“I found that attending the University of Law has helped widen my knowledge on the potential opportunities that universities have for each student," Aleyna, Year 12. Read a report on our Year 12 trip to see the University of Kent today.


Year 9 exploring questions of Equality and Diversity


Year 7’s long walk back to the academy from Lesnes Abbey


Two of our Year 7 students found a display they made in primary school at Greenwich Maritime!


Future Sea Captains from Year 7 trying out their skills in the ship simulator at the National Maritime Museum


One of our Year 7 students preparing to set sail on our Character and Mindfulness Day trip to Greenwich Maritime - Cutty Sark


Vital education for Year 8 on Sexual Harassment on Character and Mindfulness Day


Year 8 exploring careers options with Unifrog on Character and Mindfulness Day


Year 7 exploring local history at Lesnes Abbey on Character and Mindfulness Day


Our Year 9 students exploring Space and Flight at the Science Museum for Character and Mindfulness Day


Aspiring lawyer Qesser, Year 12, exploring the purpose-built court during a visit to the Univeristy of Kent today.


Students in Year 12 on a visit to The University of Kent


Some of our Year 9 coding projects for our third Character and Mindfulness Day


Congratulations to siblings Robiat and Muhammad for both reaching Reward Level 2 - an achievement to be proud of! We pride ourselves on all the academic and social successes of our students – and these siblings embody both.


Sixth Formers Javier, Ola, Lydia, Daniella, Alfie and Esther with a cheque for £250, raised by selling Christmas candy canes for the ocean conservation charity, . Great work!


Important information about the start of term for our secondary students, including arrangements. Full details at


Our head student, Daniella, and Ola (head student of the future??!) sell candy canes to raise money for the ocean conservation charity, , (and some pizza for their Christmas party)


Retweetd From LDNMayor Environment

Excellent blog from on the Mayor's Climate Kick-Start tree planting project at Academy


Amazing turnout for Year 7 and 8 girls football today. Lots of talent on show and some unbelievable moments! It was great to see everyone playing with a smile, while still being very competitive. Congratulations to Enterprise and Creative Voice who came out on top.


Good turnout today for the Year 7 & 8 Boys' inter-hub competition. There was lots of intense games and quality on show today. Congratulations to Enterprise who came out on top today!

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.

Central Office
















Developing students’ English and Literacy skills is fundamental to unlocking their potential across the academic curriculum and beyond.

Our over-riding aim is to ensure that each student, whatever his or her ability, should reach their full potential. We aim to inspire students to love literature, think creatively and work independently. We strive to foster this positive attitude by presenting English as an interesting, creative, challenging and useful subject.

For further information about the English curriculum please contact Sophie Hall

Full details of the intent, implementation and impact of our English curriculum will be contained in our curriculum plans, downloadable from the bottom of the page.

View/download medium term plans for all subjects. These are up to date as of 1st September 2021. Plans will be refreshed every term.

You can also download Knowledge Organisers for each year group from our Knowledge Organisers page.

Primary Curriculum - English

Words, in my humble opinion, are the most inexhaustible source of magic we have.” Albus Dumbledore.

English underpins all learning. Having the ability to read, write and communicate allows all pupils to gain access to the entire world. The possibilities are endless. “High quality literary instruction, enables pupils to speak and write fluently so they can communicate their ideas and emotion to others, and through their reading and listening, others can communicate with them.” (Myatt:2020). Through the teaching of reading, pupils gain access not only to imaginary worlds - through the exploration of narrative, but it also enables access to different cultures, religions and socio-economic groups. 

The importance of being literate has never been more important in our society. As the EU High Level Report on Literacy points out: “the digital world is centred around the written word”. Those who struggle to read and write are at a catastrophic disadvantage. In addition, a research study conducted by psychologists Betty Hart and Todd Risley called the “30 Million Word Gap” showed that children from lower-income families hear a staggering 30 million fewer words than children from higher-income families by the time they are four years old.

Not surprisingly, this word gap puts children from our communities at a significant disadvantage. Their vocabularies are approximately half the size of their higher-income counterparts, and they are unprepared for the early years of school curriculum. What’s more, the word gap also has long-term effects on education, career, and family.

At Harris Garrard we aim to provide all children with a high-quality education so that outcomes are not determined by family income. The ability to read, write, speak and understand are essential skills that all pupils must master in order to be able to access all other areas of learning. It is our aim that no pupil leaves our primary phase without these core foundations in place.


The rationale of the teaching of reading at HGA is: 

  • To provide pupils with the imperative strategies and skills required to read fluently. 
  • This is achieved by rigorous progression and assessment via the different stages of reading, to ensure that pupils are taught to read fluently, with good understanding. 
  • To provide access to high quality texts that reflect cultural diversity (within the community) so pupils can gain future aspirations. 
  • Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading and spoken language 

Evidence suggests that there is a positive relationship between reading frequency, reading enjoyment and attainment. (Clark 2007) Reading enjoyment has been highlighted as a key factor to the contribution of educational success. 

Regardless of a pupil’s socio-economic backgrounds, it is imperative that they have access to high quality texts and literature. 

Parental engagement is key to ensuring the Accelerated Reader program is effectively reinforced at home, therefore giving the pupils the best opportunity to score well in their weekly AR comprehension quizzes. 


The rationale of the teaching of writing at HGA is: 

  • To provide pupils with transcriptional and compositional skills to allow them to communicate through a different form. 
  • Write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences. 
  • To provide a classroom environment that is conducive to writing and supports effective writing instruction for all learners, including struggling writers and English Language Learners. 
  • Apply the wide vocabulary and understanding of grammar (from reading and speaking and listening) into their writing. 

Speaking and Listening 

Speaking and listening are central to teaching and learning in all curriculum areas. Talk is also the foundation of literacy. Young children listen and speak well before they read or write. They learn that they can use speech to express their needs and wishes, find out about things, and engage in imaginative, exploratory play. Children need opportunities to listen to and speak about different topics in a range of contexts in order to develop their language skills, which will also enhance their school achievement. 

In many classrooms, talk is often dominated by the teacher. However, the pupils’ attitudes to learning – together with their learning gains – improve noticeably when, through their own talk, they are actively involved in the learning process. Offering high quality questioning not only gets pupils actively involved in talk, but encourages quality responses that require articulation, reasons and detail.  

Miss Woods, VP and Primary English Lead

Mr Butcher, AP and Primary Reading Lead


English is a crucial subject and significantly increases a student’s employability later in life. Students who do well in English are given fantastic opportunities to pursue a number of careers. Some examples are listed below:

  • Professions (law, human resources, banking, accountancy, insurance)
  • Public sector (administration, civil service, health service, local government, police, armed forces)
  • Teaching (schools, colleges, universities, teaching English aboard)
  • Media (journalism, publishing, television and radio, copywriting, events management)
  • Influencing (advertising, public relations, marketing, retail management, sales)
  • Helping (social work, youth work, probation work, nursing, housing)
  • Information (librarianship, archives, information officer, bookseller)

English is also a subject which can be taken to a high academic level with students studying MAs and PhDs.

Find out more about the careers programme at Harris Garrard Academy.