Twitter

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 3

Year 3 Curriculum Overview

Term

Content

Half-Term 1

Half-Term 2

Aut

Unit Overview

 

Unit 3.1 Coding (6 lessons)

What are the specific end-points for the unit?

  • Pupils understand a sequential algorithm and represent this via a flowchart
  • Pupils can explain what Object, Action, Output, Control and Event are in computer programming
  • Pupils can amend a program which simulates a physical system
  • Pupils can create an if statement in their program
  • Pupils understand and manipulate variables in programming
  • Pupils can use a timer and if statement to introduce selection in their program
  • Pupils understand and use repeat commands in programming
  • Pupils can explain what debugging means and have a clear idea of how to use a design document to start debugging a program
  • Pupils can debug a variety of programs

 

Unit 3.2 Online Safety (3 lessons)

What are the specific end-points for the unit?

  • Pupils understand the importance of safe passwords
  • Pupils can contribute to a concept map about internet communication
  • Pupils can contribute to a class blog with clear and appropriate messages
  • Pupils understand the concept of internet searching and website reliability
  • Pupils create a ‘spoof’ webpage
  • Pupils can identify some physical and emotional effects of playing/watching inappropriate content/games.
  • Pupils relate cyberbullying to bullying in the real-world and have strategies for dealing with online bullying including screenshot and reporting

 

Links to Big Idea & key concepts

What big idea does it link to? What are the key concepts covered in the unit?

  • Understand and use algorithms
  • Use programming languages or platforms to create digital items
  • Use logical reasoning
  • Understand ethical, privacy and security issues, and how to report concerns Use technology safely and respectfully

 

 

NC Link

How does this link to NC expectations – or exceed

  •  Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.
  •  Use sequence, selection and repetition in programs; work with variables and various forms of input and output
  • Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
  • Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

 

Spr

Unit Overview

Unit 3.3 - Spreadsheets (3 lessons)

What are the specific end-points for the unit?

  • Pupils can create a table of data on a spreadsheet
  • Pupils can use a spreadsheet program to automatically create charts and graphs from data
  • Pupils can use the ‘more than’, ‘less than’ and ‘equals’ tools appropriately
  • Pupils can use the ‘spin’ tool to count through times tables
  • Pupils can describe a cell location in a spreadsheet using the notation of a letter for the column followed by a number for the row
  • Pupils can find specified locations in a spreadsheet

 

Unit 3.4 – Touch-typing (4 week)

What are the specific end-points for the unit?

  • Pupils can understand the names of the fingers
  • Pupils understand what is meant by – home, bottom, and top rows.
  • Pupils develop the ability to touch type the home, bottom, and top rows
  • Pupils can use two hands to type the letters on the keyboard
  • Pupils can touch type using the left hand.
  • Pupils can touch type using the right hand

 

Unit 3.5 – Email (6 lessons)

What are the specific end-points for the unit?

  • Pupils can list a range of different ways to communicate, and can use 2Connect to highlight the strengths and weaknesses of each method
  • Pupils can open an email and respond to it
  • Pupils have written rules about how to stay safe using email
  • Pupils have contributed to classmates’ rules
  • Pupils have created a quiz about email safety which explores scenarios that they could come across in the future
  • Pupils can attach work to an email
  • Pupils know what CC means and how to use it

 

Unit 3.6 – Branching Databases (4 week)

What are the specific end-points for the unit?

  • Pupils understand how YES/NO questions are structured and answered
  • Pupils have used YES/NO questioning to play a simple game with a friend
  • Pupils have contributed to a class branching database about fruit
  • Pupils have completed a branching database about vegetables
  • Pupils can choose a suitable topic for a branching database
  • Pupils can select and save appropriate images
  • Pupils can create a branching database
  • Pupils know how to use and debug their own branching database

Links to Big Idea & key concepts

What big idea does it link to? What are the key concepts covered in the unit?

  • Use computational abstractions & models
  • Understand hardware and software components
  • Understand digital representation of data
  • Understand ethical, privacy and security issues, and how to report concerns

 

NC Link

How does this link to NC expectations – or exceed

  • Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.
  • Understand computer networks, including the Internet; how they can provide multiple services, such as the World Wide Web; and the opportunities they offer for communication and collaboration.
  • Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.
  • Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.
  • use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content

Sum

Unit Overview

Unit 3.7 – Simulations (3 week)

What are the specific end-points for the unit?

  • Pupils know that a computer simulation can represent real and imaginary situations
  • Pupils can give some examples of simulations used for fun and for work
  • Pupils can give suggestions of advantages and problems of simulations
  • Pupils can explore a simulation and can use a simulation to try out different options and to test predictions
  • Pupils can begin to evaluate simulations by comparing them with real situations and considering their usefulness
  • Pupils can recognise patterns within simulations and make and test predictions
  • Pupils can identify the relationships and rules on which the simulations are based and test their predictions
  • Pupils can evaluate a simulation to determine its usefulness for purpose

 

Unit 3.8 – Graphing (3 Lessons)

What are the specific end-points for the unit?

  • Pupils can set up a graph with a given number of fields
  • Pupils can enter data for a graph
  • Pupils can produce and share graphs made on the computer
  • Pupils have solved a maths investigation.
  • Pupils can present the results in a range of graphical formats

 

 

Links to Big Idea & key concepts

What big idea does it link to? What are the key concepts covered in the unit?

  • Use computational abstractions & models
  • Understand digital representation of data

 

NC Link

How does this link to NC expectations – or exceed

  • design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
  • Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information