At Hamstel Junior School we have a house system where children earn House Points by demonstrating fantastic effort in their work, good manners and great behaviour. Hamstel Houses At Hamstel Junior School we have a house system where children earn House Points by demonstrating fantastic effort in their work, good manners and great behaviour. House Captains Each year, eight year 6 children are selected to represent their house. The children are responsible for leading their house and setting a great example to the rest of the school. Remembrance Day Service Our house captains, together with the Combined Forces Cadets from Wescliff High School for Boys, play a key role in our annual remembrance day service.

Physical Eduction (PE) PE at Hamstel Junior School: At Hamstel Junior School we believe that Physical Education (PE) plays a vital role in the holistic development of our students. Our primary school PE curriculum is designed to promote physical activity, develop essential movement skills, foster teamwork, and instil a lifelong appreciation for a healthy and active lifestyle. Through a balanced and inclusive approach, we aim to nurture the physical, social and emotional well-being of our students. Year 3 In Year 3 children will learn: to balance on one foot to climb onto apparatus to travel in a variety of directions to sprint 70m to run 400m to build stamina over long distance to throw and catch with a partner or group to apply game skills to apply appropriate tactics and strategies to evaluate self and peers to develop enthusiasm for physical activity to achieve their Swimming Award Level 4 at 10m distance Year 4 In Year 4 children will learn: to complete a forward roll and land on the feet to travel with a fluid motion to travel and balance on apparatus to pass and shoot accurately to develop a range of throwing passes to apply games skills and tactics with a partner/group/team to develop interest in participating in sports activities to evaluate self and peers and use to improve performance to achieve their Swimming Award Level 5 and aquatic skills Year 5 In Year 5 children will learn: to perform a sequence of movements to travel in varying ways with a fluid motion to dribble/travel with a ball between cones to strike a ball with a range of bats to throw and catch while moving to play games with skill and precision to apply appropriate tactics and strategies to use previous knowledge and experience of tactics, strategies and composition to develop interest in participating in sport activities and events at a competitive level to identify different levels of performance and use subject specific vocabulary to achieve their Swimming Award Level 6 and Self Rescue Award and 25m distance Year 6 In Year 6 children will learn: to sequence movements on floor and apparatus to perform balances with a partner to control and strike a moving ball/object to pass and move accurately at game pace to strike a ball with a range of bats for accuracy and distance to consider a range of strategies, tactics and routes to success, positioning self and peers according to abilities to analyse, modify and refine skills and techniques and how these are applied to suggest best strategies for best results to apply skills and tactics to competitive events to lead others in sporting activity to participate in outdoor adventurous activity 1/1 1/1

History History Curriculum Intent Statement: At Hamstel, we aim to create inquisitive historians and foster a love of history across all year groups. We believe that, by teaching history, we empower our pupils to foster a curiosity about the past; develop their own opinions based on a variety of historical sources, and build a deeper understanding of the present by engaging with and questioning the past. Year 3 In Year 3 children will learn: to describe the changes, key events and achievements in a particular period of time to use appropriate language relating to that time period to use an increasing range of common words and phrases relating to the passing of time to describe memories of key events in his/her life using historical vocabulary Year 4 In Year 4 children will learn: to describe a particular time period and the impact it has to place events in chronological order to use appropriate language relating to that time period to use a variety of source to discover about the past, and understand that they can contradict each other to use sources of information to answer questions that go beyond simple observation to communication learning in an organised way with correct terminology Year 5 In Year 5 children will learn: to describe the events, achievements and impact in a particular period of time giving reasons for them to order events on a timeline to present findings and accounts in a variety of ways to compare sources of information available to make comparisons with the present day to understand that the type of information available depends on the time period to evaluate the usefulness of a variety of sources to present findings in different ways to use more than one source to create a historical recount Year 6 In Year 6 children will learn: to describe the events in a particular period of time using evidence to support this to devise valid questions about the time and construct informed responses to use sources to support knowledge of the past to undertake independent research using sources to describe narratives chronologically across a time period to use historical terms to make connections and contrasts 1/2

School meals must be booked and paid for online in advance, using ParentPay. Free School Meals Click here to read key information about Free School Meals on Southend Council's website. School Dinners School meals must be booked and paid for online in advance, using Arbor. Dinners cost £2.45. Free School Meals Click here to read key information about Free School Meals on Southend Council's website. Packed Lunches If you wish, your child can eat their own packed lunch at lunch time. Your child should have a drink as part of their packed lunch; however, for safety reasons, we do not allow hot drinks and ask that you do not send glass or other breakable containers in to school. Packed lunches should not contain bars of chocolate or sweets and we do not allow canned or fizzy drinks. We aim to be a 'nut free' school so please make sure that your child's snack or lunch does not include any food containing nuts. Packed lunch boxes should be labelled with your child's name and class. Home Dinner Arrangements If you wish your child to come home for lunch, a form must be completed and signed in advance where possible, stating which days they wish to have a home lunch. The form can be obtained from the school office and a new form must be completed each week. School Dinner Menu - week commencing 6th January 2026

Our office hours are Monday - Friday 8.00am until 4.00pm where Ms Martin or one of our office team will be happy to help with any queries you may have. Contact Us Phone number: 01702 468048 Address: Hamstel Junior School, Hamstel Road, Southend on Sea, Essex, SS2 4PQ E-mail: office@hjs.porticoacademytrust.co.uk Our office hours are Monday - Friday 8.00am until 4.00pm where Ms Martin or one of our office team will be happy to help with any queries you may have. Contact Us Thanks for submitting! Submit

Year 5 Home Learning Daily Timetable English Lesson Maths Lesson Geography Lesson

Science At Hamstel Junior School, our aim is to give every child a broad and balanced science curriculum which enables them to confidently explore and discover what is around them to gain a deeper understanding of the world we live in. We want our children to love science. We want them to have no limits to their ambitions and grow up wanting to be astronauts, forensic scientists, toxicologists and microbiologists! At Hamstel Junior School, our children are scientists who: are curious about the world around them experience science through touch, sight, sound and feel use their science experiences to explore ideas and raise different kinds of questions plan different types of scientific enquiries to answer questions use relevant scientific language and illustrations set up fair tests when appropriate use different scientific equipment to measure decide what measurements to make gather, record, classify and present findings in different ways (diagrams, keys, tables, classification keys and graphs) use results to make predictions and set up more tests Year 3 In Year 3 children will learn: Animals Including Humans to identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own that they get nutrition from what they eat Force & Magnets to compare how things move on different surfaces to notice some forces need contact between two objects that magnetic forces can act at a distance to observe magnetic attraction or repelling that some materials are magnetic to compare, group together variety of everyday materials based on whether they are attracted to a magnet to identify some magnetic materials to describe magnets as having two poles to predict whether two magnets will attract or repel each other, depending on which poles are face Light to recognise we need light in order to see things and dark is the absence of light to notice that light is reflected from surfaces to recognise that light from the sun can be dangerous and that there are ways to protect eyes to recognise shadows are formed when the light from a light source is blocked by a solid object to find patterns in the way that the size of shadows change Plants To identify and describe functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers to identify requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary in different plants to understand the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal Rocks to compare and group together different kinds of rocks on the basic of their appearance and simple physical properties to describe in simple terms how fossils are formed when things that have lived are trapped within rock to recognise that soils are made from rocks and organic matter States of Mattter to compare and group materials together, according to whether they are solids, liquids or gasses to observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (C); demonstrate that dissolving, mixing and changes of state are reversible changes to explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible to identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature Woking Scientifically to ask and answer relevant questions to gather, record, classify and present findings using simple, scientific language, drawings and diagrams, drawing simply conclusions, make simple predictions, identify differences and similarities or changes Year 4 In Year 4 children will learn: Animals including Humans to describe simple functions of basic parts of the digestive system in humans to identify different types of teeth in humans and the simple functions to construct and interpret a variety of food chains, identifying producers, predators and prey Electricity to construct a simple series electrical circuit, identifying and naming it's basic parts, including cells, wires, bulbs, switches and buzzers to identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery to recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit to recognise some common conductors and insulators, and associate metals with being good conductors Living Things and their Habitats to recognise that living things can be grouped in a variety of ways to use classification keys to help group, identify and name a variety of living things in their local and wider environments can change and that this can sometimes pose dangers and have an impact on living things. Sound to identify how sounds are made, associating some of them with something vibrating to recognise that vibrations from sounds travel through a medium to the ear to find patterns between the pitch of a sound and features of the object that produced it to find patterns between the volume of a sound and the strength of the vibrations that produced it to recognise that sounds get fainter as the distance from the sound source increases State of Matter to compare and group materials together, according to whether they solids, liquids or gasses to observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (C) to demonstrate that dissolving, mixing and changes of state are reversible changes to explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible to identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature Woking Scientifically to ask relevant questions, use different enquiries to answer to set up simple practical enquiries to answer to make systematic and careful observations to make accurate measurements using standard units and range of equipment to gather, record, classify and present data to help answer questions to record findings using simple scientific language using labelled diagrams, keys, bar charts and tables to report findings orally and written Year 5 In Year 5 children will learn: Animals including Humans to describe the changes as humans develop to old age Earth & Space to describe the movement of the Earth and other planets relative to the sun in the solar system to describe the movement of the moon in relation to Earth to describe Earth and the moon as approximately spherical to use Earth's rotation to explain day and night and the apparent movement of the sun across the sky Forces & Magnets to explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the failing object to identify the effects of air resistance, water resistance and friction the act between moving surfaces to recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect Living Things and their Habitats to describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird to describe the life process of reproduction in some plants and animals Materials to compare and group together everyday materials on their properties to recognise that some materials will dissolve in liquid to form a solution to describe how to recover a substance from a solution to use knowledge of solids, liquids and gases to decide how mixtures might be separated Working Scientifically to plan different enquiries to ask and answer questions to make measurements with increasing accuracy and precision to take repeat readings where appropriate to record data of increasing complexity using diagrams to make predictions for fair testing to report and represent findings and explanations in oral and written forms to identify evidence to support to refute ideas or arguments Year 6 In Year 6 children will learn: Animals including Humans to identify and name the main parts of the human circulatory system to describe the functions of the heart, blood vessels and blood to recognise the impact of diet, exercise, drugs and lifestyle on the way their bodies function to describe the ways in which nutrients and water are transported within animals, including humans Electricity to associate the brightness of a lamp or the volume of a buzzer with the number and voltage of cells used in the circuit to compare and give reasons for variations in how components function, including the brightness of bulbs, the loudness of buzzers and the on/off position of switches to use recognised symbols when presenting a simple circuit in a diagram Evolution and Inheritance to recognise that living things have changed over time and that fossils provide information about living things that inhabited the Earth millions of years ago to recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical of their parents to identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution Light to recognise that light appears to travel in straight lines to use the idea that lights travels in straight lines to explain that objects are seen because they give out or reflect light into the eye to explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes to use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them Living Things and their Habitats to describe how living things are classified into broad groups according to common characteristics and based on similarities and differences, including micro-organisms, plants and animal to give reasons for classifying plants and animals based on specific characteristics Work Scientifically to plan different enquiries to answer own or others questions to take measurements with increasing accuracy and precision using equipment and taking repeat readings where appropriate to record data and results using scientific diagrams to use tests results to make predications for fair testing to report and present findings in both oral and written forms 1/1

The school follows the National Curriculum which was introduced in September 2014. Children are taught the three core subjects of English, Mathematics and Science. Year 6 Spellings Summer 2 Spelling Patterns and WWNTK Summer 1 Spelling Patterns and WWNTK Spring 2 Spelling Patterns and WWNTK Spring 1 Spelling Patterns and WWNTK Autumn 2 Spelling Patterns and WWNTK Autumn 1 Spelling Patterns and WWNTK 1/1

Year 6 Expected Standard of work This is an example of the standard if fiction text that a Year 6 pupil should be able to read and understand. We would expect that a Year 6 pupil would be able to read this text fluently and with expression. We would also expect that they would be able to answer the following type of questions; Questions about word meaning What word could be used instead of bewilderment (Line 2)? Questions that ask you to extract information from the passage Who rescued Laurie from his ‘nightmare’? Questions that ask you to summarise the text What happened to Laurie after the cart had set him down? Questions that ask you to use the clues in the text to produce a reasoned answer How do we know that Laurie was scared when he stood in the grass? Questions that ask you to use the text to make predictions Do you think that Laurie will always be scared of the village? Questions relating to the meaning of the whole text Laurie has visited the countryside many times. Explain why you agree or disagree with this statement Questions about the author’s choice of language Why does Laurie compare his sisters ‘face to shields’ (Line 24) Questions that ask you to compare different parts of the text How do you think Laurie’s feelings at the end of the text compare to those at the beginning? 1/1 1/2

The Pupil Premium is grant funding and is in addition to the School’s Delegated Budget. It was established by the government to address the inequalities between pupils. Pupil Premium The Pupil Premium is grant funding and is in addition to the School’s Delegated Budget. It was established by the government to address the inequalities between pupils. It is allocated according to the number of children on roll who are eligible for free school meals at any time in the last six years, who have been Looked After for more than six months, who are adopted or who have a parent in one of the armed forces. It is up to the school to decide how the Pupil Premium is spent. Pupil Premium funding is used to raise attainment as well as promoting social skills, independent learning and positive behaviour. Pupil Premium Strategy Report 2025-2026 1/1

Art & Design “All children are artists. The problem is how to remain an artist once you grow up.” Pablo Picasso We consider art to be an incredibly important and influential part of a child’s learning experience. We see art as a vital part the curriculum as it allows children of all ages and abilities to communicate and experiment in a creative and varied manner. Art can also help children to make connections with others both in school and the wider community. We use art to celebrate other cultures and to help our children to learn about a range of perspectives. We learn about the work of a number of artists and show case our artistic skills in other areas of the curriculum. We take pride in our art work with many pieces displayed in classrooms and corridors. “A true artist is not one who is inspired, but one who inspires others.” Salvador Dali At Hamstel Junior School children are artists who: are curious about the world around them. experience art through touch, sight, sound and feel. use their art experiences to explore ideas and raise different kinds of questions. develop imagination, creativity and natural curiosity using a wide range of stimuli, materials and processes to develop the ability to communicate and express creative ideas and reflect on their own work. use appropriate artistic vocabulary to communicate ideas. use creativity and imagination to make informed judgements and practical decisions. explore and appreciate art and design. can critically reflect, enjoy, persevere, co-operate, take turns, and be creative, inventive, and open minded. can apply key skills to enhance their understanding of art and artistic concepts. have opportunities to have a meaningful understanding of their immediate environment, culture, and language. explore and express their ideas and feelings concerning personal, social, environmental, moral and spiritual issues through creative activities. develop an awareness of art through the understanding of methods used by practising artists. Year 3 In Year 3 children will learn: to use a sketchbook for experimenting and planning and use these skills and effects in a final piece of work to explore complementary colours, colour as tone, warm and cold colours to create work in response to natural and manmade objects to plan a sculpture to explain what he/ she likes and dislikes about their work about artists in history Year 4 In Year 4 children will learn: to use a sketchbook for collecting ideas and developing work to draw objects with correct proportions to create different effects by using tools and techniques to experiment with creating mood, feeling, movement and areas of interest to print on fabric to adapt and improve work using skills taught to use technical terms to articulate how to make improvements to work to describe some of the key ideas, techniques and working practices of artists, architects and designers Year 5 In Year 5 children will learn: to develop ideas and explain choices for the materials and techniques used to investigate and use unfamiliar materials and techniques to represent things seen, remembered or imagined in three dimensions using lines, tone and shading to mix colours to express mood, divide foreground from background or demonstrate tones to develop skills in using clay to add a range of collage materials to a background to return to work and use a wide range of materials to research various artists, architects and designers and discuss their processes and explain how these were used in the finished product to evaluate work Year 6 In Year 6 children will learn: to select ideas and develop these through research to refine learnt techniques to adapt final work following feedback to begin to develop an awareness of composition, scale and proportion to use simple perspective in their work using a single focal point and horizon to use techniques, colours, tones and effects in an appropriate way to represent things seen to produce intricate patterns and textures in a malleable media to use and explain choices for different techniques, colours and textures in sculptures/ textiles to create intricate printing patterns by simplifying and modifying sketchbook designs to follow a design brief to describe the work and ideas of various artists, architects and designers, using appropriate vocabulary and referring to historical and cultural contexts to justify preferences towards different styles and artists 1/1

Welcome to Hamstel Junior School and to our website. We hope that by navigating the buttons on the right you will be able to find all the information you should need. If this is not the case please call the school office on 01702 468048. Useful Information Welcome to Hamstel Junior School and to our website. We hope that by navigating the buttons on the right you will be able to find all the information you should need. If this is not the case please call the school office on 01702 468048. We are always seeking to improve the website so please feel free to send your thoughts and feedback by using the contact form below. 1/1 Contact Us Thanks for submitting! Submit Letters Home Weekly Newsletters Clubs Parent Forum School Lunches Uniform Calendar & Term Dates Online Payments Our School Day