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23/03/24

Ready for day 1!!! 🏔️🎿🇮🇹 pic.twitter.com/y2lbWQRb8B

22/12/23

Thank you to everyone who donated to our fundraiser! Our Christmas Elves (the amazing year 10 prefects) packed 20 bags of gifts for the children staying there over Christmas and a little something for the staff too 🎁 🌲 pic.twitter.com/Vs94QEtVtZ

22/12/23

Thank you to everyone who donated to our fundraiser! Our Christmas Elves (the amazing year 10 prefects) packed 20 bags of gifts for the children staying there over Christmas and a little something for the staff too 🎁 🌲 pic.twitter.com/Vs94QEtVtZ

02/10/23

10 days to go 💛Let's make this one bigger and brighter than ever before. pic.twitter.com/wYbbql7FCv

02/10/23

Talking about how we're feeling can make the world of difference. This we are partnering with to help . pic.twitter.com/qO6YDreE3z

01/10/23

10 days to go 💛Let's make this one bigger and brighter than ever before. pic.twitter.com/wYbbql7FCv

26/09/23

Talking about how we're feeling can make the world of difference. This we are partnering with to help . pic.twitter.com/qO6YDreE3z

31/07/23

Stormzy and HSBC fund 36 black Cambridge students https://t.co/YqbUjbdsUk

30/07/23

Stormzy and HSBC fund 36 black Cambridge students https://t.co/YqbUjbdsUk

19/07/23

To be connected with creative career opportunities, A Level Media Studies students enjoyed lunch on Primrose Hill before being welcomed at the Roundhouse and then The October Gallery for creative industry tours, talks and workshops as part of Year 12’s Careers Day on July 10th pic.twitter.com/nnLR9lMZy4

19/07/23

As part of our all-through curriculum Ms. Deering and Year 6 are bringing their sketchbooks to Ms. Stephens in the secondary art room ready for Year 7 in September. pic.twitter.com/GQQyk8JMN4

13/07/23

Really well done to all of our students for a fantastic concert. Thank you to for hosting and and for all their help and support. https://t.co/YzGGgffMEn

13/07/23

For anyone who needs to hear this today 💙 pic.twitter.com/QGcgD9HAfD

13/07/23

Be kind to your mind this and get involved in our quiz. 🧠Can you guess the wellbeing related words from these anagrams? Comment below ⬇ pic.twitter.com/H5dG3KQkWu

12/07/23

For anyone who needs to hear this today 💙 pic.twitter.com/QGcgD9HAfD

12/07/23

Be kind to your mind this and get involved in our quiz. 🧠Can you guess the wellbeing related words from these anagrams? Comment below ⬇ pic.twitter.com/H5dG3KQkWu

11/07/23

Really well done to all of our students for a fantastic concert. Thank you to for hosting and and for all their help and support. https://t.co/YzGGgffMEn

05/07/23

What are teacher strikes really about?We need to discuss the wider context to understand why teachers feel the current situation is unsustainable.https://t.co/rkfrHcgKUp#strikes pic.twitter.com/3jFoYwgXVe

05/07/23

Today as 300,000 teachers go on strike to this is why. 👉 Share or like if you’re with us. pic.twitter.com/Tfx8sWh3Tg

05/07/23

What are teacher strikes really about?We need to discuss the wider context to understand why teachers feel the current situation is unsustainable.https://t.co/rkfrHcgKUp#strikes pic.twitter.com/3jFoYwgXVe

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

Clapham

Croydon

Greenwich

Haringey

Havering

Merton

Newham

Southwark

Stratford

Sutton

Thurrock

Wandsworth

Westminster

Willesden

Science

Intent – why do we teach what we teach in Science? 

Science concepts, which are scientific literacy, working scientifically, application of science in the real world and practical skill competence.

We promote the value of studentship by promoting a positive learning culture that is built upon learning, feedback, reflection and improvement, which will produce the scientists of the future. We intend to ensure that students learning is challenging whilst accessible and that it is made obvious to them, which will instil a ‘can do’ culture. Our curriculum intends to provide our students with the cultural capital’ required to successfully navigate the vast amount of scientific information in society and make sound judgements on what is valid and reliable. 

Implementation – How do we teach Science? 

Our spiral curriculum that begins in EYFS has been designed to provide students with adequate prior knowledge to ensure their success as they progress through the key stages. Students build on their substantive knowledge by revisiting the 10 science domains of Forces, Electromagnets, Energy, Waves, Matter, Reactions, Earth, Organisms, Ecosystems and Genes. It is each of these that students will continually spiral back to as the content of each becomes more complex. Our spiral curriculum also allows us to address misconceptions in prior knowledge before children progress.

A biology example of progression within the domain of ‘organisms’ is the human body. During EYFS study students learn to name basic body parts, which then develops in year 1 to relating body parts to our senses. This progresses in year 2 when students describe the basic needs for human survival and then the importance of diet and exercise. During key stage 2 our students then learn to name the components of the circulatory system and describe the basic function of each of these. As our students progress through key stage 3 they deepen their understanding of the circulatory system in terms of the organisation of cells, tissues and organs. During GCSE study both combined and separate science students deepen their understanding of the circulatory system by applying their existing knowledge to explain how coronary heart disease impacts functioning. Moving into A-level biology students again revisit the circulatory system where they learn the events that occur during the cardiac cycle and explain these in terms of volume and pressure.

A chemistry example of progression within the domain of ‘matter’ is materials. Students in EYFS use their senses to identify everyday materials, students in KS1 then use their understanding of this to decide if the properties of a material is appropriate for a purpose. In KS2, students then explore the properties and changes of materials. Moving into KS3 they delve deeper into specific materials such as metals and non-metals where they learn the properties of each, this is then extended later in KS3 to investigate the reactions of these with oxygen. This domain is then revisited during GCSE Combined Science study where they explore the atomic structure of metal and non-metal atoms and how each form ions and then the properties of these in terms of their pH. Those studying separate chemistry will also gain a deeper understanding of this area when they learn the properties of transition metals, which they can then compare to the properties of group 1 elements. This is developed further in A-level Chemistry where students calculate pH and concentration of ions, they also develop their understanding of metals and their uses in electrochemical cells and how different ions can form from different transition metals.

A physics example of progression within the domain of ‘forces and motion’ is how students’ knowledge and understanding becomes increasingly more complex through the key stages. In key stage 1 students investigate sinking and floating and make predictions around this. During key stage 2 students explore and understand the effects of gravitational and frictional forces. Through key stage 3 students learn to categorise forces as contact or non-contact and describe the effect that each of these has on objects. They are also introduced to the idea of resultant forces and how the relationship between force pairs can cause an object to either remain stationary, accelerate, decelerate, or continue at a constant speed. This understanding becomes more complex during key stage 4 study where all GCSE students link forces to Newton’s 3 laws and represent vector magnitude and direction using free body diagrams. GCSE physics students in addition to this understand the concept of momentum and calculate this before and after collisions and explosions. Those that progress onto A Level study will enhance their prior learning in year 12 by learning that Newton’s second law is the rate of change of momentum. Then in year 13 they will learn Newton’s law of Gravitation.

Impact – What are the outcomes from Science?

Throughout the year in EYFS, teachers are observing students' ability to meet their early learning expectations. They can observe children and their ability to demonstrate their scientific understanding through play, artwork, and writing.   

At the end of each unit, all students in KS1 and KS2 will be expected to meet the National Curriculum objectives. This is evidenced in two ways: substantive knowledge is assessed through low-stakes multiple choice quizzes. These quizzes are adapted for the needs of our students to eliminate literacy barriers and focus on their scientific understanding. Using data analysis, teachers then plan activities to help revisit prior misconceptions. Procedural knowledge is assessed with ACTs (assessment challenge tasks). These tasks are specifically designed so that students are asked to apply their understanding of their substantive knowledge.  

Pupil voice has a central role in assessing impact. Each term, the science subject lead conducts pupil voice and asks children questions about their learning. This helps to identify key areas of improvement that are needed to ensure pupils’ are receiving the best experiences in their scientific journeys throughout primary school.

We are proud of the broad impact our secondary science curriculum has on our students. During their time with us, students' knowledge and understanding of a range of science topics is greatly enhanced, students know more and is evidenced by teacher questioning in the classroom and the AO1 exam questions they tackle during the 2 assessments weeks throughout the year. Progression through our curriculum allows students to spiral back to previously learnt topics and deepen their understanding, which contributes to their knowledge but also allows them to remember more and is evidenced through the recall questions students experience at the beginning of each lesson. Our students reach GCSE study familiar with many topics that they are ultimately examined on, allowing them more time deepening and applying the knowledge as opposed to having to grapple with an unfamiliar concept. This allows them thinking time and brain space to analyse and be critical of what they have learnt and is evidenced by the more in-depth student responses they stand to share in lessons and the AO2 and 3 exam questions they tackle. The impact of our curriculum is further evidenced in lessons as students can verbalise their learning and explain actions they have taken to fill any areas they are not secure in. Further evidence is found in student books as they frequently take the time to improve on previously learnt knowledge. Our curriculum will positively impact the outcomes that our students achieve at GCSE, providing them with more choices for the next phase of their life. 

Many of the skills that our curriculum enhances in our students are transferable to different subjects and future life. Our students confidently and eloquently stand up and speak in front of their peers, which is a required skill in a range of careers. Our students gain the ability to be critical in their thinking and use their curiosity to question what they have learnt, which makes them innovative. Our students can analyse information and draw their own conclusions based on evidence, they have valid opinions. Our students can communicate effectively in the language of science, allowing them entry into written and verbal conversations with confidence.  

Our KS5 curricula in biology, chemistry and physics follow the same basic principles as our secondary curriculum. We positively impact exam outcomes, which are what allows students choice on the next phase of their journey, evidenced by the below examples: 

  • Georgine Brima – University of Birmingham – Pharmacy. 
  • Surobi Muhammed – Brighton and Sussex Medical School – Medicine. 
  • Karolina Stronyte – University of Bristol – Cellular and molecular medicine. 

Exam Board Information

GCSE Syllabus Studied – AQA Biology, AQA Chemistry, AQA Physics or AQA Combined Science (Trilogy)

A Level Syllabus Studied – AQA Biology, AQA Chemistry, AQA Physics

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