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















The History curriculum at HAGR has been carefully designed to contribute to our students’ possession of powerful knowledge that enables them to make sense of the world around them, building towards a cultural, political and national literacy.We have thought carefully about what it takes to go to university to study History and have worked backwards to build powerful knowledge and skills over time. Therefore, we hope to achieve this by enabling our students to have a strong sense of historical period, historical figures, trends, contexts and events through a largely chronological approach to the curriculum. A retention of substantive knowledge is emphasised through low-stakes quizzing in class, but also through a carefully designed curriculum which develops student understanding of first-order concepts such as ‘empire’ or ‘migration’ (i.e. students are introduced to the concept of migration through a study of Anglo-Saxon Britain which is further developed by looking at migration within the British Commonwealth during the period of decolonisation). The curriculum aims to develop a strong disciplinary knowledge of History where students are able to confidently discuss second-order concepts such as causation, continuity, change and significance. This enables our students to ‘work like a historian’ by examining sources of evidence and becoming familiar with historical arguments through examining interpretations, a valuable skill that helps our students understand what they read and therefore as a means of navigating the modern world’s mass media. Moreover, the curriculum nurtures an understanding of the British values of diversity, tolerance,equality and democracy that is developed through exciting and thoughtful enquiries of traditional topics within British History and through topics that move beyond the traditional canon of British History education. Underpinning the curriculum is an intent to move our students towards a ‘cultural literacy’ which is developed not only by the embedding of literacy, but also through experiences that take our students beyond their own contexts, for example trips to museums and historical sites, visits from Holocaust survivors or local MPs, and the introduction of ‘hinterland’ knowledge at logical points in the curriculum that broadens our students’ contextual knowledge. Above all the ‘end point’ of History education at HAGR is to shape our students’ to be well-rounded historians, and the carefulmapping of skills and knowledge in the curriculum reflects this.


Students’ understanding of British values of diversity, tolerance, equality and tolerance are developed through a balance of British and international history in Key Stage 3, so that students can look inwards and outwards to the world with an understanding of heritage and multiculturalism. In Year 7, students start their journey with a study of the concepts of ‘migration’ and ‘empires’. The curriculum is largely chronological and begins with a study of migration to and from Britain during the Dark Ages (c. 400AD – 1087AD) and a study of the Islamic Empires (c. 600AD – 1453AD). Concepts such as migration, empires, democracy and parliament are revisited in Year 8 and Year 9, while understanding of concepts such as change and causation are sequenced and applied through rigorous historical enquiry. The curriculum follows the National Curriculum through a study of the Holocaust and Genocide in Year 9, while a study of parliamentary reform with a focus on women’s suffrage develops understanding of concepts such as democracy and parliament. Concepts of migration and empires are further explored through a study of the British Empire’s era of decolonisation and the curriculum moves beyond the traditional topics of British History education with a depth study of the origins and nature of the Arab-Israeli conflict.


For those students taking History to GCSE, we aim to build upon the core knowledge and understanding of historical concepts by exploring them through a mixture of British and international studies to a more complex depth. A British depth study of the reign of Elizabeth I (1558-1603) and a study of international relations during the Interwar Years (1918-39), engender student understanding of historical concepts such as cause and consequence, change and continuity, similarity and difference. Core knowledge and understanding of concepts such as chronology are explored further, particularly through a thematic study of medicine across a thousand-year time period (Health and the People; c.1000-present), developing students’ understanding of the complexities of different factors within medicine over time.


A-Level History presents our students with the opportunity to build on the knowledge and skills they have acquired in KS3 and KS4 and refining them at a more complex and sophisticated level. We offer a study of International Relations and Global Conflict (1890-1941), a course that provides a study in depth of a period in which political ambitions and rivalries between nations plunged the world into two world wars. It develops concepts such as nationalism, militarism, and the balance of power and encourages students to reflect on the causes of war and what makes international diplomacy succeed or fail. This option develops our students’ understanding of Britain’s place in the world in post-war Britain and how our diverse society has been shaped by the Empire. Students also undertake a study of the Tudors (1485-1603), an option which allows students to study in breadth issues of change, continuity, cause and consequence in this this period through rigorous enquiry, for example by considering how effectively the Tudor dynasty developed and restored the power of the monarchy and how effectively Britain was governed in this period. This option refines our students’ understanding of concepts such as government, monarchy, parliament and democracy, and moreover the relationship between church and state in contemporary society.

Please find attached the 2019/2020 curriculum map for History