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28/03/24

Butterfly house pic.twitter.com/UZEPJq66iL

28/03/24

Students had a fantastic time exploring and learning pic.twitter.com/OfrMeiKmMV

27/03/24

The HAP community are deeply saddened to hear of the passing of Richard Taylor remember his visits to the Academy fondly and send heartfelt condolences to his family and friends. https://t.co/i97YdX2e49

22/03/24

Congratulations to Rylee who won the Junior Police Cadet of the Borough Award. pic.twitter.com/L1XKEuz5lE

21/03/24

Year 7 students really enjoyed this reward trip to local Review Bookshop, choosing their amazing free World Book Day books. What a great selection -which one to read first? pic.twitter.com/QgL3cY0YNr

15/03/24

Highlights of British Science week: making slime and bouncy balls and riding go karts pic.twitter.com/jJMjUsErIu

15/03/24

Year 10 students visit pic.twitter.com/lh4I7jEzha

13/03/24

Fantastic orchestral Together day yesterday for some of our year 7 and 8 students hosting students from you ! pic.twitter.com/yh5PTqcNMn

13/03/24

Thank you for a lovely Science Week assembly pic.twitter.com/B76ShOy7aZ

13/03/24

Thank you for a lovely Science Week assembly pic.twitter.com/B76ShOy7aZ

13/03/24

KS2 Science Week assembly pic.twitter.com/KehXrEbCZe

13/03/24

KS2 Science Week assembly pic.twitter.com/KehXrEbCZe

13/03/24

World Book Day Celebrations: Students from Harris Primary Academy Peckham Park joined us for a library treasure hunt. Supported by our skilful student librarians they solved riddles and answered literature questions to find their next clues. Well done! pic.twitter.com/4ChegQ6lQn

13/03/24

On World book day Kenny Imafidon gave an inspiring presentation of his memoir “That Peckham boy”. In conversation with book blogger John-Paul Kunrunmi he encouraged students to be proactive about their future and to have the confidence to shape their own stories. pic.twitter.com/MA76S4tivB

12/03/24

(29) We have worked with many schools across London but our links with Harris Academies is very strong Lord Harris funded a great youth club supporting the community https://t.co/pMHGl5oxCs#LegacyOfHope pic.twitter.com/8rzcuZ4vHZ

12/03/24

(29) We have worked with many schools across London but our links with Harris Academies is very strong Lord Harris funded a great youth club supporting the community https://t.co/pMHGl5oxCs#LegacyOfHope pic.twitter.com/8rzcuZ4vHZ

11/03/24

HAP World Book Day pic.twitter.com/ZyYrzlTo8V

11/03/24

Fantasy and Science Fiction was the theme for World Book Day at HAP! pic.twitter.com/ouDA3LRtin

08/03/24

If you're an undergraduate or recent graduate from an under-represented background with a home address in Southwark and aged 18-24, SouthWRK is here to help you. Find out more and let your potential shine https://t.co/I3friBJR5N pic.twitter.com/2A267lpEqg

08/03/24

If you're an undergraduate or recent graduate from an under-represented background with a home address in Southwark and aged 18-24, SouthWRK is here to help you. Find out more and let your potential shine https://t.co/I3friBJR5N pic.twitter.com/2A267lpEqg

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

Computer Science

A modern Computer Science curriculum sits on the intersection of science and creativity. It possesses a strong scientific base, fashioned as it is on logical and mathematical principles, and dexterity within the key aspects of Computer Science enable students to unleash their creative minds.

It encompasses a variety of complementary strands, incorporating:

Computational thinking – the principles of solving problems and designing systems through decomposition, abstraction, pattern recognition, logical and algorithmic reasoning, and data representation

Digital literacy and creativity – the ability to locate, evaluate and use digital hardware and software in a creative or purposeful manner

Information technology – the ability to capture and analyse data, and to make relevant changes in response to the data presented, using either software or hardware devices

Communication – the exchange of information between multiple parties, not necessarily via digital media

Ethical and social impact – revolving around the legal and moral principles that govern how an individual or a collective body of people conduct themselves.  At present this would be largely using digital media as a conduit – such as the use of social media apps in relation to cyber bullying or internet safety or copyright law.  Increasingly social and ethical questions will arise with respect to how we relate to Artificially Intelligent entities, and how they relate to us

Safety – incorporating ergonomic aspects such as the prolonged use of a tablet, mouse or keyboard, in addition to internet safety concerns such as cyber security or cyber bullying awareness

Resilience – many Computer Science concepts will be unfamiliar to the students, in particular units which entail elements such as binary manipulation, programming or logical theory. An essential component of successfully solving complex challenges is the ability to independently break down, tackle and solve problems, and to develop a level of resilience in their approach to this.

It is important to be cognisant of the technological trends of the 21st Century, but the intention of the Computer Science curriculum at Harris Federation is not simply to equip students to attain employment in a variety of information technology jobs.  It is to foster within them a deep understanding of the principles outlined above, and to provide them with the communication skills, the flexibility of mindset, and the fearlessness when tackling complex problems that will serve them so well in the future.


Implementation

This Computer Science scheme of work has been developed to reflect the current National Curriculum for Computer Science in Key Stages 3 and 4, and the AQA GCSE Computer Science (8520) specification.

At Key Stage 3 the assumption is that, on a weekly basis, students will receive one lesson of approximately 55 minutes in length. At Key Stage 4 the assumption is that, on a weekly basis, students will receive three lessons of approximately 55 minutes in length.

The units of work are intended to be delivered over half-termly blocks, with assessment at key points throughout the year. Clearly if the offering of the schools is significantly different to this assumption then tweaks will have to be made – for example some academies within the Federation offer Computer Studies in Key Stage 3 in only certain year groups, or on a rotational timetable. 

Other academies are offering students the ability to commence their GCSE studies in Year 9.  This document is necessarily somewhat generic and academies are likely to implement their own particular strands of this curriculum.  The assumption remains that within Key Stage 3 to Key Stage 4, the academies fulfil the statutory requirements of the national curriculum, as reproduced below. Assessment Objectives have been added in order to explicate the link between the National Curriculum and our curriculum overview table immediately following it.


Further details of the curriculum can be downloaded below.