Twitter

23/09/21

Come to the Harris Garrard Academy , Thurs 30th Sept, 5-7.30pm. We look forward to welcoming you. Visit our school, meet our students and teachers, and discover for yourself what makes our school so special. https://t.co/u1VzrMK0ho

23/09/21

Come to the Harris Garrard Academy , Thurs 30th Sept, 5-7.30pm, to see our school and meet our students and teachers. Discover for yourself what makes our school so special. We look forward to welcoming you https://t.co/LFMfx9B02S

23/09/21

This week's PE Challenge (press ups!) saw lots of our primary children and staff having a go. Well done to this week's winners - Mason (Year 5), Mr Green and Ms Anderson. We are all looking forward to seeing who will win next week! https://t.co/PJwh7FYpkt

21/09/21

Retweetd From HarrisSchoolDirect

It's great to be out & about in our today! There is some beautiful artwork on show! https://t.co/r1H7glKk0V

20/09/21

Amazing turnout today for the Year 8 boys inter-hub football competition. There was some unbelievable football, with Enterprise scoring one of the best team goals we have ever seen! Congratulations to World Studies who won all their matches.

20/09/21

Fantastic turnout today for the Year 8 girls inter-hub competition. There was lots of talent on show today, every game was amazing to watch. Congratulations to Active Science who came out on top today!

20/09/21

Our sixth form students at an assembly today about and student leadership. Fundamental British Values at HGA https://t.co/gW8AIYulWa

20/09/21

Year 12 students Lydia, Aleyna, Javier, Lujain, Yusuf and Alesandra pictured during their second Extended Project Qualification (EPQ) session. The EQP gives students the opportunity to develop their own enquiry skills https://t.co/BPag6A7tkH

15/09/21

Our Speed Bounce Challenge attracted over 150 attempts from primary children and staff! Everyone had to see how many times they could bounce over the barrier in 30 seconds. Huge well done to those who entered and we look forward to seeing more exciting PE challenges! https://t.co/smBEMSs9F8

15/09/21

Students are signing up for our exciting range of secondary co-curricular clubs, including STEAM Club, Juggling, Volleyball, Japanese, Rock Climbing and Language Club. Parents - watch out for permissions slips coming home this week! https://t.co/atYUzyj0CM https://t.co/6GJeQI4aWx

15/09/21

Retweetd From Nadia Kemal

What an inspiring and motivating day primary, spent learning more about how we can make small changes to gain bigger outcomes on a road to success! Thank you ! https://t.co/UPwqsFsEI5

13/09/21

Young people in London/Essex - the wants to see your vision of the future! Submit a creative piece exploring life in 96 years’ time– it could be art, a video, a story… anything! Shortlisted entries will be exhibited! For more info visit: https://t.co/eic4FfVITJ https://t.co/VhfySYd3WF

13/09/21

Today our primary and secondary student leadership teams met to present their vision for our academy https://t.co/vdBKplgLaQ

07/09/21

Open Mornings and Evening 2021 - come and meet our students and teachers. Full details of our open evening and mornings (including dates and times) are at https://t.co/Z8VL3DUIxi https://t.co/9ukVlTFP0v

05/09/21

Welcome Year 12! Head student, Daniella, introduces herself and her vision for the 6th form. https://t.co/M8YhiXJdRu

13/08/21

Well done to all our students celebrating their exam success this year. Kelsey, Quesser and Andy (pictured) achieved 13 grade 9s between them and an impressive collection of other top grades. . Details https://t.co/NUXoMhlzG2 https://t.co/JJULCer7or

10/08/21

Read how the Evening Standard covered the success of one of our students, Christian, after our A Level results were announced today. https://t.co/kED36DCvos https://t.co/dL9U4K7fSY

10/08/21

We are immensely proud of our A Level and vocational results and outcomes this year. Over 80% of our sixth formers are heading off to university, with a further 6+% of students having won places on competitive apprenticeship programmes. Full details https://t.co/9jIuV6Ym7P https://t.co/kzk2rTMvER

07/07/21

Harris Garrard Academy has been held up as a model of good practice by Department for Education (DfE) for the way we have adapted our curriculum to help students recover after disruption due to Covid. . Find out more https://t.co/YICtXA4M81 https://t.co/rzPHsZF6FH

07/07/21

Our Y11 Leavers did an incredible job of performing their GCSE Speaking and Listening speeches today to inspire all of Year 10 for their drop down day! Well done to all involved! https://t.co/RxKOUAzq75

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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Westminster

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 class sizes means that pedagogy in the sixth form will be necessarily distinct.

Sixth form lessons may take a variety of formats including:

  • Lectures – the teacher stands at the front of the class and delivers substantial chunks of new context, whilst students take notes. Handouts should be provided for students to annotate, rather than requiring copying from the board.
  • Seminars – the teacher sits with the students around a table and leads the group in a structured discussion, debate, or activity. This will often build on substantial amounts of preparatory reading.
  • Tutorials - the teacher provides detailed feedback on students’ work that has been submitted in advance. The teacher addresses mistakes and/or misconceptions and uses pre-planned questioning to extend students’ understanding.
  • Practicals – students conduct practical experiments under the teacher supervision.

Regardless of the format of the lesson, teachers present information or demonstrate skills clearly, promoting consideration of the subject matter being taught. They check for understanding systematically, identify misconceptions and provide clear, direct feedback.


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 the 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.