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 6

Year 6 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 Arrival* by Shaun Tan

The Unforgotten Coat* by Frank Cottrell Boyce

The Promise by Nicola Davies and Laura Davies

Can We Save the Tiger? by Martin Jekins and Vicky White


The Explorer by Katherine Rundell

Beetle Boy by M. G. Leonard


(ordered x64)

The Tiger Rising by Kate DiCamillo /

The Tyger by William Blake

The Steampunk Bible by Jeff Vandermeer


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 Invention of Hugo Cabret by Brian Selznick *book and film

Suffragette: The Battle for Equality* by David Roberts

The Last Wild by Piers Torday

The Three Little Pigs Project by The Guardian *film


Cogheart by Peter Bunzl / Make More Noise!* (not ordered)

Incredible Journeys by Levison Wood

Fly Me Home by Polly Ho Yen

NC and Content Domain Coverage

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





Linked Planning Sequence

Romeo and Juliet William Shakespeare, Helen Street and Charly Cheung *book and film

Grimm Tales for Young and Old by Phillip Pullman

Some Places More Than Others* by Renee Watson

A Beautiful Lie* by Ifran Master


Darwin’s Voyage of Discovery by Jake Williams

Grimm Tales for Young and Old by Phillip Pullman   (not ordered)

Caged Bird* by Maya Angelou

A Beautiful Lie* by Ifran Master

NC and Content Domain Coverage

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