THE BRITISH SCHOOL AL KHUBAIRAT YEAR 10 CURRICULUM 2022/2023 RATED OUTSTANDING BY ADEK AND BRITISH SCHOOLS OVERSEAS TOP SCHOOL AWARDS 2022 Best School in the UAE for Fine Art and Creative Studio Work TOP SCHOOL AWARDS 2022 Best School for Post-16 Education in the UAE
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
With my very best wishes
Mr Gareth Jones Deputy Head gjones@britishschool.sch.ae
I would like to take this opportunity to emphasise the importance of the school curriculum. Teaching does not happen by accident, and requires careful thought and wise construction in order to produce a curriculum that is coherently planned. Our Heads of Departments expertly ensure that their teams provide teaching which is sequential; building on knowledge, understanding and skills in a well thought through and structured way, using techniques of cognitive science to allow true teaching forlearning.
As educators, we are very much looking forward to working with our students and helping them achieve their true potential and it is with great joy that we see us moving forward together - as a community of staff, students, and parents.
We have said many times how proud we are of our students’ resilience and endeavour, and how they have responded to the challenges of the last few years. It is with great delight that our staff are now able to concentrate on a restriction free acceleration in our students’ learning, through the curriculum you will see in these booklets.
As we return to school for another academic year, after what I hope has been a restful and rewarding summer break, it is with great anticipation that we welcome our students back into the classroom for what is as close to ‘normality’ as it has been over the last two academic years. We are extremely excited to see the students engage with and flourish in the wide range of opportunities this allows us to reintroduce and build upon.
FOREWORD BY DEPUTY HEAD
Dear Parents & Students,
We feel it is important to keep you informed and updated as to the content of the curriculum your child is following this academic year, the curriculum forms an essential part of the learning process and your support at home is an integral part of this.
YEAR 10 CURRICULUM BOOKLET 2022/2023 CONTENTS Subjects In Alphabetical Order P06 Arabic A P07 Arabic GCSE P08 Biology P09 Business Studies P10 Chemistry P11 Combined Science P12 Computer Science P14 Design Technology (Product Design) P16 Drama P17 Economics P18 English Language P20 English Literature P22 Fine Art P24 Food Preparation & Nutrition P25 French P27 Geography P28 Graphic Communication P30 History P31 Islamic Studies A P32 Islamic Studies B P33 Learning Support P34 Mathematics P35 Media Studies P36 MELS P37 Music P38 Photography P40 Physical Education P41 Physical Education (Core) P42 Physics P43 Spanish P44 Textiles
A MODEL ASSESSMENT ARABIC
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.
SPECIFICATION LINK
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).
ASSESSMENTS
The course content will draw heavily on:
● Native understanding and analysis of written and spoken Classical Arabic
ARABIC A
YEAR 10 ARABIC LEVELS DESCRIPTOR
● Knowledge and application of language skills
The Ministry of Education Arabic course targets the native speakers of the language.
● The structure of the language: applied rather than theoretical syntax and morphology
● Writing practice in line with what was covered during reading lessons
● Conversational drills where students use and apply the skills they acquired
● Conversing in Classical Arabic on a given topic
SPECIFICATION LINK
● Reading texts: literary and factual texts
● Writing for different purposes
In Year 13 students will undertake the Ministry of Education Arabic Exam at the end of the academic year.
COURSE CONTENT
SKILLS DEVELOPED
Half termly assessments take place as well as a final exam at the end of each academic year.
●
Arabic will be assessed by topic and / or by
Languagenut is provided by School but students may also access other websites independently such as Languagesonline, Duolingo, Memrise or Quizlet SPECIFICATION LINK ASSESSMENT
and
●
● GCSE GCSE
TravelHolidaysand Tourist Transactions
Knowledge and application of language skills
● Regular formative vocabulary grammar
●
Term 1: Term 2:
GCSE Arabic (My Language is my Identity) Coursebook
The Year 10 curriculum will build on previous knowledge acquired in Year 9 and indeed Year 8 by developing listening, speaking, reading and writing skills as well as including a focus on skills such as translation, understanding authentic and literary texts and spontaneous speaking. This course will also emphasise the fact that learning Arabic is not just about vocabulary and grammar but having an appreciation of Arabic culture and customs. We aim to foster an inquisitive and curious student who can take advantage of where we are and foster a genuine passion for Arabic as well as a sense of enjoyment and curiosity about the subject.
COURSE CONTENT
●
skills on a regular basis.
Term 3: Theme 1: Identity and Culture Theme 1: Identity and Culture Theme 2: Local Area,Holiday & Travel Who am I? Cultural Life Travel and Tourist Transactions (cont.): Daily Life Theme 2: Local Area,Holiday & Travel Town, region and Country
ARABIC GCSE
SKILLS DEVELOPED Students are required to develop confidence in:
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.
assessment includes
tests.
Knowing Arabic is vital for understanding the UAE and its culture. Therefore, students follow both the Ministry of Education Arabic curriculum and the Pearson Edexcel GCSE specification, with additions and adaptations to meet their learning needs.
Writing for different purposes
●
●
Languagenut digital learning platform
Conversing in Classical Arabic on a given topic RESOURCES
●
Data
● Bioenergetics
● Evaluation
● Infection Response
SKILLS DEVELOPED
COURSE CONTENT
● Veterinary Medicine
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.
and
● Dentistry
● Pharmacology
ASSESSMENTS
● Organisation
● analysis
Extended writing skills
●
● Cell Biology
FURTHER STUDY
To continue Biology to A Level, students will need to attain the compulsory ‘7-9’ grade at GCSE. A ‘7-9’ in Chemistry is also strongly recommended. It is a facilitating subject which is highly regarded by all universities and all courses. Biology is essential to those wishing to read:
● Medicine
BIOLOGY
SPECIFICATION LINK
An internal end of year exam and regular end-of-topic tests to monitor progress.
Application of knowledge
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.
● 1.6
Internal and external communication
● 1.4
Business and
businesses
● 3.5
give you
● 1.2 Types of
affects each
succeed where others fail. COURSE CONTENT
Assessments will be ongoing throughout the year, with a major assessment at the end of each topic. These iGCSE style assessments will be taken from past examination papers to ensure students have practical experience of examination questions at the earliest opportunity. The assessment process will culminate in an end of year mock examination.
Financial documents
● 3.1 Business finance-sources
you
● 2.2
Cash
● 1.1
● 1.7
External factors
successful Unit
● 1.8 makes a business 2 - People in Business
● 2.5 Organisation structure and employees Unit 3 - Business Finance
organisations
forecasting
●
● 2.3
Decisions on location
Government objectives and policies
● 3.4
Costs and break-even analysis
insight into how businesses are set up and managed
Training
● 2.4
● 3.2 flow
Accounts analysis SKILLS DEVELOPED
● 1.3 Classification of
international economy
Recruitment and selection process
What
●
Business objectives
● 1.5 the
●
The world of business and every one of us. Whether have own this course will a valuable and how and why some businesses
● 3.3
skills
Motivation and rewards
boss,
following
Unit 1 - Business Activity & influences on business
Ability to complete multi step calculations SPECIFICATION LINK ASSESSMENTS
● 2.1
BUSINESS STUDIES
Problem solving
Abstract-thinking
ambitions to work in business or become your
The are the essential required for success and will be built upon during the course:
To continue their study of Chemistry, students will need to attain the compulsory ‘7-9’ grade at GCSE. A 7 or above in Mathematics is also strongly recommended. Chemistry is a facilitating subject and it is held in high regard by all universities regardless of the course being applied to and is essential for those wanting to read:
● Chemical calculations
study the fundamentals of Chemistry: Atomic structure and Chemical bonding, quantitative and qualitative analysis, and importantly the chemical processes integral to
Internal end of year exams and regular end-of-topic tests to monitor progress.
● Energy changes
● Chemical changes
● Abstract-thinking
SKILLS DEVELOPED
CHEMISTRY
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.
such as crude oil,
CONTENT
and
● Ability to complete multi step calculations
● Veterinary Medicine
● Pharmacology
● Crude oil and fuels
● Chemical Engineering
SPECIFICATION
● Rates of reaction
FURTHER STUDY
LINK
● Structure and bonding
ASSESSMENTS
Students the world which live in topics fuels equilibrium.
in
COURSE
we
● Problem-solving
● Medicine
● Dentistry
Students will be assessed with a topic-test after completing each topic. They will also sit an internal examination at the end of Year 10 that will assess knowledge and understanding from these topics.
they
Biology ● Organisation ● Infection and response ● Bioenergetics Chemistry ● Structure and Bonding ● Chemical calculations ● Chemical changes ● Crude oil and Fuels ● Rates of reaction ● Energy changes SKILLS DEVELOPED ● Problem-solving ● Abstract-thinking ● Ability to complete multi step calculations ● Application of knowledge ● Data analysis ● Evaluation ● Extended writing skills FURTHER STUDY The
SPECIFICATION LINK ASSESSMENTS
Physics ● Conservation and dissipation of energy ● Electric circuits ● Electricity in the home ● Molecules and matter ● Radioactivity
COURSE CONTENT The
the
COMBINED SCIENCE
This course is designed to give students tools and concepts need to be able to construct a scientific approach to solving problems. 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. teaching of in Year 10 builds on Year 9 and the following topics are covered: 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.
Students
COMPUTER SCIENCE
This GCSE 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 DataHexadecimalBinaryrepresentationsystemsstorage 2. Communication and internet technologies Data InternetProgrammingSecuritytransmissionaspectsconceptsprinciplesofoperation 3. Hardware and software Computer OperatingStorageMemoryFetch-executearchitecturecycledevicessystems 4. The Internet and its Uses 5. Automated and Emerging Technologies Unit 2 - Paper 2 6. Algorithm design and problem-solving Pseudocode FlowchartsProblem-solvingdesign 7. ProgrammingProgramming concepts Data arraysstructures 8. Databases 9. Boolean Logic ASSESSMENTS There will be end of topic tests for topics 1- 9 which will also be examined collectively in an end of year summer exam.
● Biology
Students will be expected to bring a set of headphones to lessons.
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.
● Optometry
COMPUTER SCIENCE
Term 1
End of year exam
● Medicine
SPECIFICATION LINK
To study A Level Computer Science a minimum Grade 7 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:
SKILLS DEVELOPED
● Chemistry
● Psychology
● Mathematics
FURTHER STUDY
● Sociology
ADDITIONAL EQUIPMENT NEEDED
ASSESSMENTS
● Physics
● Engineering (civil, mechanical, electronic and aeronautical)
● Economics
● Pharmacy
Term 2
D&T - PRODUCT DESIGN
New and emerging technologies ● Energy storage and generation ● Modern and Smart Materials ● Systems approach to designing ● Materials and their working properties Specialist Technical Principles
will
●
Forces and stresses
● in Year 10 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 their progress.
Students
will enjoy this course in Design Technology (Product Design) 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
●
●
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 ASSESSMENTS Students
Ecological and social footprint ● Scales of production ● Sources and origins
FURTHER STUDY
●
and create innovative solutions to
● making
Ability to
Creativity through designing and
●
●
Ability to communicate using graphical skills
SKILLS DEVELOPED
D&T - PRODUCT DESIGN
●
Graphic Design
Engineering
● Design
Industrial Design
●
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
●
Architecture and Automotive Design SPECIFICATION LINK
Interior
●
● think everyday
Good organisational skills
Materials Science
problems
Furniture Design
●
● Understand the characteristics of performance text(s) and dramatic work(s)
ASSESSMENTS
A grade 6 at GCSE is required to study this subject at A Level.
This course will enable students to explore a wide range of themes and issues through the use of a variety of dramatic strategies.
SPECIFICATION LINK
Students will create, perform and respond to drama informed by their theoretical knowledge of Drama and Theatre.
FURTHER STUDY
COURSE CONTENT
Introduction to Drama and Theatre
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:
Component 1: Understanding Drama - Students will study a set text - Blood Brothers - by Willy Russell Component 2: Devising Drama - Practical process of creating and evaluating devised drama. This section of the course is internally assessed and externally moderated by AQA examiners.
Practical process of creating and evaluating devised Drama. This section of the course is internally and externally moderated by AQA Examiners
● Journalism
DRAMA
SKILLS DEVELOPED
● Analyse and evaluate theatre performance
● Education
● Work creatively as individuals and in a team
Component 2: Devising Drama (40%)
● Collaborate and communicate
● Theatre / Film / Design
● Rehearse and perform effectively
● Marketing
● Public relations
This qualification will further develop a students ability to:
● Finance
Section 1.2: The Market System
The lifelong skills developed will be an asset to further study whichever career path you choose.
● Elasticity
● Externalities
● Politics
Section 1.2: Business Economics
● Law
● Business competition
Students as to make informed decisions.
ECONOMICS
● Production
Assessments will be ongoing throughout the year, with a major assessment at the end of each topic. These iGCSE style assessments will be taken from past examination papers to ensure students have practical experience of examination questions at the earliest opportunity. The assessment process will culminate in an end of year mock examination.
● Business costs, revenues profit
This
● Demand, supply and market equilibrium
and
● Productivity division of labour
● Economic assumptions
● Business
FURTHER STUDY
will investigate a range of contemporary issues and analyse evidence from different perspectives so
● The economic problem
COURSE CONTENT
If you wish to continue with your studies at A Level, a minimum grade 6 at iGCSE will be required. In addition, due to the mathematical concepts studies at A Level, 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:
● The mixed economy
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.
● Government intervention
● Maths
SPECIFICATION LINK
ASSESSMENTS
● The labour market
and
● Creative writing
SKILLS DEVELOPED
● Read a wide range of texts fluently and with good understanding, taking critical approaches
● Anthology Part 1 continued
● Acquire and apply a wide vocabulary alongside knowledge and understanding of grammatical terminology, and linguistic conventions for reading, writing and spoken language
● Anthology Part 1
● Transactional writing
Term 1
● English Literature Focus
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.
● Poetry and prose texts (from Pearson Edexcel International GCSE English Anthology)
● Write effectively and coherently using Standard English appropriately
● Use grammar correctly, punctuate and spell accurately
ASSESSMENTS
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. Students start with their coursework and complete a timed examination at the end of the year for either their course.
● Non-fiction texts (from Pearson Edexcel International GCSE English Anthology)
● Use knowledge gained from wide reading to inform and improve their own writing
Term 2
ENGLISH LANGUAGE
The course is taught in conjunction with the English Literature iGCSE provision across Key Stage 4. Work in Year 10 focuses on developing key skills of literary analysis further, along with specific exam preparation and revision. Specific Language components are:
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.
● Unseen non-fiction texts
COURSE CONTENT
● Imaginative writing
Term 3
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. Excellent achievement in English is highly regarded by employers. Success in English can support exciting career opportunities in:
● Teaching
● Please click here to view the English 5 Year Learning Journey.
● Management
● Journalism
● Social Work
SPECIFICATION LINK
● Politics
ENGLISH LANGUAGE
FURTHER STUDY
● Public Relations
●
● Pearson Edexcel International GCSE (9-1) English Language A Student Book
ADDITIONAL RESOURCES
PerhapsLibrarianshipmostimportantly 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.
● Law
● Publishing
Term 2
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.
● Read a wide range of classic literature fluently and with good understanding, and make connections across their reading
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.
COURSE CONTENT
ENGLISH LITERATURE
● Modern Prose: Of Mice and Men
Term 1
Term 3
● Poetry (from Pearson Edexcel International GCSE English Anthology)
SKILLS DEVELOPED
● Write accurately, effectively and analytically about their reading, using Standard English
● Of Mice and Men
● An Inspector Calls
This qualification will further develop a students ability to:
● 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.
ASSESSMENTS
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. Students start with their coursework and one full mock examination paper under timed examination conditions.
● Develop the habit of reading widely and often appreciate the depth and power of the English literary heritage
● Modern Drama: An Inspector Calls
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.
● Macbeth
● Read in depth, critically and evaluatively, so that they are able to discuss and explain their understanding and ideas
● English Language Focus
● Literary Heritage Texts: Macbeth
● Publishing
● Please click here to view the English 5 Year Learning Journey. 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
● Law
● Social work
ENGLISH LITERATURE
● Pearson Edexcel International GCSE (9-1) English Literature Student Book
SPECIFICATION LINK
● Public Relations
● Journalism
● Teaching
ADDITIONAL RESOURCES
● PerhapsLibrarianshipmostimportantly though, this qualification will establish and nourish a deep understanding and appreciation of literature and its impact and importance in the world around us.
FURTHER STUDY
● Management
WHY FINE ART?
● express individual thoughts and choices confidently
SPECIFICATION LINK
FINE ART
. An Em
● consider and develop original ideas from initiation to realisation
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.
● take risks, experiment and learn and develop from creative risk taking and mistakes
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:
Assessment and feedback is ongoing throughout the course. A mixture of self, peer and teacher assessment and feedback is used to inform, consolidate and identify areas for development and creative progression. All assessment and feedback is structured around and reflects the Edexcel Art, Craft and Design Assessment Objectives and Assessment Taxonomy.
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, formal elements and a wide range of topic themes designed to develop and foster independent, thoughtful, confident and dynamic young artists.
ASSESSMENT AND FEEDBACK:
● apply a creative approach to problem solving
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.
● analyse critically their own work and the work of others
● Paint brushes - watercolour and Acrylic.
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.
● Drawing pencils - HB/2B/3B/4B/9B.
● Eraser, sharpener, ruler - (For home use scissors) we do not recommend carrying sharp items around school.
● Observational, drawing and mark making skills
ComponentCONTENT1-Personal Portfolio 60%
Component 2 - ESA - Externally Set Assignment 40%
● Strong visual awareness and visual communication skills
● Interpretative, emotional, social and moral consideration
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.
● Connective and non-connective ideas and concept development
● Visual, digital and verbal communication, presentation and critique skills
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.
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.
● Basic paint sets - watercolour and acrylic - maybe oils - but are expensive so best to wait.
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 hour 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.
● 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
COURSE
● Wider appreciation of contextual and cultural themes
FINE ART
SUGGESTED EQUIPMENT LIST
● Black Fine liners - different sizes.
SKILLS DEVELOPED
● Development, exploration and inclusion of refined Visual and Written Literacy
● Development of art based traditional and contemporary processes, materials and techniques
● Creativity - risk taking
Cooking of food and heat transfer
CONTENT
End topic
Macronutrients
SPECIFICATION LINK
Principles of
●
●
End of year summer term exam
● food safety
Food preparation and
SKILLS DEVELOPED
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 this GCSE.
of
●
● Ability to work quickly under pressure
written tests
End of topic
● Interest in food preparation
skills
COURSE
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.
FOOD PREP & NUTRITION
will develop confidence
Functional and chemical properties of food
Through
● Interest and aptitude in Science
Micronutrients
Nutritional needs and health
ASSESSMENTS
● Good organisational skills
with
techniques and food preparation
Students in vital life skills have opportunities to cook ingredients from across the globe. An array of culinary skills learned through 5 key areas: Nutrition and Health, Food Science, Food Safety, Food Choice and Food Provenance.
are
Food spoilage and contamination
● cooking
practical assessment
●
●
and
●
10 Summer Exam will cover
Shopping ● Daily Routine ● Food for special occasions ● Family celebrations ● Festivals and traditions Where you live ● Weather, transport and directions ● Describing a region ● Discussing what to see and do ● Future plans ● Community Projects Holidays ● Holidays: past, present, future and ideal ● Dream holidays ● Booking and reviewing hotels ● Ordering in a restaurant ● Describing a disastrous holiday experience ● Buying souvenirs ASSESSMENTS Students in Year 10 will be assessed
FRENCH
There are of course numerous benefits learning a language. They are a skill for life and something enjoy and find rewarding. Research suggests that those who speak two or more languages have significantly better cognitive abilities than those who speak just one. If you are multilingual,
and grammar tests.
Bradley Cooper, when asked live on French TV why he spoke French so well said, ‘I just want to communicate, it doesn’t bother me if I make mistakes. I know my grammar is not great.’ This approach to learning a language is admirable and we hope we can improve your grammar!
students should
exams
● summatively by way of end of module and formatively by vocabulary The Year Modules 1-5 building on prior learning from Year 9.
you see the world from different viewpoints and you enhance your ability to communicate in today’s globally connected world. COURSE CONTENT Special Occasions ● Food and Meals
to
SKILLS DEVELOPED
FRENCH
● Grammar - There is a greater emphasis on grammar, requiring students to use and manipulate a variety of key grammar structures and patterns.
● Listening and Speaking
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 and French are becoming more and more sought after.
● Vocabulary - There is also a greater emphasis on vocabulary including vocabulary that goes beyond a student’s’ immediate needs and interests.
● Reading and Writing
SPECIFICATION LINK
FURTHER STUDY
● Learn how to analysis and evaluate both graphical sources and data resources.
● Practical enquiries using the ‘route through an enquiry’.
FURTHER STUDY
GEOGRAPHY
SKILLS DEVELOPED
● Geography is a fairly unique subject because it looks at both the physical structure of the planet andthe social structure (i.e. how we affect our environment and how it affects us) in the past, present and future.
● Other skills such as - statistical analysis, conflict resolution and management skills.
● Use of qualitative and quantitative data from both primary and secondary sources to obtain, illustrate, communicate, interpret, analyse and evaluate geographical information.
● Economic Activity and Energy
● Hazardous Environments
Employers and universities see geography as a robust academic subject rich in skills, knowledge and understanding. As a subject linking the arts and the sciences it is highly flexible in terms of what you can combine it with, both at GCSE and A Level. 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. 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. 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.
SPECIFICATION LINK
It is designed as a two-year course for teaching in international schools and colleges, and UK independent schools. Geography is one of the most relevant subjects you could choose to study, dealing with vital issues such as climate change, migration, environmental degradation, social issues and natural hazards.
COURSE CONTENT
● Completion of a field trip to investigate how coastal processes affect a stretch of coastline in the UAE
● Coastal Environments
ASSESSMENTS
This Geography course covers a variety of geographical processes and concepts and their application in the real world, including the use of fieldwork.
Students are assessed throughout the course with a mixture of knowledge checkers, essay examples, mid unit checks and finally an end of unit assessment for each of the 3 units covered in Year 10. An end of year exam based around questions using the format of the IGCSE paper is used to assess students focusing on what they have covered throughout the year.
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.
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.
GRAPHIC COMMUNICATION
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, formal elements and a wide range of topic themes designed to develop and foster independent, thoughtful, confident and dynamic young designers.
● 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
SPECIFICATION LINK
ASSESSMENT AND FEEDBACK:
Assessment and feedback is ongoing throughout the course. A mixture of self, peer and teacher assessment and feedback is used to inform, consolidate and identify areas for development and creative progression. All assessment and feedback is structured around and reflects the Edexcel Art, Craft and Design Assessment Objectives and Assessment Taxonomy.
Develops transferable skills students will learn to:
WHY 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.
● express individual thoughts and choices confidently
● take risks, experiment and learn and develop from creative risk taking and mistakes.
● Connective and non-connective ideas and concept development
● Development of art based traditional and contemporary processes, materials and techniques
ComponentCONTENT1-Personal
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.
● Strong visual awareness and visual communication skills
● Paint brushes - watercolour and Acrylic.
● Digital media is used widely on the course - Access to Adobe Creative Suite is recommendedplease talk to your teacher before purchasing
c GRAPHIC COMMUNICATION
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.
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.
Whilst the Art Department has excellent facilities, equipment, materials and provision, it is highly recommended that all Graphic Communication students have general art based equipment.
Component 2 - ESA - Externally Set Assignment 40%
● Drawing pencils - HB/2B/3B/4B/9B.
● Black Fine liners - different sizes.
● Observational, drawing and mark making skills - Design rules/hierarchy and typography
● Wider appreciation of contextual and cultural themes. Graphic Design and Art History
COURSE
● Visual, digital and verbal communication, presentation and critique skills
FURTHER STUDY
Portfolio 60%
SUGGESTED EQUIPMENT LIST
● Eraser, sharpener, ruler - (For home use scissors) we do not recommend carrying sharp items around school.
● Creativity - risk taking
SKILLS DEVELOPED
● Development, exploration and inclusion of refined Visual and Written Literacy
● Basic paint sets - watercolour and acrylic - maybe oils - but are expensive so best to wait.
● Preferable. Access to own laptop style computer that can run Adobe Creative Cloud Suite
● Interpretative, emotional, social and moral consideration
● Demonstrate knowledge and understandings of key features and characteristics of the periods of history studied. (AO1)
● 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)
COURSE CONTENT
● Historians
SKILLS DEVELOPED
Year 10 Paper 2 - Investigation and Breadth Studies:
● Teaching and Lecturing
● Journalism
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:
● Marketing
● Business Government and Politics
● Germany - Development of Dictatorship, 1918-45
Year 10 Paper 1 - Depth Studies:
● The Vietnam Conflict, 1945-75
● Explain and analyse historical events and periods using second-order concepts like cause, consequence, change,continuity and significance. (AO2)
The course builds upon the History covered in Years 7, 8 and 9, while introducing a range of new topics.
● Media
HISTORY
FURTHER STUDY
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.
SPECIFICATION LINK
● A World Divided - Superpower Relations, 1943-72
● Law
● Commerce
ASSESSMENTS
At the end of each major topic area, internal tests will be set based on exam-style questions.
End of term exam
End of year examination
ISLAMIC STUDIES A
SKILLS DEVELOPED
● In addition, the content allows students to develop different skills such as Holy Quran recitation and memorisation of the sayings of the Prophet (PBUH).
● Ministry textbooks and the teacher’s own resources
● The course content is based on linking between the values of Islam and how to apply them in real life situations.
This is a compulsory course within the UAE for all those of Muslim faith. Students follow the Ministry of Education curriculum, with additions and adaptations to meet their learning needs.
As per the Ministry of Education curriculum, the course covers a range of topics that allow students to:
●
●
RESOURCES:
● Holy Quranic pronunciation and recitation.
COURSE CONTENT
COURSE CONTENT
● Understanding of acts of worship and basic rules of dealings.
ASSESSMENTS
● Knowledge and application of Islamic values in real life situations.
Half term test
● Hadeeth memorisation.
●
ASSESSMENTS
● Learn different rulings related to the five pillars of Islam
RESOURCES
As per the Ministry of Education curriculum, the course covers a range of topics that allow students to:
● of year Exam
End
SKILLS DEVELOPED
COURSE CONTENT
COURSE CONTENT
The Islamic values education curriculum called for focus on personality and character development of students, close attention to the real needs and concerns of students, and preparation of students with the critical thinking and problem-solving skills needed to function successfully as Muslims in society.
ISLAMIC STUDIES B
● Practice recitation and memorisation of the Holy Quran and Hadith
● End of term Exam
● Half term Exam
● Memorising some verses from the Holy Quran and the Hadith
● The rules of recitation for the Holy Quran
● Understanding and comprehension for the significance of the the Holy Quran and Hadith
● Understanding of acts of worship and basic rules of dealings
● Ministry textbooks and the teacher’s own resources
This is a course within the UAE for all those of Muslim faith. Students follow the Ministry of Education curriculum with additions and adaptations to meet their learning needs.
● Learn about the life of Prophets and their companions
Two of our main priorities are showing students how to persevere when they experience difficulties, and that there should be no limit to their aspirations, whatever those may be, whether achieving a 9 in their home language at GCSE, one year early, or winning a Poetry performance competition.
The Learning Support teachers and assistants are patient, dedicated and experienced in finding solutions to the difficulties faced by young learners in busy classrooms. We like to help students build on their strengths and reach their goals in a practical, sensible way.
● We provide targeted interventions in order to equip students with the necessary literacy and numeracy skills to access the curriculum to the best of their ability and with confidence.
BSAK has a resourceful and friendly Learning Support team to help students from the age of eleven to eighteen.
● Learning is active and enjoyable, and develops visual and auditory processing, phonological skills, memory and concentration.
LEARNING SUPPORT
Together we create a secure learning environment so that students acquire the courage to take risks and accept challenges. They realise that they are expected to try their best, to stretch themselves and that the Learning Support team is there to help them to build a reliable problem-solving repertoire.
‘IreallylikeLearningSupportbecauseitcoversthingsfromotherlessonsyoumightnotunderstandatfirst.’
● They also learn techniques to help them cope with examinations, alternative revision skills and how to manage their workload more effectively.
● Learning Support students follow personalised programme of study during which they work on reading techniques to develop a love of reading and to enable them to read actively for different purposes. They learn how to plan and shape their writing to meet a range of requirements, and to improve their technical accuracy.
● We support students who experience a range of specific learning difficulties, such as dyslexia, dyspraxia, dysgraphia and dyscalculia. Other students have difficulties with speech, language and communication, managing anxiety or social relationships.
AIMING HIGH
● Equations, formulae and identities
EQUIPMENT NEEDED
RESOURCES
● Reason mathematically
ADDITIONAL
● Geometry and trigonometry
ASSESSMENTS
FURTHER STUDY
● Scientific calculator - we recommends the Casio FX-991 EX calculator
● Acquire, select and apply mathematical techniques to solve problems
● Comprehend, interpret and communicate mathematical information in a variety of forms
LINK
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.
● Numbers and the number system
COURSE CONTENT
DEVELOPED
There will be an internal assessment carried out each half term that is made up of IGCSE style questions.
● Sequences, functions and graphs
Mathematics is for everyone. It is diverse, engaging and essential in equipping students with the right skills to reach their future destination.
● Vectors and transformations
MATHEMATICS
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. Maths 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.
BSAK Maths Website
SPECIFICATION
SKILLS
● Statistics and probability
● Geometry set
● Make deductions and inferences and draw conclusions
In Year 10 and 11 students will develop their knowledge, understanding and kill in the following areas:
MEDIA STUDIES
FURTHER STUDY
● 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.
● Analyse and respond
These concepts will be explored through the following platforms in Year 10:
SKILLS DEVELOPED
Media Studies requires the application of a theoretical framework which comprises four key concepts:
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.
Media Studies is a contemporary and interactive subject which encourages students to develop their creative, analytical, research and communication skills, through exploring a range of media forms and perspectives.
● Ability to research and summarise
● Applying key concepts
● Media Representation
To continue the study of Media Studies at A Level, students need to attain a grade 6 at GCSE. If students have not studied the GCSE beforehand, a 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.
SPECIFICATION LINK ASSESSMENTS
How It’s Assessed in 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.
● Developing and creating practical work
● Media Language
● Media Audiences
COURSE CONTENT
● Media Industries
Year 10
SKILLS DEVELOPED
Positive psychology and techniques to benefit wellbeing
adult
are taught
This subject is not examined, but is a compulsory part of UK and UAE curriculum and its importance has been highlighted in a number of educational studies including the Oxford Impact Study, 2020, by Dr Lindorff. This is one of the most robust studies into student wellbeing. The results found a clear correlation between wellbeing, which MELs promotes, and academic success.
Lessons in groups once per
●
●
As part of our commitment at BSAK to a whole school approach to wellbeing we have worked to provide a framework for MELs that runs throughout Year 7-11 giving students a chance to learn, practice and extend their own knowledge and skills based on 6 important areas: Careers, Living in the Wider World, Mental and Physical Health, Mindfulness, Relationships and Study Skills. Linked here you are able to access information on the objectives and projects undertaken in each of the year group areas.
●
● Being a responsible
● Living a moderate life
●
week.
No formal assessment. The impact of the program is seen through the interactions, beliefs and behaviours of those in the school community. Work and reflections can be recorded in the MELS workbook.
Engaging positively in the world around them SETTING
●
Positive decision making
Resilience
MELS is an essential part of modern day education. It covers content on personal wellbeing, economic well being, careers guidance, digital safety, morality and community wellbeing. Whilst the theory is important, MELs alsos helps to develop vital skills that can help the students in the wider world and in all of their academic subjects.
COURSE CONTENT
MELS
● Intercultural Relationships - Communication and Listening Skills
form
MELS also incorporates the UAE Federal Government's Moral Education initiative, designed to promote tolerance and instill universal principles and values shared by humanity; an overview of the program can be found here and the specific topics covered within your child's year group are listed below:
TOPICS
Problem solving
Critical thinking
●
ASSESSMENTS
Year 10
SKILLS DEVELOPED
● 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.
MUSIC
Component 2
● Performance (30% - internally assessed) : A solo performance and an ensemble performance, lasting at least four minutes combined total.
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.
ASSESSMENTS
The set works form the basis of study, allowing students to develop their individual strengths and interests.
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.
Component 1
● 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’.
SPECIFICATION LINK
A knowledge and understanding of music can enhance the quality of life, regardless of one's career. Universities hold musicians in high regard as they offer a wider ranging skillset to university life. Music engenders the qualities of maturity, self-discipline, analytical thinking and sensitivity–all sought after in many walks of life.
COURSE CONTENT - IS DIVIDED INTO 3 COMPONENTS
Component 3
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.
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.
● express individual thoughts and choices confidently
Assessment and feedback is ongoing throughout the course. A mixture of self, peer and teacher assessment and feedback is used to inform, consolidate and identify areas for development and creative progression. All assessment and feedback is structured around and reflects the Edexcel Art, Craft and Design Assessment Objectives and Assessment Taxonomy.
WHY PHOTOGRAPHY?
The course is delivered to actively engage and promote independent creativity in the context of local, regional and international culture and the art community.
● analyse critically their own work and the work of others
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.
● apply a creative approach to problem solving
● take risks, experiment and learn and develop from creative risk taking and mistakes
PHOTOGRAPHY
● consider and develop original ideas from initiation to realisation
SPECIFICATION LINK ASSESSMENT AND FEEDBACK:
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 Graphic Communication foundation skills, typography, formal elements and a wide range of topic themes designed to develop and foster independent, thoughtful, confident and dynamic young designers.
Develops transferable skills students will learn to:
Whilst the Art Department has excellent facilities, equipment, materials and provision, it is highly recommended that all Photography students have general art/photography based equipment.
Component 2 - ESA - Externally Set Assignment 40%
● Observational Skills - Photographic techniques, rules and processes
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.
● Visual, digital and verbal communication, presentation and critique skills
PHOTOGRAPHY
● Creativity - risk taking
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.
● Development of photography based traditional and contemporary processes, materials and techniques
SUGGESTED EQUIPMENT LIST
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.
● Digital media is used widely on the course - Access to Adobe Creative Suite is recommendedplease talk to your teacher before purchasing.
● Preferable - Access to own DSLR camera. Department has a full suite of DSLRs - Out of school use
● Interpretative, emotional, social and moral consideration
COURSE ComponentCONTENT1-Personal Portfolio 60%
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 hour 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.
● Development, exploration and inclusion of refined Visual and Written Literacy
● Preferable. Access to own laptop style computer that can run Adobe Creative Cloud Suite
● Connective and non-connective ideas and concept development
● Strong visual awareness and visual communication skills
SKILLS DEVELOPED
● Wider appreciation of contextual and cultural themes. Photography and Art History
● Drawing pencils - HB/2B, Glue Stick, Eraser, sharpener, ruler - (For home use scissors) we do not recommend carrying sharp items around school. Black Fine liners - different sizes
● Aerobic and Anaerobic exercise and short term effects of exercise
The GCSE Physical Education (PE) Course develops knowledge and understanding of sport and exercise through practical application.
● Movement analysis and physical training
• December – Muscular Skeletal
& Movement Analysis
Three Theoretical
PHYSICAL EDUCATION
● Self reflection Skills and improvement strategies
• June – Aerobic,
Assessments:
System
● Analysis and evaluative skills
Year 10
● Component 4: Personal Exercise Program – Assessed coursework (10%)
May – 1 Team sport, 1 individual and 1 sport of their choice
• March – Physical Training
Students will 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.
FURTHER STUDY
Anaerobic exercise & short term effects of exercise Two Practical Assessments:
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.
COURSE CONTENT
● Skeletal system and muscular system
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.
It consists of both theory and practical lessons, providing students with a well - rounded and full introduction to the world of PE, sport and sport science.
● Component 2: Health and Performance - Written examination (24%)
&
•
January – 1 Team Sport & 1 individual sport
•
SPECIFICATION LINK ASSESSMENTS:
● Component 1: Fitness and Body Systems – Written examination (36%)
● Component 3: Practical Performance - Three assessed practical activities (30%)
SKILLS DEVELOPED
●
● Accurate of
Term
● Ultimate frisbee
Blue BSAK PE Kit
Reduced stress levels
Outwitting opponents
●
Performing at maximal levels
Holistic well-being
PHYSICAL EDUCATION (CORE)
Critical thinking and decision making FURTHER STUDY
Term 1 - A variety of Sports will be offered. Some examples are as follows:
safely
●
● Students will have the opportunity to select what they would like to do.
●
Sports Science Qualifications ADDITIONAL EQUIPMENT REQUIRED:
Rounders
● Exercising & effectively
●
and have the knowledge to maintain a healthy, active lifestyle throughout their lifetime. COURSE CONTENT
●
● Netball
●
●
Improved Fitness and improvement in components of fitness
Physical Education allows the students to develop their physical fitness, sporting performance, coaching & Leadership skills and knowledge of Sports Science. Providing students with opportunities to improve their health and
replication
Softball
● To personalise the learning and get maximum enjoyment and motivation, we allow the students to select what activities they wish to do. PE lessons are a time spent away from the classroom with no examination pressures. Therefore an opportunity to develop their health and well being in an enjoyable, relaxed environment.
Term 3
SKILLS DEVELOPED
BTEC SPORT
●
●
●
A Level Physical Education
●
● Basketball 2
Trainers
●
● Football
Improved confidence
performance
● Radioactivity (P7)
PHYSICS
● Ability to describe and explain observations and patterns
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.
● Application of knowledge and understanding to unfamiliar situations
SKILLS DEVELOPED
COURSE CONTENT
● Electric Circuits (P4)
● Problem-solving
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.
FURTHER STUDY
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.
● Electricity in Home (P5)
ASSESSMENTS
● Good mathematical skills
● Conservation and Dissipation of Energy (P1)
● Molecules and Matter (P6)
SPECIFICATION LINK
● Vocabulary - There is also a greater emphasis on vocabulary including vocabulary that goes beyond a student’s immediate needs and interests.
● Grammar - There is a greater emphasis on grammar, requiring students to use and manipulate a variety of key grammar structures and patterns.
● Ordering at a restaurant
● Shopping for souvenirs / clothes / presents
● Reading and Writing
● Illness and at the pharmacy
● Different types of entertainment
SKILLS DEVELOPED
● Listening and Speaking
InterestsCONTENTandInfluences
● Features of a region
● Role models Town
COURSE
Gary Lineker, former Barcelona and England footballer said, ‘learning Spanish has opened doors in my career and helped me to bridge cultural differences...during my football career I realised quickly what difference language skills can make.’
SPANISH
● Describing a special day
There are numerous benefits to learning a language. They are a skill for life and something students should enjoy and find rewarding. Research suggests that those who speak two or more languages have significantly better cognitive abilities than those who speak just one. If you are multilingual, you see the world from different viewpoints just as Gary did and you enhance your ability to communicate in today’s globally connected world.
● TV programmes and films
SPECIFICATION LINK
● Advantages and disadvantages of a town
FURTHER STUDY
● Describing a music festival
● Places in town and directions
● Typical foods and festivals
● Sports
Students in Year 10 will be assessed summatively by way of end of module exams. The Year 10 Summer Exam will cover modules 1-6 building on prior learning from Year 9.
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.
● Mealtimes and daily routine
Everyday Life
ASSESSMENTS:
● The work of others
● Design strategies
● Confidence in using a range of material
● New and emerging technologies
● Surface treatments and finishes
Students in Year 10 will complete a series of ‘design and make’ textiles tasks. There will also be an internal end of year exam and regular end-of-topic assessments to monitor progress.
COURSE CONTENT
● Forces and stresses
● Investigation, primary and secondary data
● Prototype development
ASSESSMENTS
Core Technical Principles
● Materials and their working properties
● Specialist techniques
● Material management
A creative and technical course in which students design and make textiles products.
● Tools and equipment
SKILLS DEVELOPED
TEXTILES
● Communication of design ideas
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
● Sources and origins
● Stock forms, types and sizes
● Using and working with materials
FURTHER STUDY
● Modern and smart materials
● Energy storage and generation
● Ecological and social footprint
● Selection of materials and components
● Techniques and processes
The course places an emphasis on a broad range of technical and industrial principles related to the commercial production of everyday items.
Specialist Technical Principles
Designing & Making Principles
● Scales of production
● Tolerances
● Creativity and an ability to design and create innovative solutions
● Environmental, social and economic challenge
● Good communication, organisational and ICT skills are an advantage
● Systems approach to designing
SPECIFICATION LINK
