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Retweetd From Primary Times London

We love this! 😍 Students, parents and staff have been working together to create a new Wellbeing Garden at ! 🌳🌻 The garden will contain a wellbeing area, a greenhouse and a performance area too. 💚🎤


Retweetd From Dr Hellen Hay

Fantastic work 🥇🥇🥈🥈🥉🥉🥉🥉🥉


Year 10 girls took part in the International Model United Nations conference in the Netherlands, representing Egypt, Chile, Croatia, Armenia and other countries. It brought together students from around the world for UN-style committees and discussions.


Retweetd From ENGLISH@HAB

The Library received a wonderful delivery today! Thank you for this incredible donation as part of the Pioneers programme. Exciting plans for how we'll be using these next year are already underway!


HAB girls won two gold, two silver and five bronze awards in the 2021 Biology Challenge. We're very of them, especially considering 26,828 students from 348 schools took part! Great work


Eid Mubarak to everyone celebrating today and tomorrow!


Retweetd From Dr Hellen Hay

So proud of this exceptional chemist and her Silver medal 🥈 🧪🧪🧪


Banners created by Year 7 girls to show their support for Year 11 student Andrea Spendolini-Sirieix, who has been selected for the GB diving team at the Tokyo Olympics. They are so excited for Andrea and wanted to show how her ambition has inspired them.


of our brilliant Sports Day competitors!


Retweetd From Ms Valentín Lucas

Where can Languages take you? Year 12 students at have contributed their testimonials to our new display on what’s exciting about Languages studies at A-Level and beyond!


Sara, one of our sixth formers has won a silver medal in the University of Cambridge’s chemistry competition for secondary students. Sara won a Ag Award (silver for those in the know) putting her in the top 4% of chemistry students in the UK. Well done, Sara!


Year 8 girls represent the Marshall Islands at the Climate Conference. The conference aimed to model the conference that is taking place in November. Full story


Download , our school newsletter for July 2021.


Retweetd From Rehana Popal🕷

As part of the Social Mobility Scheme, I been shadowed by of and of this week. It has been an absolute pleasure. If this is the future of the Bar, then the future is bright!


Retweetd From Dr Hellen Hay

Fantastic to launch our Y7 LifeLong Readers programme today 📚 We used the amazing ‘Look Up’ to help the girls practice reading with expression & questioning when reading to their younger siblings 📖


Retweetd From Ms Valentín Lucas

What a lovely end to the week at ! Our linguists have had a great afternoon. KS3 students have attended Culture Club, Year 10s have worked with their mentor from and Year 12 have explored “La Sombra del Viento” in their book club.


Vocabulary matters at Harris Academy Bermondsey


Retweetd From Dr Hellen Hay

WOW! Class of 2029, now I feel old... 🙃 Want to find out more about , our HAB girls and ? Then sign up below 👇👇👇👇👇


We are hosting a Year 5 Open Event Webinar on Wed 23rd June, 5pm. It's a chance for our incoming Class of 2029 and their families to meet key HAB staff, and gain further information about making a successful transition. Register at


The next Big Big session is this Thursday 10th June, 2pm – 6pm. Fancy joining us to build a shed or fill a raised bed, and create our new Wellbeing Garden? Click here to to sign up! Hope to see you there!

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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The Geography curriculum at HAB offers all students powerful geographical knowledge that will allow them to become active citizens and workers in the complex modern world.

The delivery of this powerful knowledge will allow our students to acquire a ‘sense of the global’, permitting them to think geographically about the social justice issues encountered within our subject. The curriculum give enable our students to feel empowered to enter these discourses with their own voices and experience.

To ensure all students are the beneficiaries of this powerful knowledge, threshold concepts will be identified in each topic.

A ‘global sense of place’ does not happen through everyday experience. HAB’s Geography curriculum will embed in students the core geographical concepts, including but not limited to: space, place, scale, movement and human-environment interactions. Furthermore, with access to the powerful knowledge students will analyse and form opinions on real world problems.

Using climate change as an example, students are encouraged to understand that climate change is a multifaceted issue which needs to be understood at different scales: this includes the global whilst at the same time holding in mind that global processes result in different local impacts.

Additionally, students will consider the complication of the variety of stakeholders that play their part in this complex question: varying from international laws set by NGOs to individual lifestyle choices. Geographical perspectives therefore encourage a deeper concept of interrelations, “enabling [students] to envisage alternatives” Young and Lambert, 2014, 74).

Make sense of the world

The primary aim of the HAB Geography curriculum will be to deliver the substantive knowledge required to make sense of the world for example; climate change, geomorphic processes and sustainability.

Disciplinary knowledge will be imparted through fieldwork and data analysis, which will equip the students with ability to extract the Geographical knowledge from the world and sources around them. Thus, fieldwork opportunities will be imbedded into the curriculum for each year group, allowing them to apply to theory from substantive knowledge learnt in the classroom to practise whilst gaining the disciplinary knowledge required to successfully undertake fieldwork.

The curriculum will seek the blend the core and the hinterland to build a rich schema in the long-term memory of the students. Thus, allowing the students to make connections and links between any new knowledge to those learnt previously. In order to imbed knowledge and comprehend it, the disparate elements of the curriculum, will be bound together by a grounding in a wide range of real examples of places and people (Willingham, 2009).

Human and physical geography

Geography is a discipline with two halves – human geography and physical geography. As both have different concepts, as well as distinct substantive and disciplinary knowledge, it is crucial that both are equally developed within the students.

As a result, the new three-year KS3 Curriculum will contain modules which alternate between human and then physical geography. This will ensure that students have regular opportunities to revisit the skills and knowledge of both disciplines and creates a form of interleaving and retrieval to promote deeper recall and understanding. A three-year KS 3 model will provide all students an entitlement to learn geography to a high standard whether they decide to pursue this to GCSE level or not. This entitlement will support their knowledge, development and skill in all other subjects.

Fundamental powerful knowledge concepts

Human Geography Focused concepts

Physical Geography Focused concepts

  • Development
  • Globalisation
  • Scale
  • Space and Place (Map Skills)
  • Weather and Climate
  • Physical Processes
  • Resources
  • Interconnectivity (Human and Physical

Interconnectivity (Human and Physical)

Each of the individual concepts stated above are independently essential powerful knowledge that allows students to continue with Geographical study. There needs to be a solid grounding in each individual concept, this allows for a deeper comprehension of the human-physical interaction. The human-physical interaction, which is explored throughout Geography, can be understood as interconnected and layered. Each individual concept will instead sit as isolated elements of information within the schema of our students, however link back to previously connected content to allow for a spiral learning which promotes knowledge becoming ‘stickier’.

Medium-term plans (MTPs) for all years can be downloaded below.