At Key stage 3 pupils are taught:

• To use a range of techniques to record their observations in sketchbooks and other media as a basis for exploring their ideas.
• To use a range of techniques and media, including drawing, painting, printmaking and 3D 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 their understanding and the visual impact or applications of their work.
• About the history or context of art, craft & design, including styles and major movements from different times and cultures up to the present day.

Click here for the Edexcel Art & Design GCSE webpage

Please see below for the KS4 GCSE Edexcel Art Specification 1FA0.

The Art GCSE course offers students the opportunity to develop their creative ideas and practical skills in a variety of ways. Painting, drawing, collage printmaking, textiles, ceramics and sculpture are the main areas of activity alongside studying the work of other artists. The projects are more open-ended than at KS3 and allow the students to explore more individual ideas and particular techniques, but are linked by the overarching theme of SIMILARITIES and DIFFERENCES.

Students are expected to keep a sketchbook or work journal that supports each project and should be able to continue work at home. All coursework and the mock exam work completed in years 10 and 11 become their personal portfolio and contribute to the final GCSE grade.

In Year 11, from January onwards, students work on their externally set exam assignment and prepare for their final exhibition.

It is essential that all four Assessment Objectives are met by each unit of work and the final GCSE grade is weighted as follows:

• 60% Personal Portfolio
• 40% on the Externally Set Assignment

Art & Design: Fine Art Endorsed GCSE Spec (1FA0)

ART & DESIGN: FINE ART ENDORSED GCSE SPEC (1FA0)

Please click here for the OCR Classical Civilisation website.

KS4 GCSE Classical Civilisation Specification (J199)

KS4 GCSE Classical Civilisation Specification (J199)

Students will develop their understanding of computer systems, hardware, software, communications, networks and programming.

Students who enjoy problem solving and programming will enjoy this course.  Students would benefit from having a strong mathematical and logical background, ideally achieving secure or above at the end of KS3.

Grades 1 to 9 are awarded and assessment consists of two written examinations.

The topics covered over the course are listed below:

At KS3 students are taught the following:

• Identifying Health & Safety symbols and the importance of risk and responsibility in the workshop.
• How to safely use a variety of hand tools, equipment and machinery.
• Identify the properties and characteristics of a range of materials including: wood, metals and polymers.
• To research and analyse the work of others to understand how  ideas and innovation can be explored.
• Explore Computer Aided Design and how it links to industry.
• Students are encouraged to experiment with ideas and not be afraid of making mistakes: “It’s how we learn.”
• Career links and where Design & Technology can take you further.

We live in a world of developing technologies, where curiosity and discovery go hand in hand, to meet the needs of humans and improve the systems and products we use.

Studying Design and Technology is an opportunity for students to explore ideas, research from the past and creatively think of how lives can be improved in the future, through investigating, designing and the making of their own prototypes.

These objectives are met in the units studied by students in Year 10:

• Design and Technology in our world
• Smart materials
• Electronic systems and programmable components
• Materials (paper & boards, timber, metal, polymers and textiles)

The importance of cross-curricular links to STEM (Science, Technology, Engineering and Maths) principles are also strengthened within the course.

In the summer term of Year 10, the exam board Eduqas releases the “Contextual Challenge”  for Component 2.  This will provide students with the freedom and opportunity to really explore possibilities around research, design innovation plus analytical skills and their making.

Assessment

• 50% non-examined assessment (NEA) project
• 50% written examination

Progression routes

The study of Design and Technology can lead to future careers in architecture, engineering, product, fashion and interior design, medicine, aeronautics ... in fact anywhere you choose to apply it!

Every class will also have reading lessons as part of the English curriculum. In these sessions students have the opportunity to independently read and discuss their reading with the class and teacher. Students will also be provided with an accompanying reading booklet with a range of fiction and non-fiction extracts for the class to explore. These lessons also provide the opportunity to track reading and to share reading recommendations.

The good practice established in Years 7-9, such as wide individual reading, thorough planning, and checking of work, as well as producing accurate work under exam conditions, remains vitally important for success in the subject.

All students study for 2 GCSEs in English and English Literature, through one integrated course.

Throughout the course students will work to further develop their skills in Speaking, Listening, Reading and Writing. Work on Literature covering a range of periods and genres will also be assessed.

These courses are assessed by examination and will be graded on a 9 point scale where 9 is the highest grade.

Please click here for the AQA English Language webpage.

Please click here for the AQA English Literature webpage.

KS4 GCSE English Language Spec (8700)

KS4 GCSE English Language Spec (8700)

KS4 GCSE English Literature Spec (8702)

KS4 GCSE English Literature Spec (8702)

Please click here for Eduqas Film Studies website

Pupils will have the opportunity to explore a range of fascinating places and issues that bring together a strong understanding of the Earth’s key physical and human processes. Through a variety of contemporary topics, pupils will learn about the unique features of different environments, and how human actions can affect such places, using problem solving skills to consider how these threats can be minimised.

Pupils will have an opportunity to work independently, in groups and through fieldwork to help develop a variety of skills. Above all, the key stage 3 curriculum has been designed to develop pupils’ curiosity and fascination about the world and its people that will hopefully remain with them for the rest of their lives.

Geography helps us to make sense of the world and gives us the chance to get to grips with some of the big questions that affect us.

Geography is taught through a range of accessible and engaging topics – providing a stimulating blend of traditional and contemporary Geography to suit students of all abilities. This popular course covers the study of physical and human Geography and focuses on physical processes that produce diverse and dynamic landscapes over time.

Fieldwork is an essential part of the course, providing students with a brilliant opportunity to experience some of the things they have learnt about in class, seeing things differently and, of course, having fun. Students have the opportunity to visit Stratford to undertake human fieldwork and Epping Forest to undertake physical fieldwork.

What skills will students develop? 

The study of this course will give students the opportunity to develop communication skills, graphical and cartographical skills, technological skills including ICT and Geographical Information Systems, interpersonal skills through debate and discussion, literacy and numeracy skills – continually developed through written questions and problem solving skills. Enquiry based learning is at the forefront of the teaching of the subject, therefore allowing the opportunity for personalised and independent learning. Students are also encouraged to understand their role in society, by considering different viewpoints, values and attitudes.

This variety makes Geography a highly respected, successful and popular course.

Course Content 

Students will be awarded the AQA (A) GCSE.

Please click here for the Edexcel Health and Social Care Webpage.

Assessment

There are three units studied over two years:

Year 10 Component 1

• Unit 1: Human growth development assessed through coursework
• Unit 2: Health and social care values assessed through coursework

Year 11 Component 2

• Unit 3: Health and wellbeing which will be assessed through an externally set and marked assignment

Progression:

• Level 3 Vocational qualifications
• A level related qualifications
• Apprenticeships within the health and social care sector

Students who achieve the qualification at Level 1 may progress to the Level 2 Health & Social Care or other vocational Level 2 qualifications.

Music in Years 7, 8 and 9 is overwhelmingly practical, with pupils learning through active composition, listening and performance. The curriculum has been designed so that each topic continues to develop and build on the skills of previous topics, all incorporating musical literacy, notation and evaluation. At this stage however, terminology is ‘caught, not taught’ with the emphasis firmly on learning the Musical Elements of Pitch, Dynamics, Silence, Timbre, Structure, Texture, Tempo and Duration through a range of practical composition and arranging projects, and learning the terminology and literacy after the concept is mastered.

Performance is core throughout all projects. There are many opportunities for performance at Key Stage 3: informally, to their peers in each lesson; formally, in their recorded assessments each half term; school-wide, at assemblies; and publicly, in school events such as our Concerts, International Evening, Graduation Ceremonies, and any other occasions where music is appropriate.

The course will cover five Areas of Study which will be studied using a range of theory classes and practical music-making:

This is our initial opportunity to assess and raise cultural capital within our subject by introducing students to traditional sports from our culture and history and integrate the core values associated with them.

Across the three years we offer a broad and diverse range of physical activities to engage and inspire students to participate in lifelong physical activity.

The curriculum promotes personal development, skill acquisition, teamwork including leadership and effective communication as well promoting a healthy active balanced lifestyle. All our teaching is underpinned with theoretical knowledge and the opportunity for practical application, but most of all we have developed a curriculum that is challenging and fun.

At Enfield County School for Girls we encourage students to be competitive through Sports Days and interform competitions as well as providing the opportunity for students to participate in fixtures against local schools. We have an extensive array of fixtures in a variety of sports which allows us to target a wide range of interests.

Physical education is taught as a core subject to all students in Year 10 and 11 but does not lead to a key stage 4 qualification. Lessons offer students the chance to develop and progress as well as to consolidate the skills they have learnt in key stage 3.

Students have access to a broad curriculum with the aim of instilling the importance of adopting a physically active lifestyle. As well as continuing some of the activities they covered in key stage 3, we also offer new sports such as trampolining and table tennis.

At Enfield County School for Girls we encourage students to be competitive through Sports Days and interform competitions as well as providing the opportunity for students to participate in fixtures against local schools. We have an extensive array of fixtures in a variety of sports which allows us to target a wide range of interests.

This course builds on theoretical content delivered during practical sessions throughout key stage 3. GCSE PE offers our students an opportunity to continue their love and interest in sport in a more in depth and detailed manner, and it also promotes the endless list of potential sporting endeavours available to student’s post education both recreationally and as paid work.

There are many different GCSE providers and we have opted to go with Pearson Edexcel. Following the recent reforms many of the specifications are very similar, covering the same course content but being assessed in a slightly different way, we feel that we have fantastic knowledge of the Pearson Edexcel course infrastructure and can deliver a tailored, inclusive and accessible course. We have 5 lessons over a fortnight and they are split into theory and practical lessons, with a heavier weight on theory lessons. This reflects the course weighting of 60% theory and 40% Practical. 

In year 10, student’s cover Paper 1, Topic 3 which looks at  Physical Training in sport, we can adopt a practically element to many of the theoretical topics in year 10 to promote engagement and solidify the learning process. Year 10 is also an opportunity to explore some practical sports, students will engage in a few sports to try and identify the three they will take through for moderation.  It is expected that if students want to perform in a particular sport that the school does not offer, they should attend a sports club outside of school.  In year 10 we also complete the ‘Personal Exercise Programme’ coursework piece, this starts in year 10 with fitness testing and culminates in year 11 completing the different sections alongside the course content delivered in lesson. We have found that teaching the content at the same time as completing the coursework has been very beneficial for students in their written work and their knowledge recall.

Within the department all of our teachers that have delivered GCSE PE across a number of specifications and exam boards, and that wealth of knowledge and experience has been very useful in creating and delivering a well rounded inclusive GCSE curriculum to the students at Enfield County School for Girls.

Please click here for the GCSE AQA Psychology webpage.

Please see below for the KS4 GCSE AQA Psychology specification 8182.

Course Overview:

Why do individuals behave the way they do? How can we investigate differences between people?

Take your first steps into understanding how the mind works. GCSE Psychology is an opportunity to study the human mind.

By the end of the course you will be able to demonstrate knowledge and understanding of psychological concepts, research studies and theories. You will be able to evaluate psychological ideas and make judgement and draw conclusions.

All course content is based on the AQA exam board.

Topics include:

• Research Methods
• Memory
• Perception
• Development
• Psychological problems
• Social influence
• Language
• Brain

Course Assessment:

GCSE Psychology will be assessed through two written papers at the end of the course.

Order of Teaching Topics

Particular thought has been put into the order of teaching topics in many areas of our curriculum including:

• Year 7 begin with health and safety and practical skills, as an exciting introduction to secondary school science. Students get to use practical equipment for the first time. 
• Working Scientifically: key words are introduced at this point and revisited many times during their science education pathway.
• This is revisited in year 8, to emphasise "disciplinary" skills (how science works/working scientifically ideas).  This is interwoven with "substantive" teaching (curriculum/theory/knowledge-based learning or scientific knowledge and conceptual understanding).

Transition Topics into GCSE

Year 9 follow a programme of Transition Topics before starting GCSE topics.  This includes:

• Maths skills required for GCSE to provide the foundation for GCSE science.
• Balancing equations which applies these maths skills to an area that will be revisited later in the GCSE course and something that most students find challenging.
• Progression Through Science topic which introduces students to career possibilities (Gatsby benchmark 4), while reflecting on what substantive knowledge has been covered up to this point in their education.  It also gives a flavour of what the next steps in their science education will be.

Reading in the Curriculum is interwoven into our schemes of learning. 

There is a literacy lesson at the end of each topic where students read selected articles from scientific magazines and complete activities based on the article.

Please click here for the AQA Combined Science: Trilogy webpage.

Please see below for the KS4 GCSE Combined Science AQA Specification - 8464.

This is a broad and engaging scientific course that will inspire and challenge students of all abilities and aspiration.  

Experiments that are specified in the syllabus will be assessed in the written exams that will all be sat at the end of Year 11.  Students can sit the Higher or Foundation papers and questions on the paper include multiple-choice, structured, closed, short and open response questions.  The exam questions will increase in difficulty on the paper.  The topics to be covered include:

• Students will achieve two GCSEs in Science on this course.
• Students will sit six exams: 2x Biology, 2x Chemistry and 2x Physics papers. 
• Each paper is 70 marks (16.7% of the whole GCSE) and takes 1 hour 15 minutes. 
• There are 21 experiments included in the syllabus that may be assessed in these papers.

Successful completion of the GCSE Combined Science course allows students to progress onto all Post 16 (Level 3) Science qualifications, including A levels.  The Combined Science GCSE is recognised and highly regarded by all colleges and universities for all Level 4 courses.

Contact: Ms Hadjidaniel

Key Stage 3 Textile Design

At Key Stage 3 pupils are taught:

• To use a range of textile techniques to use as a basis for exploring their own design ideas
• To use a range of textile techniques, including tie dye, transfer printing, hand embroidery, stencilling, applique, embellishment and sewing machine skills to increase their proficiency in the handling of different materials & pieces of equipment.
• To analyse and evaluate their own work, and that of others, in order to strengthen their understanding and the visual impact or applications of their work.
• About the history or context of art, craft, fashion & design, including styles and major movements from different times and cultures up to the present day.

Please click here for the KS4 GCSE Edexcel Art and Design: Textile Design Specification 1TE0

The Textile Design GCSE course offers students a versatile subject that involves the creation, selection, manipulation and application of a range of materials such as fibres, yarns and fabrics, and processes such as weaving, knitting, stitching and printing to create designs and products. The projects are more open-ended than at KS3 Textiles and allow the students to explore more individual ideas and particular techniques.

Textiles Design includes the study of art textiles, fashion design & illustration, costume design, printed & dyed textiles, surface pattern, stitched/embellished textiles, soft furnishings/textiles for interiors, digital textiles & installed textiles. Students will study and analyse critically, evaluate and reflect on their own work and the work of textile artists, designers and crafts persons. They will be expected to demonstrate the ability to record ideas, observations, insights and independent judgements visually and through informative written annotations, using suitable specialist vocabulary.

Students will develop and demonstrate a skilful and sensitive command of these techniques and media. A large proportion will be of a practical nature and students will be encouraged to work in an independent manner.

Students are encouraged to work from observation and individual research in order to develop their own ideas and style. Students are expected to keep a sketchbook or work journal that supports each project and should be able to continue work at home. All coursework and the mock exam work completed in years 10 and 11 become their personal portfolio and contribute to the final GCSE grade.

In Year 11, from January onwards, students work on their externally set exam assignment and prepare for their final exhibition.

It is essential that all four Assessment Objectives are met by each unit of work and the final GCSE grade is weighted as follows:

• Component 1 – Personal Investigation: Coursework 60%
• Component 2 – Externally Set Assignment: Exam 40%