At Key Stage 3 the school offers a broad and balanced curriculum, with students studying Maths, English, Science, Languages, Geography, History, PE, Music, Design & Technology, Art, Computer Science, Drama, RE and Life Skills (including PSHE & Citizenship).


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

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

  • Produce creative work, exploring their ideas and recording their experiences
  • Become proficient in drawing, painting, sculpture and other art, craft and design techniques
  • Evaluate and analyse creative works using the language of art, craft and design
  • Know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms

Pupils are taught to develop their creativity and ideas, and increase proficiency in their execution. They should develop a critical understanding of artists, architects and designers, expressing reasoned judgements that can inform their own work.

Pupils are taught:

  • For one double period a week in year 7 and 8
  • To use a range of artistic techniques to record their observations in booklets as a basis for developing essential key skills and exploring their ideas
  • To use a range of techniques and media, including painting, sculpture and mixed media
  • To increase their proficiency in the handling of different materials
  • To analyse and evaluate their own work, and that of others, in order to strengthen the visual impact or applications of their work
  • About both older and more-contemporary art forms.

Year 7 Art

Introduction to Art and ‘Day of the Dead’ festival

Introduction to Art: Students are introduced to the formal elements by exploring tone, mark-making, colour theory, painting, texture and line through observational drawings of natural and man-made forms using graphite pencils, coloured pencils and watercolour paints, poster paints and collage.

Students are encouraged to develop their visual literacy and demonstrate how the Formal Elements might be used within their own artwork.

Day of the Dead festival: Exploring the links between art and culture, students’ focus on symbolism in Mexican art and learn how to analyse artworks. Students use their research into the ‘Day of the Dead’ festival to help design and create a ‘mini-altar’ sculpture to celebrate the life of one of the school’s Greenford Heroes. This project is supported by a series of observational drawings and media experiments including sgraffito, 2b drawing, and watercolour. 

Year 8 Art


H.R Giger-Inspired Self-Portaits: Students learn how to draw their self-portraits using accurate proportions in addition to further in-depth study into how to depict accurate tone and form in their artworks. Students later move on to study the artwork of Special-Effects artist H.R. Giger and use his artwork to inspire a three dimensional ‘mechanical self-portrait', fusing together elements of mechanical and natural forms. This project is supported by a series of observational drawings and media experiments including 2b drawing, poly-block printing, and watercolour.

Pop Art: Students investigate Pop Art using a variety of materials and techniques. They will build on their drawing and compositional skills, creating ‘album artwork’ in the style of Andy Warhol. 

Progression Routes

Students can opt to continue with Art in KS4 from years 9-10 or years 10-11 Art and/or GCSE Photography after studying Art at KS3. Both Photography and Fine Art are also offered at A-Level. The skills you gain during your art studies are likely to be highly valued and transferable to many sectors.  Alongside a range of practical arts skills, art students develop good observational, critical, analytical and research skills, including the ability to solve problems creatively and work well both independently and in groups.

ComputER Science

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

Year 7

Unit 1: E Safety & Cyber Security

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

Unit 2: Understanding Computers - Part 1

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

Unit 3: Graphics

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

Unit 4: Programming 1

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

Unit 5: Games Design

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

Year 8

Unit 1: Understanding Computers - Part 2

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

Unit 2: Programming 2 (using Python)

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

Unit 3: Networks

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

Unit 4: Computational Thinking

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

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

Unit 5: Computing Project

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

Progression Routes

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

Design and Technology

Year 7

Product Design: Charity Note Holder

Pupils are introduced to the Design Process and they develop an understanding that there is a sequence that you have to follow in order to reach the final product. They are introduced to a wide range of manufacturing processes (batch production) and materials which they put into practice throughout their project. Pupils learn how to design a product and the note holder.  Pupils gain an understanding of the properties and structure of plastics, metal, and wood. Pupils have an introduction to CAD/CAM and the program 2D design. Pupils are able to work collaboratively in pairs.

Food: Healthy Eating and Hygiene in the Kitchen

Students will have an introduction to healthy eating through the use of the eat-well plate and basic nutrition. They will learn the importance of hygiene and safety when working in the kitchen. They will gain knowledge and skills in a range of different ways of preparing and cooking different food types including the application of heat. They will develop and apply their sensory skills through testing and evaluation of the food products they make. They will gain an understanding of how scales of production vary in the food industry, including the use of CAD/CAM and they will investigate and design different Italian food products (cultural foods).

Graphics: Educational Board Game

Students are introduced to graphical layout of information through the use of creative design and modelling through 3D prototype, using basic graphic manipulation programs such as Word and Fireworks and CAD/CAM and the program 2D design. They are introduced to laser cutting and line bending for their manufacturing processes. In pairs, they select and investigate an educational topic which is cross-curricular and draw knowledge from other subjects, and learn to become resourceful in order to produce an original and fun Board Game which will be tested and played in classrooms.

Year 8

Food: Dietary Needs

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

Resistant Materials: Design Theories

Students explore a range of design theories to give them a broader understanding of the term Design Technology. Pupils will learn how products are designed to include the whole population including those with disabilities. Through small practical tasks, pupils gain knowledge of how levers, linkages, and mechanisms are used in everyday products to improve the lives of human through products and systems. They manufacture a mechanical toy and an LED lamp decorated with a tessellated pattern. Pupils are to construct a lamp from softwood with various joints using a range of hand tools and manufacturing processes. Pupils will gain knowledge and use a range of different material types; such as plastics, metals, woods to construct their final lamp. They will gain knowledge of the following processes and will select appropriate methods/tools/machines to create their products. This will develop knowledge and skills in drilling, using Jigs, vacuum forming, finishing, shaping, assembling, using basic electronic components and wood joints. Pupils are exposed to STEM in the project through tessellation, mechanical systems, levers, linkages accurate measurements, and sizes, which will be used to create the product.

Graphics: Spinning Toy

Pupils are introduced to simple motors, designing and constructing 3D nets using 3D mathematical modelling and they develop an understanding of card engineering and hand and digital graphical layout. They are introduced to a wide range of graphic manufacturing processes such as Nets and slots and tabs which they put into practice throughout their project. Pupils learn how to design creatively through 3D prototype designing, modelling, constructing and assembling using CAD/CAM, the plotter and laser cutter and the program 2D design. Digital presentations are used for 2D elements of graphic designing.

Progression Routes

All KS3 projects lead onto GCSE Product Design and the NCFE Food and Cookery course.


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

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

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

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

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

Progression Routes

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

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


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

Year 7

Year 7 pupils will study the following topics in French:

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

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


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


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

Year 8

Year 8 pupils will study the following topics in French:

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

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


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


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

Progression Routes

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


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

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

Course Content

Year 7

  • Unit 1: Map skills
  • Unit 2: Pole to Pole (Arctic and Antarctica)
  • Unit 3: Biomes- ecosystems
  • Unit 4: Europe
  • Unit 5: Urban Challenges
  • Unit 6: UK Challenges (flooding, climate change)

Year 8

  • Unit 1: Tectonics
  • Unit 2: Development
  • Unit 3: Weather
  • Unit 4: Water issues
  • Unit 5: Coasts
  • Unit 6: UK Challenges (flooding, climate change)


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

Year 7

Year 7 pupils will study the following topics in German:

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

Year 8

Year 8 pupils will study the following topics in German:

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

Progression Routes

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


Year 7

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

Autumn Term 1

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

Autumn Term 2 and Spring Term 1

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

Spring Term 2

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

Summer Term 1

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

Summer Term 2

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

Year 8

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

Autumn Term 1 and into Autumn Term 2

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

Autumn Term 2 and into Spring Term 1

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

Spring Term 1 and into Spring Term 2

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

Summer Term 1

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

Summer Term 2

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

Progression Routes

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

Life Skills

Life Skills is about equipping students for the skills they will need on their journey through GHS into adulthood. Life Skills is about being a moral and responsible citizen able to interact socially with others in a variety of settings. It is about good thinking, good living – these are life skills. Students will be taught to recognise what they can achieve and how to get there.

The course covers the Citizenship and PSHE curriculum.

Year 7

Students are introduced to a programme which promotes and teaches:

  • Successful learners
  • Rights and responsibilities
  • Health and wellbeing
  • Relationships

Year 8

Students study the following topics:

  • Rights and responsibilities
  • British Values and British Society
  • Money, finance and careers
  • Resilience, mental health and bullying
  • Understanding Risk - including the dangers of alcohol, tobacco and other drugs; personal safety
  • Healthy relationships

Progression Routes

Students will learn useful skills and knowledge which will be useful preparation to support any of the Humanities subjects offered at GHS.

The content supports further study in Key Stage 4 of GCSE Citizenship Studies.


Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.

The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.


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

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

Course Content

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

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

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

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

Progression Routes

All students progress to GCSE mathematics

Modern Foreign Languages

At Greenford High School we aim for Key Stage 3 pupils to become confident communicators in their chosen language: French, Spanish or German. Students will progress from communicating personal information to giving opinions and justifying them, using the target language in their lessons to exchange ideas with teachers and peers.  We hope that our pupils will learn to express themselves with spontaneity and flair in the language and finish Key Stage 3 with a good foundation – spoken and written – for Key Stage 4.

The target culture will be central to the teaching of languages at Key Stage 3. Our pupils will develop a good understanding of life in the countries where their chosen language is spoken through a wide range of authentic sources and links with partner schools abroad.  Students will begin to appreciate literature in a foreign language and translate short texts from the target language into English and vice-versa. By the end of Key Stage 3, pupils will be able to recognise and use a range of tenses and will acquire a wide-ranging vocabulary that they will be able to use across different topics.

Course Content

Taking the ethos set out above as our starting point, our three curriculum languages explores various Key Stage 3 topic areas as the contexts in which high levels of communication and cultural understanding will be achieved.

Check the specific language for more details of the topic areas covered.

Progression Routes

Pupils will go on to study their chosen language to GCSE level in Years 9 and 10.


Music plays a big part in the cultural make-up of Greenford High School. The music department boasts state of the art equipment and facilities where students are free to explore and develop their musical understanding. Music forms part of an individual's identity and enables personal expression and reflection. As an integral part of culture, music helps pupils appreciate themselves, relate to others and develop their cultural understanding. Music at GHS will give students all the tools required to become accomplished music performers, composers and critics. 

Year 8

The Elements of Music

Students are introduced to the elements of music. They will use these to compose, perform and analyse a variety of different types of music. They will be exposed to many new musical terms to develop their musical linguistic dexterity. They will learn to read musical notation and develop basic piano technique.


Students will develop the basic playing techniques used for drums, bass guitar, electric guitar and keyboard. They will form bands and learn how to rehearse effectively, culminating with a class gig.

Electronic Music

Students will develop music technology skills through using industry standard software to compose their own composition. They will continue to develop their analytical skills through listening tasks.

Film Music

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


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

Music and Technology

Students will be given the opportunity to explore the links between music, maths, science and design by creating their own musical instrument. They will learn to code a micro-computer to synthesise sound.

Progression Routes

Students can go on to study Music at KS4.

Physical Education

Departmental Vision

  • To provide an extensive and broad curriculum that will allow as many opportunities for students to participate and get involved in sport and activity.
  • A curriculum that enables all students to develop physical, mental and social skills that they can use cross-curricular.
  • Greenford PE Department offers a wide provision of sport across KS3 including Gymnastics, Dance, Athletics, Health and Fitness and a range of game based activities such as Rugby, Football and Basketball.
  • A curriculum that challenges all students in order to maximize learning and ensure all students achieve their full potential and identifies talents.
  • Increase interest in fitness and health, promoting the benefits of health to encourage more students to participate either recreationally or in competition (i.e., extra-curricular opportunities).
  • Physical Education lessons are broken down into six or seven week units taught across a half term.

Key Stage 3 Curriculum Provision

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

Course content

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

Religious Education

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

Year 7

Answering Life Questions

How was the universe created? Students are introduced to the subject through an in-depth exploration of how religious and non-religious groups understand the creation of the universe. Focus will centre around Christian, Hindu and scientific beliefs on how the universe was created; allowing students the opportunity to contrast and compare the different beliefs. Students will also consider what constitutes 'good' evidence and consider this with regards to religious and non-religious explanations for creation and the existence of human life.

Stories that Guide Us

How have the experiences of religious founders influenced the development of religion? This unit seeks to help students understand how different religious beliefs came into being. Focus will centre around the Abrahamic religions and the similarities and differences that exist between them as a result of their origins.

Beliefs and Practice

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

Year 8

Why do we Suffer?

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

Answering Life Questions

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

Acting Ethically

How effective are religious guidelines in solving moral dilemmas? In this unit students begin their study of ethics, preparing them for their GCSE. Students will look at a number of key ethical issues from the perspective of different religious groups, enabling them to understand how religious belief impacts on decision making.

Progression Routes

Students continue to study Religious Education at GCSE in Year 9.


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

Students have three lessons a week in Year 7 and 8, and four lessons in Year 9. At the end of the second term in Year 9, students are assessed to see if they are ready to enter GCSE. Students will either move on to their GCSE course in term 3 or onto a foundation course prior to their GCSE in Year 10.

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

Course Content

Year 7

  • Science Skills
  • Energy
  • Particles and Separating Mixtures
  • Elements
  • Cells
  • Forces
  • The Universe
  • Reproduction

Year 8

  • Electricity
  • Elements
  • Digestion
  • Breathing and Respiration
  • Climate and Earth Resources
  • Forces
  • Magnetism
  • Investigation Skills and The Science Fair

Year 9

  • Light and Sound
  • Acid and alkalis
  • Genetics
  • Climate and Earth Resources
  • Reactions
  • Heating and Cooling
  • Photosynthesis
  • End of KS3 exam
  • GCSE/Pre-GCSE catch up

Recommended Books for revision

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


Key Stage 3 BBC Bitesize Science

Progression Routes

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


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

Year 7

Year 7 Pupils will study the following topics in Spanish:

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

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

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

Year 8

Year 8 Pupils will study the following topics in Spanish:

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

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

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

Progression Routes

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