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09/03/19

Retweetd From Harris Careers

Exam Invigilators and Scribes required .Apply now https://t.co/7hNmdoyqyR https://t.co/aqv3xdV44K

09/03/19

Retweetd From Transformation Trust

It was fantastic to start with completing the The winning team came up with a great idea https://t.co/KMpjYGbcFO

13/02/19

Retweetd From ElaineWilson

Well done! Tom Harriott EdD student and will also present his work

04/02/19

Retweetd From Harris Careers

Harris Academy Battersea are looking for an Achievement Director for Business and Economics. Apply now https://t.co/l2FcWH2de0 https://t.co/SKRdkbjiYv

28/01/19

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Our is Harris Academy Battersea! We're thrilled to get to work closely alongside this successful Academy to offer their facilities for community use and hire. To take a detailed look at what they can offer please visit.. https://t.co/wqcqQL5jI1 https://t.co/okzZ20NqKe

24/01/19

Retweetd From Parents and Teachers for Excellence

Great work from , whose overall P8 is a very impressive 0.49. in particular stands out with a stunning score of 1.26.

19/01/19

Retweetd From #SLTnetwork

Happy Friday . We have our 3rd visit locked down and it's at the famous ! It's your chance to learn from one of the most successful turnaround schools, now rated outstanding. https://t.co/17Tp8Rtoke

14/01/19

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Lovely to see our Scholars here for the second Regional Training Day . Thank you to and for hosting school visits. It is wonderful to see the Scholars really engage with the programme.

18/12/18

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Find out how pupils at are finding Latin, as over 400 students embark on the subject https://t.co/1XvX09D1Ms

14/12/18

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Congratulations for winning our U14 🏀 Girls Basketball yesterday. Good luck in Representing in London School Games final. https://t.co/prwNjA3dwN

04/12/18

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Students from and taking advantage of the CV surgery and job advice from the mentors 😁 https://t.co/sHp5gldEsQ

18/10/18

Retweetd From Parents and Teachers for Excellence

. once again had some brilliant results: , Harris St Johns Wood, and had great P8 scores of 0.34, 0.58, 0.89 and 1.27 respectively.

18/05/18

Well done to our Year 9 Boys' Football Team who have secured a place in the final of the Wandsworth League. The final is this Wednesday at Southfields and they'll be playing against Ernest Bevin. We wish them all the best of luck.

18/05/18

Students Secure Second Place at Wandsworth Athletics Championships - Latest News - Harris Academy Battersea https://t.co/3OHmfM1fwe

18/05/18

Did you know we now have a page to keep you up to date with all our Academy news? Search for Harris Academy Battersea and follow and share us.

23/06/17

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Great to see inspiring future generations. Hope the students had fun! https://t.co/DWifo4WsCa

20/06/17

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Congratulations to students! Fun 3 days!! Thank you for coming https://t.co/IkGSt8kDmV

20/06/17

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Aiming for the top are with super ✏️ skills to boot. We know our Senior Designers will agree 🌟 https://t.co/61krlim4cM

06/04/17

Retweetd From Wandsworth Council

Young chef 2017 winner Shanice from with her signed cookbook https://t.co/igl0J0HHEp https://t.co/XDndwwZJrT

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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Havering

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Southwark

Sutton

Thurrock

Wandsworth

Westminster

Geography

Geography curriculum and assessment

Overview
Geography at HABs gives students the chance to extend and deepen their knowledge and understanding of the UK and the wider world. Through the teaching of mastery in the Geography curriculum students will be equipped with the skills to understand the interactions between people and the environment, and engage with different geographical concepts. They will look at issues on a local, national and international scale and look at the interdependence of the world created by these links.

Geographers will be able to apply mathematical, statistical and map skills to discuss different contemporary issues and engage with current affairs both globally and locally. Students will also have the opportunity to develop their field work and research skills through years 7 to 13 looking at geographical issues on a local scale and apply this to a global framework.

Mastery
1. Geographers appreciate how locational context affects geographical issues
I cannot yet describe geographical location
I can identify places on a map
I can describe location accurately
I can describe location consistently applying
I can apply appropriate real world examples to explain
I can explain how locational context affects an issue and analyse it whilst consistently applying geographical terminology

2. Geographers can make use of different sources to appreciate varied geographical issues
I cannot yet gain information from different sources
I can identify facts from primary and secondary sources
I can describe information from primary and secondary
I can explain trends shown in different sources and deconstruct information to find connections between information and anomalies
I can evaluate validity of findings to appraise and synthesis information with geographical issues
I can use different sources to make a substantiated judgement on a geographical issue

3. Geographers can apply current and past events to geographical concepts and issues
I cannot yet apply real life situations to geographical concepts
I can identify real life events linked to what we are studying
I can describe in detail real life events and link them to what we are studying
I can explain why current and past events occurred using place specific detail
I can compare and contrast different case studies in order to reach a conclusion
I can use case studies to make a substantiated judgement

4.  Geographers can utilise mathematical and statistical skills to interpret geographical issues
I cannot yet use mathematical and statistical skills in geography
I can identify information from a graph of map
I can describe information from a graph of map
I can use statistics to describe trends and data on graphs and maps
I can apply information gathered from graphs and maps and apply them to a geographical issue
I can use multiple mathematic and statistical skills to gather information to interpret geographical issues and concepts

5. Geographers can demonstrate, organise and communicate knowledge
I cannot yet communicate my ideas
I can start to develop my ideas through written communication
I can form coherent historical answers
I can clearly express my ideas in written form 
I have well-organised historical answers that display good skills of written communication
I can create well-structured and fluently written historical answers using historical terms confidently
I can communicate high levels of synopticity through my historical studies


6. Geographers can appreciate scale when looking at geographical issues and concepts
I cannot yet discuss scale when looking at geographical issues
I can identify whether issues are local, national or global
I can describe issues and the areas they affect e.g. local, national or international
I can explain issues on different scales and understand the differing impacts they may have
I can evaluate issues on different scales and understand the different impacts that they may have
I can create links between different scales to help understand geographical issues and concepts

7. Geographers can recognise geographical theories and how they help frame geographical issues and concepts
I cannot yet use geographical theory
I can name a geographical theory linked to a topic
I can describe what a geographical theory suggests
I can explain a geographical theory
I can put geographical theories in context and evaluate their validity
I can apply theories and make a judgement on their relevance to current geographical concepts and issues

8. Geographers can acknowledge interrelationships between places, environments and processes I cannot yet write my own narrative of history
I cannot make links between environment, place and processes
I can identify the difference between places, environments and processes
I can describe difference places, environments and processes
I explain how places, environments and processes affect each other
I can evaluate the impact that spaces, places and processes have on each other
I can create links between places, environments and processes and analyse how they link together

9. Geographers can use fieldwork techniques in decision-making
I cannot use fieldwork techniques in decision-making
I can name fieldwork techniques appropriate to a topic
I can describe different fieldwork techniques
I can explain why a fieldwork technique is appropriate
I can evaluate how effective a fieldwork technique is
I can create a fieldwork plan to test a hypothesis

Summary of content
In year 7 students are introduced to different geographical processes through the study of the UK with both its physical and human features being looked at. Students will then look at extreme environments spanning across the world and how people adapt to them looking specifically at cold environments deserts and oceans and how people are impacting these.

In year 8 students build on skills learnt in year 7 and look at tectonic hazards such as earthquakes, volcanoes and Tsunami’s. They will then look at extreme weather such as hurricanes and typhoons and how they are distributed globally before completing local field work on the impacts of tourism on Battersea.

Year 9 students build on other skills and knowledge to look at the current global population crisis and different ways that it can be solves. The will then move on to look at the geographical processes surrounding rivers and the impact that humans are having on this natural process. Finally they will study global super powers and, using knowledge gained throughout years 7, 8 and 9, come to conclusions on who are the current global super powers and who may become super powers in the future.

In year 10 and 11 students follow the OCR B geography course where the concepts are split between human and physical geography. Building on skills and concepts studied in year 7, 8 and 9 students will look at the physical processes that have shaped the UK and other international locations before looking at the hazards that humans are adapting to such as hurricanes, earthquakes and other natural phenomena before looking at the increasing issues of climate change. Students will also look at the impacts humans are having on the planet due to its ever increasing population before studying different concepts and theories on how humans are attempting to adapt to these environments.

 

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