Our first coffee morning for parents! How to support your children with early reading


thanks for hosting at your fantastic office to discuss how to support our families even further


how are you feeling today?


First day back for all the lovely children at Harris Primary Free School Peckham #2021-2022


we are so inspired by you


Year 6 2021-2022 Summer School 🖌


Retweetd From Words First

Words First was privileged to be able to provide 3 weeks of intensive Speech and Language Therapy at Harris Primary Academy Peckham Park. taking the impact of the pandemic on children's language and literacy development seriously!


Retweetd From HPAPeckhamPark

great summer school supporting reception and KS1 pupils post pandemic


Retweetd From HPAPeckhamPark

⁩ thanks to ⁦⁦⁩ speech & language therapists for running our intensive and fun summer catch up provision


Heart warming poem by one of our fabulous writers in Year 4


Our babies have grown up! Reception graduation day 🙂


We loved our parachute games at lunchtime today 💕


Year 5 have made some brilliant bird boxes for their Easter DT project!


A massive thank you to and for "visiting" HFSP this week - nothing beats meeting and talking to an author about their experiences to inspire our own reading and writing!


Happy belated World Book Day 2021 from HFSP! (2/2)


Happy belated World Book Day 2021 from HFSP! (1/2)


Year 4 Meet the Author - Jenny Pearson 📚

Harris Academies
All Academies in our Federation aim to transform the lives of the students they serve by bringing about rapid improvement in examination results, personal development and aspiration.

Central Office















Year 5

Year 5 Curriculum Overview

NC Reading (Y5/6)

Reading - word reading
Pupils should be taught to:

  • apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English appendix 1 ( _Spelling.pdf), both to read aloud and to understand the meaning of new words that they meet


Reading - comprehension

Pupils should be taught to:

  • maintain positive attitudes to reading and an understanding of what they read by:
  • continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
  • reading books that are structured in different ways and reading for a range of purposes increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions
  • recommending books that they have read to their peers, giving reasons for their choices
  • identifying and discussing themes and conventions in and across a wide range of writing
  • making comparisons within and across books
  • learning a wider range of poetry by heart
  • preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience
  • understand what they read by:
  • checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
  • asking questions to improve their understanding
  • drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
  • predicting what might happen from details stated and implied
  • summarising the main ideas drawn from more than 1 paragraph, identifying key details that support the main ideas
  • identifying how language, structure and presentation contribute to meaning
  • discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
  • distinguish between statements of fact and opinion
  • retrieve, record and present information from non-fiction
  • participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously
  • explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary
  • provide reasoned justifications for their views




Half-Term 1

Half-Term 2


Planning Sequence*

The Man Who Walked Between the Towers by Mordicai Gerstein

Robot Girl* by Malorie Blackman and Matthew Griffin

Hidden Figures: The True Story of Four Black Women and the Space Race* by Margot Lee Shetterly and Laura Freeman

The Tempest by William Shakespeare, Helen Street and Charly Cheung


Adventures on Earth by Simon Tyler^

Cosmic by Frank Cottrell Boyce

Letters from the Lighthouse by Emma Carroll

NC and Content Domain Coverage

See cover of Literary Leaves and Class Teacher Planning for specific skills coverage of each text


Linked Planning Sequence

The Lost Thing* by Shaun Tan *book and film

Unspoken* by Henry Cole

The Sleeper and the Spindle* by Neil Gaiman and Chris Riddell

Beowulf by Michael Morpurgo


Life: The First Billion Years by Martin Jenkins^



Young Gifted and Black: Meet 52 Black Heroes from Past and Present* by Jamia Wilson^


(not ordered)

The Listeners by Walter de la Mare

Viking Voyagers by Jack Tite^


(not ordered)

NC and Content Domain Coverage

See cover of Literary Leaves and Class Teacher Planning for specific skills coverage of each text






Linked Planning Sequence

Kaspar, Prince of Cats by Michael Morpurgo and Michael Foreman

Anne Frank* by Josephine Poole

High Rise Mysteries* by Sharna Jackson

Firebird by Saviour Pirotta and Catherine Hyde


A Wild Child’s Guide to Endangered Animals by Millie Marotta^  (not ordered)


Mythologica by Dr. Stephen P. Kershaw

Skyward: The Story of Female Pilots in WW2 by Sally Deng^



Little Leaders: Bold Women in Black History* by Vashti Harrison^   (not ordered)


Fly Me by Daniel Riley     (ordered x64)

101 Poems for Children Chosen by Carol Anne Duffy^


(not ordered)

NC and Content Domain Coverage

See cover of Literary Leaves and Class Teacher Planning for specific skills coverage of each text