Key Stage 4 subjects
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?
Course Description
Level: GCSE
Awarding Body: Edexcel
Exam Board Specification
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.
Student Experience
Business Studies
Why Choose Business Studies GCSE?
Course content
Level: GCSE
Awarding Body: Edexcel
Exam Board Specification
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.
In order to ensure that students study a balanced curriculum, students cannot study both GCSE Economics and GCSE Business.
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?
Course description
Level: Level 2 (GCSE Equivalent)
Title: Technical Award in Child Development and Care in the Early Years
Awarding Body: NCFE (CACHE)
Exam Board Specification
In Child Development we explore how children learn, grow and develop physically, cognitively, emotionally and socially between 0 - 5 years of age. The course also provides students with an understanding of the childcare sector, including the roles and responsibilities of early years practitioners.
The course is designed for students who want an introduction to child development and care that includes a vocational and project-based element. The qualification will appeal to those who wish to pursue a career in the early years sector or progress onto further study in social sciences.
Students will be able to apply their knowledge and work through a range of case studies that will challenge them to problem solve and relate their understanding of the early years practitioner role and child development.
The qualification is graded at pass, merit and distinction (equivalent to GCSE grades 8.5 to 4) and is designed to match the rigour and challenge of GCSE study.
This qualification has been designed to sit alongside the requirements of core GCSE subjects and is appropriate for learners who are motivated and challenged by learning through practical opportunities and experiences.
COURSE CONTENT
The qualification consists of nine content areas:
- Child Development
- Factors that Influence Development
- Care Routines, Play and Activities
- Early Years Provision
- Legislation, Policies and Procedures
- Expectations of the Early Years Practitioner
- Roles and Responsibilities within Early Years Settings
- Observations
- Planning in Early Years Childcare
COURSE ASSESSMENT
- 1 non-examined assessment (project / coursework) (50%)
- 1 exam (50%)
Both assessments are completed in Year 11 (second year).
PROGRESSION ROUTES
Immediate progression:
- Level 3 programmes, including Health and Social Care.
- Level 3 apprenticeships in education, childcare, healthcare or the early years.
- Students may progress to A-Levels as this course is considered a GCSE equivalent towards most Post-16 entry requirements.
Longer term careers which stem from a background in Child Development include:
- Nursery nurse
- Nursery manager
- Teaching assistant
- Primary school teacher
- Child nurse
- Social worker
- Educational psychologist
- Play therapist
- Family support worker
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 offer opportunities for students to engage in activities that allow them to develop their self-confidence, creativity, and employability skills.
- To promote effective demonstration of essential vocational skills, processes, working practices and documentation relevant to the childcare and early years sector.
- 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.
Student Experience
Computer SCIENCE
Why Choose Computer Science GCSE?
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Course Description
Level: GCSE
Awarding Body: AQA
Exam Board Specification
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
Exam Board Specification
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.
Course Content
Component 1 (*Paper code: 1DT0/1A, 1B, 1C, 1D, 1E, 1F)
Written Examination: 1 hour and 45 minutes
- 50% of the qualification
- 100 marks
Content Overview
- 1 – Core content and any one from the following material categories:
- 2 – Metals
- 3 – Papers and boards
- 4 – Polymers
- 5 – Systems
- 6 – Textiles
- 7 – Timbers
Assessment Overview
The paper consists of two sections. Section A is assessed on the core content and Section B is assessed on the material category students have chosen.
1DT0/1A – Metals, 1DT0/1B – Papers and boards, 1DT0/1C – Polymers, 1DT0/1D – Systems, 1DT0/1E – Textiles, 1DT0/1F – Timbers
Section A: Core
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.
- Tasks will be internally assessed and externally moderated.
- The marks that 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 includes 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.
Student Experience
Drama
Why Choose Drama GCSE?
Course Description
Level: Level 1/Level 2 GCSE (9-1)
Awarding Body: Pearson Edexcel
Exam Board Specification
This GCSE in Drama requires students to become ‘Theatre-Makers’ in their own right and this is achieved through practical exploration of different theatre practitioners and productions. The GCSE is designed to support a range of student interests, learning styles and aspirations for progression. The qualification has key focuses in the development of creative skills, practical skills, devising skills and self-reflection skills.
Assessment
The Pearson Edexcel Level 1/Level 2 GCSE (9–1) in Drama consists of two non-examination assessment components and one externally examined paper.
Component 1: Devising
Content Overview
- Create and develop a devised piece from a stimulus (free choice for centre).
- Performance of this devised piece or design realisation for this performance.
- Analyse and evaluate the devising process and performance.
- Performer or designer routes available.
Assessment Overview
- AO1, AO2 and AO4 are assessed.
- Internally assessed and externally moderated.
There are two parts to the assessment:
1) A portfolio covering the creating and developing process and analysis and evaluation of this process (45 marks, 30 marks assessing AO1 and 15 marks assessing AO4). The portfolio submission recommendations are: - can be handwritten/typed evidence between 1500–2000 words or - can be recorded/verbal evidence between 8–10 minutes or - can be a combination of handwritten/typed evidence (between 750–1000 words) and recorded/verbal evidence (between 4–5 minutes).
2) A devised performance/design realisation (15 marks, assessing AO2).
Non-examination Assessment
40% - 60 Marks
Component 2: Performance from Text
Content Overview
- Students will either perform in and/or design for two key extracts from a performance text.
- Schools choice of performance text.
- Performer or designer routes available.
Assessment Overview
- AO2 is assessed.
- Externally assessed either by visiting examiner or by examiner assessing the recorded live performance. Centres are free to cover the performance/designing of the two key extracts in any way. This freedom caters for centres with different cohort sizes and allows them to choose group, solo and/or partner-based routes for assessment.
- Performance/design realisation covering both key extracts is worth 48 marks.
- If two separate performances are done covering two key extracts, then each performance/design realisation is worth 24 marks.
Non-examination Assessment
20% - 48 Marks
Component 3: Theatre Makers in Practice
Content Overview
- Practical exploration and study of one complete performance text.
- Choice of 12 performance texts.
- Live theatre evaluation.
Assessment Overview
Section A: Bringing Texts to Life
- 45 marks, assessing AO3.
- This section consists of one question broken into five parts (short and extended responses) based on an unseen extract from the chosen performance text.
- Performance texts are not allowed in the examination as the extracts will be provided.
Section B: Live Theatre Evaluation
- 15 marks, assessing AO4.
- This section consists of two questions requiring students to analyse and evaluate a live theatre performance they have seen.
- Students are allowed to bring in theatre evaluation notes of up to a maximum of 500 words.
Written examination: 1 hour 45 minutes
40% - 60 Marks
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?
The aims and objectives of this qualification are to enable students to:
- Apply knowledge and understanding when making, performing and responding to drama
- Explore performance texts, understanding their social, cultural and historical context including the theatrical conventions of the period in which they were created
- Develop a range of theatrical skills and apply them to create performances
- Work collaboratively to generate, develop and communicate ideas
- Develop as creative, effective, independent and reflective students able to make informed choices in process and performance
- Contribute as an individual to a theatrical performance
- Reflect on and evaluate their own work and that of others
- Develop an awareness and understanding of the roles and processes undertaken in contemporary professional theatre practice
- Adopt safe working practices.
The core skills developed in this qualification are:
- The ability to recognise and understand the roles and responsibilities of performer, designer, and director.
- The study and exploration of texts and extracts must include the relevant social, historical, and cultural contexts.
- The ability to analyse and evaluate their own work and the work of others.
- The ability to understand how performance texts can be interpreted and performed.
ECONOMICS
Why Choose Economics GCSE?
Course content
Level: GCSE
Awarding Body: OCR
Exam Board Specification
Entry Requirements: Students need to be in set 1 for Maths in order to study GCSE Economics.
In order to ensure that students study a balanced curriculum, we cannot allow students to study both GCSE Economics and GCSE Business at GHS.
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 in Year 11:
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 questions, short-answers 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 High School 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
Course description
Level: GCSE
Awarding Body: AQA
English Language Exam Board Specification
English Literature Exam Board Specification
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
Exam Board Specification
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.
Cross curricular links include:
- Maths – weighing/measuring/adapting recipes
- Geography – Food province/ GM foods / Factors affecting food choice
- 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.
Student Experience
French
Why Choose French GCSE?
Course Description
Level: GCSE
Awarding Body: AQA
Exam Board Specification
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?
Course Description
Level: GCSE
Awarding Body: Edexcel
Exam Board Specification
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.
Student Experience
German
Why Choose German GCSE?
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Course Description
Level: GCSE
Awarding Body: AQA
Exam Board Specification
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)
