Twitter

20/08/19

Retweetd From Harris Federation

Here are some of our brilliant students heading to and this year. Many are the first in their family to attend university and all have beaten extraordinary odds to get there. We are so proud of them and wish them every happiness and success. https://t.co/HJt7DF572H

28/06/19

Retweetd From HarrisSchoolDirect

Meet Ashleigh, previously an English tutor and copy editor, now training to teach English at https://t.co/AEvS34sTxs https://t.co/yOqOW0pdDI

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

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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Southwark

Sutton

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Wandsworth

Westminster

Mathematics

The Harris Battersea mathematics schemes of work for KS3 have been written in line with the aims and ethos of the new national curriculum and assessments.


At HABs we have outlined the steps needed to become a mastery mathematician and problem solver. As a result students work through phases rather than years. Teachers will ensure students master each phase before moving through to the next phase. This means each class has been allocated appropriate content to ensure all students have the opportunity to achieve the highest levels of progress and attainment at GCSE. There are generally 3-5 units each half term. In each unit we will ensure that all students achieve fluency in their mathematics, developing a deep understanding of fundamental concepts and being able to recall and apply knowledge rapidly and accurately. Students will also learn how to reason mathematically and apply their mathematics to variety problems with increasing sophistication and will be given the opportunity and encouragement to persevere in seeking solutions.


The changes made to the curriculum at KS3 will prepare our students in gaining the mathematical knowledge and skills needed for life in modern Britain, secure access into and success in further education and raise standards to compete in a global job market.

Key differences in curriculum

At KS3 we will teach fewer things in greater depth, this means more time may be spent on one topic to secure thorough understanding of key concepts. This does not mean that students are not challenged or the pace of the lesson should drag. Expectations are that all students should achieve in line with the aims of the new curriculum, but students will be further challenged by questions that require deeper understanding or more complex problem solving in the focus topic rather than moving on to the next one.


The new assessment at KS4 will have a much greater emphasis on problem solving and reasoning. All content taught in the new schemes will include application of knowledge and skills in a wide variety of problem solving, investigations and activities. Students will learn that success may not be immediate and, alongside encouragement, time will be given for students to puzzle out and choose the maths they need to apply in different situations.

Cutting edge cognitive theory is also used to ensure students transfer content into their long-term memory and as a result, retain information as they move through each unit of work. This is achieved through regular low-stakes testing, revisitation of previous content at the beginning of each lesson and mixing in previous content into the problem solving of new content.

Assessment

The assessment system has been designed alongside our schemes of learning to ensure regular assessment of fluency, reasoning and problem solving across the topics that have been covered. The assessment will be used to ensure students are secure in their understanding of a topic before they are moved on and to target intervention swiftly and effectively where it is needed. We will assess students’ progress in fluency, reasoning and problem solving through classwork, homework, unit tests and a half term written paper.


After each unit test and half term assessment students will receive personalised feedback from their teacher. In addition to this students will also receive question level analysis to focus their independent study. The teacher will use this assessment to inform their planning, support individuals and adapt lessons accordingly for their class. Homework will be set regularly and will be integral in assessing students ability to work and apply the skills they have learnt independently and ensure skills have been transferred into long-term memory.


The half term assessments assess students across problem solving, reasoning and fluency to ensure students are ready for GCSE and A-Level. Results for these assessments will be reported to parents as percentages and we will use these scores to predict a student’s most likely grade (MLG) at the end of year 11, to assess whether they are on track.


The new grading system for mathematics GCSE is 9-1 with 9 being the highest. The exams taken will be in two tiers, higher and foundation. Students taking the foundation tier can achieve a grade 5-1 and those taking the higher can achieve a grade 9-4. The written assessments taken in years 7-9 will have higher and foundation assessments, reflecting the tiers in the final exam, and we will be able to change a student’s tiers of entry as appropriate as we go through the year. The reported MLG will be given using the 9-1 scale.

Key differences in assessment

No content is assigned to a level or grade. There is now no external reported assessment at the end of KS3. This means giving a current grade is not possible so we will use percentages from half termly paper outlined above which will also generate a most likely grade prediction for the end of year 11. Tests will only cover the body of knowledge that is covered in the phase that they are studying by the students, so percentages will be accompanied by very specific action points for improvement and the question level analysis will direct content for students to work on at home.

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Phase 1

Place Value

 

Adding and Subtracting

 

Sequences

 

Perimeter

 

The Mean

Multiplication and Division

 

Factors, primes and HCF

 

Area

 

The Median

 

Estimation

 

Multi-Content Problem Solving

Properties of Shapes

 

Draw, measure and name angles

 

Finding Missing Angles

 

Symmetry and Reflection

 

Multi-Content Problem Solving

Multiples and LCM

 

Fractions and Decimals

 

Mixed Numbers

 

Adding and Subtracting Fractions

 

Fractions of Amounts

 

Multi-Content Problem Solving

Order of Operations

 

Substitution

 

Balancing Number Sequences

 

Solving Equations

 

Multi-Content Problem Solving

Simplifying Expressions

 

Percentages of Amounts

 

Drawing and Interpreting Pie-Charts

 

Multi-Content Problem Solving

 

Phase 2

Indices and Roots

 

Prime Factor Decomposition

 

Significant Figures and Estimation

 

Multiplying and Dividing Fractions

 

Negative Numbers

 

Multi-Content Problem Solving

 

Venn Diagrams

 

Solving Equations

 

Inequalities

 

Expand and Simplify Expressions

 

Expand and Solve Equations

 

Multi-Content Problem Solving

Drawing Accurate Shapes

 

Alternate and Corresponding Angles

 

Converting Units of Measure Between Lengths, Areas and Volume.

 

Area of Trapeziums

 

Area of a Circle

 

Multi-Content Problem Solving

Fractions, Decimals and Percentage Conversion

 

Percentage Increase and Decrease

 

Reverse Percentages

 

Ratio

 

Speed, Distance and Time

 

Multi-Content Problem Solving

Circumference of Circles

 

Properties of 3D Shapes and their Nets

 

Surface Area of Prisms

 

Volume of Prisms

 

Multi-Content Problem Solving

Collecting and Organising Data

 

Data Representation (Graphs)

 

Data Representation (Calculations)

 

Multi-Content Problem Solving

Phase 3

Coordinates and Mid-Points

 

Linear and Quadratic Graphs

 

Direct and Inverse Proportion

 

Nth term

Rearranging Formula

 

Expanding Double Brackets

 

Factorisation

 

Algebraic Fractions

Constuction and Loci

 

Angles in Polygons

 

Percentages Using Multipliers

 

Compound Interest

 

 

Y = mx + c

 

Solving Simultaneous Equations

 

Properties of Quadratic Curves

Pythagoras

 

Trigonometry

 

Transformations

 

Surface Area of Cylinders

 

Simple Geometric Proofs

Averages from Grouped Data

 

Comparing Two data Sets

 

Scatter Graphs

 

Probability

Phase 4

Index Laws

 

Standard From

 

Reverse Percentages

 

Growth and Decay

Enlargements

 

Congruence and Similar Shapes

 

Bearings

 

Sine and Cosine Rules

Quadratic Sequences

 

Simple Algebraic Proof

 

Geometric Reasoning

 

Parallel and Perpendicular Lines

 

Vectors

Plans and Elevations

 

Volume and Surface Area of Non-Prismatic Shapes

 

Bounds and Error Intervals

 

Arc Lengths and Area of Sectors

Population and Sampling

 

Theoretical and Experimental Probability

 

Combinations and Permutations

 

Set Notation and Venn Diagrams

 

Combined Events

Polynomials

 

Solving Quadratic Equations

 

Cubic and Reciprocal Graphs

 

Quadratic Simultaneous Equations

 

HBMaths – Mastery Strands – Curriculum 2017    
         
AO2: Reasoning   AO3: Problem-Solving
REASONING   COLLECTING ORGANISING GENERATING
Students can use information to reason, interpret and communicate findings   Students can identify useful information from a range of sources Students can effectively organise and interpret information in a number of different ways Students can generate new information from the information that is given to them
6. Students are able to develop novel approaches to a proof through linking multiple topics and in the absence of a prescribed framework   5. Students are able to identify missing pieces of information that would be useful to them 6. Students can identify the most effective way to represent a problem from a number of different options 5. Students are able to evaluate the information that they generate and whether or not it is useful
4. Students are able to apply a specific framework to prove that something is true   4. Students are able to evaluate the usefulness of information and identify data that is not immediately relevant 5. Students are able to represent a problem in a number of different ways 4. Students are able to choose which calculation they perform based on whether or not the result will be useful in a subsequent step
4. Students are able to recall basic proofs   3. Students are able to explain how keywords and units can help affect a problem 4. Where appropriate, students are able to label what they are required to find and information that they do not know 3. Students are able to carry out a calculation that generates a new piece of information
3.Students are able to compare using mathematical models and concepts   2. Students are able to identify keywords in a problem 3. Students are able to represent the given information in a different way 2. Students are able to identify multiple items of information that they could calculate
2. Students are able to structure and annotate a multi-step answer so that an educated reader can understand their working   1. Students are able to identify all numerical information given to them in a problem 2. Students are able to describe the problem in their own words 1. Students are able to identify one piece of information that they could calculate from the information that has been given to them
1. Student are able to clearly explain the validity of  calculations and processes     1. Students are able to summarise what the question is asking for  

 

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