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
FOREWORD BY DEPUTY HEAD
Dear Parents & Students
As we approach the conclusion of this academic year, I hope you are as excited as we are about the opportunities that await our students in the next academic year. It is with great anticipation that we look forward to welcoming our students back for another year of learning. We are proud to offer a curriculum that is continually refined to incorporate the latest educational practices, tailored to meet the diverse needs and ambitions of each student.
Our curriculum is shaped by the latest research and expert insights, ensuring a comprehensive and individualised educational journey. It is designed to promote inclusivity, ignite curiosity, and foster a lifelong enthusiasm for learning.
The framework of our curriculum uses all key elements of, but extends beyond, traditional subjects; it is a cohesive and strategic plan that facilitates a seamless progression of knowledge and skills. Our Heads of Departments, all experts in their respective fields, have carefully curated the curriculum to build on past achievements and set the stage for future successes.
We value transparency and collaboration with our parent community. With this in mind, as we transition into the next academic year, we want to keep you well-informed about the educational pathways that your child will embark upon. Your support from home is essential in enhancing their learning experience and strengthening the bond between our school and your family. This booklet is intended to support our joint efforts.
We eagerly anticipate the next academic year, where we will work to nurture our students' talents and guide them towards realising their full potential. With the combined efforts of our dedicated staff and your supportive partnership, we are confident in providing an educational experience that not only nurtures a love for learning but also equips our students for a successful future.
With my very best wishes
Mr Gareth Jones Deputy Head gjones@britishschool.sch.ae
YEAR 10 CURRICULUM BOOKLET 2024/2025
CONTENTS
Subjects In Alphabetical Order
P06 Ministry Arabic
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
P26 Geography
P27 Graphic Communication
P29 History
P30 Islamic Studies A
P31 Islamic Studies B
P32 Inclusion
P35 Mathematics
P36 Media Studies
P37 MELS
P38 Music
P39 Photography
P41 Physical Education
P42 Physical Education (Core)
P43 Physics
P44 Spanish
P45 Textiles
MINISTRY ARABIC
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 DEVELOPED
● 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
SPECIFICATION LINK
YEAR 10 ARABIC LEVELS DESCRIPTOR
SPECIFICATION LINK A MODEL ASSESSMENT ARABIC
ASSESSMENTS
Half termly assessments take place as well as a final exam at the end of each academic year. 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. 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.
COURSE CONTENT
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.
Theme 1: Identity and Culture
Theme 1: Identity and Culture
Theme 2: Local Area, Holiday & Travel Who am I?
Daily Life
Cultural Life
Theme 2: Local Area, Holiday & Travel
Town, region and country
Holidays
Travel and tourist transactions
SKILLS DEVELOPED
Students are required to develop confidence in:
Travel and Tourist Transactions (cont.):
Town, region 7 Country: ( Weather / Places to see / Things to do )
● Knowledge and application of language skills; writing for different purposes; conversing in Classical Arabic on a given topic
RESOURCES
● GCSE Arabic (My Language is my Identity) Coursebook, GCSE Library.
● Click here and Languagenut digital learning platform
SPECIFICATION LINK: Click here.
ASSESSMENT
● GCSE Arabic will be assessed by topic and / or by GCSE skills on a regular basis.
● Regular formative assessment includes vocabulary and grammar tests.
Term 1
Term 2
Term 3
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
● Cell Biology
● Organisation
● Infection and Response
● Bioenergetics
SKILLS DEVELOPED
● Application of knowledge
● Data analysis
● Evaluation
● Extended writing skills
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
● Veterinary Medicine
● Dentistry
● Pharmacology SPECIFICATION LINK
ASSESSMENTS
An internal end of year exam and regular end-of-topic assessments to monitor progress.
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
Unit 1 - Business Activity & influences on business
● 1.1 Business objectives
● 1.2 Types of organisations
● 1.3 Classification of businesses
● 1.4 Decisions on location
● 1.5 Business and the international economy
● 1.6 Government objectives and policies
● 1.7 External factors
● 1.8 What makes a business successful
Unit 2 - People in Business
● 2.1 Internal and external communication
● 2.2 Recruitment and selection process
● 2.3 Training
● 2.4 Motivation and rewards
● 2.5 Organisation structure and employees Unit 3 - Business Finance
● 3.1 Business finance-sources
● 3.2 Cash flow forecasting
● 3.3 Costs and break-even analysis
● 3.4 Financial documents
● 3.5 Accounts analysis
SKILLS DEVELOPED
The following are the essential skills required for success and will be built upon during the course:
● Problem solving
● Abstract-thinking
● Ability to complete multi step calculations
SPECIFICATION LINK
ASSESSMENTS
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.
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
● 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
● Data analysis
● Evaluation
● Extended writing skills
FURTHER STUDY
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:
● Medicine
● Veterinary Medicine
● Dentistry
● Pharmacology
● Chemical Engineering
SPECIFICATION LINK
ASSESSMENTS
Internal end of year exams and regular end-of-topic assessments to monitor progress.
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.
Students 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 in Year 10 builds on Year 9 and the following topics are covered:
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
Physics
● Conservation and dissipation of energy
● Electric circuits
● Electricity in the home
● Molecules and matter
● Radioactivity
● Ability to complete multi step calculations
● Application of knowledge
● Data analysis
● Evaluation
● Extended writing skills
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.
SPECIFICATION LINK
ASSESSMENTS
Internal end of year exams and regular end-of-topic assessments to monitor progress.
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 representation
Binary systems
Hexadecimal
Data storage
2. Communication and internet technologies
Data transmission
Security aspects
Programming concepts
Internet principles of operation
3. Hardware and software
Computer architecture
Fetch-execute cycle
Memory
Storage devices
Operating systems
4. The Internet and its Uses
5. Automated and Emerging Technologies
Unit 2 - Paper 2
6. Algorithm design and problem-solving
Pseudocode design
Problem-solving
Flowcharts
7. Programming
Programming concepts
Data structures arrays
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.
COMPUTER SCIENCE
SKILLS DEVELOPED
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.
FURTHER STUDY
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:
● Biology
● Chemistry
● Physics
● Engineering (civil, mechanical, electronic and aeronautical)
● Economics
● Mathematics
● Medicine
● Optometry
● Pharmacy
● Psychology
● Sociology
ADDITIONAL EQUIPMENT NEEDED
Students will be expected to bring a set of headphones to lessons.
SPECIFICATION LINK
ASSESSMENTS
Term 1
Term 2
End of year exam
D&T - PRODUCT DESIGN
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
● New and emerging technologies
● Energy storage and generation
● Modern and smart materials
● Systems approach to designing
● Materials and their working properties
Specialist Technical Principles
● 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
ASSESSMENTS
Students in Year 10 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 their progress.
D&T - PRODUCT DESIGN
SKILLS DEVELOPED
● Ability to communicate using graphical skills
● Good organisational skills
● Ability to think and create innovative solutions to everyday problems
● Creativity through designing and making
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
SPECIFICATION LINK
DRAMA
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.
COURSE CONTENT
Introduction to Drama and Theatre
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.
SKILLS DEVELOPED
This qualification will further develop a students ability to:
● Rehearse and perform effectively
● Work creatively as individuals and in a team
● Understand the characteristics of performance text(s) and dramatic work(s)
● Collaborate and communicate
● Analyse and evaluate theatre performance
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 / Film / Design
● Marketing
● Public relations
● Journalism
● Education
A grade 6 at GCSE is required to study this subject at A Level.
SPECIFICATION LINK
ASSESSMENTS
Component 2: Devising Drama (40%)
Practical process of creating and evaluating devised Drama. This section of the course is internally and externally moderated by AQA Examiners
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.
Students will investigate a range of contemporary issues and analyse evidence from different perspectives so as to make informed decisions.
COURSE CONTENT
Section 1.2: The Market System
● The economic problem
● Economic assumptions
● Demand, supply and market equilibrium
● Elasticity
● The mixed economy
● Externalities
Section 1.2: Business Economics
● Production
● Productivity and division of labour
● Business costs, revenues and profit
● Business competition
● The labour market
● Government intervention
FURTHER STUDY
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:
● Maths
● Finance
● Business
● Law
● Politics
The lifelong skills developed will be an asset to further study whichever career path you choose.
SPECIFICATION LINK
ASSESSMENTS
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.
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. Work in Year 10 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
Term 1
● Anthology Part 1
Term 2
● English Literature Focus
Term 3
● Creative writing
● Anthology Part 1 continued
SKILLS DEVELOPED
● 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
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 of their course.
ENGLISH LANGUAGE
FURTHER STUDY
● 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 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:
● Politics
● Publishing
● Teaching
● Public Relations
● Law
● Journalism
● Social Work
● Management
● 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
Pearson Edexcel International GCSE (9-1) English Language A Student Book
SPECIFICATION LINK
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.
● Poetry (from Pearson Edexcel International GCSE English Anthology)
● Modern Drama: An Inspector Calls
● Literary Heritage Texts: Macbeth
● Modern Prose: Of Mice and Men
Term 1
● An Inspector Calls
Term 2
● Macbeth
● Of Mice and Men
Term 3
● English Language Focus
SKILLS DEVELOPED
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.
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.
ENGLISH LITERATURE
FURTHER STUDY
● 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
● Publishing
● Teaching
● Public Relations
● Law
● Journalism
● Social work
● Management
● 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.
ADDITIONAL RESOURCES
● Pearson Edexcel International GCSE (9-1) English Literature Student Book
● Lit Fix
SPECIFICATION LINK
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, formal elements and a wide range of topic themes designed to develop and foster independent, thoughtful, confident and dynamic young artists.
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 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
SPECIFICATION LINK
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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.
FINE ART
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.
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 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.
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
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.
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
FOOD PREP & 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. 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.
COURSE CONTENT
● 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
SKILLS DEVELOPED
● Interest in food preparation
● Ability to work quickly under pressure
● Interest and aptitude in Science
● Good organisational skills
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.
SPECIFICATION LINK
ASSESSMENTS
End of topic written tests
End of topic practical assessment
End of year summer term exam
FRENCH
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!
There are of course 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 and you enhance your ability to communicate in today’s globally connected world.
COURSE CONTENT
Term 1
Friends and family
● Friends and family
● Making arrangements
● House chores
● Role models
Leisure
● Sport
● Technology
● TV
● Cinema
●
SKILLS DEVELOPED
● Listening and Speaking
● Reading and Writing
Term 2
Daily life and celebrations
● Services
● Food
● Special occasions Home
● My area
● Pros and cons of my area
● Asking for information
● Weather
Term 3
Holiday
● Ideal holiday
● Hotels
● Travelling
● Disaster holiday
● 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 a student’s’ immediate needs and interests.
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 and French are becoming more and more sought after.
SPECIFICATION LINK
ASSESSMENTS
Students in Year 10 will be assessed summatively by way of end of module exams and formatively by vocabulary and grammar tests. The Year 10 Summer Exam will cover Modules 1-5 building on prior learning from Year 9.
GEOGRAPHY
This Geography 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. 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
● Coastal Environments
● Hazardous Environments
● Economic Activity and Energy
● Completion of a field trip to investigate how coastal processes affect a stretch of coastline in the UAE
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.
● Learn how to analysis and evaluate both graphical sources and data resources.
● Practical enquiries using the ‘route through an enquiry’.
● Use of qualitative and quantitative data from both primary and secondary sources to obtain, illustrate, communicate, interpret, analyse and evaluate geographical information.
● Other skills such as - statistical analysis, conflict resolution and management skills.
FURTHER STUDY
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
ASSESSMENTS
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
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, formal elements and a wide range of topic themes designed to develop and foster independent, thoughtful, confident and dynamic young designers.
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.
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.
GRAPHIC COMMUNICATION
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 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
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.
SUGGESTED EQUIPMENT LIST
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.
● 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 used widely on the course - Access to Adobe Creative Suite is recommendedplease talk to your teacher before purchasing
● Preferable: Access to own laptop style computer that can run Adobe Creative Cloud Suite
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.
The course builds upon the History covered in Years 7, 8 and 9, while introducing a range of new topics.
COURSE CONTENT
Year 10 Paper 1 - Depth Studies:
● Germany - Development of Dictatorship, 1918-45
Year 10 Paper 2 - Investigation and Breadth Studies:
● The Vietnam Conflict, 1945-75
● Changes in medicine, c1848-c1948
SKILLS DEVELOPED
● 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)
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:
● Historians
● Teaching and Lecturing
● Law
● Commerce
● Business Government and Politics
● Journalism
● Media
● Marketing SPECIFICATION LINK
ASSESSMENTS
At the end of each major topic area, internal tests will be set based on exam-style questions.
ISLAMIC STUDIES A
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.
COURSE CONTENT
COURSE CONTENT
As per the Ministry of Education curriculum, the course covers a range of topics that allow students to:
● Practice recitation and memorisation of the Holy Quran and Hadith
● Learn different rulings related to the five pillars of Islam
● Learn about the life of Prophets and their companions
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).
SKILLS DEVELOPED
● Holy Quranic pronunciation and recitation.
● Hadeeth memorisation.
● Knowledge and application of Islamic values in real life situations.
● Understanding of acts of worship and basic rules of dealings.
RESOURCES:
● Ministry textbooks and the teacher’s own resources
ASSESSMENTS
● Half term test
● End of term exam
● End of year examination
ISLAMIC STUDIES B
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.
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.
COURSE CONTENT
As per the Ministry of Education curriculum, the course covers a range of topics that allow students to:
● Practice recitation and memorisation of the Holy Quran and Hadith
● Learn different rulings related to the five pillars of Islam
● Learn about the life of Prophets and their companions
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).
SKILLS DEVELOPED
● The rules of recitation for the Holy Quran
● Understanding and comprehension for the significance of the the Holy Quran and Hadith
● Memorising some verses from the Holy Quran and the Hadith
● Understanding of acts of worship and basic rules of dealings
RESOURCES
● Ministry textbooks and the teacher’s own resources
ASSESSMENTS
● Half term Exam
● End of term Exam
● End of year Exam
INCLUSION
BSAK has a resourceful and friendly Inclusion team to help students from the age of eleven to eighteen.
The Inclusion team 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 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.
● 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.
● Learning is active and enjoyable, and develops visual and auditory processing, phonological skills, memory and concentration.
● 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.
● They also learn techniques to help them cope with examinations, alternative revision skills and how to manage their workload more effectively.
AIMING HIGH
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 Drama award or winning a Poetry performance competition.
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 our team is there to help them to build a reliable problem-solving repertoire.
‘I really like Inclusion lessons because it covers things from other lessons you might not understand at first.’
INCLUSION
PEOPLE OF DETERMINATION (PoD) CARD
Background Information:
● Issued by the Ministry of Community Development.
● Gives access to a package of services and privileges.
● It aims to improve the quality and well being of individuals.
● It is an official document indicating that the card holder is a PoD (adults and children).
● It is a free service which is processed in around 10 working days.
● Contact the call center on 800623 for more information or apply here:
Eligibility:
This gives the holder rights and services outlined in the Person with Disabilities law 2006. People of determination from the following categories are eligible: (mental, auditory, visual, physical, autistic, multiple, psychological, communication, attention deficit and hyperactivity, specific learning difficulties) of citizens and residents.
Required Documents:
● Copy of the ID card (front and back).
● Medical report (physical, visual, hearing, communication disabilities) psychological (mental disabilities, autism, attention deficit hyperactivity, and psychological) from a government hospitals authorised official body stating the existence of the disability.
● Personal photo with a white background.
Benefits:
● Support for insurance from the MoH.
● Priority housing support for UAE Nationals.
● Discounts for certain public services and facilities including RTA Salik, NoI Card, Etisalat and Du, Insurance from Ministry of Health, parking permits and discounts on a range of facilities and attractions across the UAE.
If you have any concerns around your child or questions about inclusion then you can contact The Secondary Head of Inclusion (Mrs Fran Marshall) directly using her email address which is: fmarshall@britishschool.sch.ae.
If you are seeking a diagnostic report then you should contact Mrs. Marshall directly; we work with specific centres to ensure that reports use a range of diagnostic tests so that they are robust and useful. For exams access arrangements, it is essential that you use one of our approved centres to ensure that they provide the evidence required by the examination boards. If you choose to seek a report without our consultation then we can not necessarily accept this as evidence and do not take responsibility for this, you may be asked to provide an alternative report with one of our approved centres.
‘I really like Learning Support because it covers things from other lessons you might not understand at first.’
MATHEMATICS
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
In 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
SKILLS DEVELOPED
● 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
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. 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.
ADDITIONAL EQUIPMENT NEEDED
● Geometry set
● Scientific calculator - we recommend the Casio FX-991 EX calculator
RESOURCES
BSAK Maths Website
SPECIFICATION LINK
ASSESSMENTS
There will be an internal assessment carried out each half term that is made up of IGCSE style questions.
MEDIA STUDIES
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.
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.
SKILLS DEVELOPED
● Ability to research and summarise
● Analyse and respond
● Applying key concepts
● Developing and creating practical work
FURTHER STUDY
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.
MELS
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 also helps to develop vital skills that can help the students in the wider world and in all of their academic subjects. 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.
COURSE CONTENT
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.
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
● Living a moderate life
● Being a responsible adult
● Intercultural Relationships - Communication and Listening Skills
SKILLS DEVELOPED
● Positive psychology and techniques to benefit wellbeing
● Problem solving
● Critical thinking
● Resilience
● Positive decision making
● Engaging positively in the world around them
SETTING
Lessons are taught in form groups once per week.
ASSESSMENTS
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.
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 - 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.
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.
SKILLS DEVELOPED
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.
FURTHER STUDY
To continue the study of Music at A Level, students need to attain a level 6 at GCSE. If students have not studied the GCSE beforehand, a grade 6 in any instrument (or voice) is strongly recommended.
SPECIFICATION LINK
ASSESSMENTS
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.
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 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.
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
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.
PHOTOGRAPHY
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 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.
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 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
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.
SUGGESTED EQUIPMENT LIST
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.
● 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
● Preferable - Access to own DSLR camera. Department has a full suite of DSLRs - Out of school use
● 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 laptop style computer that can run Adobe Creative Cloud Suite
PHYSICAL EDUCATION
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 PE, sport and sport science.
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.
COURSE CONTENT
● Component 1: Fitness and Body Systems – Written examination (36%)
● Component 2: Health and Performance - Written examination (24%)
● Component 4: Personal Exercise Program – Assessed coursework (10%)
Year 10
● Skeletal system and muscular system
● Movement analysis and physical training
● Aerobic and Anaerobic exercise and short term effects of exercise
SKILLS DEVELOPED
● Analysis and evaluative skills
● Self reflection Skills and improvement strategies
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.
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.
SPECIFICATION LINK
ASSESSMENTS:
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 and 1 sport of their choice
PHYSICAL EDUCATION (CORE)
Holistic 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 well-being and have the knowledge to maintain a healthy, active lifestyle throughout their lifetime.
COURSE CONTENT
● Performing at maximal levels
● Outwitting opponents
● Accurate replication of performance
● Exercising safely & effectively
Term 1 - A variety of Sports will be offered. Some examples are as follows:
● Football
● Netball
● Basketball
Term 2
● Ultimate frisbee
● Softball
● Rounders
● Students will have the opportunity to select what they would like to do.
Term 3
● 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.
SKILLS DEVELOPED
● Improved confidence
● Improved Fitness and improvement in components of fitness
● Reduced stress levels
● Critical thinking and decision making
FURTHER STUDY
● BTEC SPORT
● A Level Physical Education
● Sports Science Qualifications
ADDITIONAL EQUIPMENT REQUIRED:
● Blue BSAK PE Kit
● Trainers
PHYSICS
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
● Conservation and Dissipation of Energy (P1)
● Electric Circuits (P4)
● Electricity in Home (P5)
● Molecules and Matter (P6)
● Radioactivity (P7)
SKILLS DEVELOPED
● Problem-solving
● Good mathematical skills
● Ability to describe and explain observations and patterns
● Application of knowledge and understanding to unfamiliar situations
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.
SPECIFICATION LINK
ASSESSMENTS
Internal end of year exams and regular end-of-topic assessments to monitor progress.
SPANISH
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.’ 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.
COURSE CONTENT
Term 1
Holidays
● Holiday preferences
● Past holidays
● Booking accommodation School
● Opinions about school
● School subjects and teachers
● School rules and problems
● School trips and exchanges
● Extracurricular activities and achievements
Term 2
My friends and I
● Social networks
● Making arrangements
● Reading preferences
● Talking about friends and family
Term 3
Interests
● TV programmes and films
● Sports
● Different types of entertainment
● Role models
SKILLS DEVELOPED
● Listening and Speaking
● Reading and 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 a student’s immediate needs and interests.
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.
SPECIFICATION LINK
ASSESSMENTS:
Students in Year 10 will be assessed summatively by way of end of module exams. The Year 10 Summer Exam will cover modules 1-4 building on prior learning from Year 9.
D&T - 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
● New and emerging technologies
● Energy storage and generation
● Modern and smart materials
● Systems approach to designing
● Materials and their working properties
Specialist Technical Principles
● 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
SKILLS DEVELOPED
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
● 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
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
SPECIFICATION LINK
ASSESSMENTS
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.
