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01/12/20

Year 3 mixing primary colours to make their own in preparation for our Matisse inspired collages! https://t.co/GRdYElepYn

30/11/20

Year 3 using technology to design their own clothes! Order yours ready for Christmas! https://t.co/oE3kjTNxoZ

26/11/20

Our School Council setting up the Christmas decorations! It’s beginning to look a lot like Christmas!🎄 https://t.co/7sl9TJDLI8

23/11/20

Year 3 Seedling update 2 Our seeds have germinated and begun to grow! https://t.co/I3nzS1r1X0

20/11/20

Year 3 Seedling update 1 - Condensation already beginning to take place creating a continuous supply of moisture for our seeds. https://t.co/E26DH5ycnn

20/11/20

Year 3 making their own greenhouses! Stay tuned for daily seedling updates. https://t.co/I71tUdacda

19/11/20

Year 6 magpie-ing ideas from each other in preparation for their big write 🖌 https://t.co/DU8VbFlGYp

18/11/20

✍️ Celebrating Writing ✍️ https://t.co/CWb4gstWrn

18/11/20

🎶🎵Learning to read music 🎵 🎶 https://t.co/efjGp9Jw5D

18/11/20

This term, we are studying collage in art lessons - beautiful work Year 3 🖼 https://t.co/Qq6BjPgZLw

11/11/20

Watch our virtual tour. Enjoy! https://t.co/75ge6Tphmm

08/11/20

Our core values https://t.co/AzkMbajehU

08/11/20

Harris Primary Free School Peckham Virtual Tour. Enjoy! https://t.co/LlcyQjtmbc

07/11/20

Inspiring! https://t.co/hr4NmgxL2m

07/11/20

Year 3 Sone Age tools ⚒️ DT project https://t.co/kZIqdlk3Mr

06/11/20

Year 2 DT projects - designing and building a slide 🧱 🌉 https://t.co/BBfbb3nhKa

05/11/20

Year 4’s DT project was to design and create biscuit packaging. There were bonus points for anyone who also made biscuits! What eye-catching packaging! 👁 🍪 https://t.co/mwsQ3sdQ1b

05/11/20

Year 6 researching facts to help them create their hybrid animal#NonChronologicalReport#creativity https://t.co/YuDT5vpKKy

02/11/20

Autumn 2 pedagogical focus - accountable talk partners. Our teachers are looking at the research practising the strategy with each other. https://t.co/vtBwXdhjKE

30/10/20

Pictures of the half-term Design Tech projects are making us hungry! Yum 🥣 🍞 Well done! https://t.co/IdOgdzBC0v

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Year 6

Year 6- Autumn Term

Lesson

Learning Question for the lesson

Statuary Guidance Coverage

1

How can we be attracted to someone?

  • the importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs
  • that others’ families, either in school or in the wider world,

sometimes look different from their family, but that they should respect those differences and know that other children’s families are also characterised by love and care.

2

How can we show that we care for each other?

  • the characteristics of healthy family life, commitment to each other, including in times of difficulty, protection and care for children and other family members, the importance of spending time together and sharing each other’s lives.
  • the characteristics of friendships, including mutual respect, truthfulness, trustworthiness, loyalty, kindness, generosity, trust, sharing interests and experiences and support with problems and difficulties.
  •  that healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded.

3

What is a family?

  •  that families are important for children growing up because they can give love, security and stability.
  •  the characteristics of healthy family life, commitment to each other, including in times of difficulty, protection and care for children and other family members, the importance of spending time together and sharing each other’s lives.
  • that others’ families, either in school or in the wider world, sometimes look different from their family, but that they should respect those differences and know that other children’s families are also characterised by love and care.

4

What are my personal boundaries?

  • •what sorts of boundaries are appropriate in friendships with peers and others (including in a digital context).
  •   about the concept of privacy and the implications of it for both children and adults; including that it is not always right to keep secrets if they relate to being safe.
  •  that each person’s body belongs to them, and the differences between appropriate and inappropriate or unsafe physical, and other, contact.
  • the importance of permission-seeking and giving in relationships with friends, peers and adults.

5

What risks might we face online?

  • that people sometimes behave differently online, including by pretending to be someone they are not.
  •  the rules and principles for keeping safe online, how to recognise risks, harmful content and contact, and how to report them.
  •  how to critically consider their online friendships and sources of information including awareness of the risks associated with people they have never met.
  •  how information and data is shared and used online.

6

What do I do if something doesn’t feel right online?

  • Same as above.

7

What does loneliness look like and what can we do about it? 

  • that healthy friendships are positive and welcoming towards others, and do not make others feel lonely or excluded.

 

8

What do I do when a friendship doesn’t feel healthy?

  • that most friendships have ups and downs, and that these can often be worked through so that the friendship is repaired or even strengthened, and that resorting to violence is never right.
  •  how to recognise who to trust and who not to trust, how to judge when a friendship is making them feel unhappy or uncomfortable, managing conflict, how to manage these situations and how to seek help or advice from others, if needed.

9

What are different types of online bullying?

  • about different types of bullying (including cyberbullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult) and how to get help.

10

How do we define and challenge discrimination? 

  • the importance of respecting others, even when they are very different from them (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs.
  • that in school and in wider society they can expect to be treated with respect by others, and that in turn they should show due respect to others, including those in positions of authority.

11

What is a stereotype? 

  • what a stereotype is, and how stereotypes can be unfair, negative or destructive.

12

How can we recognise and challenge our own negative attitudes? 

  • Same as above