Twitter

25/11/19

Reception have been reading and practising their writing too. They even made their own spud superheroes! https://t.co/uCHjqpEIGK

15/11/19

A massive congratulations to our KS2 Netball steam who convincingly won their game 25-0 today! We’re all so proud of you! https://t.co/lpP3MIDTQl

15/11/19

Thank you for coming! The little ones loved your book and some years 6s have been inspired to become sports journalists! https://t.co/Yo0Cf0ldtq

14/11/19

Our Big Write has started! With Mozart in the background and a candle to help us focus, we know our writing will be super! https://t.co/qdCIoXaCg6

13/11/19

Congratulations to our boys' Year 8 football team for an amazing result and performance. Their most recent game ended 10-0. The boys played with passion, focus and determination on the back of a previous 10-1 win. That's 20 goals in two games. Well done team! https://t.co/llYaHXUqAV

09/11/19

Unfortunately it wasn’t England’s day as Germany won 2-1, but the HGA pupils had great fun https://t.co/0MMFapoqMW

09/11/19

Excited for kick off, come on England https://t.co/D57s74cVgB

08/11/19

Sixth Form Open Evening, Thurs 14 Nov - full details now online at https://t.co/0SEP5Q8250. Come along and see the impressive opportunities that our Sixth Form can offer you. We look forward to welcoming you. https://t.co/bqCv5FDge1

04/11/19

Our Sixth Form Open Evening is on Thursday 14 November, 5:00pm-7:00pm. More information to follow but save the date!

15/10/19

Year 8 team B Girls netball showed determination and resilience throughout their match today ... they lost 6-4 https://t.co/x28YBnEWhZ

15/10/19

Year 8 Girls A played extremely well against Bexley Grammar school today ... with a 6-5 win https://t.co/E8iiL6hpMV

11/10/19

Absolutely!

11/10/19

Congratulations to Ms Donohoe for her Transforming Lives Award! We couldn’t do it without you! https://t.co/lewOykSF2m

11/10/19

Congratulations to Mr Sheppard for winning this year’s primary Transforming Lives Award for his support and empathy with children and staff. https://t.co/DNSq88tXUz

11/10/19

Great idea!

11/10/19

This is what it’s all for. Harris in Harmony performing to an audience of over 4000 people! https://t.co/Q0bzy3jbAz

11/10/19

Harris Garrard has made it in to the top 10% of schools nationally for the progress made by our students! https://t.co/6BGgEh7Nlx

11/10/19

Here we go! The 12th annual Harris Federation Conference. All staff from every Harris academy is here today!#learningchangeslives https://t.co/H0eTUHHV43

08/10/19

Marshmallows and a campfire; is there a better way to spend an evening? https://t.co/Wb50K5161x

08/10/19

Wowsers! Watch Tyler take the Leap of Faith today at the year 6 residential! Would you have the courage to do it? https://t.co/4zhVminRlg

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

Bexley

Bromley

Croydon

Greenwich

Haringey

Havering

Merton

Newham

Southwark

Sutton

Thurrock

Wandsworth

Westminster

Curriculum Overview

The overarching aim of Harris Garrard Academy is to end cycles of poverty and disadvantage and improve the life chances for all students. By doing this, we improve the life of our local community.

This page contains an overview of our curriculum across all Key Stages. Details of the curriculum for each subject (for primary, secondary and sixth form) can be viewed on our Subjects pages. Our curriculum policy can be downloaded from the Teaching and Learning page. For further information about the curriculum please contact Kristen Gringeri on K.Gringeri@harrisgarrard.org.uk or 0208 320 4800.

“Even the knowledge of my own fallibility cannot keep me from making mistakes. Only when I fall do I get up again”. Vincent Van Gogh


Garrard Prim 43The purpose of our curriculum

We begin with the principle that all children are equal and have an equal entitlement to knowledge. The inventive design of our curriculum and its high-quality implementation are integral to our core values at the academy, every child, every day.

Knowledge in isolation from life experience has limited value and impact. Poorly-sequenced knowledge can cause uncertainty and confusion. We believe that knowledge must be embedded, developed and reinforced to ensure that our students use their knowledge to make informed lifelong decisions.

As they progress through the academy, students’ knowledge-application and wisdom grow exponentially, teaching them new independence, resilience and character at every stage of their development.

We encourage students and staff not to be afraid to make mistakes. Life is a journey and we learn new knowledge and new application techniques after every mistake we make.

We firmly believe that our curriculum not only develops life knowledge in all our students but teaches them how best to use this knowledge throughout their lives.


Character is key

Our curriculum and education provision aim to develop the following character traits in our students:

  • Determined resilience
  • Aspirational work ethic
  • Moral awareness and tolerance
  • Emotional capacity and understanding
  • Fulfilment and enjoyment

Find out more about our character education.


Curriculum choices

The purpose of this academy, and the curriculum it provides, are truly intertwined. We do not believe in pre-determined curriculum pathways that can limit a student’s choice based on their ability, characteristics or background.

HG042We passionately believe in giving students the information and knowledge to make informed decisions about their curriculum entitlement, supported through comprehensive careers guidance at pivotal times in a child’s life.

High quality teaching is the medium by which skills, core knowledge and applied knowledge can be dissipated through a well-sequenced curriculum model. The nature of the Harris Federation makes us collaborative, and this collaboration of subject specialists and researchers means our students benefit from the very highest quality in teaching and the most powerful knowledge. It also enables us to ensure that curriculum knowledge and understanding of our teaching and support staff is central to the personalised and continued professional development that all our staff receive to ensure it has impact in the classroom, for every child, every day.

Our curriculum, then, becomes a deliberate and explicit guarantor of equality as we work to close the limits to opportunity that exist in society. We ensure all our students have access to a broad and balanced body of knowledge regardless of demographics and starting points. We harness the expertise from within our Federation across primary and secondary phases to develop a challenging and rich ‘all-through’ curriculum model, whilst systematically sharing best practice across academies, phases and the wider Federation.


Challenging and stimulating

The high expectations we have of every single member of staff and the school community drive forward this mission to open opportunities for all young people in an area of deep disadvantage. The collaborative aims of the Federation and our academy mean we can draw on our understanding of the local context to create challenging and stimulating lessons and activities.

Each subject discipline has its own curriculum document which has been developed by the academic research communities we have built. The subject specialist consultants work in tandem with subject leaders in each academy for each phase. There are high expectations of subject knowledge from teachers so alongside these documents there is a commitment to providing regular high-quality subject-specific training for all teachers during the year. All our teachers are encouraged to be readers and researchers into their own subject discipline.


The aims and principles of our curriculum

Educational Success: Every Child, Every Day

Garrard Prim 15To provide all students with opportunities to access and engage with the best that has been thought and said, but also to help students comprehend that while knowledge is powerful it is also insecure, contested and evolving. We encourage our students to see themselves as contributing to scholarship.

We secure concepts in English and Mathematics in early phases and this acts as a gateway to acquiring core knowledge in a rich range of subjects such that we develop students’ expertise within those individual subject disciplines.

An enriched vocabulary enables a better understanding of concepts and ideas and we facilitate access to knowledge beyond our students’ ordinary daily experiences. We do this by expanding their cultural capital and the breadth of their vocabulary. Children are exposed to a variety of texts both fiction and non-fiction, a wide range of creative arts and thoughtfully-planned learning outside the classroom.

We recognise that “the curriculum” is not just a timetable and that engagement in co-curricular opportunities is encouraged at every stage through everything from the Co-curricular after school programme, Army Cadets, The Duke of Edinburgh Awards, Character Programme, the Harris Experience, the Federation Sports Day and the events that give platforms for all the talents.

The Harris Garrard Academy drives forward curriculum pedagogy with a level of demand which develops:

  • scholarly and physical and emotional stamina and rewards resilience and resourcefulness
  • opportunities for deeper conceptual understanding through enquiry, discussion and debate of knowledge

Sequencing the Curriculum for Mastery

HG052At Harris Garrard we have carefully mapped out our schemes of work for every year group for the entire school year. Underpinning our schemes of work (long-term and medium-term plans) is the application of spacing and interleaving, which we believe helps pupils to commit knowledge and skills into their long-term memories as well as achieve subject mastery.

Interleaving

Learning/knowledge acquisition is sequenced purposefully so that similar concepts are interspersed with different pieces of knowledge, rather than being consecutive. At Harris Garrard we believe this is the best way for learning to be embedded into long term memory. This method also improves pupils’ abilities to apply many pieces knowledge to one task, which pupils usually find very difficult.

Spacing

A second method we use to help pupils commit knowledge and skills to memory is the spacing effect. This refers to incorporating time delays between learning and practise, leading to better educational performance over time. This means that pupils learn something new, then have more opportunities to re-visit that learning and practise it throughout the year. Pupils therefore do not have opportunities to forget, but also allows for mastery.

You'll find a long-term plan for each subject on our subject pages.


'Powerful Knowledge' conferences

Every student at Harris Garrard Academy has a chance to attend a 'Powerful Knowledge' Conference, held at the school every term for each year group.

The conference is a way of sharing with students some strategies that will help them encode important information to their long-term memories and retrieve it when needed - whether that be in an exam, an interview, or simply a conversation. We want to include our students in the discussion about cognitive science and how to learn. Techniques discussed include, for example, retrieval practice, dual coding, interleaving, spaced practice and elaboration. Download some sample 'Powerful Knowledge' presentations below:

Year 8 Powerful Knowledge Presentation (December 2019)

Year 9 Powerful Knowledge Presentation (December 2019)


EBacc - an academic curriculum

As adults, we know that life can be demanding as we work our way through the ups and downs that it brings. Responsibility, character and resilience are so important as we face these varied challenges head on, whilst trying to remain positive, determined and aspirational.

A key element of this aspiration is ensuring that students have the opportunity to develop these core skills through a highly academic and challenging core curriculum which is blended with additional curriculum options that allow all students to access a range of qualifications. These qualifications will serve them well in life, whichever pathway they chose to take or door they decide to open.

Qualifications give students choices in life. They open doors and provide new opportunities and fulfilment. To achieve this vision we ensure that our curriculum is not shortened at Key Stage 3 and not narrowed at Key Stage 4.

Before the Harris Federation took over the academy, only 14% of students were regularly entered for the academic EBacc qualification. This, in our view, deprives children of opportunities and lowers their expectations.

The EBacc qualification involves students studying English, Maths, Science, History or Geography and a language. This is a very demanding set of curriculum subjects and has high level of expected knowledge development, retention and application. This curriculum intent will robustly challenge all students academically. For those students who do not study the full compilation of the EBacc subjects, they will all still study a very demanding compilation of core curriculum subjects which includes English, Maths, Science and either History or Geography. This again, will require a high level of knowledge development, retention and application when covering the curriculum intent.

The table below shows current and projected entries into the EBacc qualification.

Cohort

% of cohort entered for EBACC

Number of subjects studied

Year 11 in 2019-20

Current Year 11

64%

Linguists study 10 subjects

Non-linguists study 9 subjects

Average number of subjects 9.6

Year 11 in 2020-21

Current Year 10

57%

Linguists study 10 subjects

Non-linguists study 9 subjects

Average number of subjects 9.6

Year 11 in 2021-22

Current Year 9

78% (Core curriculum)

Linguists study 10 subjects

Non-linguists study 9 subjects

Average number of subjects 9.6

Year 11 in 2022-23

Current Year 8

80% (Core curriculum)

Linguists study 10 subjects

Non-linguists study 9 subjects

Average number of subjects 9.6

Year 11 in 2023-24

Current Year 7

85% (Core curriculum)

All students will study 10 subjects

 


The curriculum and the labour market

When designing the curriculum at Harris Garrard Academy we have taken into account the local and national contexts to ensure that students are able to access both the local and national economy. Our curriculum offers a combination of academic, vocational and co-curricular opportunities, allowing students to develop the knowledge and skills to access the local labour market if they wish to do so, or progress to university and beyond.

The following statistics show the percentages of people working in different sectors within Thamesmead and local area: Professional 16.7%; Elementary 15.9%; Elementary administration and service 14.4%; Caring, leisure and other service 12.9%; Administrative and secretarial 12.6%; Caring personal service 9.9%; Administrative 9.9%; Sales and customer service 9.6%; Associate professional and technical 9.4%; Process, plant and machine operatives 8.6%.

Find out more about our careers programme. Download our Local & National Employment Context for Curriculum Planning 2019-2022.


Curriculum overviews for parents

The following curriculum overviews have been written for parents, with copies sent to all parents.

Year 7 Curriculum Overview 2019-20

Year 8 Curriculum Overview 2019-20

Year 9 Curriculum Overview 2019-20

Year 10 Curriculum Overview 2019-20

Year 11 Curriculum Overview 2019-20

Year 12 Curriculum Overview 2019-20

Year 13 Curriculum Overview 2019-20


Details of the curriculum for each subject can be viewed on our Subjects pages. Our curriculum policy can be downloaded from the Teaching and Learning page.