Curriculum Intent – what is Greenford High School aiming to achieve through its Art curriculum?

• To enable students to develop an understanding and awareness of the world around them by questioning their surroundings, looking deeply and opening their eyes to fresh perspectives

• To develop an awareness of health and safety within an art studio environment and to take responsibility for managing the materials they use

• To develop and apply art skills such as drawing, painting and sculpting and artistic techniques to communicate an idea and analyse the effectiveness of own art work 

• To be creative and develop their ability to problem solve, think academically, emotionally, physically and spiritually. They will learn to adopt resilience and focus in applying their technical skills to projects that develop their self-expression 

• To respond imaginatively to artist and thematic research and use knowledge of key artists and cultures to inspire their art work. Students develop an understanding of the historical and cultural development of art forms and are taught to evaluate and analyse artworks using subject-specific vocabulary

• To plan and develop meaningful responses for their art work that realises intentions and demonstrates an understanding of visual language

• To display creative expression which leads to improved well-being, and support their study experience. The study of other cultures through Art has strong links with Religious Education, History, English, and Media. 

All students at Greenford High School study Art and Design at Key Stage Three.

Art and Design at Greenford High School aims to ensure that all pupils:

• Produce creative work, exploring their ideas and recording their experiences
• Become proficient in drawing, painting, printing, sculpture and other art, craft and design techniques
• Evaluate and analyse creative works using the language of art, craft and design
• Know about great artists, architects, craft makers and designers. They will develop a sound understanding of the historical and cultural development of the art forms explored.

Students are taught to develop their creativity, visual language skills ideas and proficiency in their handling of different media. They will develop a critical understanding of artists, architects, craftspeople and designers. 

Year 7 Art

Introduction to Art: Students are introduced to the formal elements by exploring tone, mark-making, colour theory, abstract expressionism- responding to music and the work of Kandinsky, painting, texture and line through observational drawings of natural and man-made forms using graphite pencils, coloured pencils and watercolour, ink and oil pastels. Students develop their understanding of tone, form, abstraction, colour theory and explore a range of expressive drawing and painting techniques. Students develop their skills in both traditional and experimental drawing techniques, painting, abstracting forms, mark-making & self-expression

Mosaics: Exploring how artists from different eras have created mosaics, looking at their context, construction and uses.  Students research ancient roman mosaics and the art of Eduardo Paolozzi to help design and create an expressive semi-abstract ‘paper mosaic’ to represent an instrument and its music. Students develop their awareness of ancient and more contemporary art forms and build on their skills in observational drawing, collage, mosaic, abstraction, composition design and sculpture.

Year 8 Art

Unit 1: Francis Bacon: Students initially learn how to draw their self-portraits using accurate proportions, tone and form in their artworks. Students later move on to study the artwork of painter Francis Bacon, using his images to inspire a distorted self-portrait exploring specific emotions. This project is supported by a series of observational and experimental drawings and media experiments including 2b drawing, using oil pastels and inks. Students develop their skills in creating both traditional and semi-abstract portraits, mark making and representing emotions through art.

Unit 2: Southall Resists: Students explore the history of their local area, develop their awareness of socio-political issues, learning about the Southall anti-racist movement in the 1970s to the present day and the contemporary activist artist Shepard Fairey. Using their knowledge of this artist and the events, students will create a mixed-media poster that honours the bravery demonstrated by members of our community. Students develop skills in drawing, graphic design, composition and typography. 

Year 9 art

Unit 1 - Identity: Students learn about the raw, expressive paintings of the artist Jean-Michel Basquiat. They develop their understanding of his place in history and how ancient art forms influenced the practice of him and other notable artists through time. Students develop an appreciation for the artistic value of non-realist art and to search for deeper meaning within such artworks. Students conclude the project by creating a sculpture to represent their personal identity. Students develop skills in exploring mark making, graffiti art, symbolism, composition, expressing emotion and experimental drawing techniques.

Unit 2 - ‘Consumerism’: Students develop their awareness of socio-economic issues through researching consumerism and important artists who were inspired by this theme: Andy Warhol and Barbara Kruger. Students recap on their knowledge of colour theory, learning about how brands use colour to appeal to their audiences. Students develop their conceptual understanding and create work centred around the impact of consumerism on us as individuals and as a society. Throughout this project, students learn about and develop skills in typography, composition, colour theory, branding & graphic design, collage, printing, sculpture and installation art.

Progression Routes

Students can opt to continue to study Art or Photography in KS4 from year 8 onwards. Both Photography and Fine Art are also offered at A-Level. Successful study of a creative course is valued by both universities and employers with students gaining many transferable skills. Art students develop an excellent cultural awareness, develop their understanding of visual language, self-expression, observational, critical, analytical and research skills, including the ability to solve problems creatively, articulate their ideas and work well both independently and in groups.

Curriculum Intent – what is Greenford High School aiming to achieve through its Computing and Information Technology curriculum?

• To build a computing curriculum that develops pupil’s learning and results in the acquisition of knowledge of the digital world around them, that prepares pupils to live safely in an increasingly digital British society.

• Develop learner’s knowledge, skills and understanding through key computational concepts and experience. So that they will become confident and robust problem solvers and understand how to better use computers as a tool, a tool that can be configured and reconfigured to solve any number of problems that face us now and that will face us further into the future.

• The KS3 curriculum has been designed to ensure learners have sufficient knowledge to stay safe online and use computers safely in life. 

• The KS3 curriculum also provides a focus on developing resilient learners who think in a more logical way, are able to recover from mistakes and effectively solve problems.  

• The rationale of the KS4 curriculum is for students to develop the mind-set of a computer scientist built upon the foundations at KS3 and to build upon at KS5

• Learners to have the opportunity to develop their capability, creativity and knowledge in computer science, digital media and information technology.

• Computer Science will develop skills in programming, problem solving and analytical thinking. This qualification provides students with a range of transferable skills

• Students will develop their knowledge and understanding of computer technology to become independent and discerning Computer Scientists, who are able to make informed decisions about its use while being aware of the implications of different technologies.

• We want students to not only understand how to use technology effectively and responsibly but also how technology is developed and constantly redeveloped into new and exciting tools.

Our Key Stage 3 Computing curriculum has Computer Science at its core as well as elements of digital technologies. Pupils develop computational thinking skills and create algorithms to solve real life problems whilst also developing their computer programming skills. Students benefit from learning how to use a range of digital technologies so that they can develop digital products appropriate to selected audiences. Finally, throughout their time in Key Stage 3 students are taught how to use digital technologies in a safe and responsible manner.

Year 7

Unit 1: E Safety & Cyber Security

Pupils are taught about the principles of e-safety and how to use IT systems respectfully and responsibly. Pupils also cover some of the legal safeguards regarding computer use, including overviews of the Computer Misuse Act, Data Protection Act and Copyright Law and their implications for computer use. Phishing scams and other email frauds, hacking, “data harvesting” and identity theft are discussed together with ways of protecting online identity and privacy. Pupils are also introduced to IT system infrastructure at GHS and where to find and save the resources they will need.

Unit 2: Understanding Computers - Part 1

Pupils are introduced to how computer systems work by literally looking inside a common PC and how the different components work together to process data. This is generally about hardware and software.

Unit 3: Graphics

Pupils are taught how to create and animate vector graphics by creating a particular product for a selected audience. Also, they are taught about different types of graphics and about the relevance and importance of quality graphics in today’s digital climate.

Unit 4: Programming 1

Students learn the basic skills of programming using a visual interface such as Scratch, Gamemaker or Kodu. They will be introduced to some key programming concepts such as the input and output of data as well as the use of variables, selection, and iteration. Throughout the unit pupils will develop problem solving skills and become more resilient and adaptive learners.

Unit 5: Games Design

In this practical unit, pupils will broaden and enhance their Programming and IT skills in the application of game design. Pupils will work with a range of digital tools and techniques to produce effective game solutions. Pupils will follow the systems life cycle where they will plan, develop, implement, test, and promote their game products

Year 8

Unit 1: Understanding Computers - Part 2

This is a build-up on the Understanding Computers Part 1 project in Y7. The concept of hardware and software is re-visited with a main emphasis on the fetch-decode-execute cycle of the CPU as well as the concept of Boolean Logic. Also, pupils are taught about how data is represented in computers using binary; how to convert binary numbers into decimals; and how to perform arithmetic operations in binary.

Unit 2: Programming 2 (using Python)

Pupils are taught how to write computer programs. Although Python is the language of choice, pupils are taught to look beyond the syntax of the programming language. The emphasis is more on how to think creatively and logically in order to solve a problem with a computer. Pupils will continue to build up the key skills (developed in the Games design project in Y7) such as computational thinking, abstraction and decomposition.

Unit 3: Networks

Pupils are taught about how computers are connected together to form networks. They are taught about the difference between the Internet and the World Wide Web. Also, concepts such as network topologies, network models and encryption are introduced.

Unit 4: Computational Thinking

Students learn to understand what Computational Thinking is and means and use logical thinking to solve a range of problems. This unit teaches the key skills of:

• Decomposition
• Pattern Recognition
• Abstraction
• Algorithms
• Creating flow charts including using selection and iteration
• Pseudocode including INPUT, OUTPUT, IF…THEN, IF…THEN…ELSE, IF…THEN…ELSEIF…ELSE statements, FOR, WHILE and REPEAT UNTIL loops

Unit 5: Computing Project

Pupils create a product using the systems development life cycle. They are taught how to plan, design and create a product for a selected audience. They will use a range of devices including digital cameras, tablets as well as applications such as video editors and image manipulation software. Pupils will follow a set brief which will mirror a KS4 style controlled assessment project to give pupils experience in this type of working environment.

Progression Routes

Students can go on to study Computing GCSE or a Level 2 course in Digital Technology.

Curriculum Intent - What is Greenford High School aiming to achieve through its Design & Technology curriculum?

• To build up creativity, problem solving, planning, practical and evaluation skills to become independent and resourceful. 

• To develop Health and Safety awareness in their working environment and surroundings to keep students safe.

• To develop the students' understanding of the huge, life-changing role and impact a designer can have through the use of real world problems and value what is ‘good design’ and how it will impact their future lives.

• To foster a culture of ‘design critique’ to produce quality outcomes via peer and group work, respecting other students’ opinions.

• To become moral, social, responsible designers and design to aid comfort, transport, physical needs, communication, health and also for aesthetic reasons to make a positive contribution to society.

• To develop resilience when understanding the developments in design and technology, its impact and effect of products on individuals, society and the environment, and the responsibilities of designers, engineers and technologists.

• To learn the basics of nutrition and a healthy balanced diet, understand where the food we eat comes from, be able to make informed healthy choices and enjoy the cultural diversity of dishes that International cuisine offers.

• To acquire relevant knowledge from other subjects and apply them to produce successful outcomes.

• To prepare pupils  for the next stage of their education, future pathways and careers through developing  the skills and attributes required for success both at school and in the workplace.

YEAR 7

Product Design/Woodworking: Chocolate Mould

In DT, students are introduced to the fundamentals of woodworking. In the workshop, they expand their knowledge and comprehension of safety and hazards. An overview of specialised tools that they may use on their own. a variety of plastic-working production techniques, including vacuum forming, that they employ to produce their final product. Students are taught how to use tools on their own and are exposed to low-risk machinery. Students learn about the characteristics and composition of wood and polymers. This is a three-week project.

Food: Healthy Eating and Hygiene/Safety in the Kitchen

The eat-well plate and fundamental nutrition will be used to introduce students to healthy eating. They'll discover how crucial it is to practise safety and hygiene in the kitchen. Students will become comfortable and competent in a variety of culinary techniques. Pupils will have established basic skills in chopping and cutting techniques safely. Adopting a procedure for washing up and adhering to safety regulations in the kitchen environment. By evaluating and analysing the food items they produce, they will hone and utilise their sensory abilities. The project will last for three weeks.

Collaborative work: STEM Challenges

A collaborative learning experience is provided to students through the STEM challenges. In doing so, Students practise teamwork from the outset, a skill that is directly applicable to the industrial setting. A competition-style project lasting three weeks. Each student receives a grade based on their amount of effort, teamwork, and skill development. They conduct investigations on marble runs, bridges, and the forces at work. Students develop model making skills to create a workable product that will be tested and presented to the class. Learners acquire skills related to group responsibility, organisation, teamwork, time management, and science cross-curricular learning in addition to improving presentational abilities. 

Technology - Computer Aided Design - CAD

The pupils get introduced to computer-aided design. In addition to studying the advantages and uses of computer-aided design (CAD), students will become proficient with 2D design tools. Students will also be required to visually model items using the Sketchup application in order to aid in their conceptualisation of three-dimensional products.  Students will be able to generate elaborate virtual drawings, digital presentations, 3-D virtual modelling, and more with the practice of basic computer-based tool skills. Students develop a skill of visually communicating design concepts.This is a three-week project.

Textiles: Bookmarks

Students will learn about the fundamentals of fabrics and textiles, as well as safety precautions. Students will be able to follow the primary concepts in order to develop a designed product that is appropriate to their end user. Students are exposed to multiple embroidery stitching techniques typically employed in the industry. Students will gain more experience working with fabrics and materials. By the end of the project, students will have created a bookmark to demonstrate their design techniques and hand stitching.

YEAR 8

Food: Dietary Needs

In this project, students will learn to create and develop different food products for a variety of dietary needs as well as gain an understanding of sustainable issues in food (agriculture, horticulture, seasonally grown food and Fair-trade). Students will conduct user-centred design by investigating the different dietary needs of people as well as looking at the nutritional value of different food groups/types. All students will develop their skills in the kitchen by taking part in a range of focused practical tasks (FPT). The recipes from the FPT can later be redesigned, developed and adapted to make them better refined for the user’s dietary needs. The students will further test and evaluate these recipes to improve their sustainable aspects and to see if they are commercially viable.

Technology: Crumble Bugs

Students investigate the other side of design and technology, which combines computer science with design. Students are made aware of the reasons why electronics are included in generated products. Students are taught about the benefits and drawbacks of electronic devices, as well as how they can have a positive or negative impact on society. Students are challenged to create a service robot that will assist a member of society. Students are taught to code, light colours, and communicate using morse code. Students are challenged with coding robots through trial and error, working in groups to code motors in a maze, and developing abilities in designing and 3D modelling robot prototypes.

Textiles: Inclusive Soft toy and Pewter keychain

Students will develop their skills from year 7, to further challenge their knowledge and skills in textiles. Students are informed of user centred designing. Students will be able to analyse key elements to incorporate in their design when investigating their end user of the visually impaired and resolving gaps in the toy industry. Students will build and develop their investigation and research of their user as well as understanding inclusive design, adapting products to the users needs. Students build on product analysis and biomimicry themes. Students should be able to use the different strategies of design investigation to help design their product. Students will have refined skills of embroidery and will progress in producing three-dimensional textile products. Students should learn how to work safely with metals, including understanding the pewter casting process, to be able to use metal tools, low-risk machines, and refine metal with relevant polishing techniques.

YEAR 9

Food: Nutrition and Food Science

In this project, students will learn how to manufacture and develop a variety of food products to fulfil the dietary and nutritional needs of different age groups. Students will learn about macro and micronutrients, food sources, and their health advantages. Students will comprehend chemistry changes in food science, such as gelatinisation and aeration. All students will develop their cooking skills by engaging in a variety of focused practical activities (FPT). The FPT recipes can be modified, developed, and customised to better meet the user's nutritional needs. Students will test and assess these recipes to improve their nutritional value for different age groups.

Resistant Materials: Lamp Project

Students will focus on their grasp of the biomimicry theme as a design strategy. Students develop their understanding of design research and influences to assist them design concepts. The project covers the various manufacturing techniques and processes to produce parts for a final working product. Students learn about the theory of hardwoods, softwoods, wood joints, thermoplastics, metals and basic electronics. Students should be able to apply their previous knowledge of tools to expand their independent use and confidence when working with wood, polymers, and metal. 

Resistant Materials: Hot Stuff - Pewter Jewelry Casting 

Students are made aware of design concepts of distinct art movements and themes, as well as renowned designers, to inspire design conceptualisation. The project requires students to recall and develop their knowledge of Computer Aided Design (CAD) in order to create a jewellery mould piece employing Computer Aided Manufacturing (CAM) using the laser cutter. Students learn problem-solving skills, material understanding, and become conscious of sustainability and environmental implications. The project covers training in using tools safely and low-risk machinery, the metal casting process, finishing techniques and quality testing. Students are encouraged to evaluate the quality of their work and identify areas for improvement, allowing for self-reflection.

PROGRESSION ROUTES

All KS3 projects lead onto Edexcel Pearson GCSE Product Design: Timbers and the AQA GCSE Food Preparation and nutrition

Curriculum Intent – what is Greenford High School aiming to achieve through its Drama curriculum?

• Develop core transferable skills that underpin successful drama
• Devise creative and imaginative performance
• Apply a range of conventions and styles to structure innovative performance
• Interpret and perform a range of existing scripts applying their own artistic vision
• Develop written evaluative skills embedded with subject specific language
• Appreciate live performance
• Participate in a range of performance genres, through performance and technical support
• Design imaginative set, costume, music, lights, make up and props to enhance performance
• Understand the process of planning, rehearsing and reviewing performance
• In talk, articulate and express their ideas, views and opinions about a wide range of topics and issues clearly, confidently and respectfully
• Develop their individual character, including their confidence, resilience and independence contributing positively to the life of the school
• Explore contemporary issues, in a safe and environment
• Empathise and engage with others outside their own social, cultural and historical setting

Schemes of Work

Year 7

Topic 1 - Slapstick Comedy

During our first topic Year 7's explore Slapstick Comedy. During this topic they develop their confidence in the use and development of physicality skills. The students work together in groups collaborating, creating and conversing to devise their own original Slapstick Comedy performance. They develop key skills like body language, facial expressions and gesture and are assessed on their understanding, demonstration and evaluation on their devised performance.

This topic is a direct link to Component 1 in Drama GCSE so they are able to develop the correct skills in order to do this if they choose to take Drama as an option in year 9.

Topic 2 - Live Theatre Review: Peter Pan

During this topic our Year 7's will watch a piece of live theatre and have a taste into the life of a theatre critic. 

Our students will experience watching a live piece of theatre whilst critically taking notes on the following elements of theatre: Performance skills, costume, props, lighting, sound/music, set and scenery. Our aim with this written unit of work is to open their eyes to the wider world of theatre.

As a class we will explore the importance of different roles in the theatre and the different technical elements in detail. Our students will then construct their own review of the performance.

This topic is a direct link to Component 3 in Drama GCSE so they are able to develop the correct skills in order to do this if they choose to take Drama as an option in year 9.

Topic 3 - Darkwood Manor and Frantic Assembly

In our final topic of Year 7 our students will be taken through the spooky world of Darkwood Manor! In this very physical scheme of work we work together to create a whole town and explore the main attraction Darkwood Manor. 

Throughout the scheme of work we work together using physical theatre with the influence of our focus Theatre Practitioner Frantic Assembly.

During this topic they develop their confidence in the use and development of physicality skills. They also develop key skills like body language, facial expressions and gesture and are assessed on their understanding, demonstration and evaluation on their devised performance.

This topic is a direct link to Component 1 in Drama GCSE so they are able to develop the correct skills in order to do this if they choose to take Drama as an option in year 9.

Year 8

Topic 1 - Shakespeare and Peter Brook

During this topic our Year 8's will practically explore a number of different plays written by the one and only William Shakespeare. We will explore a range of his plays from comedies like A Midsummer Nights Dream and tragedies like Romeo and Juliet. Alongside this we will be introduced by the theatre practitioner Peter Brook who takes an alternative approach to Shakespeare in a fun, creative way with a physical theatre influence. 

This topic is a direct link to Component 1 in Drama GCSE so they are able to develop the correct skills in order to do this if they choose to take Drama as an option in year 9.

Topic 2 - Live Theatre Review: Treasure Island

During this topic our Year 8's will watch a piece of live theatre and have a taste into the life of a theatre critic. 

Our students will experience watching a live piece of theatre whilst critically taking notes on the following elements of theatre: Performance skills, costume, props, lighting, sound/music, set and scenery. Our aim with this written unit of work is to open their eyes to the wider world of theatre.

As a class we will explore the importance of different roles in the theatre and the different technical elements in detail. Our students will then construct their own review of the performance.

This topic is a direct link to Component 3 in Drama GCSE so they are able to develop the correct skills in order to do this if they choose to take Drama as an option in year 9.

Topic 3 - Melodrama

For our final topic in Year 8 we explore the dramatic world of Melodrama! In this topic our students will be developing their confidence in the use and development of physicality skills and OTT skills. The students work together in groups collaborating, creating and conversing to devise their own original Melodrama performance based of a typical Melodrama title. They develop key skills like body language, facial expressions and gesture and are assessed on their understanding, demonstration and evaluation on their devised performance.
This topic is a direct link to Component 1 in Drama GCSE so they are able to develop the correct skills in order to do this if they choose to take Drama as an option in year 9.

Year 9

Topic 1 - Brecht VS Stanislavski

During this topic our Year 9's will explore both theatre practitioners Bertolt Brecht and Konstantin Stanislavski. These practitioners are key to understand the development of theatre. Brecht takes a more non-naturalistic approach to theatre whereas Stanislavski takes a naturalistic approach. We explore all different techniques invented by Brecht and Stanislavksi in the preparation for our Year 9's to create their own modernisation of a fairytale.

They will be assessed on their skills development, leadership skills, collaboration skills as well as their performance skills.

This topic is a direct link to Component 1 in Drama GCSE so they are able to develop the correct skills in order to do this if they choose to take Drama as an option in year 9.

Topic 2 - Live Theatre Review: Shrek (Musical)

During this topic our Year 9's will watch a piece of live theatre and have a taste into the life of a theatre critic. 

Our students will experience watching a live piece of theatre whilst critically taking notes on the following elements of theatre: Performance skills, costume, props, lighting, sound/music, set and scenery. Our aim with this written unit of work is to open their eyes to the wider world of theatre.

As a class we will explore the importance of different roles in the theatre and the different technical elements in detail. Our students will then construct their own review of the performance.

This topic is a direct link to Component 3 in Drama GCSE so they are able to develop the correct skills in order to do this if they choose to take Drama as an option in year 9.

Topic 3 - Devising From A Stimulus

During this topic our Year 9's will develop their confidence in the use and development of physicality, vocalisation, characterisation and devising skills. The students work together in groups collaborating, creating and conversing to devise their own original performance. Our students will then develop their performance during rehearsal time and explore the technical side of drama. They will be required to design their own set, scenery, costumes and props. They develop a number of key skills are assessed on their understanding, demonstration and evaluation on their devised performance.

This topic is a direct link to Component 1 in Drama GCSE so they are able to develop the correct skills in order to do this if they choose to take Drama as an option in year 9.

Curriculum intent - what is Greenford High School aiming to achieve through its English curriculum?

• The English department takes an active role in nurturing students who are passionate about literature and communicate with confidence; in lessons students are inspired by great works of literature and are encouraged to find their own creative voice.
• To provide a breadth of study where students are well-read and able to explore a range of texts that develop wider cultural context so that they are more worldly in their knowledge.
• To provide opportunities for students to explore topics that allow them to develop resilience, empathy, an appreciation for others’ ideas/ contributions, and an open mindedness in regards to equal opportunities, mental health, discrimination, etc...
• To allow students the opportunity to study a diverse selection of texts: prose, poetry, creative writing, transactional writing, plays, and non-fiction texts.
• To build our students vocabulary so that they can access a range of texts with understanding and be able to express themselves with precision.
• Reading:
  • To nurture students who read for pleasure
  • Use reading to develop lines of enquiry
  • To create ‘Rigorous Readers’ who interrogate texts in order to understand and questions the information given.
  • To use reading as a tool to learn
• Writing:
  • To build writing proficiency so that students can express themselves and communicate with accuracy.
  • To create opportunities for creative writing and expression.
  • To provide opportunities in the curriculum where students can master these skills.
• Speaking and Listening
  • Foster opportunities for students to practise speaking in a range of contexts.
  • To develop students accuracy in expression.
  • Develop listening skills so that students are able to agree, build and challenge their peers constructively.
• Build in opportunities to develop memory and recall so that students can retain key aspects of the curriculum and skills needed to succeed in both their studies and life.
• Create opportunities for students to experience theatre live, visit places with cultural significance so that the understanding of the texts they are studying is enhanced.
• Offer opportunities for our weaker students to experience the breadth of the wider curriculum through supported literacy lessons that teach History and Geography with a focus on building literacy proficiency.
• Offer opportunities for our weakest readers to have an intensive reading lesson that helps foster the ability to read and comprehend with independence.

Key Stage Three English encompasses both the study of language and literature. In order for students to become confident and skilful writers, lesson time is dedicated to developing the building blocks of good writing: grammar, vocabulary acquisition and spelling. Students are offered a variety of opportunities throughout the course to demonstrate their imagination and creativity with writing projects such as their own ghost story or screenplay. Students also have the opportunity to develop more formal non-fiction writing such as persuasive speeches and informative essays.   

It is a priority for the school to ensure that students have the necessary literacy skills to access all other subjects in the curriculum so students who need extra support in this area have specific literacy lessons in addition to the regular English curriculum. Here, students are able to build on their understanding of key grammar terms introduced at KS2 and consolidate their reading and writing skills through additional practice.

We also recognise how important reading is to a student's academic success and to their understanding of the world. Students read both modern texts such as Private Peaceful and, in order for students to appreciate our wide and varied literary heritage, classics like A Christmas Carol and plays by William Shakespeare. Throughout the study of literature, students are encouraged to develop their ability to analyse language and discuss the choices writers make.

At Greenford, we understand the importance of helping students develop the habit of reading widely and often. Each student is enrolled on the Accelerated Reader Programme, a rewards-based system which allows pupils to take quizzes on books they have read and collect points. Certificates are regularly given in assembly for the keenest readers in the year group!

Speaking and listening is an important strand of our curriculum as it underpins the development of pupils’ reading and writing. Schemes of work include special lessons dedicated to speaking and listening skills and drama so that our young people can become confident public speakers and performers.

Progression Routes

The skills developed in Key Stage 3 will give students a good platform from which to study for their English Language and Literature GCSEs from Year 9.

Students who continue to need additional literacy support will be offered Booster English as a GCSE option.

Curriculum Intent - What is Greenford High School aiming to achieve through its French curriculum?

• To develop understanding of spoken and written language from a variety of authentic sources. (listening / reading)

• To increase opportunities for spontaneous speech in order to build confidence, fluency and spontaneity when communicating. (speaking)

• To produce written responses at varying length, for different purposes and audiences, using variety of grammatical structures. (writing)

• To make use of appropriate social conventions, including informal and formal address and register. (register)

• To foster curiosity, develop awareness and understanding of the culture and identity of the countries or communities where the language is spoken. (intercultural)

• To foster links with other curriculum areas to deepen learning and encourage bilingualism. (cross-curricular)

• To develop resilient and independent learners in order to maximise their progress and prepare them for the next stage in their education irrespective of their attainment and background. (further education)

• To provide enrichment opportunities to foster responsible global citizens who would positively contribute to society. (enrichment)  

• To encourage a creative approach to language learning and instilling students with a growth mindset. (creativity)  

Pupils studying French will build on what they have learnt at primary school and learn to express their ideas on a wide range of topics. Particular emphasis is placed on developing spoken fluency, with the majority of activities in lessons conducted in the target language. In addition to furthering linguistic competence, pupils will learn about the culture of countries where French is spoken and have the opportunity to make contact with young people in these countries though links with partner schools.

Year 7

Year 7 pupils will study the following topics in French:

• Unit 1 - je me présente (Introducing myself)
• Unit 2 - Mon collège (My school)
• Unit 3 - Chez moi (at my house)

By the end of the Year 7 course, pupils will be able to do the following in French:

Content:

• Introduce themselves in French (say and spell name, birthday, nationality and languages spoken)
• Talk about pets that they have/would like to have
• Say which school subjects they like/dislike and why, and describe school facilities
• Describe their timetable, uniform and how they get to school
• Say where they live and what they like/dislike about where they live

Techniques:

• Be able to use Quacnot (qualifier / adjectives / connective / negative / opinion / time phrases) to increase quality of their written and spoken work.
• Be able to justify opinions
• Be able to ask questions
• Be able to participate in short conversations
• Be able to complete short translations

Year 8

Year 8 pupils will study the following topics in French:

• Unit 1 - Là où j'habite (where I live)
• Unit 2 - On fait la fête (Planning a birthday party)
• Unit 3 - Mon temps libre (My free time)

By the end of Year 8 pupils will be able to do the following in French:

Content:

• Describe where they live and what they like/dislike about their local area
• Talk about facilities and weather in their local area and give directions to key places in town
• Explain plans for a birthday party, including what food they are going to bring and what clothes they are going to wear
• Describe what they do in their free time

Techniques:

• Be able to describe what I can see in a photo
• Be able to participate in longer conversations
• Be able to apply listening and reading strategies in a number of context

Progression Routes

The Key Stage 3 French course provides a good foundation for pupils to study GCSE French at Key Stage 4.

Curriculum Intent - what is Greenford High School aiming to achieve through its Geography curriculum?

• Empower students to have a rounded view of a variety of current issues to enable them to understand what is going on in the globalising world around them.
• Provide a balanced viewpoint on global, national, and local issues.
• Develop a wide range of literacy, numeracy and map skills which will be applicable throughout their education and also in wider life.
• Create a conscientious student body that are aware of how humans can impact upon natural physical processes and our wider environment.
• Encourage students to be reflective of hazards which happen locally and in the wider world and understand the causes, impacts and responses to a variety of global hazards.
• Ensure that students’ knowledge about the UK, and the issues currently facing the country, and issues which may be increasingly problematic in the future is up to date.
• Provide opportunity for students to be optimistic and critical about the future and problem solve global issues.
• Encourage students to know their local area, how it has changes over time and the plans for future change including the contrasting opinions of different stakeholders to this change.
• Provide opportunities to learn outside the classroom, and outside of their comfort zone, in their local area, other UK areas and abroad.

Geography at Key Stage 3 is about facilitating students’ curiosity about their local and global community. Students will have the opportunity to become proficient in map reading to explore key social, economic, and environmental issues today whilst evaluating how to manage these in a sustainable way. 

Throughout each term students complete an independent ‘formal’ piece of work, usually in the form of an essay or research project. At the end of each half-term students complete an end of unit test to assess their understanding and application of key geographical concepts.

COURSE CONTENT

YEAR 7

• Unit 1: What is Geography?
• Unit 2: Ecosystems
• Unit 3: Fragile Planet
• Unit 4: Population
• Unit 5: Changing Landscapes
• Unit 6: Fantastic Places

YEAR 8

• Unit 1: Development
• Unit 2: Water Resource
• Unit 3: Tectonics
• Unit 4: Tectonics
• Unit 5: UK Climate
• Unit 6: Fantastic Places

YEAR 9

We have a new 'Diverse Continents' topic which will run throughout the year. This topic will look at a variety of geographical concepts through studying places from across the continents of Asia and Africa. We will study the physical and environmental geography from across these 2 continents and we will look at the social, cultural, and political geographies too. This course will prepare students to study Geography at GCSE level by offering opportunities for discussion, research and looking at the interaction between people and places.

• Unit 1: Diverse Continents
• Unit 2: Weather Hazards
• Unit 3: Prisoners of Geography
• Unit 4: Environmental Geography
• Unit 5: UK Changing Landscapes
• Unit 6: UK Changing Landscapes

Curriculum Intent - What is Greenford High School aiming to achieve through its German curriculum?

• To develop understanding of spoken and written language from a variety of authentic sources. (listening / reading)

• To increase opportunities for spontaneous speech in order to build confidence, fluency and spontaneity when communicating. (speaking)

• To produce written responses at varying length, for different purposes and audiences, using variety of grammatical structures. (writing)

• To make use of appropriate social conventions, including informal and formal address and register. (register)

• To foster curiosity, develop awareness and understanding of the culture and identity of the countries or communities where the language is spoken. (intercultural)

• To foster links with other curriculum areas to deepen learning and encourage bilingualism. (cross-curricular)

• To develop resilient and independent learners in order to maximise their progress and prepare them for the next stage in their education irrespective of their attainment and background. (further education)

• To provide enrichment opportunities to foster responsible global citizens who would positively contribute to society. (enrichment)  

• To encourage a creative approach to language learning and instilling students with a growth mindset. (creativity)  

Pupils studying German will learn to express their ideas on a wide range of topics. Particular emphasis is placed on building up spoken fluency, with the majority of activities in lessons conducted in the target language. In addition to developing linguistic competence, pupils will learn about the culture of countries where German is spoken and have the opportunity to make contact with young people in these countries though links with partner schools.

Year 7

Year 7 pupils will study the following topics in German:

1. Hallo! (Introducing yourself in German)
2. Die Schule (Talking about school)
3. Familie und Freunde (Introducing family and friends)
4. Freizeit (Sports & free time)
5. Mein Zuhause (Where you live)
6. Die Ferien (Holidays)

Year 8

Year 8 pupils will study the following topics in German:

1. Die Ferien (Holidays & weather)
2. Einkaufen und Essen (Shopping)
3. Nach der Schule (After-school activities)
4. Gesundheit! (Healthy & body)
5. Tägliche Routine (Day routine)
6. Austausch (School exchange)

Progression Routes

The Key Stage 3 German course provides a good foundation for pupils to study GCSE German at Key Stage 4.

Curriculum Intent – what is Greenford High aiming to achieve through its History curriculum?

• To enable students to develop and extend their knowledge and understanding of specified key events, periods and societies in local, British, and wider world history; and of the wide diversity of human experience.

• To allow students to gain historical perspective by placing their growing knowledge into different contexts.

• To engage students in historical enquiry to develop as independent learners and as critical and reflective thinkers.

• To develop students’ ability to ask relevant questions about the past. 

• To enable students to engage directly with questions and present independent opinions about them in arguments that are well-written, clearly expressed, coherently organised and effectively supported by relevant evidence. 

• To develop students’ communication and advocacy through effective questioning, debates and other in-lesson quality-talk opportunities.

• To encourage students to investigate issues critically and to make valid historical claims by using a range of sources in their historical context.

• To ensure students are able to identify, analyse and evaluate different interpretations, approaches and debates within History.

• To give students power over their own knowledge allowing them to evaluate critically the significance and utility of a large body of material, including evidence from contemporary sources and interpretations of historians.

• To allow students to gain the confidence to undertake self-directed learning, making the most effective use of time and resources, and increasingly defining one's own questions and goals.

• To develop students’ essay writing so that they can communicate effectively in the exam and using a structure that will secure them the best possible outcomes.

• To ensure that students are equipped to deal with the demands of the exams in KS4 and 5 as well as understanding how they will be assessed.

• To provide students with ample opportunity to practice exam questions and receive feedback to ensure progress in their political knowledge and understanding as well as application, analysis and evaluation skills.

• To give students structured resources to use in their independent learning to teach them how to work effectively independently, such as, the revision cycle based on research on memory.

• To prepare students for university through activities that promote intellectual curiosity, such as extended reading, as well as equipping them with the necessary skills, such as effective note-taking and revision.

YEar 7

History at Key Stage 3 is about developing the skills needed to become expert historians. At the end of each half term students either complete a test or a written assessment in the form of an essay. Essays include "Why did William win the battle of Senlac Hill?" and "Using the sources and your own knowledge, how bad a king was King John?"

Autumn Term 1

What is History? This unit introduces students to the five most important skills a Historian needs: Chronology, Causation, Enquiry, Interpretation and Significance. They begin to use these skills to investigate some historical mysteries. Students will then study an aspect of British history that consolidates and extends pupils’ chronological knowledge from before 1066. Students start by examining what life was like in Iron Age Britain, Roman Britain and Anglo-Saxon Britain.

Autumn Term 2 and Spring Term 1

Students will start to study the development of Church, state and society in Medieval Britain 1066 - 1509. They will begin by studying The Norman Conquest. Students will discover why three different men all wanted to be king in 1066. They come to a decision about why William the Conqueror won the Battle of Senlac Hill and finally they analyse how William controlled England through the Feudal system, the Domesday Book and the use of Castles. Students will also examine what life was like for people living in Medieval Britain.

Spring Term 2

Students will continue to study Medieval Britain, this time focusing on the development of State. We will study Medieval Monarchs and their people examining how Medieval Kings dealt with the crises of their kingdom from the 11th to 15th centuries. How was Henry II involved in the murder of the Archbishop of Canterbury Thomas Becket? What happened to all the villagers of Holcombe Rogus in 1347? Why the Peasants revolted in 1381 and whether King John really was the worst king in History!

Summer Term 1

Students will study the development of Church, state and society in Britain 1509-1745. Students will start by studying the Tudors This unit tackles Henry VIII break from the Church in Rome and the dissolution of the Monasteries. Students next consider how his children further reformed or counter-reformed the Church and how this impacted on society. We investigate how 'Bloody Mary' got her nickname and whether she deserved it. We then investigate Elizabeth I, her decision not to marry, how she dealt with the threat from Mary Queen of Scots and the Armada. Students finish this unit by writing an essay on Elizabeth I’s historical significance.

Summer Term 2

Students move on to studying the Stuarts. Here students are asked to analyse how James I and Charles I ruled England. Their research leads them to an understanding of how the Civil War broke out and why Parliament won that Civil War. Students then examine why the monarchy was restored in 1660 and how the Countries of England, Wales, Scotland and Ireland were formed into the United Kingdom.

Year 8

Building on what they have already learnt and developing their historical skills further is the aim of Year 8. Again, at the end of each half term an assessment in the form of a written essay is completed to give students a National Curriculum level. Students who achieve a Level 4/5 can go on to the Entry Level Certificate course in year 9, which gives them the skills to start GCSE in year 10. Students who achieve a level 6 in year 8 may take the GCSE course in any year of their choosing.

Autumn Term 1 and into Autumn Term 2

Students will study ideas, political power, industry and empire: Britain, 1745-1901. They will begin by studying the British Empire: Students investigate why Britain wanted an Empire, how their first colonies failed and how the triangular slave trade operated. Life on a Slave plantation is analysed and the role of significant individuals in the Abolition Movement is investigated. Students then consider how the empire from India to Australia operated and how the empire continues to shape modern British life.

Autumn Term 2 and into Spring Term 1

The Industrial Revolution: Pupils look at how the process of industrialisation swept through Britain and changed where and how people lived. An investigation into the inventions of this age will be undertaken. Both the positive and negative effects of the time on people's lives will be considered alongside the work of the social reformers. The different political movements of the time will be examined to establish how close to political revolution the Victorians came with a special focus on the Suffragette campaign. We end the term with an in depth local history study of the impact of industrialisation on late 19th century London and the Jack the Ripper case.

Spring Term 1 and into Spring Term 2

Students will study challenges for Britain, Europe and the wider world 1901 to the present day. They will begin with the First World War. Students begin by looking at what led to the first worldwide conflict in 1914. Students then examine the trench warfare conditions before investigating the experiences of one of 'Greenford's Heroes'. These are the 19 men whose names appear on Greenford's War memorial and each student is asked to investigate the experience of one of these individuals and create a presentation on them. We finish the unit be determining whether the Treaty of Versailles was the worst treaty ever written.

Summer Term 1

Students will continue to study challenges for Britain, Europe and the wider world 1901 to the present day. They will study the rise of dictators and the Second World War. In this unit pupils are introduced to the different political ideologies of Communism and Fascism. We learn how powerful dictators came to power and controlled the people within their countries. We establish who was most to blame for the outbreak of the Second World War by investigating the policy of Appeasement. Students then discover why the Allies were able to win the War and how its end led to another 'Cold War'. Finally, we investigate the Holocaust with students creating museum exhibitions on why this event must never be forgotten.

Summer Term 2

Students conclude KS3 with a study of a significant society or issue in world history and its interconnections with other world developments. We study the history of the USA in the 20th Century – the role of the USA in both World Wars, 1960’s American society including the impact of the Civil Rights Movement, the Vietnam War and escalating Cold War tensions. Students then reflect on the importance of History in our modern world.

Progression Routes

Depending on the students’ National Curriculum levels, they can either move straight onto the GCSE History course or first complete the Entry Level course before progressing onto it.

Curriculum Intent – what is Greenford High School aiming to achieve through its Mathematics curriculum?

• To develop a passion for mathematics for students to continue throughout their school life and beyond, whilst building curiosity about the mathematics around us and ask about ‘why’ and ‘how’ concepts arise.

• To reason mathematically through lines of enquiry, conjecturing relationships and generalisations, developing arguments through justifications and proof using mathematical language.

• To become fluent with the fundamentals of mathematics, through varied, frequent practice and increasingly complex concepts over time, so that students can develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.

• To be able to problem solve by applying mathematics to a variety of routine and non-routine problems, with increasing sophistication. Breaking down problems into a series of simpler steps and persevering in seeking solutions in order to promote independence, resilience and perseverance through rich-tasks. 

• To build on the mathematics that has been taught previously to enable students to master key skills and make rapid progress.

• To be inclusive and meet all students’ needs to ensure that all learners are able to access the curriculum and achieve,  but also to challenge and engage the most able students, encouraging them to study Maths and related courses beyond GCSE and A Level , at University and through their career ambitions.

• To be able to be self-sufficient in managing their personal finances beyond secondary school.

• To develop teamwork and leadership skills through ‘Maths talk’.

• To foster a culture where the most able students act as mentors for younger students encouraging a real sense of a Maths community in school.

• To cultivate an enthusiasm for Maths, and develop application skills, through relevant and related trips and extra-curricular activities.

Aims

The national curriculum for Mathematics aims to ensure that all pupils:

• Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
• Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
• Can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Course Content

Year 7 and 8 follow a mastery curriculum where students work towards topics that they master and develop through problem solving and discovery. Students are challenged appropriately and assessments take place at various points in the year to check the key skills and monitor their progress.

Students in Year 7 master key skills in Number & Algebra which is then extended in Year 8 by incorporating Shape, Space & Measure and Data Handling. Students are class taught under the same topic headings. The class teacher will introduce a topic to all the class- though the work covered and depth to which a topic is pursued will vary with the individual child. There are a number of resources that are used from text books to rich tasks to card sorts and ICT, where appropriate.

We have a comprehensive Numeracy programme to enable learners to become proficient in key skills, this falls alongside our programme of study to ensure learners are equipped with the neccessary tools to problem solve.

More details of the programme of study can be found in this national curriculum document.

Progression Routes

All students progress to GCSE mathematics

Curriculum Intent - What is Greenford High School aiming to achieve through its Music curriculum?

• To expose students to the three fundamental skills of performing, composing and analysing music through a variety of activities.

• To promote excellence and encourage students to create outstanding work. These opportunities may come through the curriculum which aims to create career based work scenarios; through our extra-curricular programme, which gives students opportunities to further develop musicality and offers ample performance opportunities; and through workshops and trips held throughout the academic year.

• To instil good practice and routines in order to maintain discipline and create a safe working environment where students can express themselves musically whilst feeling supported by their teachers and peers.

• To ensure a culture of inclusivity is maintained at all times and nurture students to become more emotionally developed and empathetic towards other people and cultures.

• To develop students to learn to think creatively and be adept at problem solving.  Students will learn how to work together and build stronger relationships. Performing can bring fear and anxiety, but students learn to cope with these situations through self-reflection, which will help them become more confident.

• To expand student’s perspectives through a range of spiritual, moral, social; and cultural opportunities. Students will learn about the cultural significance and impact of music and how it connects people. 

• To explore the links between music, numeracy and literacy. Musical training helps develop areas of the brain related to language and memory, and reasoning becomes more developed.

• To prepare students for the next stage of their education, future pathways and careers through developing the skills and attributes required for success both at school and in the workplace.

The music department is well resourced, with two teaching classrooms, six practice rooms, an ensemble rehearsal room and recording facilities. Music forms part of an individual's identity and enables personal expression and reflection. As an integral part of modern society, music helps pupils appreciate themselves, relate to others and develop their social, moral, spiritual and cultural understanding. Music at GHS can equip students with the skills required to become accomplished music performers, composers and critics.

Year 7

Music Theory and Band Skills

This unit aims to ensure students have secure knowledge of the basics of music theory along with the development of popular music instrument technique. The theory will be applied to performance scenarios, where students will work in an ensemble, culminating with a class gig.

The Elements of Music and Composing using a Digital Audio Workstation

Students are introduced to the elements of music. They will use these to compose, perform and analyse a variety of different types of music. They will be exposed to new musical terms to develop their musical linguistic dexterity. Students will then apply this knowledge when creating their own loop composition using computer software.

Film Music

Students will use music technology software to compose a piece of music for a film trailer. Students will learn about the instruments of the orchestra and how to use them in a composition. Students will analyse film music and develop an understanding of musical clichés in order to compose their own piece of action film music.

Year 8

Songwriting

This unit will build upon the skills and knowledge developed in previous units, and enable students to compose their own song. 

They will learn about the importance of riffs, chord progressions, rhythm, melody and lyrics in popular music. 

They will use their knowledge and skills to produce a recorded project using music technology.

The Elements of Music and Composing using a Digital Audio Workstation

Students will increase their musical vocabulary, enabling them to improve their musical understanding and develop their ability to analyse music. They will then compose their own piece of music, where they have overall control of all the musical elements and musical decisions in their composition.

Samba

Students will perform as a Samba drumming group. They will learn about the fusion of cultures that have come together to create Samba. They will develop specific musical playing techniques used in Samba music, playing close attention to the rhythmic intricacies of the style. Students will compose and perform a piece of Samba music in ensemble.

Year 9

Using a Digital Audio Workstation

This unit provides an introduction to the music technology industry and enables learners to acquire, develop and apply skills and knowledge required to work in the music industry. Students will learn how to set up and use a digital audio workstation, create a musical project to a specified brief, using audio and MIDI editing tools, understand and experiment with musical elements and reflect upon the work they produce.

Progression Routes

Students can go on to study Music Technology at Key Stage 4.

Curriculum Intent – what is Greenford High School aiming to achieve through its Physical Education curriculum?

• To develop a passion for sport and physical activity for students to continue throughout their school life and beyond. 

• To develop self-esteem for our students to allow them to feel confident with challenging tasks in PE and across other curriculum areas. 

• To offer an extensive range of activities that develops a wider understanding of the sporting world.

• To participate in activities that develop different fitness components, such as cardiovascular fitness, flexibility and muscular strength & endurance.

• To develop teamwork and leadership skills through challenging competitive and co-operative activities. 

• To promote the values of good sportsmanship across different sports with respect being a common theme. 

• To encourage students to develop a healthy lifestyle and have a basic understanding of health awareness. 

• To develop independence through physical challenges, evaluating, problem solving challenges, consolidating skills and practice through repetition. 

• To promote resilience amongst our students through challenging physical and mental situations. 

Key Stage 3 Curriculum Provision

Students participate in a range of disciplines based around Physical Education and Exercise including outwitting an opponent, analysis and evaluation and knowledge of health and fitness. Activities include handball, gymnastics, trampolining, basketball, netball, outdoor adventurous activities, football and rugby. Students assess their own and other’s performance using appropriate terminology, commenting on their own and other’s strengths and suggesting areas for improvement.

Course content

• Use a range of tactics and strategies to overcome opponents in direct competition through team and individual games (badminton, basketball, cricket, football, netball, rounders, rugby and tennis)
• Develop their technique and improve their performance in other competitive sports (athletics and gymnastics/trampolining)
• Perform dances using advanced dance techniques within a range of dance styles and forms
• Analyse their performances compared to previous ones and demonstrate improvement to achieve their personal best
• Take part in competitive sports and activities outside school in extra-curricular clubs and links to outside agencies.

Curriculum intent: what is Greenford High School aiming to achieve through its R.E. curriculum?

• To provide a curriculum that allows students to have a greater awareness of religion, and moral and ethical issues and to make informed decisions in their lives.
• To develop responsible students who have the knowledge and skills to be confident reasoners with the aim of being successful in the classroom and throughout their education.
• To offer a broad range of cultural activities and opportunities to think critically, that not only meet the learning needs of all students but also allow them to thrive in their academic achievement and ensure progress to Higher Education.
• To deliver a curriculum that provides students with the essential skills of literacy and numeracy in order to be successful in all subject areas.
• To provide students with the opportunity to make thoughtful and positive contributions in society through developing their spiritual, moral, social and cultural awareness.
• To encourage students to develop a healthy lifestyle both physically, mentally, and spiritually, which allows them to be ready to learn and achieve.
• To promote the skills of resilience, reasoning, and self-reliance in order for students to develop a positive mindset to be able to live a safe and fulfilling life.
• To prepare students for the next stage of their education and future pathways by providing students with the knowledge and opportunities for them to be independent and aspirant individuals.
   

R.E. at Key Stage 3

The R.E. department seeks to bring to life some of the most exciting examples of human belief and culture, alive in the world today. At Key Stage 3 our students investigate themes of faith, philosophy, ethics and belief, challenging their ability to think and analyse some of the biggest questions that face humanity. The R.E. department aims to give students a greater sense of place and identity in an ever-changing world. Themes of tolerance and understanding will be regularly drawn upon in an effort to ensure students leave the department as well rounded and culturally aware individuals.

During Year 7 and 8, students will spend the first half of the school year focusing on RE topics and the second half on Character and Careers topics. We believe this split helps us to develop students socially, morally, spiritually, and culturally as well as help to support work being done pastorally in the school to develop the Greenford High School character strengths in our students. 

Year 7

The world of Buddhism

In this unit students will have the opportunity to explore the fundamental principles of the Buddhist faith. Students will understand the basic beliefs and practices that influence the lives of Buddhists today, as well as how they can learn from and apply these beliefs to their lives.

Sources of in Judaism and the development of Christianity 

This unit will guide students through the development of two major world religions: Judaism and Christianity. Students will spend the first part of the unit looking at key figures within the development of Judaism - Abraham, Isaac and Jacob. They will then look at the importance of holy scripture within Judaism. Finally, students will study the historical development of Christianity out of Judaism, the person of Jesus and the key points within his life. 

Answering Life’s Questions

Is there life after death? In this unit students explore Christian, Muslim, Sikh and non-religious beliefs about death and the afterlife, comparing and contrasting them. They will consider questions regarding both physical and spiritual explanations of life after death.

Character and Careers: Leadership 

In this unit students will discover the qualities of a good leader as well as different styles of leadership and the advantages and disadvantages of each. Students learn how to apply this knowledge to their life in school, with the aim of building their confidence as they transition to secondary school. Students also explore how and why leadership skills are important in the world of work. 

Character and Careers: Organisation

In this unit students will learn the importance of organisation and tips for maintaining organisation. Students learn how to apply this knowledge to their life in school, in particular focusing on the organisational challenges of transitioning to secondary school. 

Character and Careers: Resilience

In this unit students will focus on developing resilience which is also a key character strength at Greenford. They will learn about stories of resilience from people from all fields and look at how these examples can be applied to students’ lives 

Character and Careers: Compassion and Community

In this unit, students will at two of the key character strengths that we aim to foster at Greenford High School - Compassion and community. Students will begin by looking at what compassion is, why it is important, and how it can be developed in daily life. Students will then look at the importance of community, focusing on our local area, as well as how compassion can be displayed by helping those within the community. 

Year 8

Sikh belief and practice

In this unit, students cover Sikh beliefs about God and the gurus as well as looking to areas of Sikh practice such as their celebration of festivals and practice of sewa (selfless service). We also look at the role of Sikhism in multicultural Britain and they ways that Sikhs contribute to their local community. 

Why do we Suffer?

In this unit students explore the problem of evil and suffering in the world from a secular and religious perspective. Students study Christian and Buddhist views on suffering as well as the part that hardship contributes to our lives. This will be achieved by looking at the lives of influential leaders such as Nelson Mandela. The unit encourages students to critically engage with the big issues raised and also serves as a good introduction to philosophical thought.

Religion and belief in contemporary culture 

In this engaging and topical unit, students look at the place of religion in Britain today as well as the rise of atheism and non - religion, looking at reasons for the change in the religious character of modern Britain. Students will have a chance to explore the role of multiculturalism and religious pluralism in contemporary life as well as looking at how religion is portrayed in the media. 

Character and Careers: Initiative 

In this important unit students look at what initiative is and why it is so crucial to everyday life- from being a school student to the world of work. We discuss why it is important to seize opportunities and “make your own luck”. 

Character and Careers: Communication

What is communication and why is it important? Throughout this unit, students learn about different forms of communication- verbal, written and physical. They are taught to reflect on the importance of communication and look at what sort of communication is most important in different scenarios. 

Character and Careers: Careers

This unit seeks to teach students about the world of work and their journey through education to the workplace. Students look at employment skills and the nature of the workplace. They are also taught about how to apply for a job including CVs and job interviews. 

Character Heroes 

In this final Character and Careers unit, students summarise what they have learnt so far by looking at case studies of individuals who exemplify the Greenford High School character strengths- community, compassion, courage, resilience, and responsibility. After looking at these role models, students are encouraged to think about how they can follow these examples and develop these character strengths in their own lives

year 9

Hindu belief and practice  

In this unit, students will be guided though the nature of Hindu belief and practice- from the formation of the religion to Hindu beliefs about God. They will then consider the role of the scriptures to Hindu worship and practice as well as the contribution made by Hindus to the cultural life of Great Britain. 

The Qur’an and other sources of authority in Islam   

In this unit, students will examine the supreme importance of the Qur’an to Muslims and the ways in which it shapes their religious practice. They will consider the importance of Muhammad’s revelation as well as other sources of authority such as the Hadith and the Sunnah. 

Arguments for and against the existence of God

This unit introduces students to philosophy of religion and encourages them to think critically about the big questions surrounding the existence of God. We cover the existence of evil and suffering in the world as well as the occurrence of miracles. Students are also introduced to the Design and Cosmological arguments and look specifically at St Thomas Aquinas.

Progression Routes

Students will have the opportunity to study RE as a GCSE option in Year 10 and 11, as well as the choice to pursue Religious Studies in Year 12 and 13. 

Curriculum Intent – what is Greenford High aiming to achieve through its Science curriculum?

At Greenford High School the Science curriculum is designed to foster a curiosity about the world around us, enable citizens of the future to understand and explore the world effectively and to be able to use scientific principles to both answer and ask questions about the universe and everything in it.

Our intent is that our curriculum

• inspires a love of learning and curiosity about the world
• ensures students understand the second greatest advance in the history of humanity – the scientific method – and can apply this process to questions they might ask
• develops the practical knowledge and skills to use scientific equipment safely and accurately to competently test ideas and demonstrate phenomena
• fosters a sense of awe in the beauty of our universe and how we can work together (or individually) to deepen our understanding of ANYTHING
• informs knowledge of the key workings of the human body so that educated opinions and decisions can be made about health, products and stories in the media
• develops analytical skills to scrutinise data presented in any format to draw out meaning
• combines basic Maths and English skills in context to help students develop their application skills
• informs students of issues facing themselves and the wider world to help this future generation look after themselves and their planet
• ensures students leave GHS able to critically analyse and evaluate data, stories and phenomena in everyday situations
• improves transferable skills such as time-keeping, teamwork and organisation
• develops students learning skills and independence so they can go on to be life-long learners
• makes students more employable so they become a self-sufficient and productive member of society
• delivers opportunities to apply the skills learnt in the form of a wide range of practicals
• helps students develop logical thinking and problem-solving skills
• teaches students how to be safe and evaluate risks in everyday life and in particular scientific contexts

Key Stage Three Science encompasses a wide range of Biology, Chemistry and Physics topics. We follow the AQA Key Stage 3 Science syllabus closely to enable our students to follow a spiral curriculum up to GCSE.

Students have three lessons a week in Year 7 and 8. They have 7 lessons in Year 9 across our two week timetable. Around Feb half term Year 9 students sit the science options test, this is to determine suitability for the triple science programme at GCSE. The majority of students will go on to study combined science GCSE in Yr 10/ yr 1.

Students are offered a variety of opportunities throughout the course to practise and demonstrate their skills scientifically.

COURSE CONTENT

YEAR 7

• Cellular Basis of Life
• The Particle Model
• Magnetism
• Forces and Motion
• The Solar System Basics
• Chemical Change
• Electricity Basics
• Waves Basics
• Reproduction
• Plants and Ecology
• Mini Science Project

YEAR 8

• Energy and Resources
• Particles and Matter
• Electricity
• Chemical Reactions
• Organ systems
• Reproduction and Inheritance
• Ecosystems
• Photosynthesis
• Heat Transfer
• The Solar System
• Forces and Magnetism
• The Yr 8 science fair.

YEAR 9

• Electrical circuits and Power.
• Electromagnetism
• Forces and Motion
• Acids and Alkalis
• Plant adaptations
• Respiration
• Ecosystems (Carbon cycle)
• Adaptation and evolution
• Fundamentals of Science (Cell Biology)
• Fundamentals of Science (Chemistry – Atomic Structure)
• Fundamentals of Science (Physics – Energy)

Recommended Books for revision

• CGP KS3 Science: Complete study and practice.
• CGP KS3 Revision: The Study Guide (Available in higher and foundation levels)

WEBSITES

• www.educake.co.uk
• https://www.bbc.co.uk/bitesize/subjects/zyxyvwx

Students will be given login details for the Educake platform. Homework is often set in the online quiz format to test students and recap key knowledge and skills. The bbc bitesize website is a good revision platform for KS3 sceince.

PROGRESSION ROUTES

The skills developed in Key Stage 3 will give students a good platform for studying the AQA Combined Science - Trilogy GCSE course, or the Separate Science Triple AQA course.

Curriculum Intent - What is Greenford High School aiming to achieve through its Spanish curriculum?

• To develop understanding of spoken and written language from a variety of authentic sources. (listening / reading)

• To increase opportunities for spontaneous speech in order to build confidence, fluency and spontaneity when communicating. (speaking)

• To produce written responses at varying length, for different purposes and audiences, using variety of grammatical structures. (writing)

• To make use of appropriate social conventions, including informal and formal address and register. (register)

• To foster curiosity, develop awareness and understanding of the culture and identity of the countries or communities where the language is spoken. (intercultural)

• To foster links with other curriculum areas to deepen learning and encourage bilingualism. (cross-curricular)

• To develop resilient and independent learners in order to maximise their progress and prepare them for the next stage in their education irrespective of their attainment and background. (further education)

• To provide enrichment opportunities to foster responsible global citizens who would positively contribute to society. (enrichment)  

• To encourage a creative approach to language learning and instilling students with a growth mindset. (creativity)  

Pupils studying Spanish will learn to express their ideas on a wide range of topics. Particular emphasis is placed on building up spoken fluency, with the majority of activities in lessons conducted in the target language. In addition to developing linguistic competence, pupils will learn about the culture of countries where Spanish is spoken and have the opportunity to make contact with young people in these countries though links with partner schools. 

Year 7

Year 7 Pupils will study the following topics in Spanish:

1. Me presento... (Introducing yourself in Spanish)
2. Familia y mascotas (Family & pets)
3. Mi instituto (My school)
4. ¿Dónde vives? (Where do you live? Home & local area)

By the end of the Year 7 course, pupils will be able to do the following in Spanish:

• Introduce themselves in Spanish (say and spell name, birthday, nationality and languages spoken)
• Describe their family and different family members' appearance, personality and age
• Talk about pets that they have/would like to have
• Say which school subjects they like/dislike and why, and describe school facilities
• Describe their timetable, uniform and how they get to school
• Say where they live and what they like/dislike about their home and local area

Year 8

Year 8 Pupils will study the following topics in Spanish:

1. ¿Dónde vives? (Where do you live? Home & local area)
2. El tiempo libre (Free time & hobbies)
3. Una fiesta de cumpleaños (Planning a birthday party)
4. Las vacaciones (Holidays)

By the end of Year 8 pupils will be able to do the following in Spanish:

• Say where they live and what they like/dislike about their home and local area
• Talk about facilities and weather in their local area and give directions to key places in town
• Explain plans for a birthday party, including what food they are going to bring and what clothes they are going to wear
• Say where they normally go on holiday, and where they went last year
• Describe future holiday plans

Progression Routes

The Key Stage 3 Spanish course provides a good foundation for pupils to study GCSE Spanish at Key Stage 4.