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Every student, irrespective of starting point or individual characteristics, will be provided full and unimpeded access to the HAB curriculum. Our staff will be given continuing professional development which empowers them to ensure this accessibility.
Every student, irrespective of their starting point, will be provided opportunity to learn rich content that allows access to excellent examination performance, facilitating broad choice when moving to the next stage in their education, training or employment. Examination results are the outcome of, not the motivation for, highly effective teaching and learning.
This page contains an overview of our curriculum across all Key Stages. Details of the curriculum for each subject can be viewed on our Subjects pages. The following documents gives parents a flavour of the topics students will be studying each year.
- Year 7 curriculum overview
- Year 8 curriculum overview
- Year 9 curriculum overview
- Year 10 curriculum overview
- Year 11 curriculum overview (will be added shortly)
For more in depth information please view the Progression Plans on each individual subject page. For further information about the curriculum please contact Gillian Hodgson on Gillian.Hodgson@harrisbermondsey.org.uk or 0207 237 9316.
Deep and broad knowledge
The curriculum will intend to provide every student with deep and broad knowledge of all subjects they study so that they may work towards mastery of those subjects. There is the implicit understanding throughout the design of our curriculum that this ‘mastery’ looks different, and will be achieved differently, in each subject specialism.
The curriculum will form a well sequenced narrative that builds both substantive and disciplinary knowledge.
We actively encourage our staff to improve and refine their existing subject ‘content’ knowledge through active engagement with the latest academic thought, publications and research. We also actively encourage our staff to seek opportunities to enhance their understanding of how this content knowledge feeds into their knowledge of how to deliver it in the classroom – pedagogical content knowledge – through subject associations, for example.
All teachers will draw on the curriculum to secure their pedagogical content knowledge and all teachers will update the curriculum with improved sequencing, narratives and explanations using evidence of the impact of the curriculum.
How the curriculum is being implemented, and its subsequent impact will be monitored routinely against the intended curriculum outcomes and teachers will be provided with feedback that supports them in that implementation - improving their explanations, narratives and sequencing within and across lessons so that all students have access to and can achieve the intended curriculum outcomes.
Every teacher, irrespective of their stage, is a leader of curriculum and is afforded opportunity to enhance their practice and contribute to the curriculum development.
HAB curriculum implementation
Harris Academy Bermondsey aspires to a knowledge rich curriculum where curriculum is the mastery of a body of subject-specific knowledge defined by the subject specialists taking account of the national curriculum and the shared wisdom of subject pedagogical communities.
The big ideas and invaluable knowledge of a subject which pupils will acquire are planned skillfully by specialist subject teams. Skills are developed naturally as students gain more subject specialist knowledge.
All subjects taught within the academy have an intent statement which sets out the inherent worth and purpose of the subject as well the intent behind the curriculum. This is reviewed on an annual basis and all staff within the teams contribute and understand the intent.
The curriculum is sequenced in a way which allows an overarching narrative to exist across units of work, year groups, key stages and the whole time in the academy. This enables each subject to teach hierarchical elements of the curriculum in the correct order. It also allows cumulative elements of the curriculum to be introduced in an order which is appropriate for each individual subject. Teams will review the sequencing of the curriculum on an annual basis taking into account the evidence derived from comparing actual outcomes with intended outcomes.
Units within the curriculum are planned to provide a resource to share best practice and train staff in the best practice of sequencing new learning. The unit curriculum plans will include:
- Extracts from the syllabus/National curriculum / federation curriculum documents
- New knowledge taught within that unit
- Gateway concepts the student need to be able to access the new knowledge
- The vocabulary required within that unit, this will not all be subject specific vocabulary
- The hinterland which will utilise cognitive science to ensure staff share the best narratives and explanations that make the subject memorable and avoid cognitive overload whilst providing sufficient wider knowledge to put the new knowledge into a memorable context.
Each leader of a subject curriculum, along with their team of subject specialists, will choose the most appropriate resources for the curriculum. The curriculum will dictate the use of resources, rather than the other way around – for example, where subject leaders choose text books this will follow a rigorous assessment of the textbook and making sure that the textbook matches the expectations of the curriculum. Where quality text books do not exist the specialist teachers will create and share appropriate resources.
How will we judge the impact of the curriculum?
Assessment of the curriculum will compare the actual outcomes of students with the intended outcomes of the curriculum. Each department plans the assessments that will be used to monitor the effectiveness of the curriculum and will use this to adjust the curriculum of future units to minimise any gaps in the narrative of the subject.
In all departments, teachers will utilise live marking, corrections in class and whole class feedback to ensure students learn more and remember more. Staff review the achievements of their classes and then plan lessons to address misconceptions or extend progress.
To ensure that students learn more and remember more of our knowledge rich curriculum, in all departments, students will complete weekly or bi-weekly recall style quizzes that respond to knowledge-learning homework (subjects with more than one lesson per week will have weekly quizzes). These knowledge assessments will provide regular opportunities to recall knowledge through quizzes, exit tickets, multiple-choice questions and other tasks that require students to demonstrate their acquisition of knowledge.
Every fifth week of the each half term there will be one formal “what do I need to improve” lesson for all classes in the academy. Whole class, and where required individual, feedback will be provided on what students have learned and remembered. The teacher will identify what students need to do to improve.
All departments will have two summative assessment points each academic year to assess how well students are learning the content in the progression plan. Each assessment is in two parts. The first part is a knowledge acquisition checker that may be multiple choice, recall questions or short tasks suitable to the subject. This first part is to be a substantial examination. The second part is a demonstration assessment which assess students’ ability to utilise the knowledge. The final mark will then be an equal combination of both parts and will be collected as a percentage.
The academy assessment policy can be downloaded on the Teaching and Learning page. For further details about assessment, please contact Assistant Principal Daisy Mitchel-Rose Daisy.Mitchell-Forster@harrisbermondsey.org.uk