourism brings a variety of socio-economic opportunities, but with challenges for people, the economy and the environment
Spring
Summer 1
Summer 2
Case study: tourism in Thailand and its impacts
Coral reefs and more examples of the environmental impacts of tourism
Case study: tourism in Kenya and its impacts
The impact of tourism on the economy, the lives of locals and the economy
Making tourism greener; discussing and designing legislation for a more sustainable tourism model
Local field study investigation on ‘impacts of tourism on the Hampton Court area’.
A first look at geographical enquiry within the context of our surrounding area:
Studies will get to carry out data collection to help answer the overall enquiry question.
Practice drawing conclusions based on data and link this to previous knowledge of both tourism from the spring 1 and 2 units of work.
Focus: ‘Should whale be on the menu in Japan?’
Students will explore the characteristics of Japan’s physical and human geography:
Introduction to Japanese culture
Exploring modern day Japan’s reliance on resource imports
Describing Japanese fishing industry and explore the questions surrounding acceptance of whaling.
History
Students will be exploring British, European and world history, c 1000-c 1600 The focus of their Year 7 History programme is on ‘connected worlds’, so they will examine the connections and relationships between places, such as the Norman and Byzantine Empires, between events, such as the Renaissance and Reformation, and between people, such as Inkas, Africans, and Tudors Looking at connections does not only mean finding similarities –students will consider complexity, such as why some empires were stable, while others collapsed, or why some revolutions led to bloodshed while others did not
How
it will be assessed
Students will complete in-class assessments, including essay writing and source analysis
Essay writing will challenge students to communicate arguments about historical concepts, such as causes or change and continuity Source analysis will challenge students to critically evaluate materials from the past, explaining what we can learn from those materials and why they are valuable. Assessments will take place throughout both half-terms, giving students opportunities to learn, apply, reflect and then practise again at regular intervals
Term
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
What are we studying?
Constantinople in 1050: the bridge between east and west
Life in the east: what drove Baghdad’s thirst for knowledge before 1000?
Life in the west: what can we learn from Saint Foy about medieval Christianity?
A conquered England: how disruptive were the Normans from 1066?
Back to Constantinople: why did Alexios’s empire survive, 1081-1102?
Why did the Normans struggle for control in England after 1087?
What does the life of Eleanor of Aquitaine reveal about the medieval world?
The world of ideas: why was the Renaissance significant?
The near east: the story of the Third Crusade
Why did barons keep rebelling against their English rulers?
How did the Mongols end up destroying Baghdad?
What does the story of Mansa Musa reveal about medieval west Africa?
What were the effects of English expansion on Wales and Scotland in the 1200s?
How did one village respond to the Black Death?
The story of the Hundred Years War
Challengers and defenders of the late medieval crown: the Wars of the Roses
A strong monarchy returns? Henry VII’s court and crown
The Reformation: how did Luther’s protest become so big?
Why did Henry VIII break with Rome?
Meanwhile elsewhere: Copernicus and the heavens, and Sofonisba and the earth
Reformation and rebellion in an English village: Morebath, 1520-1574
How do historians study the Inkas?
The Elizabethans and the wider world
Year 7 Curriculum Overview
Spring Term 2025
In the Spring term year 7 will continue to expand theIR comprehension and translation skills as we will be exploring the imperfect tense of regular verbs and the ‘ esse – to be’ , neuter nouns, prepositions with ablative and accusative case nouns We will also be exploring adjective and noun agreement as well as Roman numerals through a series of stories from Roman mythology and stories of life in the Roman army
How it will be assessed
Students will be assessed on vocabulary knowledge 15 words per week There will be half termly comprehension and translation tasks to assess their vocabulary and syntactical knowledge
Term
Autumn 1
Autumn 2
Spring 1
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 declension nouns
Latin Prep 1 Chapter 3 -4
-Translation technique and comphrensionreading for gist the infinitive expressions of time vocabulary derivation
Adjective ending –us/a/um
So you really want to learn Latin Chapter 4 prepositions with the accusative
Neuter nouns
Prepositions with ablative
Adjectives
Agreement of adjectives
Imperfect tense
Imperfect of ‘ sum ’
Culture and Mythology
The Labours of Hercules
The Trojan War
The Travels of Odysseus
The Vindolanda tablets and roman writing
Odysseus returns home
Roman Childhood
Roman Saturnalia
Romulus and Remus
Life in the Roman Army
Spring 2
Chapter 5 –Perfect tense -er adjectives
Perfect tense of sum Supines
Summer 1
Latin Prep 1 Ch 6 2nd conjugation perfects
Personal pronouns
Direct questions (who? Why? What? Where?) 3rd conjugation perfect tense
Romulus and Remus Clodia Cloelia
Romulus becomes king and early Rome
Summer 2
Latin Prep Chapter 7: -Ordinal numbers -4th conjugation -Irregular perfects
Atalanta and the Golden Apple
Year 7 Curriculum Overview
Spring Term 2025
During Spring term, Year 7 will learn to discuss more details about what they do in their free time, sports and days of the week, and learn to construct sentences based on the sentence structure.
The pupils will investigate Chinese characters by learning radicals and stories Students will learn about 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
How it will be assessed
In addition to having a weekly vocabulary test, students will have an exam after each half term that will include listening, reading, translation, and writing exercises They will also have an oral exam to familiarize themselves with the format of the final exams
Autumn 1
Spring 1
JB1 Ch1 Hi
Counting up to 99 and learning simple characters
Talking about your age
Learning basic greetings
Introducing yourself and others Discovering China
JB1 Ch3 Hobbies
Describe what you do in your free time
Talk about what you like doing Talk about sports Learn the days of the week Explore young people’s hobbies in China
Practice Ch1 Greetings and Ch2
Family topics
JB1 Ch5 Food and drink
Talking about what you like to eat and drink
Autumn 2
Summer 1
Talking about different kinds of food and drink
Talking about mealtimes
Ordering in a restaurant
Spring 2
JB1 Ch2 Family and home
Talking about family using measure words
Talking about your pets
Learning to say dates and months
Finding out about Chinese homes and families
JB1 Ch4 School
Talking about school subjects
Telling the time
Talking about your school timetable
Talking about school in China
Discovering schools in China
Learning more about Chinese characters
JB1 Review
Summer 2
Ch 1 Hi, Ch2 Family, Ch3 Hobbies, Ch4 School, Ch5 Food and drink
Maths
Year 7 Curriculum Overview
Spring Term 2025
Students will be following the Sparx Maths curriculum – however, due to the attainment of the majority of our students we are now following the Year 8 curriculum. This allows us to ensure that homework is perfectly tailored to our lessons in class.
The Spring curriculum broadens the topics of study for students with an increased focus on shapes and space, whilst consolidating the Autumn term’s number work:
Rounding and Standard Form: introducing the concept of significant figures as well as the convention for writing very large and small numbers
Area of 2D and Surface Area and Volume of 3D Shapes: students will recap areas of triangles, parallelograms and trapeziums whilst introducing the concept of Pi, and how to find areas of circles
Students will then move on to understanding the nets of 3D shapes and finding surface area and volumes of prisms
Coordinate Geometry: a basic introduction to finding coordinates and midpoints of line segments .
How it will be assessed
Students will sit two 45 minute assessments at the end of the term – one set by Sparx and one written by our team
What are we studying?
Autumn 1 Number Sense and Calculations
Autumn 2
Spring 1
Summer 1
Perimeter and Area including Circles Coordinates Standard Form
Angles Handling Data and Statistical Diagrams Linear Graphs
Spring 2
Summer 2
studying?
Expressions and Equations Measures
Factors, Multiples and Primes
Venn Diagrams Nets, Surface Area and Volume of 3D Shapes
Inequalities, Brackets and Algebraic Fractions Recurring Decimals
Music
Year 7 Curriculum Overview
Spring Term 2025
Year 7 will start the term by completing two more songs for Duke’s Festival of Arts and they will revise the two already learnt last term ready for the rehearsal on 21st January.
We will continue working on these songs until the performance on 4th February, developing vocal quality, pitch and diction At the same time the pupils will work on djembe drums to develop their rhythmic skills and through listening, composing and performing learn about rhythms of the world On keyboards they will improvise and compose melodies using the pentatonic scale They will also have the opportunity to choose and perform a piece of their choice and prepare it in a group or solo
How it will be assessed
-Continual assessment in class
The pupils’ performance will be assessed as part of the festival
Improvising and composing rhythms and melodies
Co-operative group work
Performance of own choice song/piece
Autumn 1
Spring 1
The Elements of Music
Clapping basic rhythms
Learning basic keyboard skills
Autumn 2
Summer 1
World Music
Preparing for The Dukes Festival of Arts. Four medleys in different styles.
Call and response rhythms
Rhythmic improvisation
The pentatonic scale
Hooks and Riffs
Listening and playing well known rock riffs from the 60s and 70’s
Listening and playing well known synth riffs from the 80’s
Listening and playing modern rock and pop riffs
Spring 2
Preparing songs for Christmas concerts
Preparing the Dukes Festival of Arts songs
Identifying the families of the orchestra
Identifying and naming different instruments
Building on keyboard skills through the story of the Nutcracker
Summer 2
Pentatonic Music
Creating pentatonic music compositions
Using music software to write out and record compositions
Performing pentatonic compositions
Performance keyboard assessment of rock, pop and modern riffs
In the spring term, Year 7 students will engage in golf at Sandown Park Golf Centre and badminton at St Mary’s University, utilising their indoor facilities.
During the golf sessions, students will be instructed on proper stance and swing techniques. Additionally, they will enhance their comprehension of chipping, pitching, club selection, and strategies for navigating a mini golf course. In badminton, students will focus on grip techniques and various shots, including clears, drop shots, and smashes. They will also investigate court awareness and tactical approaches in competitive scenarios.
At the on-site lessons, students will be introduced to table tennis and participate in a fitness unit They will examine grip techniques, serving, and rally control, while also practicing forehand and backhand shots, including those with spin, and developing tactical strategies for gameplay. The fitness sessions will cover the various components of fitness, training systems, and their application in the different sports practiced at Hampton Court House.
How it will be assessed
In golf, students will be evaluated based on their grip, stance, and posture, as well as their performance in putting, chipping, and pitching, focusing on accuracy, distance, and control.
In badminton, students will be assessed on their grip and shot execution, along with their agility, speed, tactical awareness, and overall understanding of the game.
In table tennis, students will be evaluated on their grip, shot execution, court positioning, serving skills, and in-game strategies.
In the fitness unit, students will be assessed on their physical fitness levels, comprehension of fitness principles, and their ability to track progress effectively.
Term
Autumn
Spring 1
Spring 2
Summer
What are we studying?
Football: Passing, shooting, dribbling, heading, goalkeeping and attack vs defence.
Netball: Passing, shooting, attack vs defence, positions & conditioned games.
Padel tennis: Rules, service, shots, tactics and tournaments.
Badminton: grip, serve, shot selection, in game tactics. Golf: putting, driving, mini golf and house tournament.
Table Tennis: Grip, shots, course management and tactics. Fitness: Fitness knowledge, physical level and improving performance.
Athletics: 4 x 100m relay race, 100m race, 200m race, 400m race, 800m race, shot-put throw, javelin throw, discus throw, long jump, triple jump and high jump.
PSHE
We begin PSHE across the senior school this term by exploring the topic ‘relationships’.
We will begin by looking at friendships and then families, before thinking about falling in love and recognising positive relationships, ensuring we know how to behave positively in these relationships We then look at sex education and build on the content taught in year 6 regarding puberty and having a baby We look at changing feelings as well as periods
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 From years 7 – 10, you may also withdraw your child from sex education lessons, these are just the lessons taught in the second half of the term A form will be sent to parents to complete if you wish to withdraw your child and alternative arrangements will be made for them
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 half term, the students will complete self-reflection sheets for teachers to monitor understanding and adapt future teaching
What are we studying?
Starting secondary school
Setting and achieving goals
Autumn 1
Autumn 2
Self esteem
Positive relationships
Friendships
Family relationships
Spring 1
Summer 1
Spring 2
Falling in love
Positive relationships
The dangers of smoking and vaping
What are drugs?
Healthy eating/energy drinks
Summer 2
What are we studying?
An introduction to careers and aspirations Money management
Diversity, discrimination, kindness and tolerance
Shopping ethically
Puberty
Having a baby
My changing feelings Periods
Managing anger
Radicalisation and extremism
What is FGM?
Science
Spring Term 2025
In the spring, year 7 scientists will continue their studies of forces, learning what forces are, how forces interact, squashing forces, stretching forces, drag forces, friction, and balanced and unbalanced forces. They will then focus on the chemistry topics of elements, with a tour of the periodic table, and then acids and indicators, looking at the properties and reactions of acids, and where acids and alkalis can be found in the home.
They will then start looking at body systems, learning how internal organs work together to achieve complex tasks. The textbook we are using this year is an online textbook using the Kerboodle platform. Students will be shown how to log in and access this during their first few science lessons.
How it will be assessed
Each half term there will be a mini test on the topics covered that half term or term. These will take place during normal lessons. At the end of the year there will be an end of year exam covering all the topics looked at over the whole year. This will be during the school’s assessment week and will be a longer exam.
Autumn 1
Spring 1
What are we studying?
Lab Safety and Lab Equipment
Cells
Cells mini test
Elements Acids
Elements and Acids test
Summer 1 Waves Waves test
Autumn 2
Spring 2
Summer 2
What are we studying?
Particles Forces
Cells, Particles and Forces test
Body Systems
Elements, Acids, and Body Systems test
Reproduction Space End of Year Exam
Spanish
Year 7 Curriculum Overview
Spring Term 2025
During the first term, Year 7 will get introduced to Spanish following the material from ¡Claro! Units 1 and 2
Unit 3 focuses on the theme of school and subjects, where students will learn to describe the facilities of their school, their teachers and give their opinion about the different subjects.
Unit 4 focuses the theme of sports and free time activities, where students will learn to talk about what they enjoy doing on their free time as well as telling what sports they do and how often.
For those studying 4 lessons per week: These students will deepen their knowledge of the Spanish language and develop their cultural awareness, but will not expand the content or move on to further units.
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.
Term
Autumn 1
Autumn 2
What are we studying? Stream 1
Unit 1: “Me presento” (I introduce myself)
Introduction to the Spanish-speaking countries and understanding the word order and the masculine, feminine, singular and plural words.
Greeting and introducing yourself. And understanding the verb endings.
Learning numbers from 1-31 and learning how to say your age and birthday and other dates.
Introducing the verb tener
Using a variety of question words
Learning colours
Giving basic opinions.
Unit 2: “Mi burbuja” (my bubble)
Counting to 100.
Learn the vocab about the family and using possessive adjectives (my, your, our, etc).
Saying if you have any pets and using describing adjectives.
Describe physical features 9eyes, hair, glasses, etc)
Reinforcement of the verb tener
Introduction to the verbs ser
Describing personalities
What are we studying? Stream 2
Unit 1: “Me presento” (I introduce myself)
Introduction to the Spanish-speaking countries and understanding the word order and the masculine, feminine, singular and plural words.
Greeting and introducing yourself.
Understanding the verb endings and the conjugation of regular verbs.
Learning numbers from 1-100 and learning how to say your age and birthday and other dates.
Introducing the verb tener
Introduction of the verb ser
Using a variety of question words
Learning colours
Giving basic opinions.
Reading and writing activities to expand the new knowledge learnt.
Unit 2: “Mi burbuja” (my bubble)
Counting to 100.
Learn the vocab about the family and using possessive adjectives (my, your, our, etc).
Saying if you have any pets and using describing adjectives.
Describe physical features 9eyes, hair, glasses, etc)
Reinforcement of the verb tener
Reinforcement of to the verb ser
Describing personalities
Learning important adverbs of frequency.
Spanish
Term
Spring 1
Spring 2
Summer 1
Summer 2
What are we studying? Stream 1
Unit 3: MIs pasatiempos (My hobbies)
Learn how to express what they do on their free time.
Talk about sports and hobbies
Talk about the weather
Learn the verbs jugar (to play) and hacer (to do).
Using comparatives
Talking about some Spanish celebrities and athletes.
Unit 6: En mi “insti” (at my high school)
For this term, we jump to the last unit on the book because it easier to get it related with what we have learnt over the year. Therefore, during HT4 we will learn about
Talking about school subjects, describing teachers, and expression their opinions.
Learning about the different areas and classrooms in the school with the verb hay (there is/are).
Talking about their timetable.
Talking about plans after school and introducing them into the near future. (I am going to...)
Unit 4: Mi casa (My house)
Learning about different types of housing, places to live, rooms in the house and furniture in the bedroom.
Introduction to the verb estar (to be) and the difference with the verb ser (to be)
Prepositions of place
The conditional.
Unit 5: En mi ciudad (In my city)
Learning to describe what is the area they live in, what places can you find in a city. Learning to give directions.
Comparing London with a Spanish city. Comparing the city with the countryside Revision of all the grammar learnt. Introduction to the past tense
What are we studying? Stream 2
Unit 3: MIs pasatiempos (My hobbies)
Learn how to express what they do on their free time.
Talk about sports and hobbies
Talk about the weather
Learn the verbs jugar (to play) and hacer (to do).
Introduction to the comparatives
Talking about some Spanish celebrities and athletes.
Unit 6: En mi “insti” (at my high school)
For this term, we jump to the last unit on the book because it easier to get it related with what we have learnt over the year. Therefore, during HT4 we will learn about
Talking about school subjects, describing teachers, and expression their opinions.
Learning about the different areas and classrooms in the school with the verb hay (there is/are).
Talking about their timetable.
Talking about plans after school and introducing them into the near future. (I am going to...)
Unit 4: Mi casa (My house)
Learning about different types of housing, places to live, rooms in the house and furniture in the bedroom.
Introduction to the verb estar (to be) and the difference with the verb ser (to be)
Prepositions of place
The conditional.
Unit 5: En mi ciudad (In my city)
Learning to describe what is the area they live in, what places can you find in a city.
Learning to give directions.
Comparing London with a Spanish city.
Comparing the city with the countryside
Revision of all the grammar learnt.