Y2 welcomed a Lady in Waiting from the court of Henry VIII to HFSP! We learned a traditional court dance, acted out the Tudor monarch family tree and recited a poem about Henry’s 6 wives!


Y2 were thrilled to have a visit from Y5 today. They shared some of the books they had brought back from a recent visit to Peckham Library and the Y5 pupils did a great job showing them how to read with fluency and expression!


Year 5 trip to Greenwich London Observatory!


Talking to us about the history of the dinosaurs in Crystal Palace Park


Year 6 PSHE working on team work and Whole Body Listening


⁩ 'Feeling in the blue zone today because i'm cold'


Phonics workshop for our families in Peckham


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

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
















Religious Education Curriculum – Primary

‘All children need to acquire core knowledge and understanding of the beliefs and practices of the religions and worldviews, which not only shape their history and culture, but guide their own development. The modern world needs young people who are sufficiently confident in their own beliefs and values so that they can respect the religious and cultural differences of others, and contribute to a cohesive and compassionate society’

What is the intention of the KS1 and KS2 Religious Education Curriculum?

In Religious Education, pupils begin to describe, compare and explain different religious beliefs and institutions. It equips pupils with the knowledge to understand differences in faith, culture and tradition in an increasingly globalized society, thereby promoting tolerance and appreciation.

It is a subject that encourages self-reflection and enquiry; it fosters curiosity and critical thinking in a search to find purpose and meaning in our own lives. It also promotes discussion, debate and communication amongst peers and the wider community.

Religious Education is a study across multiple disciplines anthropology, sociology, psychology, philosophy and the history of religion which display incidents of collaboration, compromise and conflict resolution. Pupils study humanity through different lenses of academia, but with compassion and openness, in a safe and accepting environment.

The aims of our curriculum are to allow pupils to:

  1. Acquire detailed knowledge about the beliefs, teachings and practices of different faiths and religions, and identify links between them.
  2. Interpret the meaning, significance and impact of religious sources, narratives and teachings of different faiths and religions
  3. Develop an understanding their own values and commitments, to shape their sense of identity and belonging
  4. Appreciate and accept different beliefs, traditions and cultures that explain different ways of life and ways of expressing meaning.
  5. Provide opportunities for pupils to ask questions and partake in discussion and debate in a safe environment. 

How will this be implemented?

Our curriculum is based upon the Discovery scheme of Learning. This provides a guide to planning that secures progression from one year to the next. (See Appendix 1).

Each unit is guided by a 4-step enquiry and requires 6 lessons. The enquiry question has a knowledge focus (see table below) and it serves to weave the sequence of lessons together such that pupils acquire and then apply knowledge to answer the question.

Each unit also demands that pupils reflect on how their learning links to their own personal identity.

Knowledge Focus

Personal Reflection

  • Beliefs, teachings and sources of different religions
  • Practices and ways of life for different religions 
  • Forms of expressing meaning in different religions
  • Developing a sense of their own values and commitments
  • Developing a feeling of identity, diversity and belonging 
  • Find meaning, purpose and truth in what they do, and what others do both in a religious and non-religious way


The four steps of Discovery enquiry are, which shape our lessons are:

  • Engagement (1 lesson): The human experience underpinning the key enquiry question is explored within the children’s own experience, whether that includes religion or not.
  • Investigation (3 lessons): The teacher delivers the relevant content such that pupils acquire the subject knowledge to answer the enquiry question
  • Evaluation (1 lesson): This lesson draws together the children’s learning and their conclusions about the key enquiry question. This is an assessment task.
  • Expression (1 lesson): Children are taken back to Step 1, their own experience, to reflect on how this enquiry might have influenced their own starting point/beliefs, etc.

Whilst we refer to the separate aims of the Religious Education curriculum, we strive to carefully blend these together in each learning experience.

  1. Acquire detailed knowledge about the beliefs, teachings and practices of different faiths and religions, and identify links between them.

Pupils will develop knowledge and understanding of key denominations Christianity, Sikhism, Buddhism, Islam and Judaism. (See Appendix 2). Christianity is taught every year. This reflects the statutory requirement to ensure the curriculum reflects that “the religious traditions in Great Britain are, in the main, Christian, whilst taking account of the teaching and practices of other principal religions presented in Great Britain.”

Pupils will learn through different historical, contemporary, social and cultural perspectives and contexts of these religions. Through doing so, they will be able to identify the similarities and differences not only between religious communities, but also, within them. They will also begin to understand the historical development of faith and the impact of each denomination across the world.

The curriculum documents for Religious Education outline the core knowledge for each enquiry and these include: knowledge organisers defining the core knowledge; lesson resources exploring the core knowledge and Low Stakes assessments to help teachers judge how far the core knowledge has been retained by pupils. 

Pupils will encounter similar enquiry questions when learning about different religions. For example, ‘How does a Sikh show that they belong to the Sikh community? Or How does a Muslim show that they belong to the Islamic community?’ By doing so, pupils will be able to develop an increasingly complex understanding of concepts such as belief, behaviour, belonging, commitment, faith, scripture, leader, by revisiting then in the context of different religions. This in turn, will allow pupils to make links and comparisons between religions.

  1. Interpret the meaning, significance and impact of religious sources, narratives and teachings of different faiths and religions

Stories lay at the heart of many religious teachings. Therefore, pupils will be taught, and expected to recall key religious narratives. Pupils will be encouraged to interpret the meaning of these stories, their characters, and how they have influenced and inspired the beliefs and behaviors of both religious and non-religious communities since.

Pupils will also be exposed to different religious scriptures and texts, and be encouraged to reflect on their source, their literal and implied meanings, and what influence they have had.

  1. Develop an understanding their own values and commitments, to shape their sense of identity and belongin

​Through learning about behaviors, practices and forms of expressing meaning in different religious contexts, pupils will explore questions relating to their own beliefs and values, including: What does commitment mean to me? How can I show commitment? How can I demonstrate I have a good relationship with someone? What does a special place mean to me? These questions are intended to broaden pupil’s spiritual, moral, social and cultural development, and help them to identify their responsibilities to themselves and to others.

By having the Engagement and Expression lesson at the start and end of the unit respectively, pupils can reflect on how their ideas and beliefs have changed as a result of their learning. 

  1. Appreciate and accept different beliefs, traditions and cultures that yield different ways of life and ways of expressing meaning.

Religious Education aims to expel misconceptions and challenge negative attitudes and stereotypes that can stem from ignorance. By educating pupils about the meaning and intentions of apparent differences in the way that people live, it promotes acceptance and appreciation. It also, provides opportunities for pupils to recognise similarities and common values. Pupils will be explicitly encouraged to display empathy, generosity and compassion whilst reflecting on and discussing their own values, beliefs and those of others.

  1. Provide opportunities for pupils to ask questions and partake in discussion and debate in a safe environment. 

When interpreting meaning and significance within the context of narratives, teachings and practices, pupils’ individual understanding and beliefs will be challenged and extended through discussion. Therefore, our lessons are built around opportunities for pupils to discuss their ideas, communicate their personal reflections and critical responses to questions and teachings about identity, diversity, meaning and value, including ethical issues.

To enable this, the class teacher will work to establish classroom expectations and a culture of respect that fosters openness and trust amongst pupils. This will lead to the most rich and inspiring discussions between our pupils.

How will we judge the impact of the Religious Education curriculum? 

The Religious Education curriculum will make a profound and positive impact on the outcomes of every pupil.  The structure of the curriculum enables us to return to core knowledge throughout the course, embedding key aspects of understanding.

The impact of the curriculum will be judged by how well the pupils can remember, understand and apply the core knowledge they have learned. 

Teachers should frequently reflect on whether students know more and are able to remember content from earlier in the course as well as what they have most recently studied. They should look to ascertain whether students are developing their ability to articulate their understanding, explanations and arguments verbally and in writing. Our teachers rely on a range of assessment tools to allow them to do this, including: 

  • Stater recall quizzes
  • Assessment for learning
  • Extended writing
  • Challenge tasks
  • Multiple Choice Quizzes
  • End-of-unit Assessment task  (the the teacher can assess by using the Discovery Level descriptors at the end of each enquiry. The levels are exemplified and tracking and record sheets are included, as are pupil self-assessment sheets).
  • Parental Feedback
  • Pupil voice

Teachers will also receive feedback on the impact they are having through observation, and Network Events provide an opportunity to share best practice and pupil outcomes across academies within the Federation.

        RE Curriculum

Aspects of Religious Education in school’s guidance

relate their learning to their own experience.

How is the Harris Federation RE Curriculum meeting the expectations of the National Curriculum?

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

AU 1

How will you now treat the world? 



How can I be kinder to people? 



What gives me a sense of belonging? 



How can I demonstrate I have a relationship with somebody special to me? 



What are my commitments in life? 



How can I show commitment?  Are there things I am more committed to than others? 


What gift would I have given to Jesus if He had been born in my town? 

AU 2

How do I show love to the world? 

AU 2

If I could give the world one gift at Christmas to make it a better place, what would it be? 

AU 2

What would my own Christingle symbolise for me? 

AU 2

What is a story that you have learnt the most from and why? 

AU 2

What would Jesus’ mother be like if Jesus was born today? 



What do I value about my friends? 


What goal do I want to commit to?  How can I reach my goal? 


Do you believe in miracles? Why? 


What rights and rules are important to me? 


What key themes are the most important to you? 


How can I lead a good life? 

SU 1

How does it feel to share special food together? 


What does having “new life” mean to me? 


Who do we want to show love and gratitude to? 


What does forgiveness mean to me? 


What do YOU think about the Christian belief that the crucifixion and resurrection were Jesus’ destiny? 


What would my 10 Commandments be today? 



Who would you send a celebration card to and why? 

SU 1

Where do I feel the strongest sense of belonging? 

SU 1

How would you represent a concept like kindness? 

SU 1

What things am I committed to in my own life? 

SU 1

Is it always easy to show commitment? 

SU 1

What does heaven mean to me? 

SU 2

What would be my most special journey and why? 

SU 2

How could we build a refreshing community feeling through cleaning? 

SU 2

How do different places make me feel? 

SU 2

What does commitment mean to me? 

A wide range of study of religions and belief s













Promote shared values (religious and non-religious

Should people take care of the world? AU1

What does Jesus teach about friendship? SPR 1

Is it possible to be kind to everyone all of the time? AU1


How could we build a refreshing community feeling through cleaning? SU2

What do you expect if you make an agreement with someone? AU1

Is forgiveness always possible? SPR1

Is it ever acceptable to tell lies? SU1

Is anything ever eternal? SPR1

How are things in the world sometimes misinterpreted? SU2

Allow for community cohesion

What is wonderful in the world? AU1

How do we welcome special people?  SPR 2

How might our world need help?  AU2


What gives the sense of belonging? AU1

Who are you and what do you mean to different people? SU1

Which foods are special to me? SPR

Why are some places special?  SU2

How do different people see the same event?  AU2

Who are the important and influential people in my life?  SP1