Approach to Learning

Our Vision for the curriculum at Harris Academy Morden is driven by our belief in the power that a great curriculum has to transform lives, not just by securing excellent qualifications but by developing every young person spiritually, morally, socially, culturally and emotionally, allowing them to mature into young adults fully equipped to realise their dreams and ambitions. To achieve this, our mission is to provide every student with the essential knowledge, skills and cultural capital to thrive both in their education and in modern society.

Intent of our curriculum

Ambition

The intent of our curriculum is to provide a solid foundation across a wide range of disciplines through our comprehensive Key Stage 3 programme, which allows us to be ambitious for Key Stage 4, where all students continue to study an academic curriculum, taking one or more humanities subjects with as many as possible also studying a language to complete the Ebacc qualification. This will maximise the number of students equipped to progress to higher education.

Knowledge

Our curriculum is primarily knowledge-based and is carefully planned by each Subject Director to ensure students learn the knowledge and key concepts for that discipline, while developing the skills they need to be successful. Teachers plan lessons that tap into students’ curiosity, encouraging them to think and work independently, in turn preparing them for the next steps in their education.

Creativity and Cultural Capital

Our curriculum values creativity and from day one students are challenged to express themselves in art, drama, music and cookery, providing them with both the life skills and the cultural capital that comes with being able to talk about an artist they admire or a play they have performed in. These curriculum areas add richness outside the classroom through opportunities for theatre and gallery visits, along with numerous occasions when students can sing or perform.

Equality and Equity

Our curriculum is underpinned by a commitment to equality of opportunity and complies with the Equality Act (2010) and Special Educational Needs Regulations (2014). We strive to ensure that all students are able to succeed no matter what their entry point is. This means that we have a sharp focus on reading, writing, speaking and numeracy. Some will require specialist teaching to help develop the basics that were not formed appropriately in Key Stage 1 and 2 through formal teaching of Phonics. For others this will be the development of subject specific language and knowledge through specialist teachers. All teachers know their classes and the individuals in them and so ensure that specific needs are catered for.

Personal Development

To equip students to be responsible global citizens who engage with British society and its values, live happy and healthy lives and know how to achieve their life goals and secure their economic wellbeing, we have a comprehensive programme of SMSC, PSHE, citizenship and careers activities that expose students to a range of learning opportunities, experiences and inspirational speakers to ensure that the academic side of the curriculum is fully complemented, preparing students for life beyond school.

 

Implementation

Organisation – Key Stage 3

At Key Stage 3, we deliver the National Curriculum. This provides all students with a firm foundation across a wide range of disciplines and ensures that students have a secure grounding in all curriculum subjects before selecting their options. We have carefully balanced the curriculum provision so that all students make excellent progress in the core subjects whilst having ample time to develop their talents in the arts, humanities and languages. This ensures that all students have the opportunity to progress to the English Baccalaureate qualification at Key Stage 4.

In Years 7-9 students are taught in mixed ability classes. We believe that mixed ability provides more benefit for the majority of our students. This enables teachers to organise groups around a range of criteria such as behaviour, a balance of gender, a balance of academic ability and friendship groups. This creates harmonious groups and the most important factor, there is never a ‘sink’ group. We believe children learn from each other, therefore the brightest students learn from ‘teaching’ and sharing their knowledge to others and less academic students learn from their peers to support the learning gained from their teachers. Fogelman and Kerchoff showed that “students in remedial classes performed especially poorly compared to ungrouped students” (Gamoran, 1992), concluding that setting has a negative impact both on academic performance among middle and lower attaining students and a significant impact on equity of education. For this reason, teachers and Subject Directors also consider the factors outlined in Dunne et al’s study, 2007, including student behaviour, gender ratios and friendships.

 

Table 1 – The KS3 Curriculum model from September 2025

	Lessons p/w	Hours Per Year 7	Lessons p/w	Hours Per Year 8	Lessons p/w	Hours Per Year 9
English	5	158	5	158	5	158
Maths	4	127	4	127	5	158
Science	6	190	6	190	6	190
Art	1	32	1	32	1	32
Citizenship	0.6	19	0.6	19	0.6	19
Computing	1	32	1	32	1	32
DT	1	32	1	32	1	32
Drama	1	32	1	32	1	32
Geography	2	63	2	63	2	63
History	2	63	2	63	2	63
Spanish	3	95	3	95	2	63
Music	1	32	1	32	1	32
PE	2	63	2	63	2	63
RE	1	32	1	32	1	32

 

Table 1 shows the Key Stage 3 Curriculum from September 2024. Years 7-9 complete Key Stage 3 over 3 years, making their option choices in Year 9. Lessons are typically of 50 minutes’ duration, although most subjects have several double lessons of 100 minutes. In the tables above and below, one period equates to 50 minutes. Students in years 7, 8, 9 have 30 periods per week. Students in years 10 and 11 have 33 50-minute periods per week and at least 3 twilight sessions per week of up to 2 hours per session.

Organisation – Key Stage 4

The intention of the KS4 curriculum is to develop a deep understanding of the core curriculum and the subjects of personal interest to each student which in turn will prepare students for external examinations. KS4 provides the ‘keys’ that will open doors in a child’s future. KS4 life at Harris Morden will focus on developing each student’s academic, pastoral and moral well-being to ensure they are able to select any ‘door’ to open in the future to follow their hopes, desires and dreams.

Students continue with their core subjects in Key Stage 4 and select 3 options.

 

Table 2 – The KS4 Curriculum model September 2025

	Lessons p/w	Hours Per Year 10	Lessons p/w	Hours Per Year 11
English	8	253	8	253
Maths	6	190	6	190
Science	6	190	6	190
Art	4	127	4	127
Citizenship	0.6	19	0.6	19
IT/Computing	4	127	4	127
DT	4	127	4	127
Geography	4	127	4	127
History	4	127	4	127
Spanish	4	127	4	127
Music	4	127	4	127
PE	1	32	1	32
RE	4	127	n/a	n/a

 

Table 2 shows our Key Stage 4 model for 2025-25. At Key Stage 4, all students continue with a core curriculum of English Language and Literature, maths, science, PE and citizenship. In addition they study 3 option subjects. Each year we review the option subjects offered, but typically, in addition to the National Curriculum subjects, students are given the opportunity to choose GCSE Psychology or a vocational option such as Graphic Design or Sport Studies. All students study humanities and we encourage as many students as possible to take a language and achieve the Ebacc. When our students choose their GCSEs we emphasise that they are taking their first step on the path to university and a career. We guide them to make good decisions about their education and understand what they need to do in order to achieve their ambitions and aspirations. We fully prepare our students to be able to begin A Level courses by Year 12 as strong, independent learners.

Harris Academy Morden fulfils its statutory requirements to provide Religious Education at Key Stage Four to all pupils through termly lessons and Personal Development Days. All pupils across the school receive assemblies which highlight different religious celebrations and events throughout the year. 

For those who do not select computing/ICT as an optional subject, National Curriculum Computing continues into KS4 delivered through a series of projects delivered across the 6 annual Personal Development days.

We are very aware of the levels of stress placed on young people during their GCSE years. Quite apart from the increased amount of content in the newer GCSE syllabi, the modern world of social media and the internet causes many young people to be anxious and they are called upon to be very resilient at this important time. We address this in a number of ways

• By ensuring students focus on an appropriate range of qualifications without being over-stretched by too many qualifications or conversely held back by a narrow curriculum
• By structuring revision. Courses aim to finish their content by Christmas of year 11, providing time to review, revise practice examination techniques and gain confidence
• By giving students additional access to teaching and support through the twilight programme. These after-school sessions ensure students are guided in their revision and have an appropriate, structured place to study.
• By providing excellent pastoral support. We offer a wealth of guidance through assemblies, mentoring programmes, online revision and tutoring, inspirational speakers and mindfulness sessions for those who need them.

Our model provides more time for students to learn the content in greater depth. The model provides time for intellectual discussion and challenge for the highest ability students whilst at the same time, slows the pace of learning to a more manageable one for students who require more time and patience (but equally have aspirations and potential to do well).