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25/05/19

welcome back on their trek back. 3pm back at campsite forecast has provided almost all the leaders on the weekend. Thanks so much to Ms Daly, Mr Date, Roche, Williamson and of course Ms Stafford. https://t.co/zr5ePgJoQP

25/05/19

Groups 1-3 make their checkpoints with ease! Come on HASN! https://t.co/aozRLqv95I

25/05/19

Retweetd From Harris South Norwood

Breaking camp and saying goodbye to beautiful Dell where we saw 20 deer, croakingmagpies, squirrels galore but one or two foxes https://t.co/rUzXZ7OcCG

25/05/19

Breaking camp and saying goodbye to beautiful Dell where we saw 20 deer, croakingmagpies, squirrels galore but one or two foxes https://t.co/rUzXZ7OcCG

25/05/19

Duke of Edinburgh award practice expedition update: “Getting ready after breakfast. Some groups are all packed up ready go, others haven’t started... we’ve told them we’re leaving at 8 and if we miss the coach we will have to walk back to school” https://t.co/DFPrzDCzU8

24/05/19

They made it to base camp! https://t.co/LdS9DGXQg3

24/05/19

Retweetd From Oxford Nanopore Events

We are so glad you are here! https://t.co/8fVFKJWjfz

24/05/19

Duke of Edinburgh Awards practice expedition - images of Biggin Hill https://t.co/O8gfPeLKxq

24/05/19

How can MinION help with sample return, crew health, detecting life beyond earth, research or monitoring fungi on the ISS? Sarah Wallace presenting the answers to how 🧬 sequencing can be used in microgravity. https://t.co/JDx2QunkmP

24/05/19

Thank you for the opportunity, a fantastic event to promote STEM to our students!

24/05/19

Our Y12 biologists are currently learning about Nanopore technology and the use in forensics https://t.co/EI6cFwwha5

24/05/19

Five of our Year 12 Biologists are spending the day at the London Calling 2019 STEM conference today https://t.co/w3MEbNBDUC

23/05/19

Versailles & Paris hosts Norwood students this week https://t.co/29P5p9WyhZ

22/05/19

Retweetd From Wasim Butt

Delighted to be back today as part of my NPQH placement. Huge thanks to and his team again for their welcome and support. https://t.co/B3PCsblD5g

19/05/19

Retweetd From HarrisSchoolDirect

All of our trainee teachers are assigned an in-school mentor who will support them throughout the duration of the course, including having weekly meetings to support progress. Meet some of our mentors in the video below! https://t.co/bShev2JKbW

18/05/19

The Duke of Cambridge speaks about bereavement https://t.co/CoMoknp5uT

18/05/19

Retweetd From Screen25

Cast your vote! Help us pick a space-themed film for our upcoming Family Film Club this summer 🌙✨

17/05/19

Thank you so so much one and all

17/05/19

Retweetd From Making The Leap

Fantastic day of mock interviews at with amazing volunteers 🙌🏿🙌🏿 The students get a lot of key information from these sessions, but for the volunteers it is a chance to put themselves in somebody else's shoes and understand the challenges face. https://t.co/zwVzuCXvuK

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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Croydon

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Havering

Merton

Newham

Southwark

Sutton

Thurrock

Wandsworth

Westminster

World & Citizenship

Our Hub Vision:

We are a very passionate about our subjects and the fact that they all represent the world we live in and our ever-changing community.  Our vision is to inspire students to be curious about the world around them, to have empathy for others in an increasingly globalized world.

For our students to have the knowledge and transferable skills to enable them to be global citizens to understand where they are from and where they are going in order to be productive and valuable members of the global community.

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History

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As Thomas Jefferson once famously said “the world did not begin this morning with your breakfast”.

The study of history is vital to understanding the foundations that our current society is built upon, and without its study, it would be difficult to make any judgement on our present.  History provides us with the skills to analyse past events, and encourages us to make more informed decisions about the future.  It cannot always prevent past events from repeating them, but the study of history can certainly allow you to look at a situation with a more balanced opinion.  From the Roman Empire, through to the Civil Rights movement in 1960s  the breadth of our curriculum allows students to fully appreciate history on a global scale, creating inquisitive and broadminded individuals.

Through a diverse and challenging KS3 scheme of learning that takes in core aspects of what makes Britain the country it is today, we show students how their own heritage fits in to the fabric of today’s society. At KS4 and 5, our exam units focus on society, law and order, crime and punishment, political systems and government as well as social history using art, literature and music of the past. We cover core aspects such as liberty and equality, struggle for freedom, genocide and protest. We cover the impact and devastation wrought by war and examines in detail the consequences of unchecked power.

Geography

The Geography department aims to help students make sense of the world around them and believe that the personal development of students, spiritually, morally, socially and culturally plays a significant part in this. We therefore aim to provide many learning challenges and experiences, both inside and outside the classroom that help them to explore their own values and beliefs, social awareness, an understanding of their social and cultural traditions and an appreciation of the diversity and richness of other cultures.

Psychology

The course provides students with a sound understanding of the various methods and approaches in psychology at an introductory level. The students are introduced to a variety of topics which have been chosen for their importance and prominence within the core area and their relevance to everyday life. The course develops analytical and critical thinking skills and encourages an appreciation of ‘how science works’. Students learn to question and discuss psychological issues that may affect their own life, the direction of society and the future of the world.

Sociology

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Do you wonder what fuels our apparent fixation with celebrity? Is it just gossip in a modern form? Is it that it provides endless, easily obtained content for our multiplying TV channels, newspaper pages and magazines? Could it be both? Or even something much more profound about the class system of modern Britain? You may be already thinking ‘But class doesn’t mean anything anymore’. Are you sure? Why is the number of years you can expect to live still

associated with your occupation? What about the way that your gender, religion, and ethnic background open up or close down opportunities in your life? What kinds of spiritual faith do people have in Britain today? And how far do the media affect how personal lifestyle choices are viewed by wider society? Sociology is the study of how society is organized and how we experience life. If the questions above arouse curiosity then this may be a good subject for you.

Religious Education

‘Our lives begin to end the day we become silent about things that matter’

Martin Luther King

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Religious Education subject matter gives particular opportunities to promote an ethos of respect for others, challenge stereotypes and build understanding of other cultures and beliefs. This contributes to promoting a positive and inclusive school ethos that champions democratic values and human rights.

Religious Education provokes challenging questions about the meaning and purpose of life, beliefs, the self, issues of right and wrong, and what it means to be human. It develops students’ knowledge and understanding of Christianity, Islam, Judaism, Hinduism, Sikhism and Buddhism, and the religious traditions that examine these questions, fostering personal reflection and spiritual development.

Religious Education encourages students to explore their own beliefs (whether they are religious or non-religious), in the light of what they learn, as they examine issues of religious belief and faith and how these impact on personal, institutional and social ethics; and to express their responses.