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23/05/22

Children can pick up a free healthy packed lunch from libraries and leisure centres during the May half-term, excluding the bank holidays. There's no need to register beforehand, just come along. Locations and serving times at https://t.co/yODJSl35al https://t.co/mf7naxlcZT

19/05/22

This week our primary team competed in the 3v3 Bexley borough finals with the winners representing Bexley at . The team performed excellently to win the event with scores of 8-0, 16-0 and 8-0 in the final. https://t.co/Q9ZyZiGz5X

17/05/22

We're pleased to support 2022 at Harris Garrard Academy! https://t.co/TLmeHs0kvw

11/05/22

Students celebrate their success in the Scholars Programme, with a graduation ceremony at SOAS University of London. They studied peace, conflict & gender with a PhD scholar and wrote 1500-word essays. We are very proud of our scholars! https://t.co/MXb09flSML https://t.co/sbEGwdXhxb

09/05/22

Harris Garrard's Tag rugby team participated in their second mini-league event. They performed excellently winning 7-3 and 5-1, and we look forward to the final event in a few weeks time https://t.co/qZH9MGyDCI

25/04/22

Harris Garrard's girls rugby team competed in Kent schools' tournament recently. They were fantastic, making it all the way to the final. It was great to see over 100 primary school girls engaging in tag . Well done team! https://t.co/604C3oIxaW https://t.co/uInmW6vSMN

12/04/22

Year 7 pick up litter in for 's campaign. Thank you to , who loaned us litter-picking equipment and removed the rubbish we collected. V proud of our students! https://t.co/jbHoBhXSUb https://t.co/haVXd36kEB

28/03/22

"Something wicked this way comes..." Today, our Year 11s were treated to a trip to The Globe to see a performance of their GCSE English Literature text, Shakespeare's Macbeth! https://t.co/8HvFI7zprG

28/03/22

Our Year 1 & 2s really enjoyed taking part in the football festival. The teams had great fun, scoring lots of goals and using teamwork. Thank you to for organising and we look forward to their next event! https://t.co/mBOIcXoXSI

24/03/22

Today, Year 8 supported by the humanities department, enjoyed a day on the Thames, taking in London’s most famous landmarks. Staff and students enjoyed playing guess the landmark and waving to tourists. https://t.co/3l3kmbA5B9

24/03/22

Year 9 A-Side are enjoying the sunshine and learning about plants at RHS Wisley for their 4th Character Day of the year! https://t.co/1doMnUQ0HI

23/03/22

Our Easter Holiday 'Listening Ear' drop-in sessions are for all HGA parents and students (primary, secondary and Sixth Form). Come along on Weds 6th April (9am-1pm) and Weds 13th April (9am-1pm) if you fancy a chat with our staff or need some support. We'd love to see you. https://t.co/OzvQFwWkwM

22/03/22

Last Friday, we were visited by a very special member of the community, Abena Oppong-Asare, our local MP and Shadow Exchequer Secretary to the Treasury. "She shared her journey into politics with us and was truly an inspiration," said Head Student, Daniella. https://t.co/qiBHvsquUX

21/03/22

Retweetd From Consejería de Educación Reino Unido e Irlanda

"It was great to meet the students from years 5 and 6 at Primary School who participated in the Spanish Workshop “Los detectives culturales” ¡Enhorabuena chic por el gran trabajo! https://t.co/PL9AbR75HF

21/03/22

Year 12 students making the most of the sun, and their dedicated outside area, during their mindfulness hour last Friday. https://t.co/ukoe04wjLM

17/03/22

Harris Garrard had their first tag rugby mini-tournament this week. They put their learning from our PE lessons to good use winning both games, 5-2 and 4-2. Everyone had great fun and we look forward to the next one! https://t.co/b3AVIkaxMW

15/03/22

Last week our boys played a cup fixture against Fairford Academy. After a great match in wet conditions, we came out on top winning 5-2. Harris Garrard now progresses to play Danson Primary in the semi-finals. https://t.co/O73EvP5LkJ

06/03/22

AC Slater from the Jack Petchey Speak Out Challenge came to HGA last week to support KS4 students in writing passionate speeches! https://t.co/C0mDFf03VX

06/03/22

We welcomed author for and he delivered some fantastic workshops for budding KS3 writers https://t.co/39oT7gx2lD

03/03/22

Retweetd From Bexley School Games

A great effort from all involved https://t.co/3l2DW2TD4O

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 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 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.