Our Key Stage 4 Curriculum has a strong focus on the core academic subjects of English, mathematics and science as well as languages and humanities.
Further details of our GCSE level courses can be found below.
Art
Why Choose Art GCSE?
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Course Description
Level: GCSE Awarding Body: Edexcel Entry Requirements: To be successful in GCSE Fine Art we recommend that students have achieved at least a band 4 in KS3 Art or are recommended by their art teacher.
At Greenford High School, the Art & Photography Department is strongly committed to offering an innovative approach to making art through projects that involve both traditional and experimental exploration of materials and concepts. The challenge set by the Art course requires the students to develop key artistic skills such as creativity, imagination, problem-solving, critical thinking, cultural awareness, communication and knowledge - all skills that are useful in both employment and continued study at A Level. Art is an excellent option that provides balance with the core subjects.
Course Content
The GCSE Fine Art course is divided into two key components over two years: component 1 and an externally set exam = component 2.
We aim to give students a wide range of experiences and opportunities, and are keen to encourage the development of strong personal qualities in each student's artwork and chosen media. Before embarking on their assessable coursework, students begin the first year by completing a short ‘Intro to Art’ course which develops their handling of a wide variety of art materials, encourages experimentalism, builds technical skill and confidence. These projects serve to equip them with a basic ‘toolbox’ of skills which can be developed and refined in subsequent coursework.
Within GCSE Fine Art (component 1 - 60% of the final grade, component 2 exam 40% of the final grade) students will:
Explore ideas & concepts behind artists’ work, when specialising in drawing, painting, printmaking and digital photography.
Visit galleries and exhibitions, enabling students to learn from the work of others and making connections with their own work and past/contemporary practices.
To show progress through a variety of outcomes and supporting studies. The latest could be in the shape of sketchbooks, notebooks, worksheets, sculpture.
In order to fulfil the demands of the course, students are required to come in after school to complete coursework at least once a week in their second year of the course. Students will be given full support both in and out of set lesson time.
Progression Routes
Achieving a 5+ in GCSE Art means you are equipped to take A Level Fine Art, which is a very comprehensive course that has many pathways for study at University and Art College to lead you in a career as:
Art Critic
Art Teacher
Art Therapist
Art Director
Art Historian
Art Restorer
Medical artist
Artist
Photographer
Fashion designer
Architect
Animator
Film Set Designer
Architect
Drafter
Footwear designer
Logo designer
Publishing
Illustrator
Graphic Artist
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.
Business Studies
Why Choose Business Studies GCSE?
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Course content
Level: GCSE Awarding Body: Edexcel Entry Requirements: To be successful in GCSE Business, students need to demonstrate a good standard of Maths and English. As a guide, students should be progressing through level 5 in Maths and English to be considered.
Students studying GCSE Business Studies cover the following topics:
How to set up a small business
Finance
Marketing
Human Resources
Investment Appraisal
The Economy
Enterprise skills
Course assessment
GCSE Business Studies is a two-year course. There are two exams, both taken at the end of the second year:
Theme 1: Investigating Small Business
Worth 50% of final GCSE mark
Theme 2: Building a Business
Worth 50% of final GCSE mark
Both papers consist of calculations, multiple-choice, short-answer and extended-writing questions
Resources
The following resources are provided or recommended:
Textbooks that can be used at school and borrowed to take home
Exercise books and files to store all their hand outs, assessments and homework
Progression Routes
Students can progress to study a range of A Level subjects including, Business, Economics, Politics, Sociology and Law. Many Business students from Greenford continue to study the subject at university and have gone on to develop successful business careers. Business Studies is especially favoured by employers in areas of Finance, Business and Accounting.
Curriculum Intent
What is Greenford High School aiming to achieve through its Business and Economics curriculum?
To develop students’ awareness and natural curiosity of the Business and Economic environment around them and to raise awareness of economic and business developments in the UK and around the world.
To offer opportunities for students to engage in activities that allow them to develop their self-confidence, employability and enterprise skills.
To promote moral, social and cultural responsibility through the real world nature of the subject via topics such as business ethics, social costs and globalisation.
To encourage students to become effective and independent learners, as well as being critical and reflective thinkers with enquiring minds.
To enable students’ to build upon their business and economics knowledge and skills and apply them appropriately to produce successful outcomes.
To offer a broad curriculum within the department to make the subject offering comprehensive and accessible.
To prepare students for the next stage of their education, future pathways and careers through developing their skills and attributes and providing opportunities and experiences to inspire them to succeed.
CHILDCARE
Why Choose Childcare GCSE?
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Course description
This qualification is designed for learners who wish to gain an introduction to childcare and the development of children aged 0 – 5 years. The qualification includes the knowledge and understanding of child development and well-being necessary for the working with children in a variety of settings.
COURSE CONTENT
Level: Level 2 Technical Award in Child Development and Care (GCSE Equivalent) Awarding Body: NCFE
The qualification consists of three units.
Unit 1: An introduction to working with children aged 0 – 5 years
Unit 2: Development and well-being 0 – 5 years
Unit 3: Childcare and development 0 – 5 years
COURSE ASSESSMENT
Units 1 and 2 are assessed by an externally set, internally marked assessment task (coursework).
Unit 3 is assessed by an examination which is based on scenarios and will include short answer questions.
All three units are graded A* - D
PROGRESSION ROUTES
Level 3 programmes in various subjects including Health and Social Care or Child Development and Care
Apprenticeships in early years or childcare.
Curriculum intent
What is Greenford High School aiming to achieve through its Childcare curriculum?
To develop students’ understanding of child development and wellbeing and provide an introduction to working in the childcare sector.
To give an insight into students’ preferred learning styles and study skills.
To offer opportunities for students to engage in activities that allow them to develop their self-confidence, creativity, and employability skills.
To encourage students to become effective and independent learners.
To enable students to build upon their knowledge and skills and apply them appropriately to produce successful outcomes.
To prepare students for the next stage of their education, future pathways, and careers through developing their skills and attributes and providing opportunities and experiences to inspire them to succeed.
Computer SCIENCE
Why Choose Computer Science GCSE?
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Course Description
Level: GCSE Awarding Body: AQA Entry Requirements: Students are required to achieve a minimum grade of 3+ in Computer Studies, English and Maths.
This course is designed to equip students with the logical and computational skills necessary to succeed at A-level, the workplace or beyond. It recognises the well-established methodologies of computing, alongside the technological advances which make it such a dynamic subject.
The programming languages supported are:
· C#, C++, C
· Java
· Pascal/Delphi
· Python (versions 3 and 2)
· VB.Net.
Course Content
1. Fundamentals of algorithms
2. Programming
3. Fundamentals of data representation
4. Computer systems
5. Fundamentals of computer networks
6. Fundamentals of cyber security
7. Ethical, legal and environmental impacts of digital technology on wider society, including issues of privacy
8. Aspects of software development
9. Programming project
Paper 1: Computational thinking and problem solving
What's assessed?
Computational thinking, problem solving, code tracing and applied computing as well as theoretical knowledge of computer science from subject content 1–4 above.
How it's assessed?
Written exam set in practically based scenarios: 1 hour 30 minutes
80 marks
50% of GCSE
Questions
A mix of multiple choice, short answer and longer answer questions assessing a student’s practical problem solving and computational thinking skills.
Paper 2: Written assessment
What's assessed?
Theoretical knowledge from subject content 3–7 above.
How it's assessed
Written exam: 1 hour 30 minutes
80 marks
50% of GCSE
Questions
A mix of multiple choice, short answer, longer answer and extended response questions assessing a student’s theoretical knowledge.
Programming Project
Purpose
The programming project develops a student's ability to use the knowledge and skills gained through the course to solve a problem. Students will be expected to follow a systematic approach to problem solving, consistent with the skills described in Section 8 of the subject content.
The skills developed can be applied to exam questions on computational thinking.
What is produced?
A computer program to solve the programming project
Written report: totalling 20 hours of timetabled work
Tasks
The development of a computer program along with the computer programming code itself which has been designed, written and tested by a student to solve a problem. Students will produce an original report outlining this development.
Progression Routes
Students can progress to study Advanced Level Computer Science. Also, this course can serve as a good foundation for Technology and Engineering courses at university.
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.
Design and Technology
Why Choose Design and Technology GCSE?
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Course Description
Level: GCSE Awarding Body: Edexcel Entry Requirements: Students will be required to achieve a minimum National Curriculum level of a 3+ at Key Stage 3 by the end of Year 8.
The GCSE in Design and Technology enables students to understand and apply iterative design processes through which they explore, create and evaluate a range of outcomes. The qualification enables students to use creativity and imagination to design and make prototypes (together with evidence of modelling to develop and prove product concept and function) that solve real and relevant problems, considering their own and others’ needs, wants and values. It also gives students opportunities to apply knowledge from other disciplines, including mathematics, science, art and design, computing and the humanities.
This section is 40 marks and contains a mixture of different question styles, including open-response, graphical, calculations and extended-open-response questions. There will be 10 marks of calculation questions in Section A.
Section B: Material categories
This section is 60 marks and contains a mixture of different question styles, including open-response, graphical, calculations and extended-open-response questions. There will be 5 marks of calculation questions in Section B.
Component 2 (Paper code: 1DT0/02)
Non-examined Assessment:
50% of the qualification
100 marks
Content Overview
There are four parts to the assessment:
Investigate: This includes investigation of needs and research and a product specification
Design: This includes producing different design ideas, review of initial ideas, development of design ideas into a chosen design, communication of design ideas and review of the chosen design
Make: This includes manufacture and quality and accuracy
Evaluate: This includes testing and evaluation.
Assessment Overview
Students will undertake a project based on a contextual challenge released by us a year before certification.
This will be released on 1st June and will be available on our website.
The project will test students’ skills in investigating, designing, making and evaluating a prototype of a product.
Task will be internally assessed and externally moderated.
The marks are awarded for each part are as follows:
1 – Investigate (16 marks)
2 – Design (42 marks)
3 – Make (36 marks)
4 – Evaluate (6 marks).
Progression Routes
Students can progress to study A Level Product Design which include Resistant Materials, Graphics, Systems and Control and Textiles.
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 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.
Drama
Why Choose Drama GCSE?
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Course Description
Level: Level 2 Diploma Creative and Performing Arts (Acting route) Awarding Body: RSL
This vocational qualification (VQ) is equivalent to a GCSE grade 4 and above, and is recognised as such by the Department of Education, universities and employers.
Drama exam students will continue to build the physical and vocal performance skills developed in KS3. In Year 10 we will study in depth one modern text and a variety of scenes from classic texts, we will also complete a devising project. Year 11 is spent creating performances and coursework describing their creative process and self-evaluation.
Assessment
Students will complete two units.
1. Performing Text
Students perform two scenes. One from a modern play (written after 1940) and the other from a classic play (written before 1930).
Alongside their performances, they will document their creative process through written coursework tasks. They are asked to describe the context of the play, the purpose of their scene, how the playwright has used language and what rehearsal techniques they used. After completing the performances, students will write a self-evaluation identifying what went well and how they could improve it if they performed it again.
This unit is assessed internally, by their teacher.
2. Live Performance
Students must create a performance in response to a brief given to them by the exam board. They have 10 hours preparation time, then a further 20 hours controlled assessment time to plan, perform and evaluate their performance.
This unit is assessed externally, by the exam board.
Students will be given an overall grade of PASS, MERIT or DISTINCTION.
Progression routes
If students are interested in pursuing a career in the performing arts, they may wish to do an A level or Level 3 diploma in Drama. At present, Greenford High School does not offer a post 16 Drama course but we may be able to offer this in the near future. Students may also wish to audition for Drama school and we would be happy to support them with this.
Studying Drama can be useful for many jobs, not just those in the performing arts sector. Anything where you need to be able to talk confidently to people, work collaboratively, be creative, show empathy, have good communication skills, self-discipline and the ability to improvise/problem solve will be supported by a qualification in Drama. Such as:
Arts Administrator
Barrister
Broadcast Journalist
Copywriter
Costume designer
DJ
Newspaper journalist
Proofreader
Teacher
Wedding planner
Writer
Youth worker
Curriculum Intent
What is Greenford High School aiming to achieve through its Drama curriculum?
To equip students with the ability to:
Perform confidently using a variety of skills
Gain knowledge of theatrical conventions
Understand the historical, social and cultural contexts of various styles, genres and practitioners
Work collaboratively to create engaging performances
Analyse and evaluate their own work and the work of others
Drama students will gain many skills which are valuable in a broad spectrum of future endeavours. Such as:
To develop individuality; to encourage students to think and express themselves with flair and confidence
To develop Health and Safety awareness in their working environment and surroundings to keep students safe.
To develop creativity - An understanding of the benefits of participation in the arts, performance and creativity to help succeed outside of school, and how Drama will benefit their future lives
To experience the world around them and appreciate situations from more than one perspective through a broad and balanced curriculum of practical role-play and written drama activities
To evaluate & have appreciation of the ways in which playwrights achieve their effects and communicate their intentions to an audience, developing a high level of literacy required for success in all subjects and ‘real world’ circumstances
To encourage tolerance and understanding through moral, social and cultural understanding
To show cooperation & have team-working skills - Getting the best out of each other when striving towards a common goal, ensuring pupils are respectful and overcome the challenges of working with others
To develop confidence and communication - A command over their vocal and physical skills to allow them to approach a wide range of public speaking with confidence, both in class and real world circumstances
To develop empathy & sensitivity - Understanding the viewpoints and emotions of a range of characters to help expand perspective and respect of everyone in order to thrive and develop into good citizens
To show commitment & self-discipline - Encouraged and helped to excel when challenged, developing resilience and helping students to overcome challenges they are likely to encounter in the real world
To encourage students to question and challenge their perception of the world and develop the soft skills employers seek.
ECONOMICS
Why Choose Economics GCSE?
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Course content
Level: GCSE Awarding Body: OCR Entry Requirements: To be successful in GCSE Economics, students need to demonstrate a high standard of Maths (set 1 or 2) and English.
Students studying GCSE Economics cover the following topics:
Introduction to economics
The role of markets and money
Economic objectives and the role of government
International trade and the global economy
Course assessment
GCSE Economics is a two-year course. There are two exams, both taken at the end of the second year:
Paper 1: Introduction to Economics
Worth 50% of final GCSE mark
Paper 2: National and International Economics
Worth 50% of final GCSE mark
Both papers consist of calculations, multiple-choice, short-answer and extended-writing questions
Progression Routes
Students can progress to study a range of A Level subjects including Economics, Business, Politics and Sociology. Many Economics students from Greenford continue to study the subject at university and have gone on to develop successful careers. Economics is especially favoured by prestigious universities and by employers in areas of Finance, Banking and Accounting.
Curriculum Intent
What is Greenford High School aiming to achieve through its Economics curriculum?
To appreciate we are all part of the economy and that economics relates to every aspect of our lives – from the decisions of individuals or families to the structures created by governments and producers.
To develop learners’ understanding of how economic issues affect choices about resources and markets.
To develop students’ awareness and natural curiosity of the Economic environment around them and to raise awareness of economic developments in the UK and around the world.
To offer opportunities for students to engage in activities that allow them to develop their self-confidence, employability and enterprise skills.
To promote moral, social and cultural responsibility through the real-world nature of the subject via topics such as ethics, social costs and globalisation.
To encourage students to become effective and independent learners, as well as being critical and reflective thinkers with enquiring minds.
To enable students to build upon their economics knowledge and skills and apply them appropriately to produce successful outcomes.
To prepare students for the next stage of their education, future pathways and careers through developing their skills and attributes and providing opportunities and experiences to inspire them to succeed.
English Language & Literature
find out more about English GCSE
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Course description
Level: GCSE Awarding Body: AQA
All students take English Language and English Literature at GHS. Currently, the government require students to achieve a Grade 5 in either English Language or English Literature. However, many A Level courses at GHS require Grade 6 in English Language.
Course Content
AQA GCSE English Language (8700)
Paper 1: Explorations in Creative Reading and Writing
1 hour and 45 minutes
You answer four reading questions on one text
You undertake one creative writing piece
50% of total marks.
Paper 2: Writers’ Viewpoints and Perspectives
1 hour and 45 minutes
You answer four reading questions on two texts
You undertake one non-fiction writing piece
50% of total marks.
Non-examination Assessment:
Spoken Language
Presenting
Responding to questions and feedback
Use of standard English
Assessed by teacher
0% of total marks but required by National Curriculum
The biggest help you can give your child is by ensuring they read widely, including non-fiction newspaper articles every day.
AQA GCSE English Literature (8702)
Paper 1: Shakespeare and the 19th Century Novel
1 hour 45minute examination
1 essay question on a Shakespeare text
1 essay question on a 19th century novel
40% of the total marks
Paper 2: Modern Texts and Poetry
2 hours and 15 minutes
1 essay question on a modern text
1 essay comparing two poems we have studied
1 shortessay analysing an unseen poem
1 short essay comparing two unseen poems
60% of the total marks
The texts we study at GHS are:
“Romeo and Juliet” or “Macbeth”
“Jekyll and Hyde”, “Frankenstein” or “Sign of Four”
“Animal Farm” or “An Inspector Calls”
We study the Power and Conflict cluster from the AQA poetry anthology
There are a lot of resources available online and in the form of revision books for the poems and texts your child will be studying.
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.
Food and Nutrition
Why Choose Food and Nutrition?
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Course Description
Level: GCSE Awarding Body: AQA
During the GCSE students will build on their existing skills and gain a deeper understanding of:
Food, nutrition & health, Food science, Food Safety, Food choices and Food provenances. The course takes a linear approach meaning in Year 11 students will be assessed through 50% NEA & 50% written exam.
NEA 1 – Food science investigation 15% of GCSE
NEA 2 – Food Preparation task 35% of GCSE
Written exam paper 50% of GCSE
Assessments in Food are both practical as well as written to give students the opportunity to demonstrate both their practical ability as well as their understanding of the theory topics which underpin the subject curriculum.
Science – How ingredients work / Health & Nutrition / effects of cooking processes.
Progression Routes
As one of the biggest industries with a vast variety of job sectors, students have many opportunities and career pathways to further their interest in Food, nutrition and cooking.
Curriculum Intent
What is Greenford High School aiming to achieve through its Food and Nutrition?
Food and Nutrition at GHS aims to ensure that students are taught how to cook and apply the principles of nutrition and healthy eating in order to be able to maintain a healthy lifestyle now and in the future.
Our curriculum will encourage students to make informed decisions about a wide range of further learning opportunities and career pathways as well as develop vital life skills that enable them to feed themselves and others affordably and nutritiously, now and later in life.
French
Why Choose French GCSE?
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Course Description
Level: GCSE Awarding Body: AQA
Pupils studying GCSE French will have the opportunity to express their ideas and opinions on a variety of topics, learning to describe past experiences and explain future plans. In addition to learning to communicate effectively in French, students will learn about the French-speaking world and have the opportunity to communicate with young people in French-speaking countries through links with partner schools abroad.
Course Content
AQA GCSE French comprises 4 units worth 25% each. All assessments are by examination at the end of the course:
Unit 1: Listening
Unit 2: Speaking
Unit 3: Reading
Unit 4: Writing
Students study all of the following themes on which the assessments are based.
Theme 1: Identity and culture
Theme 2: Local, national, international and global areas of interest
Theme 3: Current and future study and employment
Progression Routes
French is an excellent subject choice because you will be developing a number of different skills that can be used in a wide range of subjects. These include:
Communication Skills
Comprehension Skills
Problem solving Skills
A GCSE in French is very desirable as an entry requirement for many university courses and can also lead to opportunities to live and work abroad. There are opportunities to continue studying Languages alongside many other subjects at degree, e.g. Law with French, European Studies (History with French) and many more.
There are so many jobs you can go into with a French degree, including:
Translator
Political Risk Analyst
Interpreter
Diplomat
Lawyer
Teacher
International Aid/ Development worker
Broadcast journalist
Marketing Executive
Transport and Logistics
Espionage
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)
Geography
Why Choose Geography GCSE?
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Course Description
Level: GCSE Awarding Body: Edexcel
GCSE Geography gives students the opportunity to understand more about the world, the challenges it faces and their place within it. This course will deepen understanding of geographical processes, illuminate the impact of change and of complex people-environment interaction, highlight the dynamic links and interrelationships between places and environments at different scales, and develop students’ competence in using a range of geographical investigative skills and approaches. Geography enables young people to become globally and environmentally informed and thoughtful, enquiring citizens.
Course Content
The GCSE will be assessed through three externally examined papers, each of which is 1 hour and 30 minutes in duration. The content of each exams is outlined below:
Component 1: The Physical Landscape (37.5% of GCSE)
Topic 1 The Changing Landscapes of the UK
Coastal Landscapes and Processes
River landscapes and Processes
Topic 2 Weather Hazards and Climate Change
Topic 3 Ecosystems, Biodiversity and Management
Component 2: The Human Environment (37.5% of GCSE)
Topic 4 Changing Cities
Topic 5 Global Development
Topic 6 Resource management
Water Resource management
Component 3: Geographical Investigations (25% of GCSE)
Topic 7 Fieldwork
Topic 8 UK Challenges
Progression Routes
This course lays an appropriate foundation for further study of geography or related subjects. In addition, it provides a worthwhile course for candidates of various ages and from diverse backgrounds in terms of general education and lifelong learning.
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.
German
Why Choose German GCSE?
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Course Description
Level: GCSE Awarding Body: AQA
Pupils studying GCSE German will have the opportunity to express their ideas and opinions on a variety of topics, learning to describe past experiences and explain future plans. In addition to learning to communicate effectively in German, students will learn about the German-speaking world and have the opportunity to communicate with young people in German-speaking countries through links with partner schools abroad.
Course Content
AQA GCSE German comprises 4 units worth 25% each. All assessments are by examination at the end of the course:
Unit 1: Listening
Unit 2: Speaking
Unit 3: Reading
Unit 4: Writing
Students study all of the following themes on which the assessments are based.
Theme 1: Identity and Culture
Theme 2: Local, National, International and Global areas of interest
Theme 3: Current and Future Study and Employment
Progression Routes
German is an excellent subject choice because you will be developing a number of different skills that can be used in a wide range of subjects. These include:
Communication Skills
Comprehension Skills
Problem solving Skills
A GCSE in German is very desirable as an entry requirement for many university courses and can also lead to opportunities to live and work abroad. There are opportunities to continue studying Languages alongside many other subjects at degree, e.g. Law with German, European Studies (History with German) and many more.
There are so many jobs you can go into with a German degree, including:
Translator
Political Risk Analyst
Interpreter
Diplomat
Lawyer
Teacher
International Aid/ Development worker
Broadcast journalist
Marketing Executive
Transport and Logistics
Espionage
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)
History
Why choose History GCSE?
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Course Description
Level: GCSE
Awarding Body: Edexcel
History at GCSE aims 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. It challenges them to engage in historical enquiry to develop as independent learners and as critical and reflective thinkers, develop the ability to ask relevant questions about the past, and to investigate issues critically and to make valid historical claims by using a range of sources in their historical context.
History is a challenging, essay-based subject that regularly requires students to argue, analyse and deliberate. It is a demanding programme, and pupils will be expected to develop their knowledge and understanding of key topics and events through regular independent revision. Knowledge tests will be a staple part of lessons, and homework is set regularly to hone and develop exam skills.
Course Content
Paper 1: Thematic study and historic environment (Paper codes: 1HI0/10–12)
Crime and punishment in Britain, c1000–present
Whitechapel, c1870–c1900: crime, policing and the inner city
Written examination: 1 hour and 15 minutes 30% of the qualification
52 marks (16 for the historic environment, 36 for the thematic study)
Paper 2: Period study and British depth study (Paper codes: 1HI0/20–29)
Henry VIII and his ministers, 1509–40,
Superpower relations and the Cold War, 1941–91
Written examination: 1 hour and 45 minutes 40% of the qualification 64 marks (32 for the period study and 32 for the British depth study)
Paper 3: Modern depth study (Paper codes: 1HI0/30–33)
Weimar and Nazi Germany, 1918–39
Written examination: 1 hour and 20 minutes 30% of the qualification 52 marks
Resources available
Edexcel GCSE (9-1) History Henry VIII and his ministers, 1509–1540 Student Book
ISBN: 9781292127255
Edexcel GCSE (9-1) History Crime and punishment through time, c1000–present Student Book
ISBN: 9781292127361
Edexcel GCSE (9-1) History Superpower relations and the Cold War, 1941–91 Student Book
ISBN: 9781292127279
Edexcel GCSE (9-1) History Weimar and Nazi Germany, 1918–1939 Student Book
ISBN: 9781292127347
Progression Routes
Students who achieve a grade 6 or higher can go on to the A Level History course.
Curriculum intent
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.
ICT
Why Choose ICT?
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Course Description
Level: Level 2 (equivalent to GCSE) Awarding Body: OCR - Cambridge National Certificate in Information Technologies – J836
This qualification will teach the students what different technology could be used and how to manage data. They will also learn about the tools and techniques for use in different digital hardware and software technologies, and how these can be integrated to create digital solutions to manage and communicate data and information. Students are taught to follow a project life-cycle of initiation, planning, execution and evaluation to complete a data management task and use their skills, knowledge and understanding of technology to complete each of the stages of the project life-cycle.
Course Content
There are three units of assessment. Learners must complete all three units of assessment to achieve the qualification:
Unit R050: IT in the digital world. Exam-based and marked externally - 40% of the qualification
In this unit, students will learn the theoretical knowledge and understanding to apply design tools for applications, principles of human computer interfaces and the use of data and testing in different contexts when creating IT solutions or products.
Students will understand the uses of Internet of Everything and the application of this in everyday life, cyber-security and legislations related to the use of IT systems, and the different types of digital communications software, devices, and distribution channels.
Assessment Unit R060: Data manipulation using spreadsheets - 30% of the qualification
In this unit, students will learn the skills to be able to plan and design a spreadsheet solution to meet client requirements. They will be able to use a range of tools and techniques to create a spreadsheet solution based on their design, which they will test.
Students will be able to evaluate their solution based on the user requirements.
Assessment Unit R070: Using augmented reality to present information - 30% of the qualification
In this unit, students will learn the purpose, use and types of augmented reality (AR) in different contexts and how they are used on different digital devices. They will develop the skills to be able to design and create an AR model prototype, using a range of tools and techniques.
Students will also be able to test and review their AR model prototype.
Units R060 and R070 are PROJECT based- marked by the centre and moderated by the exam board.
This assessment is Synoptic and is a built-in feature of this qualification. It means that students need to use an appropriate selection of their knowledge, understanding and skills developed across the qualification in an integrated way and apply them to a key task or tasks.
The externally assessed unit R050 allows students to gain underpinning knowledge and understanding relevant to IT and the non-examined assessment (NEA) units R060 and R070 draw on and strengthen this learning by letting students apply their learning in a practical, skills-based way.
Progression Routes
Successful completion of this qualification will enable learners to progress onto Level 3 Cambridge Technicals or other relevant academic and/or vocational study at Post-16. The knowledge and skills gained will provide a secure foundation for a career in the Information Technology industry such as apprenticeships or degrees in the following:
Software development
Web design
Cyber Security
Networking
IT technical support.
Project Management
Curriculum Intent
What is Greenford High School aiming to achieve through its Computing and Information Technology curriculum?
To build a computing curriculum that develops pupils' 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.
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, can 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.
Students will develop their knowledge and understanding of computer technology to become independent and discerning Information Technologists, 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.
In teaching Cambridge Nationals in IT, we will inspire and equip pupils with the confidence to use skills that are relevant to the IT sector. It’s a vocational qualification, equivalent in value to a GCSE and contains both practical and theoretical elements.
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.
Mathematics
Find out more about maths gcse
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Course Description
Level: GCSE Awarding Body: Edexcel
GCSE Mathematics is a course designed to be accessible to all students. Grades offered are 9-4 for Higher Tier and 5-1 for Foundation Tier.
Course Content
Students will continue to follow our spiral curriculum for Mathematics until the end of Year 10. Following this, we will decide which tier of entry (Foundation or Higher) is appropriate for each student. Then, in the run-up to final exams they will enter an intensive revision programme culminating in the linear summer examination.
There are two examinations for each tier: non-calculator and calculator. There is no coursework or controlled assessment for Mathematics.
Progression Routes
GCSE Mathematics is a necessary qualification for many careers and level 3 courses, including A Level Mathematics, Science and Computing.
Curriculum intent
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.
Media Studies
Why choose Media Studies GCSE?
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Course Description
Level: GCSE Awarding Body: AQA
The media is a hugely important influence in society: we all interact with TV, news, the internet, movies or games on a daily basis. Media Studies at GCSE offers students the tools to deconstruct the messages that bombard us and help us make sense of the world we live in.
Media Studies also provides students with genuine skills they can take into the workplace: project management, team working, creative design and communication. Production work requires discipline, commitment and creativity – attributes that every employer will value.
Course Content
GCSE Media Studies covers the following topics:
Media Language, Genre and Narrative structures/theories: how to analyse media texts
Media Industries: the companies and decision makers that produce and regulate media texts
Media Audiences: profiling, targeting and audience theory
Media Representations: analysing stereotypes of people, places and groups
The social, historical and cultural contexts: the importance of media texts and how they have changed over time
How to use industry standard software such as Adobe Photoshop and Premiere Pro
How to produce media texts with a professional finish
Assessment
GCSE Media Studies is assessed as follows:
Controlled Assessment (coursework) is 30% of the final grade. All production work is completed in school (research and preparatory work may be completed at home). One assignment – released by the exam board at the end of the first year of the course and completed during the second year. Students need to produce:
A statement of intent
A media product for an intended audience
Two end-of-course exams make up the rest of the GCSE grade. The exams are:
Media One
90 minute written exam worth 35% of the GCSE. All four key concepts (Language, Representation, Industries, Audience) are tested using unseen material and a range of short and extended response questions on the Close-Study Products.
Media Two
90 minute written exam worth 35% of the GCSE. Section A is based on a screening from one of the Television Close-Study Products students will have studied during the course. Section B focuses on newspapers, online media or videogames.
Close-Study Products
The course is taught through 18 close-study products specified by the exam board. These are media texts from nine different types of media (e.g. TV, newspapers, music video) and spanning a wide variety of time periods, audiences and contexts.
Resources
All of our work in Media is done online using blogs - this means you can access all the notes and tasks from anywhere to help keep on top of the work. Have a look at our GCSE Media blogs to find out more about the type of work we do in Media:
A GCSE in Media Studies will lead naturally to A Level Media Studies and other arts-based A Levels such as English Literature, Sociology or other humanities subjects.
Curriculum intent
What is Greenford High School trying to achieve through our Media curriculum?
An understanding and appreciation of how media products communicate meanings to audiences, and confidence in understanding and the application of media language and theory in analysing media products.
An awareness of the changing nature of media audiences, how they are targeted by producers and why they use or enjoy particular media products.
An understanding of issues of representation in the media, with particular focus on the representation of certain groups such as women or people from a BAME background.
Knowledge and understanding of media industries: conglomerate ownership, public service broadcasting and who regulates the media.
The social, cultural and historical contexts of media products and platforms.
An exposure to media products and platforms that students may not otherwise experience such as historical texts or foreign-language media.
An appreciation of the impact of new and digital media on the creation and consumption of media products and wider society.
A critical perspective on media debates such as the effect media has on audiences or the changing relationship between audiences and producers.
A range of technical and creative production skills on video and print platforms using industry standard software.
The ability to project-manage, act on feedback and develop production work that approaches professional standards.
Knowledge of the wide variety of careers in the creative and media industries.
We want our students to be independent, creative and analytical – a rare but incredibly powerful combination of skills.
Music
Why Choose Music GCSE?
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Course Description
Level: Level 2 (equivalent to GCSE) Awarding Body: NCFE
Entry Requirements: Being an instrumentalist or a vocalist is desirable but not essential. The skills and knowledge that are developed over KS3 provide a suitable platform for progression. You must be willing to develop your musicality through extra-curricular involvement and independent practice of necessary skills. We recommend that students should have achieved at least a level 3 at KS3 or been recommended by their music teacher.
The NCFE Level 2 Technical Award in Music Technology enables learners to develop skills, knowledge and understanding of the music technology industry. It is suitable for learners who are motivated and challenged by learning through hands-on experiences. The qualification will allow learners to gain practical skills in creating music using technology.
Course Content
The qualification provides an introduction to the music technology industry and enables learners to acquire, develop and apply skills and knowledge required for further academic and/or vocational study.
This qualification shows learners how to:
set up and use a Digital Audio Workstation (DAW)
create a musical project to a specified brief, using audio and MIDI editing tools
understand and experiment with musical elements in a chosen style
plan and undertake a studio recording session
use mixing techniques to make a multi-track recording
explore sound creation.
Progression Routes
Successful completion of this qualification will enable learners to progress onto NCFE Level 3 Applied General Certificate in Music Technology or other relevant academic and/or vocational study at post-16. The knowledge and skills gained will provide a secure foundation for a career in the music technology industry.
Knowledge of the music technology industry can lead to varied career paths when combined with other courses. Some examples are given below:
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.
Photography
Why Choose Photography GCSE?
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Course Description
Level: GCSE Awarding Body: Edexcel Entry Requirements: To be successful in GCSE Photography we recommend that students have achieved at least a band 4 in Key Stage 3 Art and English or are recommended by their art teacher.
At GHS, the Art & Photography Department is strongly committed to offering an innovative approach to making art through projects that involve both traditional and experimental exploration of materials and concepts. The challenge set by the Photography course requires the students to develop key artistic skills such as creativity, imagination, problem solving, critical thinking, cultural awareness, communication and knowledge - all skills that are useful in both employment and continued study at A Level. Photography is an excellent option that provides balance with the core subjects.
Some of the skills taught are:
Photoshop
Studio Photography
Genre Photography
Composition theory
Lighting effects
Course Content
The GCSE Photography course is divided into two key components over two years: component 1 and an externally set exam = component 2.
We aim to give students a wide range of experiences and opportunities, and are keen to encourage the development of strong personal qualities in each student's artwork and chosen media. Before embarking on their assessable coursework, students begin the first year by completing a short ‘Intro to Photography’ course which develops their handling of a wide variety of materials, encourages experimentalism, builds technical skill and confidence. These projects serve to equip them with a basic ‘toolbox’ of skills which can be developed and refined in subsequent coursework.
Within GCSE Photography (component 1 - 60% of the final grade, component 2 exam 40% of the final grade) students will:
Visit galleries and exhibitions, enabling students to learn from the work of others and making connections with their own work and past/contemporary practices.
To show progress through a variety of outcomes and supporting studies.
In order to fulfil the demands of the course, students are required to come in after school to complete coursework at least once a week in their second year of the course. Students will be given full support both in and out of set lesson time.
Progression Routes
Achieving grade 5+ in GCSE Photography means you are equipped to take A Level Photography or Fine Art, which is a very comprehensive course that has many pathways for study at University and Art College to lead you in a career such as:
Art Director
Press Photographer
Photo Retoucher
Photo Editor
Fine Art Photographer
Photojournalist
Cinematographer
Medical artist
Artist
Animator
Film
Set Designer
Architect
Publishing
Graphic Artist
The critical, analytical and creative skills that students acquire in a GCSE and A Level Photography course give students the broad background that the majority of creative courses require in further education. Always research courses that you are potentially going to study at high school to ensure that you choose the right GCSE and A Level to suit your future education.
Curriculum Intent
What is Greenford High School aiming to achieve through its Photography 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 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 photographers and cultures to inspire their work. Students develop an understanding of the historical and cultural development of forms and are taught to evaluate and analyse works using subject-specific vocabulary
To plan and develop meaningful responses for their 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.
Physical Education
Why Choose PE GCSE?
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Course Content
Level: GCSE Awarding Body: AQA
Course Breakdown
60% Theory
30% Practical - 3 sports are assessed.
10% Analysis of performance
Theory
Two written exams; content split into following topics:
Applied anatomy and physiology
Movement analysis
Physical training
Health, fitness and well-being
Sport psychology
Socio-cultural influences
Use of data
Practical
The assessment consists of students completing three physical activities from a set list. One must be a team activity. One must be an individual activity. The final activity can be a free choice
Half-term assessments
Students will be graded on their practical, theory and homework within every half term.
Resources
The following resources are provided for students:
Textbooks that can be used at school and borrowed to take home
Subject folders and files to store all their hand outs, assessments and homework
Online learning platforms are used: GCSE Pod and Seneca learning.
Progression routes
Post 16
A level PE.
A levels: some of the Science courses are complemented by GCSE PE (Chemistry/ Biology ), Social Sciences (Sociology) and Psychology.
Vocational courses: BTEC Sport (Available at GHS) or Sports Coaching or even practical courses.
Post 18 and careers
GCSE PE can lead to a wide range of employment routes and careers.
University: courses such as PE teaching, Sports journalist, Nutritionist, Physiotherapist, Sports Medicine, Sports Development.
Work/apprenticeships: Teaching assistant, Personal Trainer, Fitness coach, Sports coach.
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.
Psychology
Why Choose Psychology GCSE?
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Course Description
Level: GCSE Awarding Body: Edexcel
Psychology is the study of the mind and people's behavior. Psychology will provide you with a greater understanding of human behavior. You will have the opportunity to explore your own ideas as well as the ideas of others and gain an understanding of how psychological theory impacts everyday life.
It will spur on your creative and critical thinking skills and will prompt you to ask questions about the issues that impact on our lives. There will be some opportunities to carry out your own psychological research.
GCSE Psychology is an interesting and challenging course. You will cover the course material through a variety of activities including practical experiments, group work, discussions, and presentations.
The course involves studying a wide range of psychological areas that cover the main issues facing psychologists today.
Course Content
Paper 1: 55% of Qualification (98 Marks)
Topic 1: Developmental Psychology
Topic 2: Memory
Topic 3: Social Psychology
Topic 4: The Brain and Neuropsychology
Topic 5: Psychological problems
Paper 2: 45% of Qualification (78 Marks)
Topic 6: Crime
Topic 7: Self
Topic 8: Research Methods
Assessment
As a two-year course, all content will be assessed at the end of Year 11. Students will sit two exams.
Progression Routes
Psychology is an excellent subject choice because you will be developing a number of different skills that can be used in a wide range of subjects. These include:
Evaluation Skills
Communication Skills
Debating/discussion Skills
Researching Skills
The course material and skills you develop when studying GCSE Psychology will prepare you for the A Level Psychology course.
There are so many jobs you can go into with a psychology degree, including:
Clinical Psychologists
Psychiatrist
Forensic Psychologist
Occupational Psychologist
Teacher
Social Worker
Child Psychologist
Sport Psychologist
Curriculum Intent
What is Greenford High School aiming to achieve through its Psychology curriculum?
To develop a passion for understanding the causes of human behaviour, psyche and motivation.
To appreciate the relevance of psychology in all areas of life, whether it is family, colleagues or strangers, individuals or crowds that they will encounter throughout their lives.
To develop a sense of morality and ethical practice that will influence the treatment of others and appreciate the social responsibility that can often accompany having a greater insight into human behaviour than most.
To raise an awareness of abnormal psychology such as depression, schizophrenia and obsessive compulsive disorder so that students have a better understanding of their own and other people, be it friends, family members or future colleague’s experiences and respond with empathy and understanding.
To build on previous learning in other subjects, particularly maths, English and biology.
To develop extended writing, mathematical, critical, application and evaluation skills.
To develop skills in independent study that will be beneficial in further education
To encourage resilience and a growth mind-set towards studying, work deadlines and assessments.
To identify ambitions and aspirations and encourage students to appreciate the value of psychology in realising them, whether they relate to career or further education.
To develop a culture of confidence within the classroom that allows students to question misunderstandings, challenge knowledge, express themselves and appreciate the different viewpoints surrounding sensitive topics.
To ensure that every student feels valued and that their contribution to the lesson and classroom environment is imported and appreciated.
Religious Education
Why Choose RE GCSE?
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Course Description
Level: GCSE Awarding Body: AQA
GCSE RE allows students to broaden their knowledge about people, cultures, and faiths in the world we live in. In our wonderfully diverse society, it is incredibly important to be able to respect, tolerate and acknowledge the differences in beliefs among us. When you study RE as a GCSE, you will have the opportunity to learn about the beliefs and traditions of two world religions, as well as engage and explore relevant issues in society such as war, crime, and relationships. You will develop your skills of empathy, research, evaluation, and critical thinking. RE is a valuable GCSE option as it shows that you can consider a wide range of beliefs and opinions and are able to articulate your views both verbally and in written work. It is a good basis for studying humanities subjects at A level and beyond as well as supporting students develop their writing and oracy.
Students study the beliefs, teachings and practices of Christianity and Buddhism. Students also learn about modern ethical issues and how Christians, Buddhists and non-religious people respond to these issues.
Course Content
Students study the AQA Religious Studies A exam specification.
Areas of Study Include:
Christianity: beliefs, teachings and practices
Buddhism: beliefs, teachings and practices
Relationships and families
Religion and life
Religion, peace and conflict
Religion, crime and punishment
Assessment
Students will be examined by two papers – 1 hour 45 minutes each – both sat at the end of the course. Each paper is worth 50% of the final grade.
Progression routes
Students can go on to study Philosophy, Ethics and Religion at A Level.
Curriculum intent
What is Greenford High School aiming to achieve through its RE 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.
Science
Science gcse options
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course Description
Level: GCSE Awarding Body: AQA
All students sit a GCSE Science qualification.
Students study for either Combined Science (a double award GCSE) or separate GCSEs in each of Biology, Chemistry and Physics. Students choose in Year 9 which route to follow and teaching commences in Year 10.
Biology: Cell biology, organisation (hierarchy of structure and organ systems), infection and response, bioenergetics (respiration and photosynthesis), homeostasis and response (including the nervous and endocrine systems), inheritance, variation and evolution, ecology.
Chemistry: Atomic structure and the periodic table, bonding, structure and the properties of matter, quantitative chemistry, chemical changes, energy changes, the rate and extent of chemical change, organic chemistry, chemical analysis, chemistry of the atmosphere, using resources, key ideas.
Physics: Energy, electricity, particle model of matter, atomic structure, forces, waves, magnetism and electromagnetism, key ideas.
Separate science students study the same topics in more depth. They also study a 'key ideas' topic extra in Biology, and a Space Physics topic in Physics.
Progression Routes
GCSE Science is important for future career choices. As one of the most respected subjects, the standard that everyone is aiming for is two good GCSEs in Science.
Progress on to A level sciences, or medicine at university, or any further study, is not restricted by whether a student takes combined science or the separate science GCSEs. It is getting the best grades that counts.
Curriculum
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
Spanish
Why Choose Spanish GCSE?
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Course Description
Level: GCSE Awarding Body: AQA
Pupils studying GCSE Spanish will have the opportunity to express their ideas and opinions on a variety of topics, learning to describe past experiences and explain future plans. In addition to learning to communicate effectively in Spanish, students will learn about the Spanish-speaking world and have the opportunity to communicate with young people in Spanish-speaking countries through links with partner schools abroad.
Course Content
AQA GCSE Spanish comprises 4 units worth 25% each. Assessment is by exam at the end of the course:
Unit 1: Listening
Unit 2: Speaking
Unit 3: Reading
Unit 4: Writing
Students study all of the following themes on which the assessments are based.
Theme 1: Identity and Culture
Theme 2: Local, National, International and Global areas of interest
Theme 3: Current and future study and employment
Progression Routes
Spanish is an excellent subject choice because you will be developing a number of different skills that can be used in a wide range of subjects. These include:
Communication Skills
Comprehension Skills
Problem solving Skills
A GCSE in Spanish is very desirable as an entry requirement for many university courses and can also lead to opportunities to live and work abroad. There are opportunities to continue studying Languages alongside many other subjects at degree, e.g. Law with Spanish, European Studies (History with Spanish) and many more.
There are so many jobs you can go into with a Spanish degree, including:
Translator
Political Risk Analyst
Interpreter
Diplomat
Lawyer
Teacher
International Aid/ Development worker
Broadcast journalist
Marketing Executive
Transport and Logistics
Espionage
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)
