Harris curriculum intent:
Is embodied in Galatians (6:10): ‘Whilst we have time, let us do good to all’ as we aim to develop Harris students through a knowledge-engaged curriculum, underpinned by our Harris Values:
HARMONIOUS – a curriculum that builds tolerance and mutual respect for all within the context of British values.
ASPIRATIONAL – to implement an aspirational and challenging curriculum which appropriately prepares learners for the next stage in their learning journey.
RESPONSIBLE – students to take an active role in their learning, commit key knowledge to memory and recognise that they are accountable for their own success.
RESPECTFUL – for students to live out our intent of ‘whilst we have time let us do good to all.’
INSPIRATIONAL – to inspire and encourage our students to be the best they can be.
SOCIABLE – for students to be well balanced confident citizens ready to access the world around them.
Key Stage 3 - Year 7 & 8 Curriculum
In all subjects, students will complete Key Stage 3 studies, whilst laying firm foundations of key knowledge for GCSE success.
In English, Mathematics and Science, students are placed in sets, according to their ability and as determined by their Key Stage 2 outcomes and progress in primary school. We also have dedicated literacy within the Key Stage 3 curriculum. We strongly believe that for students to achieve success, the core learning must be valued and secure. In year 8, students are reset according to progress made in year 7. During Year 8 students will be asked to consider the first GCSE course of study. This ‘options process’ is designed to involve and fully inform parents/carers in what is an important decision in a student’s time at the Academy. It is repeated in years 9 and 10.
Key Stage 4 Curriculum
As described above, students commence their studies of GCSE English, Mathematics, Science, RS and PSHEE. We run a 1 year GCSE curriculum model in order to provide the widest possible range of options to our students. This model also aims to reduce the pressure and stress felt at the end of year 11 and to maximise the impact of our teaching hours for the outcomes of our students.
This means students in year 8 pick one GCSE option to study alongside their core GCSE of English, Maths, Science and RS. They have 6 hours a week of teaching on this option before sitting this GCSE exam at the end of year 9.
They then repeat this model in year 10 and 11 for a second and third option.
They will also sit one of their English GCSEs at the end of year 10, meaning that Year 11 can be focus on sitting the remaining core subjects.
This means that by the time a student begins year 11, they will already have achieved 3 good GCSEs or equivalent and have a maximum of 15 written exams at the end of their final year, rather than 21.
The sense of achievement as students ‘bank’ GCSEs throughout KS4, and the reduction in the breadth of revision and the number of exams sat at the end of year 11, we feel will improve student’s mental well-being, itself a vital aspect of our care for our students. In turn, better mental-health and less stress should also enable students to achieve higher grades than if they are stressed and overwhelmed.