Twitter

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

Retweetd From Schools Plus Ltd

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

Retweetd From HarrisSchoolDirect

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

Retweetd From Classics For All

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

14/12/18

Retweetd From WandSchoolGames

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

04/12/18

Retweetd From Transformation Trust

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

Retweetd From Karl Hoods

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

20/06/17

Retweetd From FDM Group

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

20/06/17

Retweetd From FDM Group

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.

Central Office

Bexley

Bromley

Croydon

Greenwich

Haringey

Havering

Merton

Newham

Southwark

Sutton

Thurrock

Wandsworth

Westminster

History

History curriculum and assessment

Summary of findings

What are the new specification Assessment Objectives and how are they weighted within the qualification?

AO1: Demonstrate knowledge and understanding of the key features and characteristics of the period (35%)

AO2: Explain and analyse historical events and periods studied using second order historical concepts (35%)

AO3: Analyse, evaluate and use sources (contemporary to the period) to make substantiated judgements, in the context of historical events studied (15%)

AO4: Analyse, evaluate and make substantiated judgements about interpretations (including how and why interpretations may differ) in the context of historical events studies (15%)

Overview of the new specification

New specifications have to include the 5 elements; a thematic study spanning medieval, early modern and modern history; a period study covering at least 50 years; a British depth study; a non-British depth study (This has to be from a different ear to the British depth study) and a study of the historic environment. At least 40% of GCSE course must be British history.

What are the notable changes to the new specifications? What are the potential challenges and threats to student success due to these?

The new specification brings together the elements of the current Modern World and Schools History Project. It allows for a broader range of history than before.

There is a study of a historic environment which is linked to a thematic study.

There is no controlled assessment.

40% of the GCSE course needs to be British history.

Do Mastery Skills address all necessary components of the GCSE course?

History Assessment Objective Analysis

AO1: Demonstrate knowledge and understanding of the key features and characteristics of the period

 

AO1- 35%

AO2: Explain and analyse historical events and periods studied using second order historical concepts

AO2- 35%

2. Historians support historical judgements with evidence

3. Historians appreciate changes and continuities across different time periods

5. Historians can demonstrate, organise and communicate historical knowledge

7. Historians consider a range of causes

8. Historians acknowledge the contribution made by events, people and places to the shaping of the world today

9. Historians make use of historical narratives

2. Historians support historical judgements with evidence

3. Historians appreciate changes and continuities across different time periods

5. Historians can demonstrate, organise and communicate historical knowledge

7. Historians consider a range of causes

8. Historians acknowledge the contribution made by events, people and places to the shaping of the world today

9. Historians make use of historical narratives

 

                             

 

History  Assessment Objective Analysis

AO3: Analyse, evaluate and use sources (contemporary to the period) to make substantiated judgements, in the context of historical events studied

 

AO3- 15%

AO4: Analyse, evaluate and make substantiated judgements about interpretations (including how and why interpretations may differ) in the context of historical events studies

AO4- 15%

1. Historians appreciate historical sources

2. Historians support historical judgements with evidence

4. Historians utilise sources in their enquiries

5. Historians can demonstrate, organise and communicate historical knowledge

6. Historians can frame historical questions

1. Historians appreciate historical sources

2. Historians support historical judgements with evidence

4. Historians utilise sources in their enquiries

5. Historians can demonstrate, organise and communicate historical knowledge

                     

 

Are there any aspects of Assessment Objectives which are not covered by the Mastery Statements?

10. Historians respect that people have experienced the past in different ways

Assessment

New assessment requirements:

Frame historical questions

Why interpretations differ

Narrative

Paper

Title

British or Non-British

HABS 2016-2017 year 10 cohort

Summary of assessment objectives for each paper

Breakdown of AO’s for question types

Question stems

Marks awarded

Links to mastery

Mastery statement 5 will be applicable for all questions

Paper 1 – (30%)

British Thematic study (20%)

British

Crime and punishment in Britain, c1000-present

3 questions AO1/AO2 only

AO1/AO2

Explain one way in which X was [similar/different] to Y.

4

Mastery 2 and 3

AO1/AO2

Explain why…

12

Mastery 2, 3 and 7

AO1/AO2

‘[Statement]’ How far do you agree? Explain your answer

16 + 4 SPaG

Mastery 2,3,7 and 8

Historic Environment (10%)

British

Whitechapel, c1870-c1900: crime, policing and the inner city)

3 questions AO1/AO3 only

AO1

Describe two features of…

4

Mastery 2

AO3

How useful are sources A and B for an enquiry into…?

8

Mastery 2 and 4

AO3

How could you follow up Source [A/B] to find out more about…?

4

Mastery 2, 4 and 6

Paper 2 - (40%)

British Depth Study (20%)

British

Early Elizabethan England 1558-88

3 questions AO1/AO2 only

AO1

Describe two features of…

4

Mastery 2

AO1/AO2

Explain why…

12

Mastery 2 and 7

AO1/AO2

‘[Statement]’ How far do you agree? Explain your answer

16

Mastery 2,3,7 and 8

Period Study (20%)

Non- British or British

The American West, c1835-c1895

3 questions AO1/AO2 only

AO1/AO2

Explain two consequences of…

4

Mastery 2 and 7

AO1/AO2

Write a narrative account analysing…

12

Mastery 2 and 9

AO1/AO2

Explain two of the following:

The importance of X for Y

16

Mastery 2, 3, 7 and 9

Paper 3 – (30%)

Modern depth study (30%)

Non-British

Weimar and Nazi Germany, 1918-39

6 questions AO1/AO2/AO3/AO4

AO3

Give two things you can infer from Source A about…

4

Mastery 1 and 2

AO1/AO2

Explain why…

12

Mastery 2, 3 and 7

AO3

How useful are Source B and C for an enquiry into…?

8

Mastery 1 and 2

AO4

What is the main difference between the views?

4

Mastery 1 and 2

AO4

Suggest one reason why interpretations 1 and 2 give different views about…

4

Mastery 1 and 2

AO4

How far do you agree with interpretation [1/2] about…?

16 + 4 SPaG

Mastery 1, 2 and 4

 

Questions increase in difficulty throughout the papers

 

 

 

 

Curriculum map

Year

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

11

Content

Thematic study

Crime and punishment in Britain, c1000–present

Thematic study – historical environment

Whitechapel, c1870-c1900: crime, policing and the inner city)

British depth study

Early Elizabethan England 1558-88

British depth study

Early Elizabethan England 1558-88

 

 

Mastery

2, 3, 7 and 8

2,4 and 6

2,3,7 and 8

2,3,7 and 8

 

 

AOs

AO1/AO2

AO1/AO3

AO1/AO2

AO1/AO2

 

 

Assessment questions

Explain one way in which X was [similar/different] to Y.

 

Explain why…

 

‘[Statement]’ How far do you agree? Explain your answer

Describe two features of…

 

How useful are sources A and B for an enquiry into…?

 

How could you follow up Source [A/B] to find out more about…?

Describe two features of…

 

Explain why…

 

‘[Statement]’ How far do you agree? Explain your answer

Describe two features of…

 

Explain why…

 

‘[Statement]’ How far do you agree? Explain your answer

 

 

10

Content

Period study

The American West, c1835-c1895

Period study

The American West, c1835-c1895

Modern depth study

Weimar and Nazi Germany, 1918-39

Modern depth study

Weimar and Nazi Germany, 1918-39

Modern depth study

Weimar and Nazi Germany, 1918-39

Thematic study

Crime and punishment in Britain, c1000–present

Mastery

2, 3, 7 and 9

2, 3, 7 and 9

1,2,3,4 and 7

1,2,3,4 and 7

1,2,3,4 and 7

2, 3, 7 and 8

AOs

AO1/AO2

AO1/AO2

AO1/AO2/AO3/AO4

AO1/AO2/AO3/AO4

AO1/AO2/AO3/AO4

AO1/AO2

Assessment questions

Explain two consequences of…

 

Write a narrative account analysing…

 

Explain two of the following:

The importance of X for Y

Explain two consequences of…

 

Write a narrative account analysing…

 

Explain two of the following:

The importance of X for Y

Give two things you can infer from Source A about…

 

Explain why…

 

How useful are Source B and C for an enquiry into…?

 

What is the main difference between the views?

 

Suggest one reason why interpretations 1 and 2 give different views about…

 

How far do you agree with interpretation [1/2] about…?

Give two things you can infer from Source A about…

 

Explain why…

 

How useful are Source B and C for an enquiry into…?

 

What is the main difference between the views?

 

Suggest one reason why interpretations 1 and 2 give different views about…

 

How far do you agree with interpretation [1/2] about…?

Give two things you can infer from Source A about…

 

Explain why…

 

How useful are Source B and C for an enquiry into…?

 

What is the main difference between the views?

 

Suggest one reason why interpretations 1 and 2 give different views about…

 

How far do you agree with interpretation [1/2] about…?

Explain one way in which X was [similar/different] to Y.

 

Explain why…

 

‘[Statement]’ How far do you agree? Explain your answer

9

Content

Thematic study

Warfare and British society, c1250-present

Thematic study

Warfare and British society, c1250-present

Thematic study – historical environment

London and the Second World War, 1939-45

 

Modern depth study

African American Civil Rights, 1954-1973

Modern depth study

African American Civil Rights, 1954-1973

Modern depth study

African American Civil Rights, 1954-1973

Mastery

2, 3, 7 and 8

2, 3, 7 and 8

2,4 and 6

1,2,3,4 and 7

1,2,3,4 and 7

1,2,3,4 and 7

AOs

AO1/AO2

AO1/AO2

AO1/AO3

AO1/AO2/AO3/AO4

AO1/AO2/AO3/AO4

AO1/AO2/AO3/AO4

Assessment questions

Explain one way in which X was [similar/different] to Y.

 

Explain why…

 

‘[Statement]’ How far do you agree? Explain your answer

Explain one way in which X was [similar/different] to Y.

 

Explain why…

 

‘[Statement]’ How far do you agree? Explain your answer

Describe two features of…

 

How useful are sources A and B for an enquiry into…?

 

How could you follow up Source [A/B] to find out more about…?

Give two things you can infer from Source A about…

 

Explain why…

 

How useful are Source B and C for an enquiry into…?

 

What is the main difference between the views?

 

Suggest one reason why interpretations 1 and 2 give different views about…

 

How far do you agree with interpretation [1/2] about…?

Give two things you can infer from Source A about…

 

Explain why…

 

How useful are Source B and C for an enquiry into…?

 

What is the main difference between the views?

 

Suggest one reason why interpretations 1 and 2 give different views about…

 

How far do you agree with interpretation [1/2] about…?

Give two things you can infer from Source A about…

 

Explain why…

 

How useful are Source B and C for an enquiry into…?

 

What is the main difference between the views?

 

Suggest one reason why interpretations 1 and 2 give different views about…

 

How far do you agree with interpretation [1/2] about…?

8

Content

British depth study

Henry VIII and his ministers, 1509–40

British depth study

Henry VIII and his ministers, 1509–40

British depth study

Henry VIII and his ministers, 1509–40

Period study

British America, 1713–83: empire and revolution

Period study

British America, 1713–83: empire and revolution

Period study

British America, 1713–83: empire and revolution

Mastery

2,3,7 and 8

2,3,7 and 8

2,3,7 and 8 (1,4 and 6)

2, 3, 7 and 9

2, 3, 7 and 9

2, 3, 7 and 9 (1,4 and 6)

AOs

AO1/AO2

AO1/AO2

AO1/AO2 (4 mark + 8mark)

AO1/AO2

AO1/AO2

AO1/AO2/AO3 (20 mark)

Assessment questions

Describe two features of…

 

Explain why…

 

‘[Statement]’ How far do you agree? Explain your answer

Describe two features of…

 

Explain why…

 

‘[Statement]’ How far do you agree? Explain your answer

Describe two features of…

 

Explain why…

 

‘[Statement]’ How far do you agree? Explain your answer

 

Give two things you can infer from Source A about…

What is the main difference between the views?

 

Suggest one reason why interpretations 1 and 2 give different views about…

 

How useful are Source B and C for an enquiry into…?

Explain two consequences of…

 

Write a narrative account analysing…

 

Explain two of the following:

The importance of X for Y

Explain two consequences of…

 

Write a narrative account analysing…

 

Explain two of the following:

The importance of X for Y

Explain two consequences of…

 

Write a narrative account analysing…

 

Explain two of the following:

The importance of X for Y

 

How far do you agree with interpretation [1/2] about…?

7

Content

British depth study

Anglo Saxon and Norman England. C1060 – 88.

British depth study

Anglo Saxon and Norman England. C1060 – 88.

British depth study

Anglo Saxon and Norman England. C1060 – 88.

Period study

Spain and the ‘New World’, c1490–c1555

Period study

Spain and the ‘New World’, c1490–c1555

Period study

Spain and the ‘New World’, c1490–c1555

Mastery

2,3,7 and 8

2,3,7 and 8

2,3,7 and 8 (1 and 4)

2, 3, 7 and 9

2, 3, 7 and 9

2, 3, 7 and 9 (1,4 and 6)

AOs

AO1/AO2

AO1/AO2

AO1/AO2/AO3 (4 mark Q)

AO1/AO2

AO1/AO2

AO1/AO2/A03 (8 mark)

Assessment questions

Describe two features of…

 

Explain why…

 

‘[Statement]’ How far do you agree? Explain your answer

Describe two features of…

 

Explain why…

 

‘[Statement]’ How far do you agree? Explain your answer

Describe two features of…

 

Explain why…

 

‘[Statement]’ How far do you agree? Explain your answer

 

Give two things you can infer from Source A about…

What is the main difference between the views?

 

Suggest one reason why interpretations 1 and 2 give different views about…

 

Explain two consequences of…

 

Write a narrative account analysing…

 

Explain two of the following:

The importance of X for Y

Explain two consequences of…

 

Write a narrative account analysing…

 

Explain two of the following:

The importance of X for Y

Explain two consequences of…

 

Write a narrative account analysing…

 

Explain two of the following:

The importance of X for Y

 

How useful are Source B and C for an enquiry into…?

 

 

 

Back to Subjects Menu