Twitter

26/04/21

Year 4 have been studying the work of Louise Bourgeois. They used her art as inspiration for their own creations - bugs with an innovative twist! https://t.co/6StZn6q4tK

26/04/21

A huge thank you to and their for providing us with flowers, bulbs and soil to brighten up the school grounds. The children prepared the beds, planted them and we are now waiting for everything to grow! https://t.co/GfUAak7Cwu

18/04/21

Tomorrow is the first day of the Summer Term at HPAHP. We are looking forward to welcoming all our children and families back. Same staggered start and finish times as last term - see you tomorrow! https://t.co/gWyiEEkvBu

06/04/21

Update - Breakfast club allocations have been sent out via email this morning. After school club allocation letters to follow this afternoon.

01/04/21

We have reached the end of the spring term. We hope all our families have a restful and relaxing break. We look forward to seeing you all on MONDAY 19TH APRIL 2021! https://t.co/eu77Ftli3s

01/04/21

This week our Reception and Year 1 children made Spring cakes to celebrate the end of term. A huge thank you to our local store who provided us with the ingredients as part of their scheme. 🧁 https://t.co/oyoRqdzMcI

01/04/21

Today is the last day of term at HPAHP. Please note the collection times this afternoon! https://t.co/CvyPgdxXan

01/04/21

This morning we have had a special visitor at HPAHP. The spring bunny has joined Mr Hyneman to hand out star of the week awards! 🐰🌟 https://t.co/uU7K7flLjt

31/03/21

Tomorrow is our last day of term. Please note the collection times ⬇️ There is no after school club provision tomorrow. All children need to be collected at the times stated below. https://t.co/jwozBErGsi

30/03/21

Retweetd From Whitgift School

The Audiobook brought together nearly a hundred readers from across the community, and the local area, to perform Sir Arthur Conan Doyle's classic collection, The Adventures of Sherlock Holmes. Read more about it here: https://t.co/N9A8yMpR1T https://t.co/lIh0RNuZwe

30/03/21

Good morning! We’ve set up a temporary email address, if you need to contact us. harrisprimaryhalingpark.com We will come back to you as quickly as we can but are still experiencing significant IT issues! https://t.co/mSOnPobyvV

29/03/21

Retweetd From Harris Federation

Last week issued an alert about a spike in ransomware attacks on schools. We have suffered an attack since then. Although measures were in place to protect our systems, our servers have been impacted. See https://t.co/0JeUHHfRDp for further info and a statement below. https://t.co/4U02Y6zmbG

24/03/21

A very exciting delivery has arrived for our Reception classes this week. We will be watching closely as the frog spawn develops in the next few weeks! https://t.co/1XF4DHX0D4

24/03/21

Huge thank you to and our local for donating ingredients for some Spring themed baking. We will share the creations from Year 1 next week! https://t.co/elMcpyYAsA

08/03/21

On their first day back Morpurgo class completed some excellent arithmetic today. They presented their work beautifully and calculated accurately. Miss Appadoo is so proud! https://t.co/Yj1WSbXDOp

08/03/21

It was a busy first day back at HPAHP today, with some of our pupils settling in to reading some great books in our brand new Reading Hub! https://t.co/reipnUCaLb

05/03/21

It has been a busy week at HPAHP. Lots has been going on and we are very excited about welcoming all our families back on Monday morning! https://t.co/Bp4CeqLpcb

05/03/21

Retweetd From Ellie Bound GBarmy

We had to dress as adjectives for Alec is “sparkly” https://t.co/GtbuoNQpzC

05/03/21

Lottie was super creative yesterday by making her own Supertato! Great work Lottie! https://t.co/uZSGoV9sV4

04/03/21

We have really enjoyed World Book Day here at Haling Park today! Our theme was "adjectives" and everyone looked amazing! https://t.co/YEgtCfdOMe

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.

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    History

    Intent: Introduction, Vision and Philosophy


    At Harris Primary Haling Park, we want our children to be inquisitive and to question the information they are presented with to further their historical understanding. History explores culture, beliefs and values that help pupils to develop an understanding of themselves and others; pupils learn about similarities, differences and diversity and how we live in an interdependent global world. We want children to understanding how they, their family and friends are linked to the historical fabric of their local area, country and the world. 

    A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.

    A historian needs:

    *Thorough investigative and research skills 

    *Good communication skills 

    *An interest in human behaviour, culture and society 

    *An enquiring mind 

    Implementation:
    What does history look like at HPAHP? Overview:

    History teaching focuses on enabling pupils to think as historians. An emphasis is placed on examining primary and secondary sources including historical artefacts, pictures and texts. Where appropriate, pupils are given the opportunity to visit sites of historical significance. Teachers at Haling Park recognise and value the importance of stories in history teaching and as an important way of stimulating curiosity about the past. We focus on helping pupils understand that historical events can be interpreted in different ways and that they are encouraged to ask critical questions when looking at the origins of sources.

    At HPAHP children in EYFS use their own experiences, and the experience of our community, to learn early historical skills. We talk about the past and present in circle times and learn that things have not always been as they are today. A key way we explore this idea is looking at our own lives. We bring in baby photos and discuss the changes in our bodies, before thinking about changes in the world around us. Throughout the year we visit places of historical importance in our local area. We offer a range of visits including museums, local area studies and discuss what things have been like for people who lived a long time ago. Comparative language and thinking skills are central to the teaching of all subjects in the EYFS at HPAHP. Lots of lessons begin with ‘What is the same and what is different’ activities and all children are encouraged to give full, reasoned answers. This enables children to develop these crucial aspects of the subject. 

    During key stage 1, pupils develop an awareness of the past, using common words and phrases relating to the passing of time. They are taught to know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They use a wide vocabulary of everyday historical terms, which is provided at the start of each new historical unit. Pupils are encouraged to ask and answer questions, making reference to the historical stories and/or stories used within the teaching.

    In key stage 2 pupils continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They are encouraged to make connections between historical events and similarities between empires and civilisations over time and develop the appropriate use of historical terms. Pupils will be supported and encouraged to devise historically valid questions to further their understanding of the period of history, as well as making links to the personal histories of the class and the significance to their current lives. Children are supported to consider the impact of historical events to living memory and how this influences their lives and those of their family and peers. Encouraging this level of discourse is of particular importance to support children in the development of their cultural capital.

    Across all stages of teaching and learning we endeavour to create strong and appropriate links with other subjects to enhance the curriculum and learning experience, predominantly but not exclusively with literacy, music, PSHE, art and design and geography.

    Curriculum

     

    Autumn 1

    Autumn 2

    Spring 1

    Spring 2

    Summer 1

    Summer 2

    Year 1

    NC

    Changes within living memory

    A significant person who lived in my locality

    HPAHP

    How have my toys changed over time?

    Am I making history?

    What makes a person in history significant?

    Year 2

     

    NC

    The life of a significant individual from the past

    Significant historical event

    A significant historical event

    A significant historical person – compare and contrast

    HPAHP

    How should we remember Henry VIII?

    Why do we still remember the 5th of November?

    How did the Great Fire change London?

    Who is the most significant explorer?

    Year 3

    NC

    Stone Age

     

    Bronze Age

     

    Iron Age

    Changes over time

     Achievements of the Earliest Civilisations

    HPAHP

    Where do the first humans come from

    How did bronze change Britain

    Did life improve in the iron age?

     

    Depth Study:  Did Britain really change that much in one million years?

     

    What did the Ancient Egyptians believe in?

    Life in Ancient Egypt- what has King Tut taught us?

    Year 4

    NC

    Ancient Greece

    The Roman Empire

    Study of Non-European Society – Benin 900-1300AD

    HPAHP

    How do we know about Ancient Greece?

    Can we thank the Ancient Greeks for anything in our lives today?

    What was life like in Ancient Rome?

     

    How did the Romans influence the life in Britain?

     

    How can we learn about the Kingdom of Benin?

     

    Why was Benin so attractive to foreigners?

    Year 5

    NC

    Britain’s settlement by Anglo-Saxons and Scots

    The Viking and Anglo-Saxon struggle to Edward 1

    HPAHP

    What happened to Britain when the Romans left?

    How was Anglo Saxon Britain Ruled?

    What can we learn from life in Anglo-Saxon England?

    The battle of 1066 and what happened next…

     

    Did the Vikings leave an impact on Britain?

    Did the Vikings deserve their reputation? 

    Year 6

    NC

    A local history study

    A study that extends knowledge beyond 1066

    A study that extends knowledge beyond 1066

    HPAHP

    Was life that hard for all Victorian Children?

     

    What have the Victorians done for us?

     

    How did life change during WW2?

     

    How did WW2 change Britain?

     

    Democracy over time

    Impact
    Evidence and Assessment
    At HPAHP children have the opportunity to record their learning in a variety of ways, which is recorded within their History books. Evidence of the learning is dependent on the lesson outcome, year group and the skills and knowledge being developed. This can be in the form of: shared learning folder (KS1), extended writing, photographs of practical activities, historical timelines, speech bubble comments on relating the learning.

    Core knowledge of each unit is supported by a knowledge organiser which details the key learning points, vocabulary and key questions. It is our expectation that the knowledge on our organiser is known by all.

    Our teachers rely on a range of assessment tools to provide data on the knowledge and skills pupils have, their progress and their development points.

    This includes:

    • assessment for learning
    • challenge tasks
    • enquiry tasks 
    • standards of learning in books
    • end of unit questions and quizzing
    • pupil voice

    Marking is used to monitor progress and impact.  Throughout the course of the lesson the class teacher (and support staff where present) will move around the class, offering support/challenge where needed so that each child is receiving direct feedback during the lesson. These conversations will be recorded by writing the adults initials by the side of the piece of work, however far through it the child has got. Over the course of the half term, the teacher will speak to the child at various points in the lesson, so initials would be seen at various points on the page.

    At the end of each unit, a quiz will be taken to ensure that all children have retained the relevant knowledge from the unit taught.