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 4

Year 4 Curriculum Overview

Term

Content

Half-Term 1

Half-Term 2

Aut

Unit Overview

 

4.1 - Coding (6 lessons)

What are the specific end-points for the unit?

  • Pupils use sketching to design a program which they then code
  • Pupils can create an ‘If/else’ statement and interpret a related flowchart
  • Pupils understand what a variable is in programming and are able to set/change it
  • Pupils can show how a character repeats an action and code a character to respond to user input
  • Pupils can create a timer that prints a new number to the screen every second.
  • Pupils can create an algorithm to model the sequence of a simple event, and to create a simulation
  • Pupils can use Computational Thinking to break down their aims for a coding task into smaller achievable steps

 

4.2 - Online Safety (4 lessons)

What are the specific end-points for the unit?

  • Pupils understand the purpose of security symbols such as a padlock protect their identity online, and are aware of having an appropriate digital footprint
  • Pupils know the meaning of the term ‘phishing’ and are aware of the existence of scam websites
  • Pupils can identify possible risks of installing free and paid for software
  • Pupils know what malware is and the risks associated with it
  • Pupils are aware of copyright issues on the internet
  • Pupils understand how to balance an active lifestyle with digital activities

 

4.3 - Spreadsheets (6 lessons)

What are the specific end-points for the unit?

  • Pupils can use the number formatting tools and add a formula to a cell to automatically make a calculation in that cell
  • Pupils can use the timer, random number and spin button tools, and combine these tools appropriately
  • Pupils can create a line graph and make predictions and plans based upon it
  • Pupils can allocate values to images and use these to explore place value
  • Pupils can use a spreadsheet made in 2Calculate to check their understanding of a mathematical concept.

 

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
  • Use computational abstractions & models
  • 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
  • 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.

Spr

Unit Overview

4.4 – Writing for Different Audiences (5 lessons)

What are the specific end-points for the unit?

  • Pupils have looked at and discussed a variety of written material where the font size and type are tailored to the purpose of the text.
  • Pupils have used text formatting to make a piece of writing fit for its audience and purpose
  • Pupils have interpreted a variety of incoming communications and used these to build up the details of a story
  • Pupils have used the incoming information to write their own newspaper report
  • Pupils have used 2Connect to mind-map ideas for a community campaign
  • Pupils have used these ideas to write a persuasive letter or poster as part of the campaign
  • Pupils have assessed their texts using criteria to judge their suitability for the intended audience

 

 

4.5 - Logo (4 lessons)

What are the specific end-points for the unit?

  • Pupils know what the common instructions are in Logo and how to type them
  • Pupils can follow simple instructions to create shapes on paper and in Logo itself
  • Pupils can create Logo instructions to draw patterns of increasing complexity
  • Pupils understand the pu and pd commands
  • Pupils can write Logo instructions for a word of four letters
  • Pupils can follow Logo code to predict the outcome
  • Pupils can create shapes using the Repeat function
  • Pupils can find the most efficient way to draw shapes
  • Pupils can use the Procedure feature
  • Pupils can create ‘flowers’ or ‘crystals’ using Logo

 

 

4.6 - Animation (3 lessons)

What are the specific end-points for the unit?

  • Pupils can put together a simple animation using paper to create a flick book
  • Pupils have an understanding of animation ‘frames’, and can apply this in creating a simple animation
  • Pupils know what the Onion Skin tool does in animation, and apply this in creating an animated image
  • Pupils can use backgrounds and sounds to make more complex and imaginative animations
  • Pupils know what stop motion animation is and how it is created
  • Pupils have used ideas from existing stop motion films to recreate their own animation

 

Links to Big Idea & key concepts

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

  • Create, organise, store & retrieve digital content
  • Understand and use algorithms
  • Use programming languages or platforms to create digital items
  • Use logical reasoning
  • Create, reuse and repurpose digital artefacts, accounting for reliability and usability factors

 

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.
  • 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.

 

 

 

Sum

Unit Overview

4.7 - Effective searching (3 lessons)

What are the specific end-points for the unit?

  • Pupils can structure search queries to locate specific information
  • Pupils have used search to answer a series of questions
  • Pupils have written search questions for a friend to solve
  • Pupils can analyse the contents of a web page for clues about the credibility of the information

 

4.8 - Hardware Investigators (2 lessons)

What are the specific end-points for the unit?

  • Pupils can name the different parts of a desktop computer
  • Pupils know what the function of the different parts of a computer is
  • Pupils have created a leaflet or digital artefact to show the function of computer parts.

 

Links to Big Idea & key concepts

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

  •  Effective use of search technology
  • Understand ethical, privacy and security issues, and how to report concerns
  • Understand hardware and software components
  • Recognise common uses of IT

 

 

NC Link

How does this link to NC expectations – or exceed

  • 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.
  • Use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content.
  • 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.