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12/05/21

We loved our parachute games at lunchtime today 💕 https://t.co/0ZX8UOwh1j

19/04/21

Year 5 have made some brilliant bird boxes for their Easter DT project! https://t.co/OTnL2qr68O

12/03/21

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! https://t.co/wxpMcXarDp

12/03/21

Happy belated World Book Day 2021 from HFSP! (2/2) https://t.co/NnfG3CrVsY

12/03/21

Happy belated World Book Day 2021 from HFSP! (1/2) https://t.co/VFrWSeGqtx

08/03/21

Year 4 Meet the Author - Jenny Pearson 📚 https://t.co/ikLIwiepkm

08/03/21

Welcome back KS2 👨‍💻 ✍️ 😃 https://t.co/Lm5DMBMyqO

08/03/21

Welcome back Key Stage 1 📚 🧮 https://t.co/oDlDLZPaEW

08/03/21

Welcome back Early Years 🦕 🦖 https://t.co/rd1NtggzjU

04/03/21

Happy world book day! Look at our amazing crayons 🖍 📚 https://t.co/W8S4WayFsf

26/02/21

The final push! One-to-one Phonics tutoring for our pupils learning online. https://t.co/b9rHt8oB7E

24/02/21

How does a holiday to Mount Etna sound? Year 4 learning about volcanoes in Geography. https://t.co/tCHRatC5lP

12/02/21

Year 4 carrying out a Science experiment learning about the harmful effects certain liquids can have on our teeth. science https://t.co/iD2jilnPSD

11/02/21

Porridge making in Agra Deedy https://t.co/BXTSyBaVV2

11/02/21

Reception are getting ready for Chinese New Year 🧧 🍜 https://t.co/z8vdxN7VxF

11/02/21

Securing those number bonds 🧮 https://t.co/4AG0r09qt2

09/02/21

Key Stage One took part in their Speech Bubbles session today. Children from home and from school participated 🙂 https://t.co/WbiYu9W07X

01/02/21

Year 4 have created their very own Roman God Trump cards this week! Who’s the strongest? 💪 https://t.co/qQVrim5pRn

22/01/21

Year 4 have created some fantastic diagrams of the digestive system for Science! https://t.co/2hUQr0PnuR

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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