THE BRITISH SCHOOL AL KHUBAIRAT YEAR 11 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
Dear Parents & Students,
Mr Gareth Jones Deputy Head gjones@britishschool.sch.ae
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.
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.
With my very best wishes
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
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 11 CURRICULUM BOOKLET 2022/2023 CONTENTS Subjects In Alphabetical Order P06 Ministry Arabic A P07 Ministry Arabic B P08 Biology P09 Business Studies P10 Chemistry P11 Combined Science P12 Computer Science P14 Design Technology (Product Design) P15 Drama P16 Economics P17 English Language P19 English Literature P21 Fine Art P23 Food Preparation & Nutrition P24 French P25 Geography P26 Graphic Communication P28 History P29 Islamic Studies A P30 Islamic Studies B P31 Learning Support P32 Mathematics P33 Media Studies P34 MELS P35 Music P36 Photography P38 Physical Education P40 Physical Education (Core) P41 Physics P42 Spanish P43 Textiles
MINISTRY ARABIC A
● Writing practice in line with what was covered during reading lessons
The Ministry of Education Arabic A course targets the native speakers of the language.
● Reading texts: literary and factual texts
● Conversational drills where students use and apply the skills they acquired
● Native understanding and analysis of written and spoken Classical 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.
● Conversing in Classical Arabic on a given topic
COURSE CONTENT
Half termly assessments take place as well as a final exam at the end of each academic year.
ASSESSMENTS
YEAR 11 ARABIC LEVELS DESCRIPTOR
A MODEL ASSESSMENT ARABIC
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).
● Writing for different purposes
ADDITIONAL RESOURCES
In Year 12 will undertake the Ministry of Education Arabic Exam at the end of the academic year.
● The structure of the language: applied rather than theoretical syntax and morphology
SKILLS DEVELOPED
SPECIFICATION LINK
The course content will draw heavily on:
● Knowledge and application of language skills
and morphology TERM 1 1- Dream World (dream house,dream,job,dream country) 2- Memories (my diary, my daily routine) 3- Influential People (Role models) 4- The World of Cinema and TV TERM 2 5- Me & My Family 6- Home & Town 7- School & Jobs TERM 3 8- Health & Safety (part 1: Sport & hobbies) 9- Health & Safety (part 2: Foods) SKILLS DEVELOPED
This
COURSE CONTENT
MINISTRY ARABIC B
is not
Knowledge and application of language skills
Writing for different purposes
the fact that learning
build
The
enjoyment
ASSESSMENTS
by developing listening, speaking, reading
The Year 11 curriculum will on previous knowledge acquired in Year 10 and indeed 9 and skills well as a on essays, understanding authentic and literary texts and spontaneous speaking. course will also emphasise Arabic just about vocabulary and grammar of aim to an inquisitive and curious student can take advantage of are and a genuine passion for Arabic well as a sense of and curiosity the
Arabic culture and customs. We
about
Narrative and descriptive writing practice in line with
The course content is based on a wide range of selected literary texts that relate to different areas. course content will draw heavily
foster
drills where students use and apply the skills they acquired ● The structure of the language: applied rather than theoretical
who
●
Conversing in
●
foster
Arabic on a given topic
In Years 10-13, students will be assessed regularly through low stakes assessment and ongoing / formative assessment. There will be no end of year examination in Years 10-12. The years 12 and 13 courses culminate in Year 13 with an end of course assessment provided by The Ministry of Education. This assessment will cover the 4 skills of Listening, Speaking, Reading and Writing.
Year
including
on:
lessons ●
skills such as writing
as
where we
● what was covered during reading Conversational syntax
as
writing
texts: literary and factual texts
● Classical
but having an appreciation
subject.
focus
● Reading
SPECIFICATION
Two, 1-hour 45-minute examination papers (Paper 1 and 2) which consist of multiple-choice, structured, closed, short answer and open response questions. Each exam paper contributes 50% of the overall GCSE Biology grade.
Application of knowledge
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.
● Medicine
● Dentistry
● Inheritance, Variation
BIOLOGY
● Veterinary Medicine
ASSESSMENTS
To continue Biology to A Level, students will need to attain the compulsory ‘7-9’ grade at GCSE.
Data analysis
●
●
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:
Homeostasis and Response
●
Extended writing skills
●
●
FURTHER STUDY
SKILLS DEVELOPED
● Pharmacology
and Evolution
Evaluation
●
Ecology
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
LINK
The study of business in Year 11 continues looking at factors that affect each and every one of us. Whether you have ambitions to work in business or set up your own, 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 Marketing4 ● 4.1 Market research ● 4.2 The market ● 4.3 The marketing mix Unit Business5 Operations ● 5.1 Economies and diseconomies of scale ● 5.2 Production ● 5.3 Factors of production ● 5.4 Quality SKILLS DEVELOPED The following are skills which are both required for success and will be built upon during the course: ● Communication ● Problem solving ● Critical analysis and evaluation ● Data analysis ● Decision making FURTHER STUDY If
BUSINESS STUDIES you want to continue with your studies at A Level, a minimum of grade 6 at iGCSE will be required. An A Level in Business Studies is recommended for degrees in a range of Business related courses including Business Management, Accountancy, Finance and Banking. The lifelong skills developed will be an asset to further study whichever career path you choose. assessment will continue in Year 11. These iGCSE style assessments will be taken from past examination papers to ensure students have practical experience of examination questions at the earliest opportunity. It will culminate in two equally weighted GCSE examinations at the end of the year.
SPECIFICATION LINK ASSESSMENTS Ongoing
● Ability to complete multi step calculations
Students
● Pharmacology
SPECIFICATION
Equilibrium
●
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.
FURTHER STUDY
●
● Chemical Engineering
● Medicine
● Dentistry
Chemical analysis
CHEMISTRY
● reaction
Polymers
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:
Organic reactions
●
●
●
● Veterinary Medicine
Electrolysis
ASSESSMENTS
Paper 2: The rate and extent of chemical change; Organic chemistry; Chemical analysis, Chemistry of the atmosphere and using resources. Both are equally weighted (100 marks) and are 1 hour 45 minutes long.
LINK
SKILLS DEVELOPED
● Abstract-thinking
Rates of
COURSE CONTENT
● Application and problem-solving
Paper 1: Atomic structure and the periodic table; Bonding and structure; Quantitative chemistry; Chemical changes and Energy changes.
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.
Energy changes
●
COMBINED SCIENCE 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. If students are intending to study any of the Sciences at A Level it should be notes that Combined Science GCSE does not automatically preclude study at A Level and bridging work will be given to support suitable candidates from Combined Science going on to A Level. are six externally assessed papers: two Biology, two Chemistry and two Physics. Each of the papers will assess knowledge and understanding from distinct topic areas. Each paper is 1 hour 15 minutes in length and constitutes 16.7% of the total GCSE.
SPECIFICATION LINK ASSESSMENTS There
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. The following topics are covered in Year 11. COURSE CONTENT Biology ● Homeostasis and response ● Inheritance, variation and evolution ● Ecology Chemistry ● Rates of reaction ● Energy changes ● Equilibrium ● Electrolysis ● Chemical analysis SKILLS DEVELOPED ● Problem-solving ● Abstract-thinking ● Ability to complete multi step calculations ● Application of knowledge ● Data analysis ● Evaluation ● Extended writing skills FURTHER STUDY The
Physics ● Forces in balance ● Motion ● Force and motion ● Wave properties ● Electromagnetic waves ● Electromagnetism
COMPUTER SCIENCE
This iGCSE will encourage students to be inspired, stimulated and excited by following a challenging course of study. It is a rigorous academic discipline, incorporating a scientific, creative and mathematical approach which will help students gain valuable computational thinking skills that are attractive to employers. COURSE CONTENT Unit 1 - Paper 1 1. Data 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 structures arrays 8. Databases 9. Boolean Logic ASSESSMENTS There will be end of topic tests for subject topics 1- 9 (above). Below, is an outline of how both units will be assessed on the IGCSE examination papers. Paper 1: Theory Theoretical knowledge from topics 1 – 5 above. A written exam is set, in which students complete questions on based on topics 1-5: 1 hour 45 minutes 75 marks (50% of IGCSE) Paper 2: Problem Solving and Programming Students answer questions on a pre-release computer programme in addition to theoretical knowledge from topics 6-9. Written exam: 1 hour 45 minutes 75 marks (50% of GCSE)
● Pharmacy
● Physics
● Chemistry
● Economics
Term 2
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.
● Medicine
End of year exam
ADDITIONAL EQUIPMENT NEEDED
SKILLS DEVELOPED
● Biology
● Mathematics
● Sociology
● Psychology
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:
FURTHER STUDY
● Engineering (civil, mechanical, electronic and aeronautical)
● Optometry
Term 1
SPECIFICATION LINK
COMPUTER SCIENCE
Students will be expected to bring a set of headphones to lessons.
ASSESSMENTS
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 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 ASSESSMENTS Non-Exam Assessment (NEA): 30–35 hours approx. 100 Marks: 50% of GCSE Written exam 2 hours 100 Marks: 50% of GCSE A substantial design and make task, based on board set criteria. Section A – Core technical principles (20 marks) Section B – Specialist technical principles (30 marks) Section C – Designing and making principles (50 marks) 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
D&T - PRODUCT DESIGN
● Theatre / Film / Design
Component 3: Texts in Practice
● Public relations
issues through
Component 3: Texts in Practice (20%). Performance of two extracts from one play
A grade 6 at GCSE is required to study this subject at A Level.
Component 1: Understanding Drama (40%). Written examination: 1 hour 45 minutes
FURTHER STUDY
● Rehearse and perform effectively
ASSESSMENTS
Students will complete a performance on two extracts from a set text.
This course will enable students to explore a wide range of themes and the use of a variety of dramatic strategies.
ComponentCONTENT1:Understanding Drama
SKILLS DEVELOPED
● Collaborate and communicate
● Journalism
● Work creatively as individuals and in a team
● Education
This qualification will further develop a students ability to:
● Understand the characteristics of performance text(s) and dramatic work(s)
SPECIFICATION
Students will create, perform and respond to drama informed by their theoretical knowledge of drama and Theatre.
● Marketing
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:
DRAMA
COURSE
LINK
● Analyse and evaluate theatre performance
Students will complete a live theatre production review and review the set text studied in Year 10.
Ongoing assessment will continue in Year 11. These iGCSE style assessments will be taken from past examination papers to ensure students have practical experience of examination questions at the earliest opportunity. It will culminate in two examinations at the end of the year:
The global economy:
The following are skills which are both required will be built upon during the course;
for success and
Critical
This
●
Exchange rates
COURSE
●
Data analysis
●
FURTHER STUDY
ASSESSMENTS
Globalisation
solving
CONTENT
●
●
The lifelong skills developed will be an asset to further study whichever career path you choose.
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 content in the A Level specification, 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:
● Problem
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.
Government policies
●
Section 2.1:
International trade
Relationships between objectives and policies
● analysis
●
ECONOMICS
Section 2.2:
Decision making
●
● Communication
SPECIFICATION LINK
● Evaluation
SKILLS DEVELOPED
● Maths, Finance, Business, Law, Politics
Government and the economy:
Macroeconomic objectives
Revision Term 3
● Write effectively and coherently using Standard English appropriately
ASSESSMENTS
● Unseen non-fiction texts
SKILLS DEVELOPED
● Read a wide range of texts fluently and with good understanding, taking critical approaches
● Use grammar correctly, punctuate and spell accurately
● Non-fiction texts (from Pearson Edexcel International GCSE English Anthology)
Revision
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.
● Transactional writing
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 complete all coursework and complete one full mock examination paper under timed, examination conditions.
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.
ENGLISH LANGUAGE
COURSE CONTENT
● Creative Writing
The course is taught in conjunction with the English Literature iGCSE provision across Key Stage 4. Work in Year 11 focuses on developing key skills of literary analysis further, along with specific exam preparation and revision. Specific Language components are:
●
● Acquire and apply a wide vocabulary alongside knowledge and understanding of grammatical terminology, and linguistic conventions for reading, writing and spoken language
Term 1
● Poetry and prose texts (from Pearson Edexcel International GCSE English Anthology)
● Imaginative writing
●
Coursework Term 2
● Use knowledge gained from wide reading to inform and improve their own writing
● Pearson Edexcel International GCSE (9-1) English Language A Student Book
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:
● Publishing
● Law
● Social Work
FURTHER STUDY
● Politics
SPECIFICATION LINK
● Journalism
● Management
PerhapsLibrarianshipmostimportantly
ENGLISH LANGUAGE
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.
● Teaching
● Public Relations
● Please click here to view the English 5 Year Learning Journey.
●
ADDITIONAL RESOURCES
● Revision
● Modern Drama: An Inspector Calls
Term 3
● Revision
● Anthology Part 3
● Write accurately, effectively and analytically about their reading, using Standard English
The course is taught in conjunction with the English Literature iGCSE provision across Key Stage 4. Work in Year 11 focuses on developing key skills of literary analysis further, along with specific exam preparation and revision. Specific Language components are:
SKILLS DEVELOPED
● Literary Heritage Texts: Macbeth
This qualification will further develop a students ability to:
COURSE CONTENT
Students complete all coursework and complete one full mock examination paper under timed, examination conditions.
● 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
Term 2
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.
ENGLISH LITERATURE
● Poetry (from Pearson Edexcel International GCSE English Anthology)
● Read a wide range of classic literature fluently and with good understanding, and make connections across their reading
● 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.
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.
Term 1
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.
● Modern Prose: Of Mice and Men
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.
● 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:
● Management
● Journalism
● Pearson Edexcel International GCSE (9-1) English Literature Student Book
ENGLISH LITERATURE
SPECIFICATION LINK
● Publishing
● Law
● Politics
● Public Relations
● Teaching
● Social work
FURTHER STUDY
Studentswork.will
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:
● express individual thoughts and choices confidently
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.
WHY FINE ART?
FINE ART
ASSESSMENT AND FEEDBACK:
● analyse critically their own work and the work of others
● consider and develop original ideas from initiation to realisation
The course is delivered to actively engage and promote independent creativity in the context of local, regional and international culture and the art community.
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.
● take risks, experiment and learn and develop from creative risk taking and mistakes
SPECIFICATION LINK
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 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
● apply a creative approach to problem solving
c
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.
● Paint brushes - watercolour and Acrylic.
● Connective and non-connective ideas and concept development.
Component 2 - ESA - Externally Set Assignment 40%
● Strong visual awareness and visual communication skills.
● Visual, digital and verbal communication, presentation and critique skills.
FINE ART
● Creativity - risk taking.
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.
● Wider appreciation of contextual and cultural themes.
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.
● Basic paint sets - watercolour and acrylic - maybe oils - but are expensive so best to wait.
SKILLS DEVELOPED
COURSE ComponentCONTENT1-Personal Portfolio 60%
● Drawing pencils - HB/2B/3B/4B/9B.
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.
● Black Fine liners - different sizes.
This component is set externally by Edexcel and is started in the January of Yr11. 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.
FURTHER STUDY
● Observational, drawing and mark making skills.
● Interpretative, emotional, social and moral consideration.
● 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
● Development of art based traditional and contemporary processes, materials and techniques.
● Development, exploration and inclusion of refined Visual and Written Literacy.
● Eraser, sharpener, ruler - (For home use scissors) we do not recommend carrying sharp items around school.
SPECIFICATION LINK
● Ability to work quickly under pressure
SKILLS DEVELOPED
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.
● Good organisational skills
Written exam: 1 hour 45 minutes - 50% of GCSE. Non-exam assessment (NEA) 1: Food investigation (15%). Students will undertake a practical food investigation and complete a written report. Non-exam assessment (NEA) 2: Food preparation assessment (35%). Students will prepare, cook and present a final menu of three dishes within a three hour period and produce a written portfolio including photographic evidence (20 sides of A4)
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. Topics Covered
● Sensory evaluation
● Food processing and production
● British and international cuisines
● Interest in food preparation
● Factors affecting food choice
COURSE CONTENT
● Environmental impact and sustainability of food
● Interest and aptitude in Science
ASSESSMENTS
FURTHER STUDY
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.
● Food preparation and cooking skills
FOOD PREP & NUTRITION
● Listening and Speaking
● Ethical shopping
SPECIFICATION LINK
Students in Year 11 will be assessed summatively by way of end of module exams. There will also be a mock exam late in Term 1 or early in Term 2. The final GCSE French exams will be in Term 3.
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.
● Talking about hopes and wishes
● Reading and Writing
● Protecting the environment
FRENCH
Life at School
● Discussing big events
● Comparing UK and Francophone schools
● Discussing vices Future Study and Employment
● Grammar - There is a greater emphasis on grammar, requiring students to use and manipulate a variety of key grammar structures and patterns.
● Understanding case studies Global Perspectives
● Vocabulary - There is also a greater emphasis on vocabulary including vocabulary that goes beyond a student’s’ immediate needs and interests.
COURSE CONTENT
● Volunteering
● Discussing problems facing the world today
FURTHER STUDY
● Subjects, timetables, school rules and school exchanges
● Discussing career choices and applying for jobs
SKILLS DEVELOPED
ASSESSMENTS
● Healthy living
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.
COURSE CONTENT
● Students will learn how to analysis and evaluate both graphical sources and data resources.
Students will be assessed throughout the course using variety of knowledge checker activities, completion of essay exam questions and Mock GCSE exams. They will have 2 final examination papers during then GCSE examination series. Physical (40%) 1 hour 10 mins Human (60%) 1 hour 45 mins
ASSESSMENTS
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.
● Practical enquiries using the ‘route through an enquiry’.
FURTHER STUDY
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, 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.
● 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 fieldwork
SKILLS DEVELOPED
GEOGRAPHY
● Urban environments
SPECIFICATION LINK
● Other skills include statistical analysis, conflict resolution and management skills.
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.
● Fragile environments
● 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.
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.
● analyse critically their own work and the work of others
WHY GRAPHIC COMMUNICATION?
SPECIFICATION LINK
ASSESSMENT AND FEEDBACK:
● consider and develop original ideas from initiation to realisation
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 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.
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
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.
Develops transferable skills students will learn to:
● express individual thoughts and choices confidently
● apply a creative approach to problem solving
● take risks, experiment and learn and develop from creative risk taking and mistakes
● Observational, drawing and mark making skills - Design rules/hierarchy and typography.
● Interpretative, emotional, social and moral consideration.
Component 2 - ESA - Externally Set Assignment 40%
SKILLS DEVELOPED
● Connective and non-connective ideas and concept development.
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.
COURSE
FURTHER STUDY
● Creativity - risk taking.
● Strong visual awareness and visual communication skills.
● Drawing pencils - HB/2B/3B/4B/9B.
● Eraser, sharpener, ruler - (For home use scissors) we do not recommend carrying sharp items around school.
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.
Portfolio 60%
● Development, exploration and inclusion of refined Visual and Written Literacy.
● 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
● Paint brushes - watercolour and Acrylic.
c
● Black Fine liners - different sizes.
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.
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.
● Wider appreciation of contextual and cultural themes. Graphic Design and Art History.
● Basic paint sets - watercolour and acrylic - maybe oils - but are expensive so best to wait.
ComponentCONTENT1-Personal
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.
GRAPHIC COMMUNICATION
● Development of art based traditional and contemporary processes, materials and techniques.
SUGGESTED EQUIPMENT LIST
● Visual, digital and verbal communication, presentation and critique skills.
Year 10 Paper 2 - Investigation and Breadth Studies:
HISTORY
● 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)
As Cicero said, ‘to be ignorant of what occurred before you were born, is to remain always a child’.
Paper 1: Depth Studies (1h 30 minutes) - 50% of GCSE. Includes Germany and superpower relations.
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 previous years while introducing a range of new topics.
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 and Marketing.
● Demonstrate knowledge and understandings of key features and characteristics of the periods of history studied. (AO1)
ASSESSMENTS
COURSE CONTENT
Paper 2: Investigation and Breadth Studies (1h 30 minutes) - 50% of GCSE. Includes medicine and the Vietnam Conflict.
SPECIFICATION LINK
● A World Divided - Superpower Relations, 1943-72
FURTHER STUDY
Year 11 Paper 1 - Depth Studies:
SKILLS DEVELOPED
● Changes in medicine, c1848-c1948
As per the Ministry of Education curriculum, the course covers a range of topics that allow students to:
● End of term exam
The Islamic values education curriculum called for here focuses 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.
ASSESSMENTS
● End of year examination
● Holy Quranic pronunciation and recitation.
● The course content is based on linking between the values of Islam and how to apply them in real life situations.
COURSE CONTENT
● Hadeeth memorisation.
● Understanding of acts of worship and basic rules of dealings.
● In addition, the content allows students to develop different skills such as Holy Quran recitation and memorisation of the sayings of the Prophet (PBUH).
ISLAMIC STUDIES A
SKILLS DEVELOPED
● Knowledge and application of Islamic values in real life situations.
RESOURCES:
● Half term test
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.
● Ministry textbooks and the teacher’s own resources
COURSE CONTENT
ISLAMIC STUDIES B
● The rules of recitation for the Holy Quran
● End of term Exam
● Learn about the life of Prophets and their companions
As per the Ministry of Education curriculum, the course covers a range of topics that allow students to:
● Understanding and comprehension for the significance of the the Holy Quran and Hadith
● Half term Exam
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.
COURSE CONTENT
● Learn different rulings related to the five pillars of Islam
● End of year Exam
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.
● Ministry textbooks and the teacher’s own resources
● Practice recitation and memorisation of the Holy Quran and Hadith
● Memorising some verses from the Holy Quran and the Hadith
ASSESSMENTS
COURSE CONTENT
● Half term Exam RESOURCES
SKILLS DEVELOPED
● Understanding of acts of worship and basic rules of dealings
‘IreallylikeLearningSupportbecauseitcoversthingsfromotherlessons youmightnotunderstandatfirst.’
● They also learn techniques to help them cope with examinations, alternative revision skills and how to manage their workload more effectively.
BSAK has a resourceful and friendly Learning Support team to help students from the age of eleven to eighteen.
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.
AIMING HIGH
● 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.
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 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 Learning Support team is there to help them to build a reliable problem-solving repertoire.
LEARNING SUPPORT
● 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.
● Learning is active and enjoyable, and develops visual and auditory processing, phonological skills, memory and concentration.
● 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.
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. is based on two tier - Foundation Tier and Higher Tier. Foundation Tier grades 5-1 available. Higher Tier grades 9-4 available complete two written papers; each paper contributes 50% of the final grade. Each paper will be assessed through a two-hour examination which is set and marked by Edexcel.
and
MATHEMATICS the their future Mathematics will develop their knowledge understanding of mathematical as well as using and applying them to solve a variety of problems and in the process an appreciation for the importance of Mathematics in society, employment and study. 11 their the a variety of
destination. Students studying
concepts and techniques,
Students
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 conclusion, ● Comprehend, interpret and communicate mathematical information in
right skills to reach
develop
knowledge, understanding and skill in
ADDITIONAL EQUIPMENT NEEDED ● Geometry set ● Scientific calculator - we recommends the Casio FX-991 EX calculator RESOURCES BSAK Maths Website SPECIFICATION LINK ASSESSMENTS Examination entry
COURSE CONTENT In Year 10 and
further
Mathematics is for everyone. It is diverse, engaging and essential in equipping students with
students will develop
The key concepts of Media Studies will continue to be explored through the following platforms: Television, Radio, Film and Newspapers. Students will spend one term working on their non-exam assessment.
Students will be expected to bring a set of headphones to lessons.
SPECIFICATION LINK
MEDIA STUDIES
● Ability to research and summarise
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.
Paper 2 – Multiple choice, short answer, stepped response and extended response questions. An extract from one of the television close study products will be shown. This paper requires in depth knowledge of television, newspapers and online media with an understanding of all four key concepts. Written assessment – 1 hour 30 minutes, 84 marks (35% of GCSE Grade).
● Applying key concepts
ADDITIONAL EQUIPMENT NEEDED
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.
● Analyse and respond
Year 11
● Developing and creating practical work
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.
ASSESSMENTS
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.
SKILLS DEVELOPED
FURTHER STUDY
Paper 1 – Multiple choice, short answer and an extended response question focusing on all nine media platforms, with conceptual emphasis on industries, audiences and representation. Written assessment – 1 hour 30 minutes, 84 Marks (35% of GCSE grade).
COURSE CONTENT
● Global Citizenship
●
Positive psychology and techniques to benefit wellbeing
●
● Peace and Conflict - Is there such a thing as a “Just War”
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.
Positive decision making
Critical thinking
●
●
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.
Engaging positively in the world around them SETTING
● Universal Culture
●
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.
Problem solving
MELS
Lessons are taught in form groups once per week.
SKILLS DEVELOPED
ASSESSMENTS
COURSE CONTENT
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.
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:
Resilience
●
TOPICS
SKILLS DEVELOPED
Year 11
Component 3
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.
● 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.
● Performance (30% - internally assessed): A solo performance and an ensemble performance, lasting at least four minutes combined total.
ASSESSMENTS
● 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’.
The set works form the basis of study, allowing students to develop their individual strengths and interests.
MUSIC
Component 1
Component 2
COURSE CONTENT - IS DIVIDED INTO 3 COMPONENTS
● Students complete the analysis of the set works and study exam techniques, essay writing and continue to develop their listening and appraising skills. Both compositions are completed and the performance coursework is recorded.
SPECIFICATION LINK
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.
Completion of Performance and Composition Coursework by the end of term two. GCSE Listening Exam in May/June.
● take risks, experiment and learn and develop from creative risk taking and mistakes.
● consider and develop original ideas from initiation to realisation
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.
WHY PHOTOGRAPHY?
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.
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 photographers.
● 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.
● apply a creative approach to problem solving
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
● analyse critically their own work and the work of others
SPECIFICATION LINK ASSESSMENT AND FEEDBACK:
The course is delivered to actively engage and promote independent creativity in the context of local, regional and international culture and the art community.
Develops transferable skills students will learn to:
● Preferable - Access to own DSLR camera. Department has a full suite of DSLRs - Out of school use.
● Creativity - risk taking.
● Development, exploration and inclusion of refined Visual and Written Literacy.
● Glue Stick, Eraser, sharpener, ruler - (For home use scissors) we do not recommend carrying sharp items around school.
PHOTOGRAPHY
● Black Fine liners - different sizes.
This component is set externally by Edexcel and is started in the January of Year 11. There is a title theme which students then explore in the ‘preparation’ period. This is then followed by the 10 hr exam. This is where students will produce an outcome or outcomes based on their preparation studies. All art based exams are held in the art studios.
COURSE
● Observational Skills - Photographic techniques, rules and processes
● Strong visual awareness and visual communication skills.
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 Photography students have general art/photography based equipment.
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%
● Development of photography based traditional and contemporary processes, materials and techniques.
ComponentCONTENT1-Personal
SKILLS DEVELOPED
● Interpretative, emotional, social and moral consideration.
● Visual, digital and verbal communication, presentation and critique skills.
FURTHER STUDY
SUGGESTED EQUIPMENT LIST
● Drawing pencils - HB/2B.
● Wider appreciation of contextual and cultural themes. Photography and Art History.
● Digital media is used widely on the course - Access to Adobe Creative Suite is recommended -
● Connective and non-connective ideas and concept development.
● Component Personal Exercise Program Assessed coursework (10%)
● Energy
Feb – Classification of Skills & Commercialisation of Physical Activity
May – Formal GCSE PE Examination
and
● Component Practical Performance Three assessed practical activities (30%)
Year 11
–
Students will be assessed in both the theoretical and practical components of Physical Education. Four Theoretical assessments:
ASSESSMENTS
Mar - Formal GCSE PE Practical Assessment
3:
COURSE CONTENT
● Diet and Nutrition
-
● Good level of sporting performance
●
● Classification of Skills and Commercialisation of Physical Activity
● Fitness
● Motivated and willing to try new sports
● Mental Preparation for Sport and Goal Setting
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.
Dec – Mental Preparation for Sport & Goal Setting
The GCSE Physical Education (PE) Course develops knowledge and understanding of sport and exercise through practical application.
4:
- Written
Health and
SKILLS DEVELOPED
Jan - 1 Team sport, 1 individual & 1 sport of your choice
– Written
● Interested in observing and analysing sporting performance
PHYSICAL EDUCATION
Health
Nov – 1 Team sport, 1 individual & 1 sport of your choice
Three Practical assessments:
Oct - Health, Fitness & Energy Balance, Diet & Nutrition
● Component 2: Performance examination (24%)
● Component 1: Fitness Body Systems examination (36%)
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.
● Sport and Exercise
● Sports Medicine
PHYSICAL EDUCATION
● Professional level sport LINK
● Science
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
SPECIFICATION
Exercising safely & effectively Term 1 - A variety of Sports will be offered. Some examples are as follows:
Football ● Netball
Students will have
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
Softball
●
Term 3
●
●
●
● the what they would like to do.
Basketball Term 2 ● Ultimate frisbee
Performing at maximal levels
● 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.
Holistic Physical Education allows the students to develop their physical fitness, sporting performance, coaching and Leadership skills and knowledge of Sports Science. Providing students with opportunities to improve their health & well-being and have the knowledge to maintain a healthy, active lifestyle throughout their lifetime. COURSE CONTENT
PHYSICAL EDUCATION (CORE)
●
opportunity to select
Outwitting opponents ● Accurate replication of performance
●
●
Rounders
ASSESSMENTS
● Force and Pressure (P11)
PHYSICS
● Motion (P9)
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.
● Electromagnetic Waves (P13)
SPECIFICATION LINK
● Application of knowledge and understanding to unfamiliar situations
● Wave Properties (P12)
● Force and Motion (P10)
● Forces in Balance (P8)
● Ability to describe and explain observations and patterns
COURSEC
● Light (P14)
● Electromagnetism (P15)
FURTHER STUDY
CONTENT
SKILLS DEVELOPED
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.
● Problem-solving
In addition to the end of topic tests for P9 to P16 throughout Year 11, students will sit two external AQA examinations in May/June that will both have multiple-choice, structured, closed short-answer and open - response questions.
● Good mathematical skills
FURTHER STUDY
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.’
● Work experience
● Environment
● Applying for a summer job
● Listening and Speaking
Moving
World of Work
● Jobs and employment preferences
Students in Year 11 will be assessed summatively by way of end of module exams. There will also be a mock exam late in Term 1 or early in Term 2. The final GCSE Spanish exams will be in Term 3.
● Earning money
● Natural disasters
● Future plans Forward
● Healthy lifestyle and diet
COURSE
CONTENT
SKILLS DEVELOPED
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.
LINK
● Global issues
SPECIFICATION
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.
● 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.
● Gap year possibilities
● Learning languages
SPANISH
● International sporting events
ASSESSMENTS:
● Vocabulary - There is also a greater emphasis on vocabulary including vocabulary that goes beyond a student’s’ immediate needs and interests.
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 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 Non-Exam Assessment (NEA): 30–35 hours approx - 100 Marks: 50% of GCSE A substantial design and make task, based on Board set criteria. Written exam: 2 hours - 100 Marks: 50% of GCSE. Section A -Core technical principles (20 marks) Section B - Specialist technical principles (30 marks) Section C - Designing and making principles (50 marks)
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
SKILLS DEVELOPED
● Creativity and an ability to design and create innovative solutions
● Confidence in using a range of material
SPECIFICATION LINK
● Good communication, organisational and ICT skills are an advantage.
FURTHER STUDY
TEXTILES
