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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 Curriculum Overview

Term

Content

Half-Term 1

Half-Term 2

Aut

Unit Overview

Unit 6.1 Coding (6 lessons)

What are the specific end-points for the unit?

  • Pupils can plan a program before coding
  • Pupils can follow through plans to create the program and can debug when things do not run as expected
  • Pupils can explain what functions are and how they can be created and labelled in 2Code
  • Pupils can explain how they organised code in a program into functions to make it easier to read
  • Pupils can attribute variables to user input
  • Pupils can follow flowcharts to create and debug code
  • Pupils can be creative with the way they code to generate novel visual effects
  • Pupils can follow through the code of how a text adventure can be programmed in 2Code
  • Pupils can adapt an existing text adventure to make it unique to their requirements.

Unit 6.2 Online Safety (2 lessons)

What are the specific end-points for the unit?

  • Pupils have used the example game and further research to refresh their memories about risks online, and the steps they can take to protect themselves
  • Pupils understand how what they share impacts upon themselves and upon others in the long-term.
  • Pupils know about the consequences of promoting inappropriate content online
  • Pupils can take more informed ownership of the way that they choose to use their free time
  • Pupils can give reasons for limiting screen time.
  • Pupils can talk about the positives and negative aspects of technology and balance these opposing views.

 

Unit 6.3 Spreadsheets (5 lessons)

What are the specific end-points for the unit?

  • Pupils can create a spreadsheet to answer a mathematical question relating to probability
  • Pupils can problem solve using the count tool, and other formulae
  • Pupils can create a program to help work out the price of different items in a sale
  • Pupils can make practical use of a spreadsheet to help plan actions
  • Pupils can use a spreadsheet to model a real-life situation and come up with solutions that can be applied to real life

 

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
  • 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.
  • 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 6.4 Blogging (5 lessons)

What are the specific end-points for the unit?

  • Pupils understand how a blog can be used as an informative text
  • Pupils can work collaboratively to plan a blog, and can create a blog with a specific purpose
  • Pupils understand that the way in which information is presented has an impact upon the audience
  • Pupils understand that blogs need to be updated regularly to maintain the audience’s interest and engagement
  • Pupils can post comments and blog posts to an existing class blog
  • Pupils demonstrate an awareness of the issues surrounding inappropriate posts and cyberbullying
  • Pupils can comment on and respond to other blogs
  • Pupils can assess the effectiveness and impact of a blog

 

Unit 6.5 Text Adventures (4 lessons)

What are the specific end-points for the unit?

  • Pupils can describe what a text adventure is
  • Pupils can map out a story-based text adventure
  • Pupils can use the full functionality of 2Create a Story Adventure mode to create, test and debug using their plan
  • Pupils can split their adventure-game design into appropriate sections to facilitate creating it
  • Pupils can contrast a map-based game with a sequential story-based game
  • Pupils can create their own text-based adventure based upon a map
  • Pupils can use coding concepts of functions, two-way selection (if/else statements) and repetition in conjunction with one another to code their game
  • Pupils make logical attempts to debug their code when it does not work correctly

 

Links to Big Idea & key concepts

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

  • Use technology safely and respectfully
  • Understand ethical, privacy and security issues, and how to report concerns
  • Effective use of search technology
  • 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
  • Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact
  • 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
  • Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact*

Sum

Unit Overview

Unit 6.6 Networks (3 lessons)

What are the specific end-points for the unit?

  • Pupils know the difference between the World Wide Web and the internet.
  • Pupils know about their school network.
  • Pupils have researched and found out about Tim Berners-Lee.
  • Pupils have considered some of the major changes in technology which have taken place during their lifetime and the lifetime of their teacher/another adult

 

Unit 6.7 Quizzing (6 lessons)

What are the specific end-points for the unit?

  • Pupils have used the 2DIY activities to create a picture based quiz
  • Pupils have shared their quiz and responded to feedback
  • Pupils understand the different question types within 2Quiz
  • Pupils have ideas about what sort of questions are best suited to the different question types
  • Pupils have used 2Quiz to make and share a science quiz
  • Pupils have considered the audience’s ability level and interests when setting the quiz
  • Pupils have shared their quiz with peers
  • Pupils have given and responded to feedback
  • As a class, pupils have collaborated on a quiz

 

 

Unit 6.8 Understanding Binary (4 lessons)

What are the specific end-points for the unit?

  • Pupils can explain how all data in a computer is saved in the computer memory in a binary format
  • Pupils can explain that binary uses only the integers 0 and 1
  •  Pupils can relate 0 to an ‘off’ switch and 1 to and ‘on’ switch
  • Pupils can count up from 0 in binary
  • Pupils can relate bits to computer storage
  • Pupils can convert numbers to binary
  • Pupils can check their own answers using the converter tool
  • Pupils can make use of a variable set to 0 or 1 to control game states

Links to Big Idea & key concepts

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

  • Understand hardware and software components
  • Recognise common uses of IT
  • Combine multiple software applications on a range of devices in a creative manner
  • Create, reuse and repurpose digital artefacts, accounting for reliability and usability factors
  • Create, organise, store & retrieve digital content

 

 

NC Link

  • 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.
  • 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
  • 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