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A big thank you to Prisca and our fundraising team who organised a charity bake sale to raise money for Crisis. Crisis is the UK national charity for people experiencing homelessness. HRSF raised £50.20 during the bake sale. A special mention to Prisca and Odeneho who baked cakes


We are excited to work closely with our prefects and wider leadership team to make HRSF the best place it can be!


Student leadership and voice is central to all that we do here at HRSF. Our prefects will be supporting HRSF with various roles. These include sixth form duties, fundraising campaigns, behaviour mentors and academic tutors.


Introducing more of our student leadership team…Senior prefects: UtIntroducing more of our student leadership team…Senior prefects: Uthman, Fad, Ayna and NimrutPrefects: Harry, Alicia, Oghosa, Odeneho, Ema, Iris, and Josh.


Student voice and leadership is central to the success of Harris Rainham Sixth Form and all our sixth formers. Our student leadership team will represent the student body and liaise with staff to ensure student experience, opportunities and outcomes are exceptional.


A huge congratulations to our student senior leadership team. HRSF would like to introduce our Student Presidents; Sarah and Daniel, and our Vice Presidents; Anastasia, Jamiayma, Enoch and Adrian.


HRSF would like to introduce the student leadership team! All students in this photo have one of the following roles: Student President, Student Vice President, Senior Prefects, Prefects and Society Leaders. We are so proud of all our sixth form leaders and excited for the future


At HRSF we believe in hard work as we know that our habits determine our future. Well done to all our students who fully prepared for their vocational mock exams this week. This shows real drive and determination and is great preparation for the real vocational exams in January.


Daniel and Sarah delivered a speech during our open evening to audiences of 200+ guests. They did a fantastic job, speaking with clarity and passion, inspiring prospective students and supporting their sixth form. We are so proud of you and excited to see your impact at HRSF.


Congratulations to our two Student Presidents; Daniel and Sarah. These sixth formers embody our values and are fully invested in all that we do here at Harris Rainham Sixth Form.


Thank you to all our sixth formers who volunteered at HRSF open evening. All students conducted themselves professionally and engaged with prospective students and parents to inform them about the subjects we offer and the values we hold. Applications for HRSF 2024 now open!


Our students were highly engaged, eagerly discussing their enthusiasm for undergraduate courses and careers ranging from Dentistry and Engineering to English Literature and Architecture.


This week, some of our most ambitious sixth form students joined the first in a series of Harris Experience Advanced conference calls. The launch event was a preview of the wealth of opportunities aimed at helping our students gain entry to the world’s most selective universities


One week to go...Our open evening is on Tuesday 21st November, 5.30pm-7.30pm. This will be a great opportunity to hear about our values, meet our sixth formers and speak to subject experts about the courses we offer and their entry requirements.We hope to see you there!


We also looked at dry ice seeing how it could be used in spooky theatre productions. The last part of the day was Q&A session. Topics discussed were the structure of courses on offer, accommodation, societies and social clubs and the cost of attending University.


The sixth formers then attended a typical University lecture where a Doctor of Chemistry demonstrated liquid Nitrogen (-195oC), its effect on balloons, and what would happen if you put your hand in it for too long (when your skin peels off it is called ‘degloving’!).


26 HRSF biologists, chemists and physicists attended a series of STEM lectures and workshops at Queen Mary University. These photos show the chemistry students participating in a biomedical lab where students were able to analyse their own electrocardiograms.


Members of our sustainability elective were given a tour of our new sixth form building this morning. A quantity surveyor showed students how our new building complies with ambitious national sustainability targets and answered lots of insightful questions.


A huge thank you to Josh, Sadie and Harry who visited their previous secondary school to deliver a year 11 assembly about Harris Rainham Sixth Form. Each sixth former spoke with confidence and clarity to talk about our values, the courses we offer, and our new building.


Today was the official Federation Oxbridge launch! It was great to join other Harris Federation sixth formers, alongside 26 HRSF students, to understand a little more about applying to Oxbridge and the preparation required, as well as to hear from Harris/Oxbridge alumni.

Teaching & Learning - Implementation

At Harris Rainham Sixth Form there is a relentless and sustained focus on high quality learning and teaching. 

We are determined that all our pupils, regardless of their backgrounds, circumstances or socio-economic status will acquire powerful knowledge and achieve the strongest possible outcomes, enabling students to choose their university and career path in life. 

This is achieved through a carefully designed curriculum and teaching and learning of the highest quality. 

We care about what we teach and how we teach it. We are research informed, we get granular about the most effective ways to teach and engage in a culture of practice to hone our craft because we know that every teacher, regardless of experience, can and should get better at teaching. We know that Teaching and Learning cannot easily be separated from Curriculum and therefore this page should be read in conjunction with other pages in our Curriculum section.

We know that:

  • Learning is an alteration in long term memory.
  • Learning is the long-term acquisition and retention of knowledge and the ability to transfer it to new contexts.

Knowledge is powerful. Knowledge is a tool for social justice and equality. Knowledge allows our students to gain qualifications that enable them to choose their career and path in life. 

In the classroom

Students learn best when there is consistency of approach. The consistencies and key teaching routines outlined in our Teaching and Learning policy allow teachers to build up a repertoire of expertise, knowing that what they are doing in these key aspects are the same as what is happening in other classrooms across the academy. Teachers, as experts in their field, have the flexibility to adapt their teaching in response to assessments made throughout all lessons and be flexible in their approach but there are certain key elements that are consistently present in lessons at HRSF.

We have five stages of a lesson, with two overarching themes.


All our students arrive to each lesson having competed a prep reading or task. This provides all students with sufficient background knowledge and pre-existing schema which makes subsequent new knowledge to be more easily grasped and retained. Teachers deliver new content using direct instruction and explicit explanations, checking knowledge during each part of the lesson. Time is provided for students to practice and apply their new knowledge. Teachers are able to adapt and personalise their teaching to ensure all students can access the content and are challenged appropriately.

We expect all our students to be exemplary scholars in the classroom, demonstrating curiosity and a passion for their chosen subjects and showing determination to succeed.

Harris rainham sixth form consultation booklet page 04 image 0001Assessment

Teachers continuously monitor students’ progress and make effective interventions through frequent feedback. Feedback can take the form of verbal feedback, self-assessment, live feedback and assessment feedback.

Live feedback is our predominant form of feedback in books. We place important on ‘Academic monitoring’ whereby students complete independent work, in silence, while the teacher circulates the room. The teacher uses this time to read students’ work, correct misconceptions and provide immediate feedback to students so that they can tweak and correct their work in a timely fashion. Prep should be checked on and reviewed during the lessons, both to ensure accountability for students in the work they’re doing out of class and to make the most of their efforts.

Self-assessment is used in almost every lesson. Following explicit explanations and teaching episodes, students compete questions, tasks and exam questions. Success criteria is shared with the students and they are able to correct misconceptions and add further detail and subject specific knowledge. Exam questions are regularly completed in lessons, mark schemes are used as success criteria and students can respond to this during self-assessment, always led by the teacher.

Verbal feedback is highly effective and delivered to the student in the moment. This can be during a questioning episode, or as the teacher is circulating the class.

Written feedback is used in some subjects to provide more in-depth comments and targets to improve. This is the case for some coursework subjects and extended writing/essay subjects. All assessments will be deep marked and personalised feedback provided.