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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.


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It was fantastic to start with completing the The winning team came up with a great idea


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


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


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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.


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Students from and taking advantage of the CV surgery and job advice from the mentors 😁


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. 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.


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.


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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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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.


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






The Mean

Multiplication and Division


Factors, primes and HCF




The Median




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




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




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




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




Algebraic Fractions

Constuction and Loci


Angles in Polygons


Percentages Using Multipliers


Compound Interest



Y = mx + c


Solving Simultaneous Equations


Properties of Quadratic Curves







Surface Area of Cylinders


Simple Geometric Proofs

Averages from Grouped Data


Comparing Two data Sets


Scatter Graphs



Phase 4

Index Laws


Standard From


Reverse Percentages


Growth and Decay



Congruence and Similar Shapes




Sine and Cosine Rules

Quadratic Sequences


Simple Algebraic Proof


Geometric Reasoning


Parallel and Perpendicular Lines



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



Solving Quadratic Equations


Cubic and Reciprocal Graphs


Quadratic Simultaneous Equations


HBMaths – Mastery Strands – Curriculum 2017    
AO2: Reasoning   AO3: Problem-Solving
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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