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.

An aligned timetable for Key Stage 4 courses allows for a wider curriculum offer for students, covering a whole range of GCSE subjects. Curriculum time is organised to benefit students by reducing the number of simultaneous subjects and assessments, extending pupil/teacher contact time and providing opportunities for support, learning reinforcement and challenge.

Further details of our GCSE level courses can be found below.

Art

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. 

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.

The GCSE Art course allows students to develop critical and analytical skills when exploring artists of the world and how they relate to you. A wide variety of artistic skills are taught with the intention that students will decide which media they would like to master.

Students are encouraged to explore their own ideas and enjoy the flexibility of the course which allows them make artwork which focusses on themes they personally connect with.   

The GCSE Fine Art Course is worth one GCSE. Students will complete two units of coursework over a two year course, one internally set, the other will be set by the exam board. Each unit culminates in a final outcome. This, along with all supporting work in sketchbooks contributes towards the final GCSE grade. All students will attend at least one visit to an art gallery as part of their course requirement.

Course Content

The course is divided into two units, both completed under the supervision and/or instruction of the teacher. In addition to the two assessable units of work, students will also have the opportunity to practise and learn new skills in term 1 before working on their main unit of coursework.

Unit 1
60% of the course is for students developing a body of work that is called a ‘portfolio’.

  • Students will submit 40 hours of controlled assessment of practical and analytical work in mid-late January
  • Students will have directed lessons helping them develop skills followed by set tasks that are sat in controlled assessment conditions. Most of this work is achieved in class time with homework that supports and imbeds skills.

Unit 2
40% is an external assignment that students spend 20 hours preparing for.

  • A 10 hour (two day) practical exam is sat at the end of the preparation time, where students produce a final piece. Most students believe this to be the best exam they sit.

Progression Routes

Achieving a 6+ 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  

Business Btec Level 2/Level 1
 

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. 

Course Description

Level: Level 2 BTEC First Award in Business   (for students who are not working at Level 2 there is the option to gain a Level 1 Award)
Awarding Body: Pearson

This course allows you to study the world of business, giving you the opportunity to develop knowledge and technical skills in a practical learning environment. You will examine the roles and responsibilities of setting up a new business and its financial management. You will also develop key skills, such as analysis and review of key financial statements.

The qualification is the same size and level as a GCSE and is aimed at everyone who wants to find out more about business.

COURSE CONTENT

The qualification consists of four units.

Unit 1: Introduction to Business

Unit 2: Finance for Business

Unit 3: Enterprise in the Business World

Unit 4: Promoting a Brand.

COURSE ASSESSMENT

Units 1, 3 and 4 are assessed internally by assignment tasks.

Unit 2 is externally assessed by a test set by Pearson. This will include a combination of short answer questions and some longer style questions.

PROGRESSION ROUTES

The knowledge and skills you will acquire, support progression to a broad range of level 3 study, whether academic or vocational. For example, a BTEC National in Business or A-level Business.

Business Studies

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. 
 

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.

CHILDCARE
 

Level: Level 2 Technical Award in Child Development and Care (GCSE Equivalent)
Awarding Body: NCFE

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

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

Computer SCIENCE 

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.

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.

 

Design and Technology

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

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

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

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

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

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

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

• To 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.

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.

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 consist 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:

  1. Investigate: This includes investigation of needs and research and a product specification
  2. 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
  3. Make: This includes manufacture and quality and accuracy
  4. 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. 

Drama

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

“The purpose of theatre is to put the audience in a better position to understand the world around them” –Mark Fortier

• 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 co-operation & 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

Course Description

Level: GCSE
Awarding Body: Edexcel

Drama is about: Acting, Improvisation, Mime, Comedy, Ritual, Voice, Physical Theatre, Accent, Verbatim Theatre, Masks, Forum Theatre, Emotion, Design, Movement, Character, Directing, Make-up, Dance, Costume, Tragedy, Lighting, Film, Conflict, Energy, Life and... YOU!

Course Content

Unit 1: 30% of the GCSE

Exploration of creative aspects of Drama. You will create your own pieces of theatre using different forms of stimuli and a range of explorative strategies.

This is will be assessed through a Controlled Assessment marked by your teacher and moderated by an external assessor.

Unit 2: 30% of the GCSE

You will study a published play in detail focusing on exploration of character, interpretation and design implications. A visit to live theatre performances is necessary for completion of the coursework. Regular Theatre Trips are organised to support this.

This is will be assessed through a Controlled Assessment marked by your teacher and moderated by an external assessor.

Unit 3: 40% of the GCSE

This unit is the Performance Exam. You will rehearse a play, either devised by yourselves or from a play script.

This is an externally assessed performance.

Progression Routes

  • What do you want to be? Actor? Director? Writer? TV? Film? Journalist? Business? Sales? Doctor? Lawyer? Then you’ll need great communication skills. Drama GCSE is the course for you
  • All students that do GCSE Drama use the skills they have developed in this subject for the rest of their lives as confident communicators. Some study the subject through the BTEC or A Level routes and study at University or College
  • Some talented students go on to Drama School
  • Drama will help with A Level English as all of the coursework is based on drama texts
  • Drama will help in Business as you develop the skills to think outside of the box, to be a confident speaker and to present things clearly and imaginatively
  • Drama can lead to work in the creative industries on stage and back stage, in front of the camera and behind
  • Drama shows universities that you are someone who is bright, confident and creative. A Drama GCSE shows that you are a well-rounded student

Economics 

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.

Course Description

Level: GCSE
Awarding Body: OCR
Entry Requirements: To be successful in GCSE Economics, students need to demonstrate a good standard of Maths and English.  Quantitative skills are a key component of GCSE Economics and therefore it is a requirement that students are in either Set 1 or Set 2 in Maths, in addition to having a good standard of English.

Economics is about people and their economic choices. The GCSE in Economics shows students that 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. It develops their understanding of how economic issues affect choices about resources and markets and vice versa.

Course Content

Students studying GCSE Economics study two components

Component 1:  studied in year 1 of the GCSE course

·        Unit 1: Introduction to Economics

·        Unit 2: The role of markets and money

Component 2: studied in year 2 of the GCSE course

·         Unit 3: Economic objectives and the role of government

·         Unit 4: International trade and the global economy

COURSE ASSESSMENT

There are two externally assessed exams.  Both papers are sat at the end of the second year.

·         Paper 1: Component 1 – worth  50% of final GCSE mark

·         Paper 2: Component 2 - worth 50% of the final GCSE mark

Each question paper is 90 minutes long and will include a combination of multiple choice questions, short case studies with related short and medium response questions and extended writing questions.

Progression Routes

Students can progress to study a range of A Level subjects including: Economics, Business, Politics, Sociology and Law. Many economics students from Greenford are now progressing to take degrees in Economics and Business. Economics is especially favoured by employers in areas of Finance, Business, Accounting, Law, The Civil Service and Politics.

English Language & Literature

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.

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.

Food AND COOKERY

Curriculum Intent - What is Greenford High School aiming to achieve through its Food and Cookery 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 foster a culture of ‘critique’ to produce quality outcomes via peer and group work, respecting other students’ opinion.

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

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

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

Course Description

Level: Level 2 (equivalent to GCSE)
Awarding Body: NCFE

This qualification is designed for learners who have an interest in food and cookery. It will provide learners with experience of using different cooking techniques and methods to enable them to use these within further education or apprenticeships. It will give them a basic understanding of the skills required for a career in food.

Course Content

Food preparation skills are integrated into four core topics:

  • Preparing to Cook
  • Understanding Food
  • Exploring Balanced Diets
  • Plan and Produce Dishes in Response to a Brief

Aims and learning outcomes

This qualification aims to:

  • Focus on an applied study of the food and cookery occupational area
  • Offer breadth and depth of study, incorporating a significant core of knowledge and theoretical content with broad-ranging applicability
  • Provide opportunities to acquire a number of practical and technical skills.

The objectives of this qualification are to help learners to:

  • Prepare and cook using basic skills
  • Understand food and its functions in the body and in recipes
  • Understand balanced diets and modification of recipes for health
  • Plan and produce dishes for a purpose.

Throughout the delivery of this qualification, the following core areas and transferable skills should be evident:

  • Planning
  • Research skills
  • Communication
  • Problem-solving skills
  • Health and Safety

Assessment objectives

The exam and non-exam assessment (NEA) will measure how students have achieved the following assessment objectives.

  • Unit O1: Preparing to Cook - internally assessed portfolio of evidence
  • Unit 02: Understanding Food internally assessed portfolio of evidence
  • Unit AO3: Exploring balanced diets - Externally set and marked assessment paper 
  • Unit AO4: Plan and produce dishes in response to a brief - Internally assessed portfolio of evidence. 

Progression Routes

College apprenticeships in catering.

French

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)  

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 life in French-speaking countries and have the opportunity to communicate with young people in France through links with partner schools.

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

Students who do well at GCSE French are encouraged to go on to study either the pre-AS French course in Year 11 or to begin the full A Level course. GCSE French provides a solid foundation for these courses.

Links

AQA French Specification 

Geography

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.

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.

German

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)  

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 life in German-speaking countries and have the opportunity to communicate with young German speakers through links with partner schools.

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

Students who do well at GCSE German are encouraged to go on to study either the pre-AS German course in Year 11 or to begin the full AS course. GCSE German provides a solid foundation for these courses.

History 

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.

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.

ICT

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.

Course Description

Level: Level 2 (equivalent to GCSE)
Awarding Body: OCR - Cambridge National Certificate in Information Technologies - J808

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 two units of assessment. Learners must complete both units of assessment to achieve the qualification:

Unit R012- EXAM based and marked externally- 50% of overall mark

Learners are tested on their knowledge and understanding of a variety of topics including:

  • Different technologies (hardware and software applications)
  • Tools and techniques used to select, store, manipulate and present data and information
  • The stages of a project life cycle and the methods and processes
  • The legal, moral, ethical, and security issues that can impact on collecting, storing and using data.

Assessment Unit R013 – Developing technological solutions

50% of the qualification

Unit R013- PROJECT based- marked by the centre and moderated by the exam board.


This assessment focuses on how effectively learners use their skills when developing a technological solution. Learners will be given a project to develop a technological solution that processes data and communicates information.

They will follow the project life cycle stages of initiation/planning, execution, communication and evaluation, demonstrating the practical skills they have acquired during the course.

All results are awarded on the following scale:

Level 1 -  Distinction* (*1), Distinction (D1), Merit (M1), Pass (P1)
Level 2 – Distinction* (*2), Distinction (D2), Merit (M2), Pass (P2)

 

Link to exam board website: http://www.ocr.org.uk/qualifications/by-type/cambridge-nationals/

http://www.ocr.org.uk/qualifications/by-subject/ict/

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

Mathematics

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.

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 after the mock examination in December of the year of examination.

Following this, we will decide which tier of entry (Foundation or Higher) is appropriate for each student. They will then enter an intensive revision programme culminating in the linear Edexcel 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.

Media Studies

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.

•    We want our students to be independent, creative and analytical – a rare but incredibly powerful combination of skills.

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 and games on a daily basis. Media Studies at GCSE offers students the tools to deconstruct the messages that bombard us and 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

The new-specification GCSE Media Studies (first exams Summer 2019) 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

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 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, online) and spanning a wide variety of time periods, audiences and contexts.

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 or Humanities subjects.

Music

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.

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:

Photography

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. 

Course Description

Level: GCSE
Awarding Body: Edexcel
Entry Requirements: To be successful in GCSE Photography we recommend that students have achieved at least a level 4 in Key Stage 3 Art and English or are recommended by their art teacher.

GCSE Photography is worth one GCSE. The new syllabus and school structure allows for more flexibility and focus in developing quality skills opposed to a quantity of work. All students will attend at least one visit to an art gallery as part of their course requirement.

This course will allow students to develop critical and analytical skills looking at artists and photographers of the world and how they relate to them. A wide variety of photography skills are taught with the intention that the student will decide which genre that would like to master in each unit.

Some of the skills taught are:

  • Photoshop
  • Studio Photography
  • Genre Photography
  • Composition theory
  • Lighting effects

Course Content

The GCSE course is divided into two units both completed under the supervision and/or instruction of the teacher. Students will also have the chance to practise and learn skills with an introduction unit in the first term of the course, this unit will not be graded for the GCSE.

Unit 1

60% of the course is for students developing a body of work that is called a ‘portfolio’.

  • Students will submit 40 hours of controlled assessment of practical and analytical work in early January 2012.
  • Students will have directed lessons helping them develop skills followed by set tasks that are sat in controlled assessment conditions. Most of this work is achieved in class time with homework that supports and imbeds skills.

Unit 2

  • 40% is an external assignment that students spend 20 hours preparing for.
  • A 10 hour (2 day) practical exam is sat at the end of the preparation time, where students produce a final piece.

Progression Routes

Achieving B-A* Art 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.

Physical Education

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. 

Course Content

Level: GCSE
Awarding Body: Edexcel

Course Breakdown

  • 60% Theory
  • 30% Practical
  • 10% Personal Exercise Programme

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 provided to 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

Psychology

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.

Course Description

Level: GCSE
Awarding Body: OCR

Psychology is the study of the mind and people's behaviour. Psychology will provide you with a greater understanding of human behaviour. 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

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

Religious Education

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.

Course Description

Level: GCSE
Awarding Body: AQA

All students in Year 9 undertake the R.E. GCSE.

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, peace and conflict
  • Religion, crime and punishment
  • Religion, human rights and social justice

Progression Routes

Students will be examined by two papers – 1 hour 45 minutes each – both sat at the end of the year of study. Each paper is worth 50% of the final grade.

Science

Level: GCSE
Awarding Body: AQA

Course Description

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. The course studied is determined by assessments in years 9 and 10.

The Combined Science course is AQA Trilogy.

Course Content

Combined Science covers 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.

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.

Spanish

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)  

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

Students who do well at GCSE Spanish are encouraged to go on to study either the pre-A level Spanish course in Year 11 or to begin the full A level course. GCSE Spanish provides a solid foundation for these courses.