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18/07/24

HASU Sports Day📅 Who is going to win today?? pic.twitter.com/H1jMhDqmv1

12/07/24

A group of our Y7 and Y8 students visited the University of Roehampton yesterday for a workshop entitled “Powering Transformation”, hosted by the Talent Foundry and sponsored by Dell Technologies.#educationalvisit pic.twitter.com/D2oWjdJ4H0

03/07/24

Our newest HASU students look very happy during the lunch break. 😁All smiles, lots of chatting and making friendships.#year7 pic.twitter.com/tC2lbR3Fmf

03/07/24

We are so excited to welcome our new Y7 students at HASU. Lots awaits them today during their Transition Day. pic.twitter.com/jE8KImGe7x

02/07/24

Supporting our FINALIST at the Enterprise Challenge. The team worked incredibly hard formulating their brand of sauce. The judges were impressed by their brand, prototype & accompanying tortilla chips! Off to the final on 17th July 🤩🤩 pic.twitter.com/sbpvGJzyLn

28/06/24

What a fantastic success for our students at London Youth Games! 👏🏓Very well done girls! You did amazingly well and we are very proud of your achievement! https://t.co/EAiiN6Kr8g

26/06/24

VictoriasVoices Academy is coming to HASU.🎼🎶Book your space to get a vocal and performance training or visit the website to find out more about it.https://t.co/B1gFDX5QuH pic.twitter.com/FAxO1tQ93r

23/06/24

The 2023-2024 UK Championships Division Finalists HASU Robotics 451 (22593) “Hasuuuuuuuuuuu!” Next stop 🇬🇧🥇 watch this space 👀 pic.twitter.com/3L5HPvgEk3

23/06/24

Super proud of HASU ROBOTICS UK 451 (22593) ending the day as Division Finalists Championship! Thank you to everyone who supported the team this season. Next stop watch this space 👀🏆🇬🇧 pic.twitter.com/a5vdLql0Jr

23/06/24

Feeling incredibly honoured and blessed to receive the Compass Award! 🧭 This award celebrates leadership, dedication, and the spirit of FIRST. I couldn’t have reached this milestone without the support of my amazing team colleagues, and the FIRST community pic.twitter.com/wCuHujXxFM

23/06/24

I am deeply grateful to for giving me the opportunity to support and emcee at the UK Champs. It was an incredible experience, and I met so many passionate young people, teachers, mentors, and coaches along the way. It really is “ROBOTS!!” 🇬🇧 pic.twitter.com/Yickyt6lOp

21/06/24

Good luck to our team who are today at UK Champs ! 🍀 https://t.co/AeUY88jMgQ

20/06/24

HASU Robotics Team UK 451 (22593) leaving the building ready to take on National Championships at Cambridge University. Watch this space 👀 pic.twitter.com/qT0N0dFdSm

19/06/24

St.Phil's UK-179 (21200) and HASU Robotics UK-451 (22593) in our Robotics Lab today! its more than robots. pic.twitter.com/SURcjj7bpF

19/06/24

St.Phil's UK-179 (21200) and HASU Robotics UK-451 (22593) online today with Legendary Referee talking all things robots! A massive Thank you to Andy. pic.twitter.com/xXksXgl4uv

19/06/24

Reading for pic.twitter.com/N8et8eTvKU

13/06/24

HASU ROBOTICS TEAM UK-451 Global 22593 Getting ready for Nationals 🇬🇧 pic.twitter.com/AjSgJog91L

13/06/24

HASU ROBOTICS Society unboxing banners and pull ups in preparation for Nationals 🇬🇧 We cant wait to welcome you to our Academy on one of our Open days. Make sure you come and say hi 📷 pic.twitter.com/18c6t5oxzO

12/06/24

With thanks to and photographer Erroll Jones for our fancy official team photo 🤩🤩🤩 pic.twitter.com/oZfB5kI7dJ

10/06/24

We are excited to invite you to our Open Evening on Thursday, 11th July!Come and explore what makes HASU so special. Meet our dedicated staff, tour our facilities, and learn about the amazing opportunities we offer.⬇️https://t.co/9NjD7oIcOI⬆️#OpenEvening pic.twitter.com/JsvBls3TVJ

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History

What is History? 

History at HASU is the study of people and events in the past, how they happened, why they happened and how important they were. We study cultures, societies and people that are both vastly different, and inherently similar to ourselves, both on a local and global scale, to equip our student with knowledge and skills that they can take forward into their future lives.  

Why do we teach History at HASU? 

The History curriculum at HASU has been designed to ensure our students gain the knowledge and skills they need to interact with the world around them. Our aim is to ensure all students acquire a solid foundation of substantive knowledge, cultural literacy, and skills through which they can navigate a globalised society, evaluate the claims of others, and form their own substantiated judgements. We want to ensure our students study a past which is as diverse and inspiring as they are themselves and gain an understanding of the global connections that have been fundamental to society for centuries. Through the study of history we also aim to teach our students to write analytically, build their comprehension and inference skills, retain information through retrieval practice and revision, and ultimately to synthesise what they have learned and apply it to the world around them. By the time they leave HASU, they should be able to critically analyse current affairs and world events by comparing them to past events, evaluating the significance and being able to articulate their views in an expressive way.  

How do we teach History at KS3? 

We aim do this by: 

  • Ensuring all students have a good foundation of historical knowledge, and that emphasises British history is interwoven in diverse and global narratives that reflect their own diverse identities and the society they live in. This will enable to them to be global citizens, as well as developing their integrity, empathy, and ability to create links across different societies. 

  • Teaching students to communicate like historians, providing them with key vocabulary to talk about substantive concepts but also to evaluate, think critically and express themselves in an academic way 

  • Helping students to discover the past and create their own arguments, considering the weight of historical evidence, historiography, and current events to form a substantiated judgement, and to challenge claims that have been made before them. 

Through a chronological curriculum, we enable our students to build a strong sense of period, which allows them to spot trends and patterns through history. They study history through enquiry questions, each of which focuses on a second order concept, such as cause and consequence, change and continuity, significance, similarity and difference, evidence, and interpretation. This means students are gaining key knowledge, but also working like historians to analyse and evaluate key events, figures and periods from the past. Working through enquiry also ensures that students continue to ask their own questions about the past, both inside and outside the classroom. 

How do we teach History at KS4? 

The way History is taught at GCSE is broadly similar to that at KS3. There is still a strong focus on enquiry-based learning, and breadth of knowledge, however there is more of a focus on the specific skills required to produce written evaluations of key historical events, engagement with the work of historians and source analysis, as well as knowledge retrieval to ensure as much has been retained as possible. Thus, each lesson starts with knowledge retrieval practice, and contains sources, extracts from historians and writing practice where appropriate.   

We begin the course by studying a thematic study, which provides a chronological overview of history for students to then pin subsequent knowledge to, and which allows them to frame each topic more accurately within its historical context. We also aim to challenge and extend students’ knowledge with more case studies, independent research and academic reading, which allows students to draw upon a wider range of key examples when forming judgements and comparing interpretations of historians.  

What exam board do we study at GCSE? 

All students studying history complete the Edexcel History (9-1) GCSE Qualification. We study the following modules as part of this: 

  • Migrants in Britain, c800-present and Notting Hill, c1948-c1970 

  • Early Elizabethan England,  1558-88 

  • Superpower relations and the Cold War, 1941-91 

  • Weimar and Nazi Germany, 1918-39