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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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Meet Ashleigh, previously an English tutor and copy editor, now training to teach English at


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Exam Invigilators and Scribes required .Apply now


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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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Harris Academy Battersea are looking for an Achievement Director for Business and Economics. Apply now


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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..


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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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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.


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Find out how pupils at are finding Latin, as over 400 students embark on the subject


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Congratulations for winning our U14 🏀 Girls Basketball yesterday. Good luck in Representing in London School Games final.


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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.


Students Secure Second Place at Wandsworth Athletics Championships - Latest News - Harris Academy Battersea


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.


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Great to see inspiring future generations. Hope the students had fun!


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Congratulations to students! Fun 3 days!! Thank you for coming

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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Summary of content

The Science Department at Harris Academy Battersea strives to ensure every child is able to understand and critically evaluate any scientific problem they may be faced with in an ever-changing, modern world. Through the extensive courses that we offer, we seek to provide an inspiring range of experiences both in and outside the classroom.

In Year 7 students are introduced to some of the fundamental concepts in Biology, Chemistry and Physics providing them with a strong foundation in understanding cells and reproduction, states of matter and reactions as well as energy and forces. An assessed practical every half term will enable students to develop their investigative skills, which can then be developed and applied throughout their scientific studies

In year 8 the students will deepen their understanding of the key concepts they met in year 7, as well as being exposed to a wider range of ideas. In year 8 Biology they will look at the key process of photosynthesis and respiration as well as the carbon cycle and energy transfers. In Chemistry they will learn about the structure of the atom and the periodic table and use this to deepen their understanding of chemical reactions. In Physics they will learn about waves and electricity. Embedded in the content are further development of investigative and mathematical skills.

In year 9 students will complete their KS3 studies during the first term, before beginning their GCSE studies. All students will be covering the material for AQA GCSE Trilogy Science during year 9 and will focus on developing their investigative and mathematical skills to the required level for the new specification GCSE examinations.

In year 10 and 11 students will be continuing with AQA GCSE Trilogy Science. Students will cover a wide range of topics, from alpha particles to x-rays. Students will develop the abilities to interpret complex relationships using mathematical and graphical techniques, and the ability to combine several equations together to sole scientific calculations. At the end of their GCSE science studies HABs students will be thoroughly prepared to understand the scientific principles that will impact on their lives, work and society in the future. 

In Year 12 and 13, students have the option of studying A Levels in Biology, Chemistry or Physics.

A Level Biology offers students the opportunity to deepen their understanding of cells, transport and communication in living things, disease, genetics and biodiversity.

A Level Chemistry covers topics in the three main areas of chemistry; physical, organic and inorganic. It begins by building on familiar from GCSE such as atomic structure, periodicity, chemical analysis and reaction kinetics and introduces many new ones along the way. By the end of the course students will be familiar with a broad range of fundamental chemistry concepts, from mechanistic studies of aromatic reactions to electrochemistry.

A Level Physics is the study of how the Universe functions. Students will look at the very small scale (including what happens inside a proton!) all the way through to the huge scale in the Astrophysics module where they will study galaxies and stars. Throughout all the topics they will learn problem solving skills that will help them succeed in any future career.

Mastery statement (1) I can use scientific ideas to create and justify hypotheses (2) I can write a valid scientific method which will produce reliable, accurate and precise data (3) I can record and present data using suitable table and graphical methods (4) I can analyse data to identify trends and relate their significance to my scientific understanding
AQA GCSE Assessment Objective   Variables Method Key experimental terms Risk analysis Tables Graphs Recording  
Step 5 I can justify my scientific hypothesis with the use of data
E.g. I think that as the surface area increases, this means there will be more places for particles to collide and so more collisions per second. Is there is twice as much surface area, there should be twice as many collisions per second resulting in double the rate of reaction
I can select the correct variables when designing my own experiment
E.g. In this experiment we will need to control the temperature, the length of wire and the current, changing only the light intensity and measuring the pd across the cell
I can justify why I have selected specific ranges and intervals in a complex method
E.g. An interval of 20cm means there will be a measurable difference in potential difference
I can create a scientific method using key words correctly
E.g. I will make sure the experiment is precise by using a digital thermometer which can resolve to 0.1 degree Celsius
I can conduct a full risk analysis
E.g. The chemicals are toxic so goggles need to be worn to protect the eyes, working areas need to be clear and the experiment should be conducted standing up
I can prepare tables to record complex results
E.g. Tables with suitable space for repeated readings, mean and processed values
I can create complex graphs which allow comparisons between two variables
E.g. Draw a line graph showing changes in both fox and rabbit populations over time
I can take accurate measurements with a wide range of scientific equipment
E.g. Avoid parallax errors when measuring bounce height
I can determine a general numerical pattern from data and link to scientific concepts
E.g. The graph shows a directly proportional relationship between extension and force until 8N are added which shows the spring has reached its limit of proportionality
Step 4 I can link my hypothesis to scientific principles
E.g. I think that as surface area increases, the rate of reaction will also increase, because there is more surface area
I can identify the variables in an experiment
E.g. In this experiment we are measuing the potential difference across the cell so this is the dependent variable
I can create a method with suitable range and intervals
E.g. Move the light source back 20cm between each reading and take 7 different readings
I can identify the key words correctly
E.g. The experiment is repeatable because I could carry it out again and get similar results
I can suggest measures to minimise risk
E.g. Do not turn the voltage above 10V
I can create basic tables to record results
E.g. Tables with two colums for independent and dependent variables
I can draw advanced scales for graphs
E.g. Accurate scales when gaps between variables is not constant
I can use basic scientific equipment to take measurements
E.g. Able to record results with aruler, ammeter, scale and other simple pieces of equipment
I can explain patterns using scientific reasoning
E.g. The population of red squirrels has decreased since 1950. This could be due to loss of habitat or increased competition with grey squirrels
Step 3 I can identify if data supports a hypothesis
E.g. As the surface area of the tablet increased, the reaction time decreased from 12.5 seconds to 6.2 seconds
I can define independent, dependent and control variables
E.g. The independent variable is the one that we choose to change
I can create a basic step-by-step method
E.g. First you set the equipment as in the diagram, and then record the pd. Change the distance for the light source, record the pd again. Repeat these two steps
I can define the key experimental terms
E.g. Definition for reproducible, repeatable, accurate and precise
I can identify hazards
E.g. There is a risk of an electric shock
I can record results in a scientific table
E.g. Correctly order results in the right columns
I can draw a suitable line of best fit and identify anomalies
E.g. A smooth line drawn through all points, indentifying and not including outliers
  I can numerically process data
E.g. At 20 years old, the maximum frequency heard is 20KHz, but this decreases to 17KHz for 50 year old people
Step 2 I can write a scientific hypothesis
E.g. I can write a hypothesis for an experiment in the form of: "As X increases, Y will increase/decrease"
  I can sequence a simple method
E.g. You will need to move the light source and then record the potential difference
      I can correctly determine the appropriate type of graph for presenting results
E.g. Using a line graph to show continuous data
  I can identify simple patterns from experiments
E.g. As the age increases, the maximum frequency that can be heard decreases
Step 1 I can identify a suitable scientific hypothesis.
E.g. I can recognise that "I predict that as height increases, the size of the impact crater will increase" is a scientific hypothesis
          I can accurately plot data on a scientific graph
E.g. Correctly position points to within 1mm
Mastery statement (5) I can evaluate experimental methods and suggest improvements (6) I can use equations to calculate physical quantities (7) I can apply mathematics to explain scientific principles (8) I can evaluate the evidence for and the impact of scientific processes (9) I can apply knowledge to explain a range of scientific ideas      
AQA GCSE Assessment Objective       Evidence Impact        
Step 7 I can evaluate the extent to which data supports a hypothesis and identify anomalies
E.g. The results show that the reaction time decreased as temperature from 20 to 60 degrees, however the trend does not continue as from 60 to 100 degrees there was no change. The value at 30 degrees is an anomaly as it does not follow the line
I can link several equations to calculate physical quantities
I can find the gravitational potential energy from height and then use the kinetic energy formula to find the final speed
I can apply mathematical techniques to solve unfamiliar problems
E.g. I can calculate acceleration from velocity-time graphs and hence find the gravitational field strength of comet Rosetta
I can explain how scientific theories are developed over time
E.g. The Rutherford's scattering experiment meant scientists had to abandon the 'plum pudding model' and develop a new theory that could explain the results
I can critically evaluate scientific claims
E.g. Although there is some opposition, the evidence provided by red-shift of galaxies and the CMBR discovery provide compelling evidence for the Big Bang theory
I can link ideas from different areas of science to explain phenomena
E.g. I think cyclists ride in this position to reduce the force of air resistance. As long as the position does not reduce their lung capacity, they will still have the same amount of energy from respiration and so the same forward force. 
Step 6 I can suggest ways to improve accuracy and precision
E.g. Using a digital thermometer will improve the precision as it has a higher resolution
I can explain equations in terms of proportionality and ratio
E.g. Hooke's law shows that if you double the force, the extension of the spring will double
I can use mathematical techniques to solve problems or make predictions
E.g. I can calculate percentage change use the graph to suggest population in 2050
I can evaluate the strengths and weaknesses of scientific studies or theories
E.g. I can identify if bias, anomalies or sample size impact the strength of conclusion that can be drawn from an investigation
I can make justified decisions about scientific dilemmas
E.g. I can justify my opinion on building nuclear power station on when IVF should be used
I can explain scientific processes using knowledge and understanding
E.g. The small shoe sinks further into the mud as the pressure is greater, due to the small surface area
Step 5 I can explain whether errors are random or systematic
E.g. Stopping the timer is a random error as it is different every time. The mass error is systematic because the zero was not set correctly
I can interconvert units
E.g. I can change mm to cm and turn hours into an answer in seconds
I can recall mathematical techniques
E.g. I can recall how to calculate surface area
I can make comparisons between scientific theories and processes
E.g. Both meiosis and mitosis are forms of reproduction, but in meiosis there is variation in he offspring whilst in mitosis there is not
I can suggest the ecomonic, environmental, social and ethical impact of scientific processes
E.g. A limestone quarry can create jobs and infrastructure for the local people, but could causes noise pollution and impact on tourism
I an use models to explain abstract scientific concepts
E.g. The flow of electrons around a series circuit is constant, like marbles moving around a track, since at any point on the track the same number of marbles will pass per second. This is analogous to the same amount of charge passing any point in a series circuit
Step 4 I can identify sources of error
E.g. The sources of error will be people not stopping the timer exactly when the reaction stopped
I can rearrange equations
E.g. I can rearrange V=IR to make R the subject
I can represent numerical answers in the correct mathematical format
E.g. I can give answers to a suitable number of significant figures and in standard form
I can describe the advantages and disadvantages of scientific processes
E.g. An advantage of wind energy is that it does not emit greenhouse gases and a disadvantage is that it only works when it is windy
I can describe the economic, environmental, social and ethical impacts of scientific processes
E.g. A wind farm impacts the visual environment and can harm birds
I can use knowledge to make suggestions to explain phenomena
E.g. I think person A can run further as he has a bigger lung capacity so can get more oxygen to his muscles
Step 3 I can define the terms accuracy, precision and error
E.g. A measurement is considered accurate if it is close to the true value
I can use the correct symbols and SI units for physical quantities
I know that mass is measured in Kg and that the SI unit for time is seconds (s)
  I can categorise advantages and disadvantages of scientific processes
E.g. An advantage of a coal power station is that it is reliable
I can categorise the economic, environmental, social and ethical impacts of science
E.g. Genetically modifying animals raises ethical concerns
I can describe scientific processes using key words
E.g. The chloroplast in the leaves allow the process of photosynthesis to occur
Step 2   I can identify quantities to enter into equations
E.g. From the question I know that the mass is 60kg and the distance is 2m so I can put that into the equation
      I can define key words
E.g. I can define what a predator is
Step 1   I can recall equations
E.g. V = IR
      I can recall key facts
E.g. Mercury is the closest planet to the Sun


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