Twitter

02/07/20

Retweetd From Harris Federation

Thank you to all our academies who shared their strategies for supporting the most vulnerable pupils during lockdown by getting them into school https://t.co/PbhI870oSH

29/06/20

New Year 7s can check this video presentation from Ms Raggett and as part of their transition process before September. https://t.co/ecuoIp8RpL

26/06/20

Advice for parents on home learning in Shqip. Please check if you have any questions. https://t.co/kvXosoTyrL

26/06/20

Advice for parents on home learning in Arabic. Please check if you have any questions. https://t.co/ZJWkVPa8pn

26/06/20

Advice for parents on home learning in Somali. Please check if you have any questions. https://t.co/bdddjD5Aat

26/06/20

Advice for parents on home learning in English. Please check if you have any questions. https://t.co/2pXggZrM5J

24/06/20

Retweetd From Strengthening Minds

Very excited to be welcoming staff to our FREE ‘Life after Lockdown’ taster sessions today 😀 https://t.co/W6PGlHAOVb

21/06/20

Retweetd From Soarpoints

Based on the film 'say no to racism', the Head of Media Studies at garnered support from everyone & produced this simple 59 second film | an artistic headline to the background work we are doing on eliminating racism. Hope you like. https://t.co/6R1OROfrnu

18/06/20

Retweetd From Soarpoints

Very much worth listening to this podcast from 8 mins in delivered by Carolyn English from ⁦⁩ on how children are presenting post lockdown & how schools and families can help restore the time stolen by Covid ⁦https://t.co/ySh03MKz6f

17/06/20

Congratulations to Viola in year 9 for what Mr Syed describes as a "technically outstanding" sketch. Stunning work at home. https://t.co/cqC8GgTZ7n

17/06/20

Students who have come back to this week have all had a “Welcome Back” assembly with to support them with keeping safe in the Academy. https://t.co/6a1tgdAwpd

16/06/20

A fantastic piece of writing completed at home by John in Year 9. Thanks to Ms Kulekci for sharing. https://t.co/hMtVmEXwGr

15/06/20

As part of their return to school, Year 10s are having a session on their mental health and well being. https://t.co/yMxyH99qe2

15/06/20

Mrs Raggett and Mr Savage ready to check the temperatures of our Year 10s as they arrive at the Academy and we do all we can to keep our community safe. https://t.co/5OAbfJjQIS

15/06/20

Our fantastic staff also excited and ready to welcome year 10s back to the Academy later this morning. https://t.co/jMul48WJUQ

15/06/20

Last week's home learning Art project was ... can you name the artists that influenced this amazing work from Pratiksha, Deren, Youssef and Bunny? https://t.co/FYXiJEIdUQ

15/06/20

We are excited to welcome back some of our Year 10 students to the Academy today. Fantastic support from staff and parents. It's a new normal, but we are doing it together.

12/06/20

Thanks to Analy for designing this fantastic anti racism poster. https://t.co/FtfvZ0i2NY

12/06/20

Retweetd From Soarpoints

It seems quite some time since children Oliver & Kisha were amongst the students were interviewed by Her Royal Highness Princess Laurentien of the Netherlands about what schools should look like in future | different worlds https://t.co/DIb4xNYQkI

11/06/20

Retweetd From Graeme Smith

Day two of socially distanced staff induction before we welcome students for their induction next week. https://t.co/MRPJU7NDCx

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

History

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. 

Principles

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