Course Description

Level: Level 1/2 (GCSE Equivalent) 
Awarding Body: NCFE
Course Details

The Level 1/2 Technical Award in Health and Fitness is designed for learners who want an introduction to health and fitness that includes a vocational and project-based element. The qualification will appeal to learners who wish to pursue a career in the health and fitness sector or progress onto further study.

Who is it suitable for?

This qualification is designed for learners aged 14 to 16 in schools and colleges but is also accessible for post-16 learners.

What are the entry requirements?

There are no specific prior skills/knowledge a learner must have for this qualification.

How is this qualification structured?

To be awarded this qualification, learners are required to successfully demonstrate the knowledge and skills to meet the requirements of all 8 mandatory content areas.

How is it assessed?

The qualification has 2 assessments externally set by NCFE: one non-exam assessment and one written examined assessment. Only one attempt at each assessment is permitted.

Why choose History GCSE?

Course Description

Level: GCSE
Awarding Body: Edexcel
Exam Board Specification

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 20 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 50 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 30 minutes 30% of the qualification 52 marks 

Resources available

The History Department will provide GCSE Historians at Greenford High School with excellent teacher-written resources to supplement and enhance their learning journey. In addition to the resources provided, we would encourage Parents/Carers to purchase the recommended resources.

Progression Routes

History GCSE is an invaluable subject that will broaden students’ post-16 options. Students who achieve a grade 6 or higher often go on to study the A Level History course offered at Greenford High School. Where students do not achieve a grade 6 or higher in GCSE history, they may still apply to Greenford High School Sixth Form to study other courses or pathways, or perhaps alternative post-16 provisions.

Curriculum intent

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

Our History Department is committed to fostering a curriculum that is knowledge-rich, accessible, and inclusive, ensuring that all students develop intellectual curiosity and resilience through a diverse and socially conscious approach. We aim to integrate multiple perspectives that challenge traditional narratives while promoting empathy and understanding of the past as a complex and disparate place. By encouraging critical thinking, questioning the legitimacy of sources, and honing oracy skills, we empower students to navigate the digital age with discernment through an understanding of the past and the skills of a historian. Our teaching is guided by a moral purpose to address misconceptions, shift paradigms, and cultivate a love of learning, while ensuring that every student develops the cultural capital and second-order skills necessary to engage with the wider world.

Why Choose Information technology?

Course Description

Level: Level 2 (equivalent to GCSE)
Awarding Body: OCR - Cambridge National Certificate in Information Technologies – J836
Exam Board Specification

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.

Student Experience

Find out more about maths gcse

Course Description

Level: GCSE
Awarding Body: Edexcel
Exam Board Specification

At Key Stage 4, we transition students from mathematical learners into confident GCSE candidates. Our approach ensures that every student—regardless of their starting point—is challenged to reach their full potential and sees the value of Mathematics in their future careers.

Consistent Progress through Retrieval

The rigour of GCSE requires excellent long-term memory. We continue our successful KS3 strategy into KS4 to ensure students are exam-ready:

• Daily Retrieval: 10-minute silent starters to keep previous topics fresh.
• End-of-Topic Quizzes: Immediate feedback on GCSE-level concepts.
• Cumulative Half-Termly Exams: These track a student's progress across the entire GCSE specification, ensuring that topics covered in Year 10 are still mastered by the end of Year 11.

Course Content & Assessment

Students continue their spiral journey through Year 10. At the end of Year 10, we work closely with students to decide on the most appropriate Tier of Entry:

• Higher Tier: Grades 9–4
• Foundation Tier: Grades 5–1

The Edexcel GCSE consists of three equally weighted papers (90 minutes each): One non-calculator and two calculator papers. In the final terms of Year 11, students enter an intensive revision programme designed to sharpen exam technique and build the resilience needed for the summer series.

Beyond the Classroom

We prepare our students for life beyond the exam hall. When exploring topics like percentages and interest, we integrate personal finance skills. Furthermore, our KS4 students see the "next step" in action, with Post-16 mentors frequently visiting classrooms to offer peer support and guidance.

Why choose Media Studies GCSE?

Course Description

Level: GCSE
Awarding Body: AQA
Exam Board Specification

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:

• GCSE Media Year 1 blog
• GCSE Media Year 2 blog

There is also a textbook and revision guide available for the AQA GCSE Media course from Illuminate Publishing but this is an optional extra. We will cover everything students need to study through lessons and the blog.  

Progression Routes

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.
• Confidence in understanding and applying 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 how the representation of certain groups is changing in the digital age.
• Knowledge and understanding of media industries: conglomerate ownership, public service broadcasting and how the media is regulated.
• The social, cultural and historical contexts of media products and platforms, including an awareness and appreciation of how the media reflects our increasingly diverse society.
• 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.

Student Experience

Why Choose Music GCSE?

Course Description

Level: Level 2 (equivalent to GCSE) Technical Award in Music Technology
Awarding Body: NCFE
Exam Board Specification

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 2+ 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 and 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 and 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.

Assessment

To be awarded this qualification, learners are required to successfully demonstrate the knowledge and skills to meet the requirements of all 5 content areas of this qualification.

Content areas

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.

Student Experience

Why Choose Photography GCSE?

Course Description

Level: GCSE
Awarding Body: Edexcel
Exam Board Specification
Entry Requirements: To be successful in GCSE Photography we recommend that students have achieved at least a grade 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:

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:

• Produce a digital portfolio on Google Docs.
• Explore ideas & concepts behind photographers’ work.
• 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:

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. 

Why Choose PE GCSE?

Course Content

Level: GCSE
Awarding Body: AQA
Exam Board Specification

Course Breakdown

• 60% Theory
• 30% Practical - 3 sports are assessed. 
• 10% Analysis of performance

Theory

Two written exams; content split into following topics:

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 platform used is The Everlearner.

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. 

Student Experience

Why Choose Psychology GCSE?

Course Description

Level: GCSE
Awarding Body: Edexcel
Exam Board Specification

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: Sleep and Dreaming
• 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:

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:

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.

Student Experience

Why Choose RE GCSE?

Course Description

Level: GCSE
Awarding Body: AQA
Exam Board Specification 

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:

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.

Student Experience

Science gcse options

course Description

Level: GCSE
Awarding Body: AQA
Biology Exam Board Specification
Chemistry Exam Board Specification
Physics Exam Board Specification
Combined Science Exam Board Specification

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 (3 separate GCSE grades). 

Entry Requirements: To be successful in GCSE Triple Science, students need to demonstrate a solid foundation in Science. As a guide, students should be achieving a grade 5 to be considered for this option, but specific criteria – including performance required throughout Y9 – is published annually.

Course Content

The Triple and Combined Science courses cover the following:

• 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.

Triple Scientists study these topics in more depth. They also study 2 extra topics. A 'key ideas' topic extra in Biology, and a Space Physics topic in Physics.

COURSE ASSESSMENT

 Both GCSE Science options are two-year courses. There are six exams, taken at the end of the second year:

Combined Science:

Each exam is 1h15 minutes long

• Before May half term in Y11, students will sit three Paper 1 exams (Biology, Chemistry and Physics)
• After May half term in Y11, students will sit three more exams. These will be Paper 2 in each subject.  

Triple Science:

Each exam is 1h45 minutes long. This reflects the higher level of content and demand of the questions. 

• Papers are sat at the same time as Combined. (Three before half term and three after)

RESOURCES

 The following resources are essential for our course:

• CGP revision guide 
• CGP workbook

Combined and Triple students require different books. These will be offered to families through Parent Pay at the start of Y10, but can be purchased independently if you would prefer. 

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. For example, a 9-9 on combined is more desirable than 3 grade 6s on Triple. 

However, some of the top universities and courses such as medicine do favour Triple science. High grades on Triple science will help a student to stand out from other applicants, who may only have studied Combined science. 

Curriculum

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
• 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
• Informs students of issues facing themselves and the wider world to help this future generation look after themselves and their planet
• Combines basic Maths and English skills in context to help students develop their application skills
• Develops the practical knowledge and skills to use scientific equipment safely and accurately to competently test ideas and demonstrate phenomena
• Develops students learning skills and independence so they can go on to be life-long learners
• Develops analytical skills to scrutinise data presented in any format to draw out meaning
• Improves transferable skills such as time-keeping, teamwork and organisation and 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
• Makes students more employable so they become a self-sufficient and productive member of society
• Ensures students leave GHS able to critically analyse and evaluate data, stories and phenomena in everyday situations

Student Experience

Why Choose Spanish GCSE?