The String Ensemble now take the stage for Vivaldi’s Spring


3rd up is a beautifully sensitive rendition of our Abbey Road heroes - The Beatles’ 1968 ‘Blackbird’ by the Guitar Ensemble |


Winter Showcase begins in dramatic form with The Drumming Club


Thanks to Miss Gibson and team for ensuring nearly 600 students and staff took part in today’s mock election. Will our votes reflect the views of the country?


Retweetd From Soarpoints

Too big for your boots? ... uplifting & inspired in these dark days to see return to his first school in to extol the virtues | hard work - reading - scholarship |


excellence in sport is brought about through determination and discipline. Another victory for basketball team in


Retweetd From HASJW Bball Academy

Congrats to Sixth Form Team winning today 71-47 against West Thames College which brings our record to 7 wins 3 losses. Next week Wednesday we are away to Three Rivers Academy


Sporting Success in for Year 7 school students at as they win for first time against UCL


Retweetd From HASJW Bball Academy

Congrats to Year 7 boys basketball team playing in their 1st game against UCL Academy. It was a great team performance winning 29-22. MVP award goes to Max scoring 16points which is impressive for a year 7 game.


Retweetd From Harris Academy St John’s Wood

Year 11 students completing a Philosphy workshop as part of at HASJW today! Deep discussions including “how big is a thought”, and “what’s the meaning of life?”


Retweetd From Penguin Books UK

Yesterday went to Harris Academy to host the latest about finding your voice, featuring , , Derek Owusu, and a special appearance from himself. Stay tuned for the full video next week...


Retweetd From Graeme Smith

Really good to meet student voice representatives at . Lots to share and reflect on with all staff. Fantastic students expressing themselves with maturity and collegiality.


Year 11 students completing a Philosphy workshop as part of at HASJW today! Deep discussions including “how big is a thought”, and “what’s the meaning of life?”


What career will you son or daughter enjoy and be respected in?


Thank you so much Deborah. and so much thanks also for for liason. Our children learned so much and had such a buzz as a result.


Retweetd From rayaan🧸🧚🏾‍♀️

Thank you for coming!! It was a lot of fun!!


Retweetd From Deborah Bull

Really enjoyed visiting for - and being interviewed by the brilliant Rayan and Ryan.


Retweetd From OECD Education

HRH Princess Laurentien is discussing a different education for a better world with youth at the • What do they want to learn? • How do those desires relate to their employment and life goals? Watch live:


Year 11 student Kisha at school speaking with Princess Laurentien of how “luck” or lack of it is the cause of so much inequality in education - where we are born affects how much opportunity we have: her job is to challenge this.


Who did you want to be? How do children know what job they want to do or what career to have? What role model inspires them?

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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History is alive and all around us - a living, breathing subject. Who we are today is because of what has gone before. History allows us to celebrate human successes but also allows us to learn from failures in the past. It is important that our pupils learn about local, national and global history to enable them to become informed and active citizens. A genuine interest and passion for history is nurtured through the spirit of enquiry; making connections between the past and the present and challenging existing narratives. History encourages the development of independent thought, analysis and critical thinking. 


Through the studying of history, students:

  • Develop substantive knowledge within a chronological and narrative framework.
  • Develop an understanding of second-order concepts such as cause and consequence, change and continuity, significance and similarity and difference.
  • Analyse and evaluate sources to make inferences about the past.
  • Understand that there are multiple narratives / interpretations in History.
  • Read critically, to understand the past and to question how we access information.
  • Construct arguments supported with evidence.
  • Develop extended writing and oracy communication skills.

Key Stage 3 content

In Year 7 students study: Our Island History (Medieval to Modern)

  • What is History? This is a foundation unit to introduce students to the study of history at secondary school.

Our Island History Units:

  • Norman Conquest
  • Our Island History: Medieval England
  • Our Island History: Early Modern England
  • Our Island History: The Industrial Revolution

In Year 8 students study: (20th and 21st Century)

  • The British Empire. This unit builds on learning in Year 7 and aims to develop awareness of British history within the wider world.
  • World War One. The focus on society helps students to understand different perspectives, develop empathy, relate to history and make it more relevant to their lives rather than focusing on those in power.
  • Russian Revolution 1917. This unit provides students with a basic understanding of communism and how it developed and how events interlink (WW1).
  • World War Two. Students understand the complexities of international relations and the impact these can have, and the short and long-term impacts of an event.
  • Holocaust. Students understand why genocide occurs, how it is ‘allowed’ to occur, the different groups involved in the Holocaust, the morality behind it and the long-term implications.
  • Islamic Revolution. Students understand the importance of the Islamic Revolution on geopolitics and international relations.

In Year 9 students study: variety of depth and breadth studies.

  • Medicine through time. Students develop a ‘sense of period’ from c.1000-present and are able to identify key changes in each time period. They will understand reasons for change in Britain and develop historical skills.
  • People and Protest. The unit develops an awareness of the challenges in different societies at different times and how perceptions change over time, as well as the need for tolerance and to challenge discrimination/prejudice towards different groups.
  • Israel-Palestine. Students learn why conflict and tension continues over time (not just wars with distinct start and end points) and the impact of conflict on people.
  • Mao’s China. Students assess the significance the CCP’s policies in in terms of how they impacted the Chinese people and the nature and extent of change and continuity in China.
  • The Historic Environment: Whitechapel. The final unit investigates the Whitechapel murders and their historical context.

Key Stage 4 content

Three eras: Mediaeval (500-1500), Early Modern (1450-1750) and Modern (1700-present day)

Three time scales: short (depth study), medium (period study) and long (thematic study)

Three geographical contexts: a locality (the historic environment); British; and European and / or wider world settings

Key areas of content are:

  • Crime and Punishment Through Time (1000-Present Day).
  • Superpower relations and the Cold War (1941-91)
  • Weimar and Nazi Germany (1918-39)
  • Henry VIII (Year 11) / Elizabeth I (Year 10)

Key Stage 5 content

The British Empire, c1857–1967

The Birth of the USA, 1760–180

This option allows students to study in breadth issues of change, continuity, cause and consequence in this period through the following key questions:

Why did the British Empire grow and contract?

What influenced imperial policy?

What part did economic factors play in the development of the British Empire?

How did the Empire influence British attitudes and culture?

How did the indigenous peoples respond to British rule?

How important was the role of key individuals and groups and how were they affected by developments?


This option provides for the study in depth of the years in which thirteen American colonies chose to sever their links with Great Britain and thus found the USA.

Part one: the origins of the American Revolution, 1760–1776

Britain and the American Colonies, 1760–1763

Enforcing the Colonial Relationship, 1763–1774

Ending the Colonial Relationship, 1774–1776

Part two: establishing the Nation, 1776–1801 (A-level only)

The War of Independence, 1776–1783

The American Revolution, 1776–1789

The American Constitution, 1781 – 1789

Washington and Adams, 1789 - 1801

Exam Specifications

Edexcel | H10 BQ | GCSE History

AQA| 7042 | A Level History