Retweetd From Adam Snell

Excellent webinar from . Having previously worked for / with him at it definitely rings true. By far the best professional development I've ever had, both formal and informal.


Retweetd From Niall Alcock

*Really* Looking forward to the next webinar Exec. Principal & prof. trained coach will share: Team Toxins: mistakes leaders make and how to avoid them 📅 Tuesday 9th June 🕕 6.00pm Save your spot here:


Sounds like you have got a lot on your plate. Don’t put yourself under too much pressure. We know our parents are doing their best under difficult circumstances. When we are back at school we will make sure all students get back on track. If you need more support then let us know


A massive thank-you to all our families for working with us during this difficult time. It’s now been a few days of our new virtual school plan. Please get in touch and let us know how it’s going or what we can do to offer further support


Hi there - we would be love to help. Email and we can work out some support.


Good evening, a member our virtual tutor team will call you tomorrow to try and resolve this issue.


Retweetd From Audible UK

With school closures and social distancing affecting us all, we’ve created something in the hope that it makes your life a little easier. Audible Stories - 100s of kids’ audiobooks for free. Just click, stream and listen 😊


Retweetd From Jennifer Beattie

Please, Parents. Help your children and your teachers + the country. School on Monday has to be the LAST resort, not the first. We must ALL be so, again, please, if they can, they MUST and then you’ll help us help you.


Retweetd From Gavin Williamson

You should only send your child to school on Monday if you have to, because your work is critical to our COVID-19 response. If you are able to keep your child at home, you should.


A reminder that children of keyworkers and vulnerable groups can come to school on Monday at 9am. Just drop us an email to let us know you’re coming. Let’s do it 👊


Y11 shirt signing: it hasn’t ended the way we wanted but you were on track for record results and we’re really proud of you.


Retweetd From Glasgow Science Centre

From tomorrow, we'll be bringing a bit of science into your home every day at 10am to help keeping everyone inspired in these challenging times. Join us on our Facebook, Instagram and Twitter at 10am each day. Ask us questions and let us know what you'd like to see!


Retweetd From Lesley

just looked at the online school work very impressed thank you 😊 makes this difficult time easier for parents


Today all year 7 and 8 students were given at least one book minimum to take home and read while schools are closed.


Retweetd From HAGRPE

Keep Active and Healthy. Virtual PE lesson. Monday to Friday. 9am.


18/03/20: Year 9, Year 10 & Year 12 students must remain at home, all other year groups attend the academy as normal. Please note that any new information from the academy about coronavirus, including details of possible academy closures, can be found at


17/03/20: Year 10 and Year 12 students must remain at home, all other year groups attend the academy as normal. Please note that any new information from the academy about coronavirus, including details of possible academy closures, can be found at


Retweetd From Harris Federation

Parents, carers and pupils: all Harris academy updates on coronavirus will now be published on a dedicated website: You will also receive a text message as and when there is any new information.


Retweetd From World Class Schools

Always a breadth of opportunity at


Celebrating International Women's Day

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















Our Earth is a complex planet which is constantly changing and evolving. We want to develop students’knowledge of place and processes through raising their curiosity of the world and have them pay
attention to the impact that they have on it. We want our students to be critical thinkers, especially
around global issues such as climate change, sustainability & globalisation. Geography is about
learning outside of the classroom so students will have opportunities to visit a variety of environments
throughout their journey into KS5.

Key Stage 3

Students start their journey with locational knowledge which is crucial in Geography so that we can understand places and patterns. Using Atlas maps we can begin to see the physical differences of our
world ranging from the polar ecosystem in Antarctica to the arid environments of Sub-Saharan Africa.
We look at physical processes and how they shape our landscapes along the coast, at plate margins
and in river or glaciated valleys. Map skills are further developed here with OS maps, distribution maps and GIS.
It is also important to understand human interaction with the natural world including areas that have
seen rapid economic development to areas struggling with extreme poverty and how we are dealing
with challenges of resources and climate change. In addition, students will consider positive human

interactions such as conservation and renewable energy. These are all learned within a range of scales and locations to enable a broad understanding of the world. Students will also develop evaluative skill and be able to make judgements based on a range of evidence as well as having opportunities to conduct human and physical fieldwork.

Key Stage 4

For those students who continue to be curious about the world they live in, we aim to build on their core skills and knowledge in KS3 by exploring topics in new and more complex environments. We start by understanding the physical processes that create some of our worlds most dangerous hazards and the impacts these have locally, nationally and globally.
Previous knowledge of global biomes helps students to view their importance socially and
environmentally so that they can make decisions on how to protect them for the future generations. Physical landscapes in the UK are re-visited in more depth as well as human interactions with these environments. We look at both the risks to these areas with and without human activity. Map skills are used to compare photographs of landforms and these skills are further built upon during fieldwork trips to contrasting environments.
We then move on to look at the ever-changing economic development of the world. With this brings great improvement to quality of life but also countries struggling to close the development gap and therefore students learn ways in which to tackle this problem. A range of data analysis is embedded here to aid understanding, from graphs to choropleth maps.
As our cities continue to grow, we look at the opportunities and challenges this brings through the context of one of the fastest growing megacities in the world, Lagos, and compare this to a familiar city closer to home.

Key Stage 5

Year 12 begins by understanding the complexities of the world through the idea of systems. Students first begin to explore this in the coastal environment and compare local landscapes to contrasting ones around the world. Students will look at the historical topography of new areas to help them understand the landforms they see today and assess how the area might change in the future.
The global hazards topic sees students study tectonic, geomorphological and atmospheric hazards, the risks they present and how humans respond. They will consider a range of recent events from around the world.
Students will continue to look at people and place by focussing on human experience with places, the qualities they ascribe to them and how they change and develop over time.
They then have an opportunity to focus on globalisation and the changes both economically and politically that have impacted society over time. This sees new ideas taught around global governance and ‘commons’ whilst developing the skill of critiquing.
Students get to conduct their own investigation on either a human or physical topic and utilise their data collection, presentation and analysis skills to draw conclusions.

Please find attached the 2019/2020 curriculum map for Geography, as well as a narrative of how that curriculum builds over time.