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Last week, our primary took part in the sports day, with 22 Harris primary schools attending. Incredibly, our team achieved their best ever medal and point totals and were crowned overall champions! We are super proud of all the athletes who represented HGA.


🌈 Supporting & advocating for our LGBTQ+ community this month with a vibrant Pride Picnic! 🏳️‍🌈🧁


📣🌈 We’re keeping the Pride Month spirit alive with a vibrant mini Pride Picnic 🧺🍉 and a wonderful selection of Pride bookmarks in our library! 📚🏳️‍🌈 We celebrate LGBTQ stories and authors.


🚀 The latest Harris Garrard Academy Secondary Newsletter is out now! Highlights include Year 11 exam prep, Pride Month celebrations, the Year 9 boys' football team reaching the Harris Cup semi-final, and student visits to Ada College and more. 📚🎉


Year 11 students are in for their last Saturday of exam prep! 📚 From Spanish and History to Science, and a walking-talking Maths mock, they’re giving it their all. 🌟 We’re so impressed and proud of their dedication. Can’t wait to see their amazing results this summer! 🎓👏


🌈🎉 Harris Garrard Academy is decked out in vibrant bunting to celebrate Pride Month! 🏳️‍🌈✨ Honoring incredible LGBTQ+ pioneers from the past and present who inspire us every day. 🌟💪 Let's keep spreading acceptance and pride! ❤️🧡💛💚💙💜 +


📢 Year 11 May Half Term sessions are here! 📅 Check the timetable for details. Students can attend any session, even if not directly invited. Arrive by 08:45 for AM and 12:15 for PM. All-day sessions include a lunch break from 12:00-12:30. 🎓🗓️


Students from schools, including ours, had an amazing visit to ! 🎉 They met inspiring women in AI from , , and the Department for Science, Innovation and Technology. 💻✨ They participated in workshops and shared their thoughts on AI 🤖


Fueling young minds with the most important meal of the day! Thanks to for helping us ensure no student starts their day hungry. 🍎📚


📚✏️ Even on a Saturday, over 120 of our dedicated students showed up to hit the books! We're incredibly proud of their hard work and determination. Keep shining! 💪👏


Year 11 aced their maths walking talking mock with Mr Sadiq this Saturday! 🧠💯 They tackled high-mark questions, got expert feedback, and leveled up their exam skills. 📚✨ Couldn't be prouder of this hardworking crew - they're ready to crush the GCSE! 🙌


Year 10 students rocked their Rise workshop today with ! 🌟 They completed challenges to work collaboratively, develop problem-solving and teamwork skills, and gain work experience. 💼🧠💡


Fasten your seatbelts 🛂 Year 11, we're about to take off! 🛫 Hoping for a smooth flight ✈️ and successful departure! 🛬


🏆 Year 9 boys football team 🥅 through to Harris Cup semi-final! 🔥 Determined to retain trophy after thrilling 6-5 win! 🙌 Player of the match Chetam scores winner! 🏃‍♂️ Great team effort and resilience! 🏆



Saddle up for an unforgettable day at the British Racing School! 🏇 took us on a thrilling journey, revealing the secrets of horse care and the paths to becoming a champion jockey. 🏆 Hooves thundering, hearts racing - an experience we'll never forget! 🐎


🌟 Our amazing pupils showcased incredible 'Character (to)day' diving into a variety of topics & activities! 🚀 Year 7s showed immense Courageous Advocacy, delving into Bee habitats and acing the Big School litter pick! 🐝🗑️


Ahoy there! ⚓️ The Year 9 crew from HGA set sail today for the Maritime Museum in Greenwich. 🌊 Anchors aweigh for a character-filled adventure on the high seas! ⛵️🌟


🏐🎉 Incredible news! Our year 8 netball team has smashed their way to the Harris Cup semi-finals! 🌟👏 Big shoutout to our amazing players, especially the year 7 stars shining bright! 🌟✨ Let's cheer them on as they face ! 🙌


🚀 Kicking off Creative Careers 2024! 🎨 Students are diving into a world of possibilities, exploring diverse pathways in the creative industry. 📸#CreativeCareers2024

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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Teaching and Learning in the Sixth Form

At HGA, sixth form lessons are underpinned by an ambitious curriculum that has been coherently planned and structured to ensure that students have all the knowledge and skills they need for future learning and employment.

Teachers of sixth form classes have expert knowledge of the subjects and courses they teach, and we put huge emphasis on the continued development of subject knowledge and pedagogy, utilising the wealth of experience in sixth form teaching across the Harris Federation, to continue developing our experts.

To that end, the work that teachers give to sixth form students is demanding and teachers design activities to help students to remember long term content they have been taught, whilst improving and extending what they already know and can do into larger concepts.

Teachers encourage students to use subject specific, professional, and technical vocabulary well and demand work of a consistently high standard. As a result, students in the sixth form demonstrate very positive attitudes about their learning and commitment to their education.

Although sixth form lessons will often follow the same basic lesson structure as lessons in the secondary phase, sixth form teachers are not bound by this. The increased academic rigour of sixth form study, the growing maturity of students and the small

Most post-16 lessons will follow the same structure as those of the secondary school. Each lesson will begin with a knowledge retrieval task in the form of a ‘Do Now’. This will be followed by a period of direct instruction from their teacher, who is a subject specialist. The lessons in post-16 allow for discussion and debate, to develop our students’ oracy skills, as well as independent practice which ensures that students are confident in exam technique.

Student will complete weekly knowledge quizzes and a monthly summative assessment which will be reported home.

Marking and feedback

We aim that students will complete at least one piece of assessed work in each subject, every week (which will often but not necessarily be a piece of written work). Feedback will be provided on this piece of work within one week, either through teacher marking, peer or self-assessment, or discussion.

In setting work, teachers should aim to be very clear about how it will be assessed; often they will share and discuss the various assessment criteria with the students. Teachers and students should know what it takes to attain each standard or grade and students should be made familiar with marking criteria. Teaching and assessment should be designed to help students achieve the next level and as such, teachers should ensure that students understand their level of performance and have opportunities to interpret them in discussion with teachers.

It is vital that feedback is carefully designed and targeted to help students to improve and to that end whole-class feedback is not a formal expectation in sixth form. Instead, students are provided with highly individualised written, or spoken feedback which is clear and concise; positively phrased; and indicative of ways to improve. Ideally, teachers and students will see feedback as a dialogue about ongoing improvement and may use a variety of strategies to facilitate this. Students may be expected to redraft work following feedback, either in lesson, or at home and also may be required to evaluate their own performance. Teachers will also give students feedback on their organisational skills. Where possible, students should be given opportunities to assess and reflect on their own and others’ work.

Every time we provide feedback, we aim to think carefully about how that feedback is going to help the student to learn more effectively and perform at a higher-level next time and how it will inform and shape our teaching in future.

Independent study

Sixth Form study requires a considerable amount of private and independent study. This means that students need to demonstrate self-discipline and organisation. Students must take responsibility for organising their time to allow them to complete the research, wider reading, class work and coursework required across all their subjects.  As a guide, we adopt a 5:3:2 model when talking to students about their private study, that is:

  • 5 hours of lesson time with their teacher/s – these lessons will always be highly planned and will take one of the formats as earlier outlined.
  • 3 hours of private study during “free” periods – in this time students should be consolidating their learning, committing new information to long term memory, reading, doing additional exam practice, and completing pre-reading and tasks in preparation for the next lesson. There should be an element of prep completed prior to evey lesson.
  • 2 hours of homework set by the teacher – this work will have a clear deadline and will generally be essay writing or exam practice that will require feedback. 

Teachers will ensure that all students have recorded homework tasks carefully and accurately, are very clear about the date for submission, and that they are using a sensible, effective system for recording this information.

As part of the feedback cycle teachers should engage in dialogue with students about how long work is taking them and incorporate into their teaching advice on strategies for smarter, more efficient working habits. Teachers will regularly check students’ files and give organisational advice as part of their lessons as well as in “academic monitoring” sessions during tutor time.