Hampton Infant School & Nursery

Intent

At Hampton Infant School, the science curriculum provides children with an increasing knowledge and understanding of the world around them and beyond. Our curriculum enables children to explore and question their surroundings, preparing them for life in an increasingly evolving and scientific world and giving them an understanding of how to preserve the environment.

At HISN, scientific enquiry skills are used in each topic the children study and these topics are revisited and developed throughout their time at the school. The topics of Plants, Animals including Humans and Materials are taught in Years 1 and 2. This allows children to build upon prior knowledge and increases their enthusiasm for the topics whilst embedding knowledge in their long-term memory. In EYFS, children also explore science by developing knowledge and understanding of the world. 

All Children are encouraged to develop and use a range of skills including observation and investigations, as well as develop effective questioning skills and become independent learners. Vocabulary for each topic is taught and built on every term.

Science based workshops and visits are arranged to enrich children’s subject knowledge and capture their interest. Hampton Infant School holds a Science Week, a whole school event in which children have a week devoted to exploring different elements of Science such as engineering.

The National Curriculum for Science aims to ensure that all pupils develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics. It builds an understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them and children are equipped with the knowledge required to understand the uses and implications of science, today and for the future.

Science KS1 end of year expectations

Science Progression of Skills

Intent

Teaching History allows children to understand that there was a world before themselves, and those around them were born and for them to try and begin to make sense of the similarities and differences between the past and now. 

At HISN we want to equip the children with the skills and knowledge they need to begin being inquisitive about the past. This includes thinking about the chronology of their own lives but also how different events in history fit into a timeline.  We want them to be able to interpret and investigate what they see in front of them, such as artefacts and sources. As well as this, we want them to have an understanding of famous people from the past, as well as seminal events in British history and what changes we see today because of past events.

As part of our EYFS curriculum, we start thinking about History and ways to describe the past, using words to explain the passing of time. These include the seasons, the days of the week, yesterday, today, long ago, old and new. We also think about the children themselves and how they have changed or events that have happened in their own lives. We use traditional tales and stories as a way of showing the children that people haven't always lived as they do and getting them to examine what similarities and differences they can observe in these stories to how they live now. 

In Key stage 1, we then begin to expand the children’s knowledge of the past, by thinking about change over a broader period of time and beginning to be more critical of artefacts and sources from particular time periods. We also focus on particular events and people from the past, looking at the effects they have had on modern life. 

The EYFS framework and Early learning goal for ‘Past and present’ states that children at the expected level of development by the end of Reception should be able to: “talk about the lives of the people around them and their roles in society; know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class; understand the past through settings, characters and events encountered in books read in class and storytelling.”

The National Curriculum for History aims to ensure that all pupils: “should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented.”

History Progression of Skills

Intent

Teaching Geography allows children to develop a curiosity about the world around them and to understand their place in it. At HISN, we want to equip children with knowledge about different places, people, resources and natural and human environments.

We want the children to be able to use geographical skills including first-hand observations to enhance their local awareness. Children will become familiar with different types of maps and their features including compass directions and how to use and construct a key. The children will be able to use simple fieldwork and observational skills to study the geography of HISN, its grounds and the key human and physical features of the surrounding area.

As part of our EYFS curriculum, children will begin to make sense of their own life story including their own family and where they live. They will then be able to build on their own experiences and discuss similarities and differences between other families and communities in order to understand that some environments are different to the one in which they live.

 In Key Stage One, the children will develop this understanding further by learning in more detail about the local area, United Kingdom and the wider world. There is a focus on subject-specific vocabulary and this is reflected on our working walls and expanding vocabulary using words of the week. 

Geography Progression of Skills

​Intent:

At Hampton infant school we promote a love for Music through singing, music teaching with a music specialist and extracurricular instrumental music lessons. Singing is taught in class and in dedicated singing assemblies and children in year two are given the opportunity to join our choir which performs out of school. Music is enjoyed with the use of a range of percussion instruments and the exploration of different musical elements. There is a clear progression of knowledge and skills developed from reception to year two, each year building on the previous year through music schemes of work.

Music Progression of Skills

Intent

Children growing up today are immersed in new technologies in the home, at school and when they are out and about. Technology is embedded in children’s everyday experiences with remote control devices, televisions, computers, tablets and phones.  At Hampton Infant School and Nursery, we wish to ensure that we equip our children as active participants in the digital world we live in. As part of our computing curriculum, we will be teaching our children how to use technology safety and respectfully, keeping personal information private and making sure they understand where they can go if they encounter anything that worries them online. Our children will be taught how to use technology purposefully, to understand what algorithms are, how they are implemented on digital devices and to create and debug simple programs.

ICT is no longer included in the EYFS framework, however, various media will be used to enable learning across the EYFS areas and online safety will also be taught in line with our Safeguarding policy.

Computing Progression of Skills

Intent

‘Creativity is inventing, experimenting, growing, taking risks, breaking rules, making mistakes, and having fun.’ 

 - Mary Lou Cook -

At HISN, we believe that learning within art, craft and design stimulates creativity and imagination and provides visual, tactile and sensory experiences to inspire children’s natural sense of wonder and curiosity about the world around them. A high-quality art and design education should inspire, engage and challenge children - enabling pupils to share, express and celebrate their individual creativity as they comment on what they see, feel and think through the use of colour, texture, form and pattern. 

Our art curriculum helps shape a child’s special way of understanding and responding to the world through art and design activities, involving different creative techniques such as drawing, painting and sculpture, as well as, exploring ideas and meaning through the work of a diverse range of male and female artists, architectural artists and designers throughout history. Throughout a series of lessons that offer both skill and knowledge progression, the children are also able to ask questions as they explore the impact that art has on contemporary life and that of different times and cultures.

Art and Design Progression of Skills

Intent

At HISN, we provide inclusive opportunities for all children to use creativity and imagination to design and make products that solve contextual problems, considering their own and others’ needs, wants and values. We aim to, wherever possible, link work to other disciplines such as mathematics, science, engineering, computing and art. The children are also given opportunities to reflect upon and evaluate past and present design technology, its uses and its effectiveness. We strive for our children to have a passion for this subject and aim to inspire them to be the designers and innovators of the future. All children should leave our school with the willingness to take creative risks in order to produce innovative ideas and the ability to evaluate their outcome. 

Design Technology Progression of Skills

Intent

‘Be the best you can be’ is at the heart of the HPP curriculum.  Across the partnership, we pride ourselves on our progressive and vocabulary-rich curriculum being clear, carefully considered and connected. This ensures that our children develop key knowledge and skills in a fun and inspiring way so that they are well-prepared for the next stage of their education. Resilience and independence are embedded through the partnership’s ambitious expectations for all children to succeed, whilst developing a life-long love for learning.  By working in partnership with parents and carers, this supports our vision of excellence while considering all pupils’ individual starting points and personal needs.

At Hampton Infant School and Nursery we foster a whole-school ethos of tolerance, acceptance and understanding of all cultures and religions. Religious Education plays a crucial role in this. Religious Education at Hampton Infant School and Nursery offers children opportunities to engage with religion through exploration, practical experience and thought-provoking questions, so that they may develop their own ideas and insights. Religious Education equips children with a wide range of transferable skills to help nurture an empathetic consideration for all, as well as encouraging them to develop their own ideas and beliefs.

Through Religious Education we aim to enrich and deepen children’s knowledge and understanding of all cultures and beliefs. We aim to build on prior knowledge and develop life skills such as empathy and reflection. We want children to be able to investigate and express themselves in a range of ways, mastering skills that allow opportunities for deeper knowledge and a more secure understanding of religion. Practical, memorable experiences engage and include all children, motivating them to share and express their ideas in a sensitive and caring environment. Through effective planning and questioning we aim to nurture in children a secure knowledge of, and respect for, religion. 

RE Progression of Skills

Intent

Keeping a track of our personal mental health and that of the others around us is incredibly important and central to who we are and how we behave. Being aware of our own mental health allows us to recognise our own emotions, communicate better and ultimately maintain a positive mindset. At HISN, we aim to embed our mindful, wellbeing-based approach to PSHE throughout the school. Our goal is for the learning that takes places within our PSHE sessions to transcend into our children’s wider wellbeing, aswell as their attitudes to themselves and the world around them. We aim to teach inclusivity and respect for difference, fostering a sense of inclusion within all our sessions in a way that is meaningful and appropriate for our children. We aim to create a positive culture around difference and diversity to equip our children with the vocabulary necessary to express and describe themselves.

We want to ensure that children develop a sense of who they are and a feeling of belonging within the community and own families. We encourage children to be aware of their own thoughts and feelings as they happen, supporting them to find strategies to manage these. This helps to ensure they can become more independent in regulating their emotions and in building emotional resilience. Children should leave our school as respectful citizens with the skills required to successfully live in today’s ever-changing world, enabling them to lead confident, healthy and independent lives.

PSHE Progression of Skills

Intent:

At Hampton Infant School and Nursery, we ensure that children enjoy physical activity and develop their physical literacy so that they are inspired to engage in life-long participation in physical activity. We achieve this by providing our students with progressive declarative and procedural knowledge that will enable them to lead healthy and active lifestyles. Alongside developing motor competence, learning rules and strategies and healthy participation, we pride ourselves in developing lifelong skills such as teamwork, leadership, and perseverance. Lastly, we strive to make our program inclusive for all pupils to succeed regardless of their abilities or background.

PE Progression of Skills