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Read our new weekly parent newsletter to find out about all the exciting opportunities in place for our students. It can be found here:


Reading for pleasure is a vital element of success at HABE Sixth Form. This week’s must read for Sixth Form is ‘House of Glass’ by Hadley Freeman.


Congratulations to our Yr10 students who applied and successfully been selected to attend the Virtual Aerospace Work Experience programme by Airbus! The programme will take place between 30/11/2020 and 13/12/2020 and begins with Airbus Commercial!




3rd week into our new “Reading for Pleasure” at HABE! Students are been given the opportunity to read a vast range of multicultural and diverse books while also stopping at various stages to check their learning. Shout out to Mr O'Toole for showing excellent practice!


We've also shared details of our consultation with our local and neighbouring local authorities


As well as contacting nurseries, preschools, primary and secondary schools, we've also sent details of our consultation to all our local GP surgeries, places of worship, libraries and diocesan boards. It's your chance to have YOUR say on our


a BIG thank you to all our local newsagents, coffee shops, cafe's, estate agents and take away services who very kindly agreed to our delivery of posters today advertising our !


Please find all details of the consultation including details of how to respond by visiting Harris Academy Beckenham's website or clicking on the following link:


Retweetd From HABE Performing Arts

The Performing Arts department are happy to unveil our new uniform! No more will we be performing in business dress. 🎭


Congratulations to our BHM competition winners. We are very proud to showcase their outstanding work! Well done from all at HABE!


Retweetd From HABE Sport

🚨 ALL year 7 and 8 students who have PE tomorrow, please bring trainers! No other kit is required 🚨 any questions please email


Well done to these brilliant students for being nominated for this month’s Principal’s Breakfast.


Showcasing outstanding Y7 and Y8 artwork - a joy to be met with each morning in the entrance of the Academy!


Year 12 Workshop- Steve Sallis Author: Mindset & Leadership Mentor “Will my “Future Self” thank me for the decisions I make today?”


Retweetd From HABE Sport

Our Sports Leaders 2020-2021 cohort working hard this morning


We are very excited to launch our new "Reading for Pleasure" programme led by Mr Collier. The aim of this programme is to help and equip students with the decoding skills to tackle any written text/book while also enhancing their vocabulary to becoming experts in the field.


As part of our school celebration, we created a video with a few students from our community sharing what they love about their cultural backgrounds. Please view our video... Cultural heritage via ENJOY!


Retweetd From Trauma Informed Schools UK

Every child with and ACE (adverse child experience) needs a knight. That knight can be you. Just one emotionally-available adult in a child's school career can make all the difference. We can make a difference, you can make a difference....

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
















Curriculum intent

Whilst other disciplines may study landscape, flora and fauna, the atmosphere, people and culture, the built environment and political territories, geography is the only discipline that concerns itself with the relationships between these resulting in spatial differentiation.  

Studying geography therefore helps unravel the truth. It is this pursuit of truth which distinguishes disciplinary knowledge from everyday social and cultural knowledge and is the cornerstone of our curriculum.

Knowledge is the common currency for social and economic exchange. A good geography curriculum takes place in a climate of high expectations to allow students to participate in social and economic exchange at all levels of society.  This requires taking students beyond their lived experiences, challenging misconceptions and making sense of complex interactions between human and physical phenomena over space.  This dovetails with the overarching aim of the Harris Federation to “end the cycle of poverty and disadvantage: to improve the life chances for all students, and concomitantly the local community within which they live.” 

As well as being able to contribute to societal discussions at the highest levels, students are encouraged to see their geographical knowledge as a piece in the jigsaw that can challenge the mechanisms that create and reinforce social injustice both locally, nationally and globally and also imagine alternative futures. 

Geographical enquiry is at the heart of our curriculum. This owes to the fact that some knowledge is fallible and open to debate because it is susceptible to the limitations of theories and ideas created by people. As such a ‘tick-list’ of key facts does not constitute academic excellence; facts on their own are not knowledge

An enquiry approach helps students to engage with, and make sense of, geographical data, and encourages a questioning approach supported by evidence from the real world. Enquiry deepens conceptual understanding through reasoning, data interpretation, argumentation and fieldwork. Within Geography this means becoming increasingly literate in geographical information software. Enquiry incorporates a range of approaches to teaching and learning including both those strongly led by teachers and those with greater independence for students

We acknowledge that without competent and confident literacy skills, our students cannot flourish in the world; it is therefore our duty through the Geography curriculum to develop the basic technical accuracy of oral, reading and written skills to a proficient level of fluency which will enable students to communicate creatively and confidently through these crucial mediums.

Students will deploy subject-specific technical vocabulary with increasing accuracy.  Equally Geography is a numerate subject and frequently includes solving numerical problems, it is therefore our duty to develop students numeracy skills.

We recognise that freeing students from the limitations of their experience is always potentially ‘alienating’ for the students; however, the job of teachers is to help students go beyond, and sometimes resist, the cultural forces that they experience every day. As such, learning powerful geographical knowledge takes time and can challenge the very identity of learners - but it is worth it.  One approach that reduces this ‘alienation’ is to grapple with personal and local geographies so that the geographical knowledge and understanding gleaned about their own context can be applied at regional, national and global scales.

Enabling students to participate in the economic and social exchange at all levels of society is not primarily so that students can ‘get a job’ when they leave school. Finding a good job after school is not a concern that can be dealt with educationally - instead thinking geographically helps enrich student’s employment prospects by strengthening the intellectual resources of young people by the time they leave school. 

Year 7 Curriculum Plan 2019-20

Year 8 Curriculum Plan 2019-20

Year 9 Curriculum Plan 2019-20

Year 10 Curriculum Plan 2019-20

Year 11Curriculum Plan 2019-20

Year 12 Curriculum Plan 2019-20

Year 13 Curriculum Plan 2019-20