Twitter

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

11/01/21

🍍 Breakfast bags are ready to go 🍍 https://t.co/GZOFZJPD9X

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Year 5

Year 5 Curriculum Overview

Term

Content

Half-Term 1

Half-Term 2

Aut

Unit Overview

Unit 5.1 Coding (6 lessons)

What are the specific end-points for the unit?

  • Pupils can use sketching to design a program and reflect upon their design
  • Pupils can create code that conforms to their design
  • Pupils can explain how their program simulates a physical system by using decomposition and abstraction.
  • Pupils can reflect upon the effectiveness of their simulation
  • Pupils can explain what a variable is in programming
  • Pupils can set/change the variable values appropriately
  • Pupils can create a game which has a timer and score pad
  • Pupils can use variables to control the objects in the game
  • Pupils can create loops using the timer and If/else statements.
  • Pupils can include buttons and objects that launch windows to websites and programs

 

Unit 5.2 Online Safety (3 lessons)

What are the specific end-points for the unit?

  • Pupils know what Childnet SMART CREW and know who to tell if they are upset by something that happens online
  • Pupils can use the SMART rules as a source of guidance when online
  • Pupils think critically about what they share online, even when asked by a usually reliable person to share something
  • Pupils have clear ideas about good passwords
  • Pupils can see how they can use images and digital technology to create effects not possible without technology
  • Pupils have experienced how image manipulation could be used to upset them or others even using simple, freely available tools and little specialist knowledge
  • Pupils show an understanding of the advantages and disadvantages of different forms of communication and when it is appropriate to use each

 

Unit 5.4 Database (4 lessons)

What are the specific end-points for the unit?

  • Pupils can search a database in order to answer questions correctly.
  • Pupils have designed an avatar for a class database.
  • Pupils have successfully entered information into a class database

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 technology safely and respectfully
  • 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
  •  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.
  • 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.
  • 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 5.3 Spreadsheets - (6 Lessons)

What are the specific end-points for the unit?

  • Pupils can create a formula in a spreadsheet to convert m to cm
  • Pupils can apply this to creating a spreadsheet that converts miles to km and vice versa
  • Pupils can use a spreadsheet to work out which letters appear most often
  • Pupils can use a spreadsheet to solve a variety real-life problems
  • Pupils can create a series of formulae ranging from simple to complex
  • Pupils can use a spreadsheet to model a real-life situation

 

Unit 5.5 Game Creator - (5 Lessons)

  • Pupils can review and analyse a computer game
  • Pupils can describe some of the elements that make a successful game
  • Pupils can design the setting for their game so that it fits with a given theme
  • Pupils can upload images or use the drawing tools to create the walls, floor and roof
  • Pupils can design and amend characters for their game
  • Pupils can make their game more unique by selecting the appropriate options to maximise the playability
  • Pupils can write informative instructions for their game so that other people can play it
  • Pupils can evaluate my their own and peers’ games to help improve their design for the future

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 and use algorithms
  • Use programming languages or platforms to create digital items
  • Use logical reasoning

 

 

NC Link

  • 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.
  • 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.

Sum

Unit Overview

Unit 5.6 - 3D Modelling (4 lessons)

What are the specific end-points for the unit?

  • Pupils know what the 2Design and Make tool is for
  • Pupils have explored the different viewpoints in 2Design and Make whilst designing a building
  • Pupils have adapted one of the vehicle models by moving the points to alter the shape of the vehicle while still maintaining its form
  • Pupils have explored how to edit the polygon 3D models to design a 3D model for a purpose
  • Pupils have refined one of their designs to prepare it for printing.
  • Pupils have printed their design as a 2D net and then created a 3D model
  • Pupils have explored the possibilities of 3D printing

 

Unit 5.7 - Concept Maps (4 lessons)

What are the specific end-points for the unit?

  • Pupils can make connections between thoughts and ideas
  • Pupils can see the importance of recording concept maps visually
  • Pupils understand what is meant by ‘concept maps’, ‘stage’, ‘nodes’ and ‘connections’
  • Pupils can create a basic concept map
  • Pupils have used 2Connect Story Mode to create an informative text
  • Pupils have used 2Connect collaboratively to create a concept map
  • Pupils have used Presentation Mode to present their concept maps to an audience

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
  • Create, reuse and repurpose digital artefacts, accounting for reliability and usability factors
  • Create, reuse and repurpose digital artefacts, accounting for reliability and usability factors
  • Combine multiple software applications on a range of devices in a creative manner

 

NC Link

  • 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.
  • 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.