GCSE Options Booklet 2023

OUR SCHOOL

The British School Al Khubairat (BSAK) is Abu Dhabi’s leading British not-for-profit, co-educational day school. From Nursery to A Level (3 – 18) our dynamic school culture offers students an enriching experience and outstanding results.

OUR VISION

Building on our unique local heritage, we will provide a world-class British education, inspiring all our students to exceed expectations.

OUR VALUES

Empathy and Care | Respect and Inclusivity

Honesty and Integrity | Endeavour and Resilience

WELCOME FROM OUR ASSISTANT HEAD

GCSEs are the next big step in a BSAK student’s educational journey, and we are here to support and guide them along the way.

Throughout Years 7 to 9, students have been following a common curriculum which has provided a full and broad education based on the English National Curriculum and UAE Ministry of Education subjects. GCSE Options are the students first opportunity to make choices that reflect their passions and strengths. This is often both exciting and daunting as these options can help students decide on A Level choices, and subsequently inform their future degree choices or apprenticeships.

GCSE examinations require a two-year course of study; hence the need to choose now which subjects will be studied from September 2023 leading to examinations which will be taken in May and June 2025. All subjects demand hard, persistent work, both in school and at home, and this is as much a test of character and determination as of ability.

The academic work of Years 10 and 11 is balanced by a programme of Moral Education & Life Skills, and Physical Education. There is also the opportunity for students to take part in a wide range of co-curricular societies and academic activities which widen personal interests, including sport, the performing arts and leadership opportunities; inspiring and challenging our students to become well rounded individuals.

We recognise that every student matters, has different needs and deserves the very best education. You will not find any ‘one-size-fits-all’ approach at BSAK because we understand that every student is a unique individual. Our mission is to nurture a genuine passion for learning. We aim to develop academic ability and personal qualities, providing a sound basis for entry to our Sixth Form or other further education institutions, before university, apprenticeships or employment at the age of 18. We understand that making GCSE choices is not always an easy process and we are looking forward to working with your children and yourselves throughout this time.

We are committed to providing the help that you need. Our dedicated Careers Advisor has already been holding Q&A sessions with the Year 9 form groups and we will continue to use form sessions and MELS sessions alongside this booklet and GCSE Options Evening.

Our door is always open for questions.

Ms Nichola Cooper Assistant Head ncooper@britishschool.sch.ae

GCSE GUIDELINES & SUMMARY OF CHOICES

The key to GCSE selection is breadth; students should select a broad scope of subjects which expand their knowledge and skills in a variety of fields. There is no ‘one-size-fits-all’ answer to an individual’s best choices. A variety of factors should be considered and these will be expanded upon below.

FUTURE PLANS / UNIVERSITY CHOICES

The majority of our students will go on to study at University, as such it is important to work backwards. Students who have a clear idea about future careers and university courses should do their research. Some university courses require specific A Levels, and in turn certain A Levels require specific GCSEs. Many students do not have a clear idea of their future career, or indeed, their career plans may change. As such it is important to maintain breadth in their choices, keeping open as many options as possible.

APTITUDE AND GCSE PERFORMANCE

With the reform of the A Level system, by which students no longer take AS exams in Year 12 and thereby removing a predictor of final A Level performance, universities are likely to place a greater emphasis on students’ GCSE grades. As such, it is important to consider how well a student is likely to perform on a given GCSE course, particularly as the new GCSEs are more challenging. Students should consider which courses are likely to lead to the most successful outcomes.

INTEREST

If students have a passion for or genuinely enjoy a subject, they are likely to be well motivated to study that subject. As such their level of effort and engagement is likely to be much higher; the level of effort at GCSE is a key component in future success. Ultimately students should opt for a combination of subjects which play best to their strengths in order to maximise their chances of a successful and enjoyable two years of study.

SUMMARY OF GCSE PATHWAYS

● All students at BSAK will have the opportunity to sit 9 GCSEs.

● Every student is required to take English (Language & Literature) and Mathematics.

● Science is compulsory, but students have the option to either take Combined Science, combining Biology, Chemistry and Physics (counting as 2 GCSE’s) or the three single Sciences; Biology, Chemistry and Physics (each constituting a separate GCSE).

AT BSAK WE OFFER 3 GCSE PATHWAYS

SUBJECTS

Mathematics, English (Language & Literature), Combined or Separate Sciences, 3 or 4 additional subjects (depending upon the Science choice)

Mathematics English (Language & Literature), Combined or Separate Sciences, Ministry Arabic A, 2 or 3 additional subjects (depending upon the Science choice)

Mathematics, English, (Language & Literature) Combined or Separate Sciences, Arabic, 2 or 3 additional subjects (depending upon the Science choice)

WHO MUST HAVE EQUIVALENCY?

UAE & ARAB LEAGUE

PASSPORT

HOLDERS - UAE High School Equivalency is required by all UAE Nationals. In order to achieve this, students must achieve a minimum of 5 GCSE passes in subjects on the Ministry of Education approved list. A number of students holding Arab passports may also require High School equivalency. This may be a requirement of their home country*, or they may wish to study in a UAE public university or seek future employment with some UAE Government agencies. If this is the case students must fulfill the same criteria as UAE Nationals. Please click here to view a list of Arab League Nations.

OPTIONAL EQUIVALENCY, FOR THOSE THAT DO NOT HAVE AN ARAB LEAGUE PASSPORT

- There are a small number of students who do not hold an Arab League passport, who may require UAE High School equivalency, as they wish to study in a UAE public university or seek future employment with some UAE Government Agencies. Students must achieve a minimum of 5 GCSE Grade D passes in subjects on the Ministry of Education approved list.

*The particulars of a student’s home country ‘equivalency’ requirements are the responsibility of parents. *Click here to read Ministerial Resolution 883

TIMELINE FOR MAKING CHOICES

Though every attempt will be made to offer the Straw Poll subjects, in exceptional circumstances (such as insufficient numbers choosing the subject or staffing restrictions) some courses may not be offered in the final choices.

APPLYING

FROM ANOTHER SCHOOL

MRS KAREN COLLINGS Head of Admissions

Our Admissions team will support you with the application process and will be the point of contact from initial enquiry to making subject choices.

In order to offer a place in Year 10 to an external student, we require a completed application form, a copy of your last two school reports and a reference from your current school.

Offers will be made in Term 3 when we have a clearer picture of availability for the next academic year.

Please email registrar@britishschool.sch.ae if you have any questions about the application process or if you would like a tour of our lovely school. We look forward to guiding you along the way.

*Note. It is always our intention to run all the courses listed in this booklet and to offer the most combinations of subjects.

APPLY NOW

OUR EXPECTATIONS OF STUDENTS MAKING CHOICES

HARD WORK

As a school we put great emphasis on hard work. This is the bedrock upon which success is built and achieved and we expect our students to be motivated, ambitious and willing to stretch themselves academically. We see education as a marathon that students need to train and prepare for, rather than a last minute sprint to win the race. We have high expectations for all of our students and we are proud to be an inclusive school in which all students can truly achieve and excel. We are not a highly selective school academically and nor do we wish to become one. We are however, an incredibly successful one! We work very hard to create a culture and expectation of hard work and we are inflexible on this. Through the hard work and dedication of our students, coupled with teachers who deliver excellence in teaching and learning, we endeavor to create a genuine passion for learning.

PERSONAL DEVELOPMENT

Although our primary focus is on students’ academic development, and rightly so, we are not an ‘exam factory’ that pushes students to achieve at the expense of all else. We pride ourselves on providing a full and diverse range of options for our students. School is a place where students should be able to make the most of and continue to develop their skills, talents and interests. No student should leave BSAK having simply attended lessons and passed their exams. We expect our students to contribute to the life of the school and to grow and develop personally as well as academically. As a school we offer so many opportunities be it on the sports field, the stage, in an art room, as a leader, or mentoring younger students. Nobody should look back at wasted opportunities. In the classroom or outside it, our values of empathy and care, respect and inclusivity, honesty and integrity, endeavour and resilience should underpin everything our students do.

SUPPORTING

OUR STUDENTS

HEAD OF YEAR 9

Mr Julian Brammer, the Head of Year 9 has overall responsibility for overseeing student progress and welfare across Year 9; this also includes the options process for the students as they build towards their decision point. He has compiled, alongside the School’s Career Advisor, a series of activities and forums to help students discuss and reflect on their future and to make well-informed and mature decisions. Mr Brammer is supported by a strong and experienced team of six Year 9 Form Tutors who will work with the students, encouraging, supporting and guiding them throughout the options process.

jbrammer@britishschool.sch.ae

CAREERS AND UNIVERSITY ADVISOR

Making the right option choices for GCSE is vital to ensure successful examination results, but can also have an impact on a student’s university choices. Mrs Gergana Hutchinson is our in-house, professionally qualified mathematics teacher and expert in careers and guidance. She will ensure that all students receive expert guidance in Year 9, so that students and parents can make informed decisions about the option choices at GCSE. Providing correct advice at this stage will help to confirm the students’ commitment and overall success at A-level and beyond. Mrs Hutchinson continues to work with our students at all stages of their school career and supports them in their university applications in Year 13.

ghutchinson@britishschool.sch.ae

COUNSELLING

We have an extremely robust pastoral system, with tutors and the Head of Year supporting students in all aspects of their social, emotional and personal wellbeing. There may be occasions when the pastoral team feel additional support is required and students will be given access to our full-time School Counsellors Mrs. Sharlane Scheepers & Mrs Kate Lewis. Students have the option to meet the Counsellors directly during ‘drop in’ sessions, where the Counsellor will explore the best avenue of support with the student.

sscheepers@britishschool.sch.ae klewis@britishschool.sch.ae

SUPPORTING OUR STUDENTS

TUTOR GROUPS

Our Year 9 forms have a maximum of 23 students and each has a dedicated Form Tutor. The tutor engenders an inclusive community spirit, in which everyone is valued, reinforcing cultural diversity and empathy; with the safety and well-being of tutees at the forefront. Within form times students carry out a variety of activities including projects that offer the opportunity to develop skills in independent learning, group learning and presentation skills. They foster healthy peer relationships through team building games and receive guidance regarding the options process as well as personalised 1:1 support on target setting after each grade sheet. These tutors are also responsible for delivering the MELS elements of school life which is detailed below.

MORAL EDUCATION AND LIFE SKILLS (MELS)

Our aim is to develop every child so that they are willing and able to take responsibility for their own social, physical and mental health. Our MELS program contributes to the students' personal development by helping them build their confidence, resilience and self-esteem, and to identify and manage risk, make informed choices and understand what influences their decisions.

The children in our school come from a variety of backgrounds and we provide opportunities both in and outside of the classroom to share experiences and emotions. Students are encouraged to reflect on their own values and ideologies and consider them in respect to others and how they can live and work effectively in our BSAK community and beyond.

MELS involves common topics that run from Year 7 all the way to Year 13. These topics include Physical and Mental Health, Careers, Mindfulness, Living in the Wider World and Finance, Relationships and Study Skills. This allows students to develop skills in all these important areas and build upon them as they progress throughout the school. The programme also incorporates The United Arab Emirates’ Moral Education initiative. This seeks to equip students with the life skills needed to support sustainable long-term growth and the development of the UAE as a culturally rich, socially accepting and morally high standing nation. Within the framework of this programme students have the opportunity to take part in community projects that run inside school.

An effective MELS curriculum is a planned programme of learning that helps children and young people develop life skills and an aptitude to face every day and extraordinary situations with more confidence; it supports the academic learning and helps school to promote the social, moral, cultural and spiritual development of our students. A well developed and sustained programme ensures that students have the opportunities to develop qualities that they need to flourish as individuals, with friends and families and as members of a wider community and society. Students across the school are empowered to develop their skills in emotional intelligence, perseverance, self- management, self-respect, time-management, financial capability, risk taking and stress management, as well as conflict resolution. We inspire and challenge our students to become well-rounded individuals ready to progress to the next stage of their education and life beyond BSAK. Through dedicated support for each individual student, we invest in building future leaders. Educationalists recognise that many barriers to learning lie outside the classroom and that supporting children’s personal development and well-being impacts positively on standards of achievement in all subjects. (EveryChildMatters–Nov2005)

MINISTRY ARABIC

COMPULSORY FOR ARAB LEAGUE PASSPORT HOLDERS

The Ministry of Education Arabic course targets the native speakers of the language.

It aims to help all students to develop their linguistic skills, expose them to many classical and modern literary works and deepen their understanding of Arabic and Islamic culture.

COURSE CONTENT

The course content is based on a wide range of selected literary texts that relate to different eras as well as extracts from the Holy Quran and the Sayings of the Prophet (PBUH).

The course content will draw heavily on:

● Reading texts: literary and factual texts

● Writing practice in line with what was covered during reading lessons

● Conversational drills where students use and apply the skills they acquired

● The structure of the language: applied rather than theoretical syntax and morphology

SKILLS REQUIRED

● Native understanding and analysis of written and spoken Classical Arabic

● Knowledge and application of language skills

● Writing for different purposes

● Conversing in Classical Arabic on a given topic

ASSESSMENTS

Half termly assessments take place as well as a final exam at the end of each academic year.

MOE SPECIFICATION LINK

In Year 13 students will undertake the Ministry of Education Arabic Exam at the end of the academic year.

ARABIC GCSE

Arabic is one of the world’s great languages. Spoken by more than 400 million people, it has been the vehicle of many significant contributions to the development of science and culture, from the earliest odes of the pre-Islamic poets through to the cutting-edge research of the philosophers and mathematicians of Islam’s golden age, to the novels of Nobel laureate Naguib Mahfouz.

It is also one of the official languages of the United Nations and was recently identified as one of the ten most important languages for the UK's future.

COURSE CONTENT

Arabic GCSE is now an optional GCSE subject at BSAK. By choosing GCSE Arabic, students are choosing a two year Edexcel GCSE course. Many of our students are excellent Arabic learners, and for many, it will be their best language option for GCSE.

For students who are hoping to achieve the UAE High School Equivalency Certificate as a non Arab League passport holder, Arabic GCSE is compulsory as it will also prepare students for the Ministry of Education exam in the Sixth Form.

Term 1

Theme: School

● Talk about your school (subjects, rules, uniform and clubs) expressing likes/dislikes.

● Describe an ideal day for you at BSAK

● School trips

● Use conditional statements, negation, demonstratives and plurals

Theme: Future Aspirations, Study and Work

● Talk about careers and places of work

● Future work and study plans

● How to apply for jobs

● Using personal qualities for self-promotion

Term 2

Theme: International and Global Dimension

● Talk about environmental problems and solutions.opinions and reasons

● Listen to and read texts for gist/details about environmental problems and solutions

● Give arguments for and against different global issues and big events.

ARABIC GCSE cont.

Term 2 Cont.

Theme: Identity and Culture

● Culture and identity in your local area

● Talk about friends and what makes a good friend using adjectives and nouns

● Write about family relationships and role models

● Entertainment ( sports, hobbies, music, TV, cinema, films and media)

● Describe daily routines ( foods, clothes and special occasions)

Term 3

Theme 2 : Local Area, Holiday and Travel

● Describe your local area (places of interest, weather,activities, means of transport)

● Travel and holiday experiences

● Advantages and disadvantages of living in a town

ASSESSMENT

● Year 10 students will sit an end of year exam in Year 10

● The summer examinations will take place in Term 3 of Year 11

SKILLS REQUIRED

Students are required to develop confidence in:

● Listening, Speaking, Reading, Writing

● Grammar - There is a greater emphasis on grammar, requiring students to use and manipulate a variety of key grammar structures and patterns.

● Vocabulary - There is also a greater emphasis on vocabulary including vocabulary that goes beyond students’ immediate needs and interests.

ADDITIONAL RESOURCES

● GCSE Arabic (My Language is my Identity) Coursebook

● GCSE Google Library

● Languagenut digital learning platform. Languagenut is provided by School but students may also access other websites independently such as Languagesonline, Duolingo, Memrise or Quizlet.

SPECIFICATION LINK

FURTHER STUDY

For students wishing to pursue Arabic at A Level, we would expect a minimum of Grade 6 at GCSE but this course is subject to availability. Looking further ahead, there is a rise in the demand for Arabic speakers globally. Arabic is ranked as the 5th most important language in the Power Language Index meaning that knowledge of the Arabic language will definitely enhance your CV.

BIOLOGY

This GCSE encourages students to be inspired, motivated and challenged. It encourages them to develop their curiosity about the living world and provides insight into and experience of how science works.

It will enable students to engage with Biology in their everyday lives and to make informed choices about further study in Biology and related disciplines.

COURSE CONTENT

Year 10

● Cell Biology

● Organisation

● Infection and Response

● Bioenergetics

SKILLS REQUIRED

● Application of knowledge

● Data analysis

● Evaluation

● Extended writing skills

ASSESSMENT

Year 11

● Homeostasis and Response

● Inheritance, Variation and Evolution

● Ecology

Year 10 - An internal end of year exam and regular end-of-topic tests to monitor progress.

Year 11 - Two, 1 hr 45 min examination papers (Paper 1 and 2) which consist of multiple choice, structured, closed, short answer and open response questions. Each exam paper contributes 50% of the overall GCSE Biology grade.

SPECIFICATION LINK

FURTHER STUDY

To continue Biology to A Level, students will need to attain the compulsory ‘7-9’ grade at GCSE. ‘7-9’ in Chemistry is also strongly recommended. Biology is essential to those wishing to read Medicine, Veterinary Medicine, Dentistry and Pharmacology. It is a facilitating subject which is highly regarded by all universities and all courses.

BUSINESS STUDIES

The world of business affects each and every one of us.

Whether you have ambitions to work in business or become your own boss, this course will give you a valuable insight into how businesses are set up and managed and how and why some businesses succeed where others fail.

COURSE CONTENT

Year 10

1 – Business activity and influences on business 2 – People in business 3 – Business finance

Assessments in Year 10

Assessments in Year 10 will involve regular knowledge based tests followed by end of unit ‘examination style’ tests.

This will culminate in an end of year examination.

Year 11 4 – Marketing 5 – Business operations

Assessments in Year 11

Ongoing assessments will continue as in Year 10. It will culminate in two equally weighted GCSE examinations at the end of the year:

The exam paper format is the same for both papers:

● Examination of 1hr 30min, consisting of four compulsory questions, each worth 20 marks – total of 80 marks in Paper 1.

● The sub-questions are a mixture of multiple-choice, short-answer, data-response and open-ended questions.

SKILLS REQUIRED

The following are skills which are both required for success and will be built upon during the course:

● Communication

● Problem Solving

● Critical Analysis and Evaluation ● Data Analysis

● Decision Making

SPECIFICATION LINK

FURTHER STUDY

If you want to continue with your studies at A Level, a minimum of grade 6 at GCSE will be required. An A Level in Business Studies is recommended for degrees in a range of Business related courses including Management, Accountancy, Finance and Banking. The lifelong skills developed will be an asset to further study whichever career path you choose.

CHEMISTRY

Students study the fundamentals of Chemistry: atomic structure and chemical bonding, quantitative and qualitative analysis, and importantly the chemical processes integral to the world in which we live in topics such as crude oil, fuels and equilibrium.

The course is designed to encourage students to develop their curiosity about the material and physical worlds, whilst also preparing them for content encountered at A Level.

COURSE CONTENT

YEAR 9

Atomic Structure Periodic Table The Earth’s atmosphere

YEAR 10

Structure and bonding Chemical changes Quantitative chemistry Organic chemistry I Rates of reaction Energy changes

YEAR 11 Equilibria Using the Earth’s resources Organic chemistry II Chemical analysis

ASSESSMENT

YEAR 10

Internal end of year exams and regular end-of-topic tests to monitor progress.

YEAR 11

Regular internal end of topic tests and review.

Paper 1 (Topics 1-5): Atomic structure and the periodic table; Bonding and structure; Quantitative chemistry; Chemical changes and Energy changes.

Paper 2 (Topics 6-10): The rate and extent of chemical change; Organic chemistry; Chemical analysis, Chemistry of the atmosphere and using resources.

Both are equally weighted (100 marks) and are 1hr 45min.

SPECIFICATION LINK

FURTHER STUDY

To continue their study of Chemistry, students will need to attain the compulsory ‘7-9’ grade at GCSE. A grade 7 or above in Mathematics is also strongly recommended. Chemistry is essential for those wanting to read Medicine, Veterinary Medicine, Dentistry, Pharmacology and Chemical Engineering. It is also is a facilitating subject and is held in high regard by all universities regardless of the course being applied to.

COMBINED SCIENCE

This course is designed to give students the tools and concepts they need to be able to construct a scientific approach to solving problems. They will learn the fundamental aspects of all three Sciences, ultimately being awarded two GCSE grades in the subject, but will not go into as much detail as a separate GCSE in Biology, Chemistry and Physics.

COURSE CONTENT

The teaching of GCSE Science will begin in Year 9 and the following topics will be covered between Year 9 and Year 11:

BIOLOGY

1. Cell Biology 2. Organisation 3. Infection and Response 4, Homeostasis and Response 5. Inheritance, variation and evolution 6. Ecology

CHEMISTRY

8. Atomic structure and the periodic table 9. Bonding, structure and the properties of matter 10. Quantitative chemistry 11. Chemical changes 12. Energy changes 13. The rate and extent of chemical change 14. Organic chemistry 15. Chemical analysis 16. Chemistry of the atmosphere 17. Using resources

PHYSICS

18. Energy 19. Electricity 20. Particle model of matter 21. Atomic structure 22. Forces 23. Waves 24. Magnetism and electromagnetism

ASSESSMENT

YEAR 10

Students will be assessed via regular topic tests and will sit an internal examination at the end of Year 10 that will assess knowledge and understanding from these topics.

YEAR 11

There are six externally assessed papers: two Biology, two Chemistry and two Physics. Each of the papers will assess knowledge and understanding from distinct topic areas, as well as the core practicals covered in each subject. Each paper is 1hr 15min and constitutes 16.7% of the total GCSE.

Biology Paper 1: Biology topics 1–4: Cell biology; Organisation; Infection and response; and Bioenergetics.

Biology Paper 2: Biology topics 5–7: Homeostasis and response; Inheritance, Variation and evolution; and Ecology.

COMBINED SCIENCE cont.

ASSESSMENT

Chemistry Paper 1: Chemistry topics 8–12: Atomic structure and the periodic table; Bonding, Structure and the properties of matter; Quantitative chemistry; Chemical changes; and Energy changes. Chemistry Paper 2: Chemistry topics 13–17: The rate and extent of chemical change; Organic chemistry; Chemical analysis; Chemistry of the atmosphere; and Using resources.

Physics Paper 1: Physics topics 18–21: Energy; Electricity; Particle model of matter; and Atomic structure.

Physics Paper 2: Physics topics 22–24: Forces; Waves; and Magnetism and electromagnetism.

SKILLS REQUIRED

● Problem-solving

● Abstract-thinking

● Ability to complete multi step calculations

● Application of knowledge

● Data analysis

● Evaluation

● Extended writing skills

SPECIFICATION LINK

FURTHER STUDY

The content of this course gives students a secure grounding in the fundamentals of biology, chemistry and physics and prepares students for progression in science related disciplines beyond GCSE, including BTEC and A Levels. If students are intending to study any of the sciences at A Level we would strongly recommend taking the separate biology, chemistry and physics GCSEs; however, Combined Science GCSE does not automatically preclude study at A Level and bridging work will be given to support suitable candidates from Combined Science going on to A Level.

COMPUTER SCIENCE

This IGCSE will encourage students to be inspired, stimulated and excited by following a challenging course of study. It is a rigorous academic discipline, incorporating a scientific, creative and mathematical approach which will help students gain valuable computational thinking skills that are attractive to employers.

COURSE CONTENT

Unit 1- Paper 1

1 – Data representation, Binary systems, Hexadecimal, data storage

2 – Communication and internet technologies, Data transmission, security aspects

Programming concepts Internet principles of operation

Unit 2- Paper 2

4 – The Internet and its uses

5 – Automated and emerging technologies

6 – Algorithm design and problem-solving

7 – Programming-Python language

8 – Databases

9 – Boolean Logic

ASSESSMENT

YEAR 10

3 – Hardware and software, logic gates, Computer architecture, fetch-execute cycle, Memory, Storage devices and operating systems

There will be end of topic tests for topics 1- 5 which will also be examined collectively in an end of year summer exam.

YEAR 11

There will be end of topic tests for subject topics 1- 9 (above). On the next page is an outline of how both units will be assessed on the GCSE examination papers.

ASSESSMENT

PAPER 1

Theory theoretical knowledge from topics 1 – 5 above. A written exam is set, in which students complete questions on based on topics 1-5: 1hr45min - 75 marks (50% of GCSE)

PAPER 2

Problem Solving and Programming. Students answer questions on a pre-release computer programme in addition to theoretical knowledge from topics 6-9. Written exam: 1hr45min - 75 marks (50% of GCSE)

SKILLS REQUIRED

Students should be able to implement a systematic approach to problem solving and to develop algorithms. Students will learn to design, write, test and refine programs with a textual program definition. They must be able to apply their computational thinking skills effectively to model selected aspects of the external world, in a program, to solve a problem.

SPECIFICATION LINK

FURTHER STUDY

To study A Level Computer Science a minimum Grade 6 in GCSE Mathematics is required. GCSE Computer Science is not essential but extremely useful for A Level Computer Science study. Russell Group Universities recommend A Level Computer Science for the following courses: Biology, Chemistry, Physics, Engineering (civil, mechanical, electronic and aeronautical), Economics, Mathematics, Medicine, Optometry, Pharmacy, Psychology and Sociology.

DESIGN & TECHNOLOGY PRODUCT DESIGN

Students will enjoy this course if they are interested in subjects that are both creative and technical as they are given the opportunity to design and make products.

The course places an emphasis on the design and manufacture of quality products, as well as a study of the commercial production of everyday items.

COURSE CONTENT

Core Technical Principles Specialist Technical Principles Designing & Making Principles

• New and Emerging Technologies

• Energy Storage and Generation

• Modern and Smart Materials

• Systems approach to Designing

• Materials and their working

Properties

• Forces and stresses

• Ecological and social footprint

• Scales of production

• Sources and origins

• Using and working with materials

• Stock forms, types and sizes

• Specialist techniques

• Surface treatments and finishes.

• Investigation, primary and secondary data

• Environmental, social and economic challenge

• The work of others

• Design strategies

• Communication of design ideas

• Prototype development

• Selection of materials and components

• Tolerances

• Material management

• Tools and equipment

• Techniques and processes

ASSESSMENT

Year 10

Students will complete a series of focused practical ‘Design and Make’ tasks. There will also be an internal end of year exam and complete regular end-of-topic assessments to monitor progress.

Year 11

Non-Exam Assessment (NEA):

30–35 hours approx.

100 Marks: 50% of GCSE

A substantial design and make task, based on board set criteria.

Written Exam

2 hours

100 Marks: 50% of GCSE

Section A: Core technical principles (20 marks)

Section B: Specialist technical principles (30 marks)

Section C: Designing and making principles (50 marks)

DESIGN & TECHNOLOGY PRODUCT DESIGN cont.

SKILLS REQUIRED

● Ability to communicate using graphical skills.

● Good organisational skills.

● Comfortable in the workshop environment.

● Ability to think and create innovative solutions to everyday problems.

● Creativity through designing and making.

● Willingness to learn to use various Computer Aided Design software packages.

SPECIFICATION LINK

FURTHER STUDY

GCSE grade 6 or above is required to study Product Design at A Level. Design Technology is an important foundation for many jobs and courses that students may pursue in employment or further education. Some of the more obvious careers benefiting from Design & Technology include: Design, Interior Design, Industrial Design, Furniture Design, Graphic Design, Materials Science, Engineering, Architecture and Automotive Design.

DESIGN & TECHNOLOGY TEXTILES

A creative and technical course in which students design and make textiles products.

The course places an emphasis on a broad range of technical and industrial principles related to the commercial production of everyday items.

COURSE CONTENT

Core Technical Principles Specialist Technical Principles

• New and emerging Technologies

• Energy Storage and generation

• Modern and smart materials

• Systems approach to designing

• Materials and their working properties

• Forces and stresses

• Ecological and social footprint

• Scales of production

• Sources and origins

• Using and working with materials

• Stock forms, types and sizes

• Specialist techniques

• Surface treatments and finishes.

Designing & Making Principles

• Investigation, primary and secondary data

• Environmental, social and economic challenge

• The work of others

• Design strategies

• Communication of design ideas

• Prototype development

• Selection of materials and components

• Tolerances

• Material management

• Tools and equipment

• Techniques and processes

ASSESSMENT

Year 10

Students will complete a series of focused practical ‘Design and Make’ textile tasks. There will also be an internal end of year exam and complete regular end-of-topic assessments to monitor progress.

YEAR 11

Non-Exam Assessment (NEA):

30–35 hours approx.

100 Marks: 50% of GCSE

A substantial design and make task, based on board set criteria.

Written Exam

2 hours

100 Marks: 50% of GCSE

Section A: Core technical principles (20 marks)

Section B: Specialist technical principles (30 marks)

Section C: Designing and making principles (50 marks)

DESIGN & TECHNOLOGY

TEXTILES cont.

SKILLS REQUIRED

● Creativity and an ability to design and create innovative solutions

● Confidence in using a range of material

● Good communication, organisational and ICT skills are an advantage

SPECIFICATION LINK

FURTHER STUDY

A Level Fashion and Textiles provides a foundation for students wishing to follow a career in the fashion industry, interior design and the textiles industry. Due to the creative nature of the subject, this course could also lead to further studies in Product Design and Art Design.

DRAMA

‘Logic will get you from A to B. Imagination will take you everywhere’ – Albert Einstein This course will enable students to explore a wide range of themes and issues through the use of a variety of dramatic strategies. Students will create, perform and respond to drama informed by their theoretical knowledge of drama and theatre. Many students find that theatre helps them develop the skills that are essential to speak in front of large audiences. This course will help students to understand how to appraise situations, think outside the box and be more confident. Students will learn to trust their ideas and abilities. Confidence gained from learning drama skills applies to school, career, and life.

COURSE CONTENT

Year 10

● Introduction to Drama and Theatre - Development of performance, design, analysis and evaluation skills. The study of communication, leadership, creativity and collaboration techniques

● Component 1: Understanding Drama - Students will study a set text,‘Blood Brothers ‘ by Willy Russell

● Component 2: Devising Drama

Year 11

● Component 1: Understanding Drama - Students will complete a live theatre production review and review the set text studied in Year 10.

● Component 3: Texts in Practice - Students will complete a performance on two extracts from a set text.

ASSESSMENT

Year 10

Component 2: Devising Drama (40%) Practical process of creating and evaluating devised drama. This section of the course is internally assessed and externally moderated by AQA examiners.

SKILLS REQUIRED

Year 11

Component 3: Texts in Practice (20%). Performance of two extracts from one play.

Component 1: Understanding Drama (40%). Written examination: 1hr45min.

The ability to work independently and as part of a group are essential. Drama and Theatre stimulates imagination, encourages a spirit of enquiry and builds confidence, teambuilding and leadership skills through group work. To be successful students will need to be committed, driven and passionate.

SPECIFICATION LINK

FURTHER STUDY

This course is strongly recommended for any path involving communication and interpersonal skills. It is a perfect foundation for a substantial number of A Levels; Theatre; Marketing and Public Relations; Education and Public Speaking. A grade 6 at GCSE is required to study this subject at A Level.

ECONOMICS

This course develops the basic tools of an economist to help students understand their place in and contribution to the local, national and global economy as consumers, workers and citizens. They will investigate a range of contemporary issues and analyse evidence from different perspectives so as to make informed decisions.

COURSE CONTENT

A new, two-paper model gives students better opportunities to prepare for and focus on different aspects of economics. We will test knowledge, understanding, analytical and evaluation skills around two themes:

Paper 1 - covered in Year 10:

● Microeconomics and Business Economics, covers the following areas:

● The market system

● Business economics

Paper 2 - covered in Year 11:

● Macroeconomics and the Global Economy, covers the following areas:

● Government and the economy

● The global economy

ASSESSMENT

Year 10

Assessments in Year 10 will involve regular knowledge based tests followed by end of unit ‘examination style’ tests, culminating in an end of year examination. Year 11

Ongoing assessment will continue as in Year 10, culminating in two GCSE examinations which assess all aspects of the course: Both papers are equally weighted and follow the same format: Examination of 1 hour 30 minutes, consisting of four compulsory questions, each worth 20 marks. The sub questions are a mixture of multiple-choice, short-answer, data response and open-ended questions.

SKILLS REQUIRED

The following are skills which are both required for success and will be built upon during the course: Communication, problem solving, critical analysis and evaluation, data analysis, decision making, questions analysing and interpreting data

SPECIFICATION LINK

FURTHER STUDY

If you wish to continue with your studies at A Level, a minimum grade 6 at GCSE will be required, and a grade 6 in Mathematics is strongly recommended. An A Level in Economics is recommended for a degree in Economics as well as a range of related courses including Finance, Business, Law and Politics. The lifelong skills developed will be an asset to further study whichever career path you choose.

ENGLISH LANGUAGE

The challenging content of this key IGCSE qualification will equip students with high quality literacy skills, knowledge and understanding to support the demands of further study and future employment.

Students will study and practise the use of language within a range of diverse forms and contexts, designed to build skills of reading, writing, speaking and listening, progressively over time.

The course encourages a fascination with language and communication and the development of an enquiring and independent mind.

COURSE CONTENT

The course is taught in conjunction with the English Literature iGCSE provision across Key Stage 4.

Year 10 forms an introduction to each of the key aspects below, using a range of different text extracts and examples, as well as an introduction to coursework.

Work in Year 11 focuses on developing key skills of literary analysis further, along with specific exam preparation and revision. Specific Language components are:

● Poetry and prose texts (from Pearson Edexcel International GCSE English Anthology)

● Non-fiction texts (from Pearson Edexcel International GCSE English Anthology)

● Unseen non-fiction texts

● Imaginative writing

● Transactional writing

ASSESSMENT

Students are assessed via Internal assessment/coursework (40% of the total marks) which will consist of Poetry and prose texts and Imaginative writing and examination (60% of total marks) which will consist of non-fiction texts and unseen non-fiction texts and Transactional writing.

YEAR 10

Students start with their coursework and complete a timed examination at the end of the year for either of their course.

YEAR 11

Students complete all coursework and complete at least one full mock examination paper under timed, examination conditions.

ENGLISH LANGUAGE

cont.

SKILLS REQUIRED

Students should be keen readers who read widely and independently most days, enjoying a full range of non-fiction material alongside fictional choices. They should be independently motivated to seek our relevant wider reading which informs their view and analysis texts. A general interest in current affairs and wider academic general knowledge of political, social, economic and cultural issues is key as we study what Language as a system reveals about society. Students must be willing to persevere with more challenging texts, to learn more complex analytical terminology and be keen to engage with aspects such as grammar and text construction in much more detail.

In class, students need to be confident with discussion and debate in small group and whole class contexts and to have a keen interest in exploring a range of ideas, meanings and opinions. This qualification will further develop student ability to:

● Read a wide range of texts fluently and with good understanding, taking critical approaches

● Use knowledge gained from wide reading to inform and improve their own writing

● Write effectively and coherently using Standard English appropriately

● Use grammar correctly, punctuate and spell accurately

● Acquire and apply a wide vocabulary alongside knowledge and understanding of grammatical terminology, and linguistic conventions for reading, writing and spoken language

Excellent achievement in English is highly regarded by employers. Success in English can support exciting career opportunities in politics, publishing, teaching, public relations, law, journalism, social work, management and librarianship. Perhaps most importantly though, this qualification will establish and nourish a deep understanding and appreciation of language and the necessary confidence in communication for success in any field of academic study or employment.

ADDITIONAL RESOURCES

● Please click here to view the English 5 Year Learning Journey.

● Pearson Edexcel International GCSE (9-1) English Language A Student Book

SPECIFICATION LINK

FURTHER STUDY

It is compulsory for students to gain a minimum of Grade 6 in both of their English GCSE qualifications, in order to study either specialism at A Level. Most educational providers specify a minimum English GCSE grade in order to proceed with any A Level or degree course.

ENGLISH LITERATURE

The inspiring and engaging content of this key IGCSE qualification will support the development of key literacy skills, knowledge and understanding in conjunction with GCSE English Language study.

Students will study, analyse and critique a range of fiction texts and the course encourages and nurtures a love of reading and creative language use, along with an appreciation of the impact of Literature in representing and highlighting aspects of society.

COURSE CONTENT

The course is taught in conjunction with the English Language IGCSE provision across Key Stage 4. Year 10 forms an introduction to each of the key texts below, as well as an introduction to coursework. Work in Year 11 focuses on developing key skills of literary analysis further, along with specific exam preparation and revision.

Specific Literature components are:

● Poetry (from Pearson Edexcel International GCSE English Anthology)

● Modern Drama - An Inspector Calls

● Literary Heritage Texts - Macbeth or Romeo and Juliet

● Modern Prose - Of Mice and Men

ASSESSMENT

Students are assessed via Internal assessment/coursework (40% of the total marks) which will consist of Modern Drama and Literary Heritage Texts and examination (60% of total marks) which will consist of Poetry and Modern Prose.

Year 10

Students start with their coursework and complete one full mock examination paper under timed, examination conditions.

Year 11

Students complete all coursework and complete one full mock examination paper under timed, examination conditions.

SKILLS REQUIRED

Students should be keen readers who read widely and independently most days, enjoying a full range of non-fiction material alongside fictional choices. In class, students need to be confident with discussion and debate in small group and whole class contexts and to have a keen interest in exploring a range of ideas, meanings and opinions. Students should also be willing to persevere with more challenging texts.

ENGLISH LITERATURE

cont.

This qualification will further develop a students ability to:

● Read a wide range of classic literature fluently and with good understanding, and make connections across their reading

● Read in depth, critically and evaluatively, so that they are able to discuss and explain their understanding and ideas

● Develop the habit of reading widely and often appreciate the depth and power of the English literary heritage

● Write accurately, effectively and analytically about their reading, using Standard English

● Acquire and use a wide vocabulary, including grammatical terminology, and other literary and linguistic terms they need to criticise and analyse what they read school.

ADDITIONAL RESOURCES

● Pearson Edexcel International GCSE (9-1) English Literature Student Book

● Unseen poetry revision guide

● Of Mice and Men revision guide

● Macbeth study guide

● An Inspector Calls study guide

SPECIFICATION LINK

FURTHER STUDY

It is compulsory for students to gain a minimum of Grade 6 in both of their English IGCSE qualifications, in order to study either specialism at A Level. Excellent achievement in English is highly regarded by employers. Success in English can support exciting career opportunities in politics, publishing, teaching, public relations, law, journalism, social work, management and librarianship. Perhaps most importantly though, this qualification will establish and nourish a deep understanding and appreciation of literature and its impact and importance in the world around us.

FINE ART

The GCSE Fine Art course will enable students to investigate and record the visual world using a range of creative techniques and processes to explore highly personal interpretations and responses. Students will develop and refine visual and written literacy, self expression, risk taking creativity and broaden their appreciation of emotional, moral and social awareness.

The course is delivered to actively engage and promote independent creativity in the context of local, regional and international culture and the art community.

Fine Art may be defined as work developed primarily to communicate aesthetic, intellectual or purely conceptual ideas and meaning. For example, work could be the outcome of personal experiences, thoughts and feelings, or simply to observe and record people, places and things in new and unique ways. Fine Art work will demonstrate an understanding and application of formal elements and creative skills, including mark-making. Students will use visual communication sensitively and thoughtfully to document their artistic investigations and fully support their intentions. Students will also understand that Fine Art practitioners may work to client commissions or undertake self-directed projects. They will need good communication skills in order to collaborate with peers, teachers, and promote and exhibit their own work.

Students will use a wide range of 2D and 3D materials and combine traditional and contemporary techniques, processes and methods. Disciplines will include art foundation skills, painting, printmaking, drawing, 3D, and mixed media and use the Formal Elements to engage with a wide range of topic themes designed to develop and foster independent, thoughtful, confident and dynamic young artists/creatives.

WHY FINE ART?

Supports progression to A Level - the GCSE and the A Level have a common structure and titles, and follow a similar approach to the Externally Set Assignment and the assessment grid to ensure smooth progression to A Level at the end of the GCSE course. Develops transferable skills which students will learn to:

● apply a creative approach to problem solving

● consider and develop original ideas from initiation to realisation

● analyse critically their own work and the work of others

● express individual thoughts and choices confidently

● take risks, experiment and learn and develop from creative risk taking and mistakes

COURSE CONTENT

Component 1 - Personal Portfolio 60%

Undertaken throughout Year 10 and Year 11, students will complete projects, investigating a range of themes to develop skills, knowledge and understanding within Fine Art. Themes, projects and resulting work, may be separate in focus or be interconnected. Students will develop skills to investigate, analyse and experiment. Students will develop and refine ideas supported by contextual research, resulting in a personal portfolio of exciting, thought provoking and dynamic practical work. The four Assessment Objectives must be covered equally and in full.

FINE ART cont.

COURSE CONTENT

Component 2 - ESA - Externally Set Assignment 40%

This component is set externally by Edexcel and is started in the January of Year 11. There is a title theme which students then explore in the ‘preparation’ period. This is then followed by the 10 hr exam. This where students will produce an outcome or outcomes based on their preparation studies. All art based exams are held in the art studios.

Both components are fully assessed and internally standardardised by the Art Department and then externally moderated by Edexcel. The Art Department has an excellent record, recognised by Edexcel of highly accurate assessment and course design and delivery.

SKILLS DEVELOPED

● Observational, drawing and mark making skills

● Creativity - risk taking

● Development of art based traditional and contemporary processes, materials and techniques

● Strong visual awareness and visual communication skills

● Wider appreciation of contextual and cultural themes

● Interpretative, emotional, social and moral consideration

● Development, exploration and inclusion of refined Visual and Written Literacy

● Connective and non-connective ideas and concept development

● Visual, digital and verbal communication, presentation and critique skills

SUGGESTED EQUIPMENT LIST

Whilst the Art Department has excellent facilities, equipment, materials and provision, it is highly recommended that all Fine Art Students have general art based equipment.

● Drawing pencils - HB/2B/3B/4B/9B.

● Eraser, sharpener, ruler - (For home use - scissors) we do not recommend carrying sharp items around school.

● Basic paint sets - watercolour and acrylic - maybe oils - but are expensive so best to wait.

● Black Fine liners - different sizes.

● Paint brushes - watercolour and Acrylic.

● Digital media is or can be used widely on the course - Access to Adobe Creative Suite is recommended - please talk to your teacher before purchasing

SPECIFICATION LINK

c

FURTHER STUDY

Students will be required to achieve at least GCSE grade 6 for entry consideration to Art A Level. The course is strongly recommended for all career paths, especially those that include creativity, visual communication, interpersonal, presentation and problem solving skills. Specific careers may include: Artist, Architecture, Design, Conceptual and Commercial Art roles and Education.

GCSE FOOD PREPARATION AND NUTRITION

Through the preparation and cooking of food, students will gain the knowledge, understanding and skills needed to apply the principles of food science, food safety, nutrition and healthy eating.

Students will develop confidence in vital life skills and have opportunities to cook with ingredients from across the globe.

COURSE CONTENT

An array of culinary techniques and food preparation skills are learned through 5 key areas: Nutrition and Health, Food Science, Food Safety, Food Choice and Food Provenance.

Year 10

Principles of food safety, food spoilage and contamination, macronutrients, micronutrients, nutritional needs and health, cooking of food and heat transfer, functional and chemical properties of food, food preparation and cooking skills.

Year 11

Factors affecting food choice, British and international cuisines, sensory evaluation, environmental impact and sustainability of food, food processing and production, food preparation and cooking skills.

ASSESSMENT

Year 10

● End of topic written tests

● End of topic practical assessment

● Summer exam

Year 11

● Written exam: 1hr 45min- (50% of GCSE)

● Non-exam assessment (NEA) 1: Food investigation (15%)

● Students will undertake a practical food investigation and complete a written report

● Non-exam assessment (NEA) 2: Food preparation assessment (35%)

● Students will prepare, cook and present a final menu of three dishes within a three hour period and produce a written portfolio including photographic evidence (20 sides of A4)

SKILLS REQUIRED

● Interest in food preparation, ability to work quickly under pressure, interest and aptitude in Science, good organisational skills

SPECIFICATION LINK

FURTHER STUDY

Food Preparation and Nutrition is considered a science as well as a creative, practical subject. Related degree courses and careers in Nutrition, Food Science, Dietetics, Food Technology and Health Education require A Level study, preferably in Chemistry and Biology. Catering courses offered in the UK can also be accessed after GCSE.

FRENCH

While ‘only’ about 80 million people speak French as a first language, it is one of the world’s most widely spoken second languages with over 200 million speakers. In many parts of Africa, French is the lingua franca. French is so widely spoken as a second language is that it is an official language in 29 countries. French has an enormous geographical distribution, and is spoken on every continent in the world. In Asia, French is the second most widely spoken and studied European language after English.

However, French is more than just language. France is a cultural powerhouse. Art, Philosophy, Literature, Drama are influential. Perhaps French music has not yet rocked the anglophile world but its popularity remains undimmed in the francophone one! French also remains an important language of international diplomacy, being one of the six official languages of the United Nations and who knows with the UK now leaving the European Union, French may gain more prominence in Europe as a diplomatic working language. If that doesn’t mean more job opportunities then what does?

COURSE CONTENT

There are numerous benefits to learning a language. They are a skill for life and something students should enjoy and find rewarding. Our objective as a school is to enable students of all abilities to develop their French language skills to their full potential, equipping them with the knowledge to communicate in a variety of contexts with confidence.

Year 10

Local, national, international and global areas of interest (My town and region, weather, community projects, holidays) Current and future study and employment (School Life)

Year 11

Current and future study and employment (career choices) Local, national, international and global areas of interest (the environment, ethical shopping, volunteering, discussing big events)

ASSESSMENT

Year 11

Paper 1: Listening understanding and responding to different types of spoken French language (25% of GCSE)

Paper 2: Speaking communicating and interacting effectively in French for a variety of purposes (25% of GCSE)

Paper 3: Reading understanding and responding to different types of written French language (25% of GCSE)

Paper 4: Writing communicating effectively in French for a variety of purposes (25% of GCSE)

Students in Year 10 will be assessed in each of these 4 skills as part of their summer assessments.

FRENCH cont. GCSE

SKILLS REQUIRED

French aims to develop the following skills in our students:

● The ability to communicate spontaneously in French

● The ability to listen, understand and respond to spoken passages from a range

● Critical thinking skills of different contexts and sources

● The ability to read and respond to a variety of texts

● Summarising information from spoken and written sources

● The ability to translate material from French into English (and vice-versa)

SPECIFICATION LINK

FURTHER STUDY

For students wishing to pursue French at A Level, we would expect a minimum of Grade 6 at GCSE. Longer term, students who combine their degree with a Modern Language are increasingly in demand in business. Degrees such as Law and French or Accountancy are becoming more and more sought after.

GEOGRAPHY

Understanding of the interdependence of Earth's human and physical systems is important for young people who are going to be future decision-makers in the world. There has never been a better or more important time to study geography.

Geography helps you to make sense of the world around you. This course covers a variety of geographical processes and concepts and their application in the real world, including the use of fieldwork; it is designed as a two-year course for teaching in international schools and colleges, and UK independent schools.

COURSE CONTENT

Year 10: Hazardous Environments | Coastal Environments | Economic Activity and Energy Year 11: Urban Environments | Fragile Environments

Fieldwork opportunities are also provided, one localised on the changing energy mix of the UAE and a coastal study in UAQ. Fieldwork helps students grasp complex geographical concepts by providing them with practical experiences of geography in real life and learn to apply these skills to exam questions.

ASSESSMENT

Year 10: There will be end of unit assessments for each of the 3 units covered in Year 10, and an end of year IGCSE style examination covering all 3 units.

Year 11: 2 papers - Physical (40%) 1hr 10min, Human (60%) 1hr 45min.

SKILLS REQUIRED

The IGCSE exam is composed of short and extended written questions. Students will learn how to analyse and evaluate both graphical sources and data resources. Practical enquiries using the ‘route through an enquiry’.

Other skills include statistical analysis, conflict resolution and management skills. Geography is considered a science, as well as a study of the physical world and anthropology. Therefore, being able in both Science and English will be an advantage.

SPECIFICATION LINK

FURTHER STUDY

To consider Geography at A Level, a grade 6 or its equivalent will be required at IGCSE Geography. It is also recommended that the equivalent of a grade 6 is obtained in one of the English courses. Geographers move on to an extremely wide ranging set of career paths. It is a facilitating subject at A Level and as such is looked upon very favourably by the top universities.

GRAPHIC COMMUNICATION

The GCSE Graphic Communication course will enable students to investigate and record the visual world using a range of creative techniques and processes to explore highly personal interpretations and responses. Students will develop and refine visual and written literacy, self expression, risk taking creativity and broaden their appreciation of emotional, moral and social awareness. The course is delivered to actively engage and promote independent creativity in the context of local, regional and international culture and the art community.

Graphic Communication introduces students to a visual way of conveying information, ideas and emotions, using a range of graphic media, processes, techniques and elements such as colour, icons, images, typography and photographs. Students will conduct primary and secondary investigations during their design development, and explore traditional and/or new technologies. They will also consider the use of signs and symbols, and the balance between aesthetic and commercial considerations. Students will learn to understand that Graphic Design practitioners may work within a small team environment or work as freelance practitioners. They may be responsible for a particular aspect of the Design or Production process or for the entire design cycle.

Students will use a wide range of 2D and 3D materials and combine traditional and contemporary techniques, processes and methods. Disciplines will include Graphic Communication foundation skills, typography, printmaking, Adobe Creative Suite and the Formal Elements to engage with a wide range of topic themes designed to develop and foster independent, thoughtful, confident and dynamic young designers/creatives.

WHY GRAPHIC COMMUNICATION?

Supports progression to A Level. The GCSE and the A Level have a common structure and titles, and follow a similar approach to the Externally Set Assignment and the Assessment Grid to ensure smooth progression to A Level at the end of the GCSE course.

Develops transferable skills students will learn to:

● apply a creative approach to problem solving

● consider and develop original ideas from initiation to realisation

● analyse critically their own work and the work of others

● express individual thoughts and choices confidently

● take risks, experiment and learn and develop from creative risk taking and mistakes.

COURSE CONTENT

Component 1 - Personal Portfolio 60%

Undertaken throughout Year 10 and Year 11, students will complete projects, investigating a range of themes to develop skills, knowledge and understanding within Graphic Communication. Themes, projects and resulting work, may be separate in focus or be interconnected. Students will develop skills to investigate, analyse and experiment. Students will develop and refine ideas supported by contextual research, resulting in a personal portfolio of exciting, thought provoking and dynamic practical work. The four Assessment Objectives must be covered equally and in full.

GRAPHIC GCSE

COMMUNICATION cont.

COURSE CONTENT

Component

2 - ESA - Externally Set Assignment 40%

This component is set externally by Edexcel and is started in the January of Year 11. There is a title theme which students then explore in the ‘preparation’ period. This is then followed by the 10 hr exam. This is where students will produce an outcome or outcomes based on their preparation studies. All art based exams are held in the art studios. Both components are fully assessed and internally standardardised by the Art Department and then externally moderated by Edexcel. The Art Department has an excellent record, recognised by Edexcel of highly accurate assessment and course design and delivery.

SKILLS DEVELOPED

● Observational, drawing and mark making skills - Design rules/hierarchy and typography

● Creativity - risk taking

● Development of art based traditional and contemporary processes, materials and techniques

● Strong visual awareness and visual communication skills

● Wider appreciation of contextual and cultural themes. Graphic Design and Art History

● Interpretative, emotional, social and moral consideration

● Development, exploration and inclusion of refined Visual and Written Literacy

● Connective and non-connective ideas and concept development

● Visual, digital and verbal communication, presentation and critique skills

SPECIFICATION LINK

FURTHER STUDY

Students will be required to achieve at least GCSE grade 6 for entry consideration to an Art based A Level. The course is strongly recommended for all career paths, especially those that include creativity, visual communication, interpersonal, presentation and problem solving skills. Specific careers may include: Artist, Architecture, Design, Conceptual and Commercial Art roles and Education.

HISTORY

As Cicero said, ‘to be ignorant of what occurred before you were born, is to remain always a child’.

History enables students to study different aspects of the past so they can engage with bigger issues like conflict, understand what drives change and how the past influences the world around us today. It also develops critical thinking skills which are crucial for a wide range of future professions. The course builds upon the History covered in Years 7, 8 and 9, while introducing a range of new topics.

COURSE CONTENT

Year 10 Year 11

Germany: Development of dictatorship 1918-45 A world divided: superpower relations, 1943–72 The Vietnam Conflict 1945-75 Changes in medicine 1848 - 1948

The course content provides students a wide understanding of several of the formative events of the 20th century, which supports understanding of the wider landscape of modern politics, social change and current affairs.

ASSESSMENT

Year 10

At the end of each major topic area, internal tests will be set based on past questions. Students are assessed through an examination only. There will be two papers - Paper 1 (Germany & Superpower Relations) and Paper 2 (Vietnam & Medicine) both 1hr30min. (60 marks).

SKILLS REQUIRED

● Demonstrate knowledge and understandings of key features and characteristics of the periods of history studied.

● (AO1) Explain and analyse historical events and periods using second-order concepts like cause, consequence, change, continuity and significance.

● (AO2) Analyse, evaluate and use sources (contemporary to the period) and interpretations (written after a period) to make substantiated judgements in the context of historical events studied. (AO3 and AO4)

SPECIFICATION LINK

FURTHER STUDY

Students require at least a grade 6 in GCSE History to continue to A Level. History is recognised as a rigorous, academic subject by educational institutions and provides an excellent enabling degree for a range of careers including Law, Commerce, Business, Government and Politics, Journalism, Media, Marketing, History, Teaching and Lecturing.

ISLAMIC STUDIES A & B

The Ministry of Education’s Islamic Studies course aims to help students understand and live the true values of Islam and their national traditions. Islamic Studies is compulsory for all Muslim students through to Year 13.

Students take their final Islamic Studies exam at the end of Year 13. Passing the exam is a requirement to receive an Equivalency Certificate from ADEK, which certifies that a student has completed their secondary education.

An Equivalency Certificate is required for entry to UAE universities and for employment in some UAE government or semi governmental organisations. Further information is available directly from ADEK customer services.

COURSE CONTENT

The course content is based on linking between the values of Islam and how to apply them in real life situations. In addition, the content allows students to develop different skills such as Holy Quran recitation and memorisation of the sayings of the Prophet (PBUH).

ASSESSMENT

● Half termly assessments will take place throughout the academic year.

● An end of year exam will take place in all year groups testing knowledge of the curriculum.

SKILLS DEVELOPED

Memorisation and recitation of verses from the Holy Quran. Knowledge and application of Islamic values in real life situations.

FURTHER STUDY

Students take their final Islamic Studies exam at the end of Year 13. Passing the exam is a requirement to receive an equivalency certificate from ADEK, which certifies that a student has completed their secondary education.

MATHEMATICS IGCSE

Mathematics is for everyone. It is diverse, engaging and essential in equipping students with the right skills to reach their future destination.

Students studying Mathematics will further develop their knowledge and understanding of mathematical concepts and techniques, as well as using and applying them to solve a variety of problems and in the process develop an appreciation for the importance of Mathematics in society, employment and study.

COURSE CONTENT

Year 10 and 11

Students will develop their knowledge, understanding and skills in the following areas:

● Numbers and the number system

● Equations, formulae and identities

● Sequences, functions and graphs

● Geometry and trigonometry

● Vectors and transformations

● Statistics and probability

ASSESSMENT

Year 11

In Mathematics there are two tiers of entry: Foundation Tier and Higher Tier.

● Foundation Tier grades 5-1 available

● Higher Tier grades 9-4 available Students complete two written papers; each paper contributes 50% of the final grade. Each paper will be assessed through a two-hour examination which is set and marked by Edexcel.

SKILLS REQUIRED

The ability to: acquire, select and apply mathematical techniques to solve problems, reason mathematically, make deductions and inferences and draw conclusions, comprehend, interpret and communicate mathematical information in a variety of forms.

BSAK IGCSE Maths website

SPECIFICATION LINK

FURTHER STUDY

Students wishing to study Mathematics at A Level will require a grade 7 or above in their IGCSE Mathematics. Those wishing to study Further Mathematics will require a grade 9 Mathematics at IGCSE. Mathematics develops a wide range of useful skills for those seeking a career in Accountancy, Computing, Engineering, Psychology, Medicine, Nursing, Teaching, Pharmacy, Agriculture, Horticulture, Chemical Engineering and many other fields.

MEDIA STUDIES

Our aim at BSAK is to provide the best Media Studies course available.

Our results speak for themselves, but we aim to give our students much more than a good pass at GCSE. We are able to achieve this with a department of experienced Media specialists, who provide students with the best possible education in both the theoretical study of media and the practical application of skills learnt.

Media Studies is a contemporary and interactive subject which encourages students to develop their creative, analytical, research and communication skills, through the exploring of a range of media forms and perspectives. At BSAK, Media Studies is one of the flagship departments, consistently achieving excellent value added results and in the most recent school inspection receiving ADEK commendation for our integration of UAE culture into the curriculum.

COURSE CONTENT

YEAR 10

Media Studies requires the application of a theoretical framework which comprises four key concepts: Media Language, Media Representation, Media Industries, Media Audiences. These concepts will be explored through the following platforms in Year 10:

● Advertising and marketing

● The film industry

● Music videos online

● Social and participatory media

● Radio, video games, magazines Study of each platform will involve exploration of constituent elements, exam board set texts (close study products) and for many topics an element of practical media production.

YEAR 11

The key concepts will continue to be explored through the following platforms: television and newspapers and students will spend one term working on their non-exam assessment.

ASSESSMENT

YEAR 10

Internal end of year exam. Exam-style assessments at the end of each platform, approximately every three to eight weeks, to act as a checkpoint for the development in student’s knowledge, understanding and progress.

MEDIA STUDIES cont.

ASSESSMENT

YEAR 11

Paper 1 - Multiple choice, short answer and an extended response question focusing on all nine media platforms, with conceptual emphasis on industries, audiences and representation.

Written assessment – 1hr 30min, 84 Marks (35% of GCSE grade).

Paper 2 - Multiple choice, short answer, stepped response and extended response questions. An extract from one of the television close study products will be shown. This paper requires in depth knowledge of television, newspapers and online media with an understanding of all four key concepts.

Written assessment – 1hr 30min, 84 marks (35% of GCSE Grade).

Non-Exam Assessment (NEA)

Each year AQA provides five set briefs, of which students select one to specialize in for their NEA. Working individually in one of the media platforms, students create a practical production for a specific audience, supported by a statement of intent. The coursework will be graded on technical quality and application of the key concepts.

Coursework – 60 marks (30% of GCSE grade).

During the GCSE course students will develop and be assessed upon the following skills:

● Practical production skills - including the use of cameras and editing software.

● Creativity - application of key concepts.

● Analysis of media texts - particularly exam board specified close study products.

● Written communication.

SKILLS REQUIRED

● Ability to research and summarise

● Analyse and respond

● Applying key concepts

● Developing and creating practical work

SPECIFICATION LINK

FURTHER STUDY

To continue the study of Media at A Level, students need to attain a grade 6 at GCSE. If students have not studied the GCSE beforehand, grade 6 in English is strongly recommended. Students from BSAK have gone into jobs such as Film Production, Graphic Design, Public Relations, Events Management, Fashion Marketing, Web Design, Partnership and Events at NHS, Entertainment Law, Online Editor, Fashion Blogger (Founder of Fashion Hub), Working in Social Media, Stylist at Harvey Nichols, Pilot for Etihad and International Marketing Coordinator at Christie’s.

MUSIC

The course develops performing, composing, listening and appraising skills.

The four ‘Areas of Study ’(Instrumental Music, Vocal Music, Music for Stage and Screen and Fusions) each contain two set works, which enable students to understand and appreciate a range of musical genres. The set works form the basis of study, allowing students to develop their individual strengths and interests.

COURSE CONTENT

The course is divided into 3 components:

Component 1: Performance (30% - internally assessed)

A solo performance and an ensemble performance, lasting at least four minutes combined total. Component 2: Composition (30% - internally assessed)

Two compositions of at least one minute each, totalling a minimum of three minutes combined duration. One piece is composed from a given brief and the second is a ‘free composition’.

Component 3: Listening Exam (40% - externally assessed)

Six listening questions based on the set works studied throughout the course and one unfamiliar piece. One essay question comparing one of the set works to another unfamiliar piece.

ASSESSMENT

Year 10

Students receive an introduction to the History of Western Music before beginning analysis of the set works. Composition skills are taught in preparation for Year 11. The Performance component is ongoing with the instrumental teachers. Ongoing assessment throughout Year 10 includes regular testing of key musical terminology and listening tests with a GCSE-style end of year exam based on the set works covered. Solo Performance will also be assessed at the end of Year 10.

Year 11

Students complete the analysis of the set works and study exam techniques, essay writing and continue to develop their listening and appraising skills. Both compositions are completed and the performance coursework is recorded. Completion of Performance and Composition Coursework by the end of term two. GCSE Listening Exam in May/June.

SKILLS REQUIRED

Proficiency on a musical instrument, of around Grade 3, at the start of the course, is expected. Students should to be able to read staff notation and follow a musical score for analysis purposes.

SPECIFICATION LINK

FURTHER STUDY

A Level: A minimum Grade 6 in Music GCSE. Students who do not have this must be able to demonstrate a working knowledge of performing, composition and music theory/analysis to a reasonable standard. You must have a minimum standard of Grade 5 on your instrument(s) and your understanding of musical notation/theory also needs to be equivalent to the ABRSM Grade 5.

BTEC Music Production: A minimum of 5 Grade 4/C Grades at GCSE (including Mathematics and English Language). In addition to GCSE Grades, you must be able to prove a good work ethic and that you are able to work independently. A minimum average Effort Grade of 3.75 across all subjects is a requirement.

PHOTOGRAPHY

The GCSE Photography course will enable students to investigate and record the visual world using a range of creative techniques and processes to explore highly personal interpretations and responses. Students will develop and refine visual and written literacy, self expression, risk taking creativity and broaden their appreciation of emotional, moral and social awareness.

The course is delivered to actively engage and promote independent creativity in the context of local, regional and international culture and the art community.

Photography may be defined as the creative journey through the process of lens and light-based media. This could include work created using film, video, digital imaging or light sensitive materials. With the developments of new affordable lens-based technologies, students will use photographic mediums to explore and create a portfolio of work, which develops and refines both the process and the concept. Students will also understand that Photography practitioners may work to client commissions within a commercial photography studio, or work as freelance photographers. They will need photo manipulation and graphic design skills, and good communication skills in order to liaise with clients and to promote themselves as photographers.

Students will use a wide range of 2D and 3D materials and combine traditional and contemporary techniques, processes and methods. Disciplines will include Photography foundation skills, abstract, narrative, photojournalism, The Everyday and using the Formal Elements as a basis to engage with a wide range of topic themes designed to develop and foster independent, thoughtful, confident and dynamic young photographers/creatives.

Students will reflect on, refine and apply the observations they make with a camera, and determine which tools or techniques are most appropriate in their exploration of ideas. They will also consider the application and implications of new and emerging technologies that can be used to create personal and thought provoking responses.

WHY PHOTOGRAPHY?

Supports progression to A Level. The GCSE and the A Level have a common structure and titles, and follow a similar approach to the Externally Set Assignment and the assessment grid to ensure smooth progression to A Level at the end of the GCSE course. Develops transferable skills students will learn to:

● apply a creative approach to problem solving

● consider and develop original ideas from initiation to realisation

● analyse critically their own work and the work of others

● express individual thoughts and choices confidently

● take risks, experiment and learn and develop from creative risk taking and mistakes

PHOTOGRAPHY cont.

COURSE CONTENT

Component 1 - Personal Portfolio 60%

Undertaken throughout Year 10 and Year 11, students will complete projects, investigating a range of themes to develop skills, knowledge and understanding within Graphic Communication. Themes, projects and resulting work, may be separate in focus or be interconnected. Students will develop skills to investigate, analyse and experiment. Students will develop and refine ideas supported by contextual research, resulting in a personal portfolio of exciting, thought provoking and dynamic practical work. The four Assessment Objectives must be covered equally and in full.

Component 2 - ESA - Externally Set Assignment 40%

This component is set externally by Edexcel and is started in the January of Year 11. There is a title theme which students then explore in the ‘preparation’ period. This is then followed by the 10 hr exam. This where students will produce an outcome or outcomes based on their preparation studies. All art based exams are held in the art studios.

Both components are fully assessed and internally standardardised by the Art Department and then externally moderated by Edexcel. The Art Department has an excellent record, recognised by Edexcel of highly accurate assessment and course design and delivery

SKILLS REQUIRED

● Observational Skills - Photographic techniques, rules and processes

● Creativity - risk taking

● Development of photography based traditional and contemporary processes, materials and techniques

● Strong visual awareness and visual communication skills

● Wider appreciation of contextual and cultural themes.

● Photography and Art History

● Interpretative, emotional, social and moral consideration

● Development, exploration and inclusion of refined Visual and Written Literacy

● Connective and non-connective ideas and concept development

● Visual, digital and verbal communication, presentation and critique skills

ADDITIONAL INFORMATION

All students will have the opportunity to work with outside artists and have artwork in internal and external exhibitions and participate in collaborative projects with external agencies. Recent partnerships include the British Council, British Embassy, The Future Centre, Warehouse 421(New Beginnings Abu Dhabi schools exhibition) and The Club (BSAK Young Artists and Designers)

SPECIFICATION LINK

FURTHER STUDY

Students will be required to achieve at least GCSE grade 6 for entry consideration to an Art based A Level. The course is strongly recommended for all career paths, especially those that include creativity, visual communication, interpersonal, presentation and problem solving skills. Specific careers may include: Artist, Architecture, Design, Conceptual and Commercial Art roles and Education.

PHYSICAL EDUCATION GCSE

The GCSE Physical Education (PE) Course develops knowledge and understanding of sport and exercise through practical application. It consists of both theory and practical lessons, providing students with a well - rounded and full introduction to the world of Physical Education, sport and sport science. Students will also be required to complete three practical physical activities from a set list. One must be a team game, another an individual activity and the final activity can be either team or individual. In addition to this students will plan, perform, monitor and evaluate a personal exercise program. The course develops a holistic understanding of Physical Education.

COURSE CONTENT

Component 1: Fitness and Body Systems – Written examination (36%)

Component 2: Health and Performance - Written examination (24%)

Component 3: Practical Performance - Three assessed practical activities (30%)

Component 4: Personal Exercise Program – Assessed coursework (10%)

Year 10

● Skeletal System & Muscular System

● Movement Analysis & Physical Training

● Aerobic & Anaerobic exercise & Short Term effects of exercise Year 11

● Health, Fitness, Energy, Diet & Nutrition

● Mental Preparation for Sport & Goal Setting

● Classification of Skills & Commercialisation of Physical Activity

ASSESSMENT

Students will be assessed in both the theoretical and practical components of Physical Education. Year 10

Three Theoretical Assessments:

● December – Muscular & Skeletal System

● March – Physical Training & Movement Analysis

● June – Aerobic, Anaerobic exercise & short term effects of exercise

Two Practical Assessments:

● January – 1 Team Sport & 1 individual sport

● May – 1 Team sport, 1 individual & 1 sport of their choice

PHYSICAL EDUCATION cont.

GCSE

ASSESSMENT

Year 11

Four Theoretical assessments:

● October – Health, Fitness & Energy Balance, Diet & Nutrition

● December – Mental Preparation for Sport & Goal Setting

● February – Classification of Skills & Commercialisation of Physical Activity

● May – Formal GCSE PE Examination

Three Practical assessments:

● November – 1 Team sport, 1 individual & 1 sport of your choice

● January - 1 Team sport, 1 individual & 1 sport of your choice

● March - Formal GCSE PE Practical Assessment

SKILLS REQUIRED

● Good level of sporting performance

● Motivated and willing to try new sports

● Interested in observing and analysing sporting performance

● As the course is 60% theoretical, students must be motivated to learn in a classroom setting about the theoretical concepts that underpin sporting performance at the elite level.

SPECIFICATION LINK

FURTHER STUDY

GCSE PE enables students to develop a range of transferable skills for progression to the next level. It encourages teamwork, leadership, co-operation and communication, as well as encompassing practical, scientific and social areas of knowledge. PE offers a wide choice of careers in fields such as Sport and Exercise Science, Sports Medicine and professional level sport.

PHYSICS

Physics is the study of everything, from the outer reaches of the Universe, right down to what is inside the nucleus of every atom.

This course is designed to give students the tools and concepts they need to be able to construct a scientific approach to solving problems. They will learn to ask and answer questions about the fundamental laws that govern natural phenomena.

COURSE CONTENT

Year 10

Conservation and Dissipation of Energy (P1), Energy Transfer by Heating (P2), Energy Resources (P3), Electric Circuits (P4), Electricity in Home (P5), Molecules and Matter (P6), Radioactivity (P7), Forces in Balance (P8).

Year 11

Motion (P9), Force and Motion (P10), Force and Pressure (P11), Wave Properties (P12), Electromagnetic Waves (P13), Light (P14), Electromagnetism (P15), Space (P16).

ASSESSMENT

Year 10

Students will be assessed with a topic-test after completing each of the topics P1 to P8 above. They will also sit an internal examination at the end of Year 10 that will assess knowledge and understanding from all these topics.

Year 11

In addition to the end of topic tests for P9 to P16 throughout Year 11, students will sit two external AQA examinations in May/June that will both have multiple-choice, structured, closed short-answer and openresponse questions.

SKILLS REQUIRED

• Problem-solving • Good mathematical skills • Ability to describe and explain observations and patterns

SPECIFICATION LINK

FURTHER STUDY

GCSE Physics would be compulsory for any student wishing to continue onto A Level Physics and the entry requirement is a Grade 7-9 at GCSE. A GCSE Maths Grade 7-9 at GCSE is also compulsory. Physics A Level is compulsory for students wishing to pursue university courses in Physics or any of the Engineering disciplines. It is also recommended for students wishing to follow the other sciences or medicine.

SPANISH

A knowledge of Spanish quite literally opens up the world to you, it is spoken across four continents and a wealth of nations use it as their mother tongue. Currently in second place for its sheer number of speakers there has never been a better time to study it at a higher level! Widely regarded as the language of the Gods and nowadays for being the most fun-loving and trendy idiom out there, Spanish ticks all the boxes, from ancient Iberian culture, gastronomy, Don Quijote, incredible artists, top-class footballers to modern clothes design, it really has it all.

By having a qualification in Spanish, you might work in the UN in New York, as an aid worker in Bolivia or in the European Commission Headquarters. Alternatively, you could teach in South America, interpret for the Spanish Royals or put your linguistic prowess to use in Honduras as a volunteer Medic. The possibilities are endless - all you need is a love of Spanish, a desire to live and breathe all things hispanic, and you’re good to go.

COURSE CONTENT

Year 10

● Interests and Influences (Free time, sports, entertainment, role models),

● Home (our neighbourhood, future plans, shopping, improving a city, visiting Peru),

● Customs and Traditions (food, festivals, restaurants, music).

Year 11

● World of Work (chores, work experience, importance of languages, applying for jobs, gap years, hopes for the future),

● Making the World a Better Place (global issues, looking after your environment, health, sporting events, natural disasters).

ASSESSMENT

Year 10

Students in Year 10 will be assessed in each of these 4 skills as part of their summer assessments.

Year 11

Paper 1: Listening - Understanding and responding to different types of spoken Spanish (25% of GCSE)

Paper 2: Speaking - Communicating and interacting effectively in Spanish for a variety of purposes (25% of GCSE)

Paper 3: Reading - Understanding and responding to different types of written Spanish language (25% of GCSE)

Paper 4: Writing - Communicating effectively in Spanish for a variety of purposes (25% of GCSE)

SPANISH cont.

SKILLS REQUIRED

Spanish students will need the following skills and abilities:

● To communicate spontaneously in Spanish

● To listen, understand and respond to spoken passages from a range of different contexts and sources

● To read and respond to a variety of texts

● To summarise information from spoken and written sources

● To translate material from Spanish into English (and vice-versa)

SPECIFICATION LINK

FURTHER STUDY

For students wishing to pursue Spanish at A Level, we would expect a minimum of Grade 6. Longer term, students who combine their degree with a Modern Language are increasingly in demand in business. Degrees such as Law and Spanish or Accountancy and Spanish are becoming more and more sought after.