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17/05/24

Our students performing at Restore the Music Gala 2024 yesterday🎺🎤🎸 🎶 pic.twitter.com/SfDo2quBc0

17/05/24

RTM Gala Dinner 2024… a night to remember! Re-live the highlights through DRIFTEND's lens 🎥 pic.twitter.com/HnghFkZHY0

17/05/24

🚨VACANY ALERT 🚨 Harris Greenwich could be the place for you!!A community where our staffs are passionate about teaching and committed to having an impact on young people’s life.Click the link below to apply!😀https://t.co/PC3ws4TQhP

12/05/24

pic.twitter.com/KJDruNFtRr

11/05/24

Booster session videos are ready for our students . Thanks to for the amazing resources!! 🙏🏼🌟🙏🏼 good luck to all students taking their gcse exams!!! 🙏🏼🌈🙏🏼Foundation link: https://t.co/fmtl55omJSHigher link: https://t.co/lxdhppfHhA pic.twitter.com/CtlPax3ZWO

10/05/24

Kick started our first whole cohort GCSE exam today with Biology.It was great to see our students coming in nice and early for the warm-ups pic.twitter.com/FUEc5RK86L

10/05/24

Continuing with our case studies, we recently visited & heard about how using TrilbyTV on their is helping to showcase their students by sharing their work & achievements 🤩 Find out more 👇https://t.co/FOmC0W96n4#EdTech pic.twitter.com/qdSe9zZRtn

27/04/24

I’m on Zero Negative Points - Donut Treats Please😁💥🍾 pic.twitter.com/5fTCjLODsQ

27/04/24

60 of our top mathematicians competed in the Junior UKMT Challenge. 49 Year 8s and 11 Year 7s represented the school. They all exhibited exemplary behaviour and effort and really did the school proud. We’re excited to see the results from all their hard work!” 🏅🏆 pic.twitter.com/kFr2uyNh9m

27/04/24

We’re only the experts in the classroom…teachers are lost😂 pic.twitter.com/IhQaIW4kxr

27/04/24

“We made it” - never a doubt 🍾🍾🏆 pic.twitter.com/VUVjfcYyS2

27/04/24

Solo walking, checkpoint 4 completed - Well Done guys 😀✅💥 pic.twitter.com/b70Y1pkrWl

26/04/24

A member of the student’s council committee leading our Year 8 assembly this morning TFL Pioneers😀. Such confidence displayed 👏👏 pic.twitter.com/zahjFkSTmw

25/04/24

Tent Life for the next couple of days ⛺️⛺️💥 pic.twitter.com/GvVOtkhqBD

24/04/24

“DofE silver award students ready to start their practice expedition. Started the day with a 6k walk through the countryside of Surrey, making their way back to camp to set up tents and cook their evening meals’. ⛺️🪵 pic.twitter.com/GWU2pzdFdS

22/04/24

Stephen Lawrence Day, 30th Anniversary.We embrace unity and diversity😀😀 pic.twitter.com/pBGZC8wCK0

22/04/24

📣Excited to have filming as part of their new 🌎GLOBAL🌏platform launching later this year! We are the FIRST to be involved 🤩 - that’s how we do things 🔥. Thank you musicians for your brilliant performance. pic.twitter.com/KbrSiDKRdD

10/04/24

Eid Mubarak to everyone who is celebrating across the country. We wish you and your loved ones an abundance of joy and peace, from everyone at HAGR! pic.twitter.com/HBXZ0n8J8N

04/04/24

Harris Greenwich Head teacher, Jack Docherty will be the keynote speaker. Come and join the Federation and make a difference😀Click the link below to book your ticket - Free! https://t.co/dYSqvaLl9l

30/03/24

Happy Easter everyone, do have a lovely half term break! pic.twitter.com/A78XKwYP67

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

Clapham

Croydon

Greenwich

Haringey

Havering

Merton

Newham

Southwark

Stratford

Sutton

Thurrock

Wandsworth

Westminster

Willesden

How do students learn the curriculum at Harris Greenwich

How students learn the curriculum

Our implementation of curriculum is governed by our Teaching and Learning Blueprint. We care deeply about practising our teaching craft to ensure we are crystal clear in instructing powerful knowledge and we foster an academic climate for this teaching.

The six principles that govern our teaching craft are led by the mantra of ‘Knowledge is Power’ and  ‘Making it Stick’ to stop the forgetting happening.

Knowledge is Power

Because we know the above is true we know the teacher is the expert and therefore we carefully practise our direct instruction, dual coding and interleaving of sequenced knowledge. We know that our curriculum should be taught to be remembered not merely encountered. With this in mind, we follow the following principles in our planning, teaching and assessment to ensure pupil success.

Making It Stick

Every decision we make about learning and teaching is governed by two truths about learning.

  • If nothing has changed in long term memory, nothing has been learnt
  • Forgetting is inevitable

No matter how brilliant a year 8 Spanish lesson appeared, if the students cannot remember it two weeks later, it wasn’t learnt. Understanding sometimes gets confused with learning, but they are not the same thing. Therefore, everything we ask students to do, and everything we talk to teachers about, is designed to make more knowledge stick in long term memory.

The Teaching and Learning Blueprint

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All staff contribute to training around our six principles of Teaching and Learning which we refer to as our ‘Blueprint’. This Blueprint underpins all of our Teaching and Learning training session, training programmes and instructional coaching curriculum.

 

 

 

 

 

 

Lessons and lesson structure

We are not overly prescriptive on how lessons should look at Harris Greenwich, but there are some principles that all teachers adhere to.

All lessons start with a high challenge retrieval activity, followed by a period of fully guided instruction (‘I do’  ‘We do’  ‘You do’). This is surrounded by a warm/strict approach to behaviour management: ‘Because we care, what we ask students to do is not optional’.

Stopping the Forgetting – How lessons start

Every lesson at Harris Greenwich starts with 10-15 minutes of high challenge retrieval questions designed to stop the forgetting of the most vital knowledge, facts and skills. The questions pull from a broad knowledge base, including previous topics and sometimes previous years!

Such is the importance we place on ‘stopping the forgetting’, it is expected that all students attempt all the ‘Do Now’ questions, and those not attempting all of them are challenged. Teachers will refrain from providing too much help in the first 10 minutes, instead motivating students to think hard without looking back over previous work.

The teacher then spends time going through the answers, reteaching the most important points if necessary, and students make corrections. The graph below illustrates our belief, that the more knowledge is retrieved in Do Now quizzes, the more is remembered.

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Examples of Interleaved Do Now Quizzing in English, History and Maths.

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An example from Year 9 English.

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An example from Year 8 History.

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An example from Y10 Maths.

Fully guided instruction: ‘I do’  ‘We do’  ‘You do’

Following the ‘Do Now’, teachers pitch high in the ‘I do’ phase. This is where teachers introduce the new content clearly with great examples, models and explanations. We pitch it high, often above the most able students in the class, so everyone is challenged.

We follow this with a ‘We Do’ phase that provides support. Here you will see processes deconstructed, lots of questions being asked, students helping the teacher do some more examples, paired talk, and practice with writing frames.

Finally, students practise the new thing they’ve learned independently without support. The ‘arm bands are popped’ - there will be no / minimal support from the teacher. Rather than different levels of task, we strive for everyone doing the same, difficult thing. The support given in the ‘We Do’ phase ensures that all students can perform the ‘you do’ practise successfully, gaining confidence and embedding vital knowledge in long term memory as they do so.

How do we get better at teaching?

We know that practice is essential to making change and therefore all teachers having teaching partners where they meet regularly for instructional coaching where get granular about how to improve in service of students learning over time using StepLab to support development.

 

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