THE BRITISH SCHOOL AL KHUBAIRAT YEAR 12 CURRICULUM 2022/2023 RATED OUTSTANDING BY ADEK AND BRITISH SCHOOLS OVERSEAS TOP SCHOOL AWARDS 2022 Best School in the UAE for Fine Art and Creative Studio Work TOP SCHOOL AWARDS 2022 Best School for Post-16 Education in the UAE
OUR SCHOOL The British School Al Khubairat (BSAK) is Abu Dhabi’s leading British not-for-profit, co-educational day school. From Nursery to A Level (3 – 18) our dynamic school culture offers students an enriching experience and outstanding results. OUR VISION Building on our unique local heritage, we will provide a world-class British education, inspiring all our students to exceed expectations. OUR VALUES Empathy and Care | Respect and Inclusivity Honesty and Integrity | Endeavour and Resilience
With my very best wishes
I would like to take this opportunity to emphasise the importance of the school curriculum. Teaching does not happen by accident, and requires careful thought and wise construction in order to produce a curriculum that is coherently planned. Our Heads of Departments expertly ensure that their teams provide teaching which is sequential; building on knowledge, understanding and skills in a well thought through and structured way, using techniques of cognitive science to allow true teaching forlearning.
As educators, we are very much looking forward to working with our students and helping them achieve their true potential and it is with great joy that we see us moving forward together - as a community of staff, students, and parents.
We have said many times how proud we are of our students’ resilience and endeavour, and how they have responded to the challenges of the last few years. It is with great delight that our staff are now able to concentrate on a restriction free acceleration in our students’ learning, through the curriculum you will see in these booklets.
Dear Parents & Students,
Mr Gareth Jones Deputy Head gjones@britishschool.sch.ae
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.
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.
YEAR 12 CURRICULUM BOOKLET 2022/2023 CONTENTS Subjects In Alphabetical Order P06 Arabic A P07 Arabic B P08 Biology P09 Business Studies P10 BTEC Business P11 Chemistry P12 Computer Science P13 Drama & Theatre P15 Economics P16 BTEC Engineering P17 English Language P18 English Literature P19 Extended Project Qualification P20 Fashion & Textiles P21 Fine Art P23 French P25 Further Mathematics P26 Geography P27 Graphic Communication P29 History P30 Islamic Studies A P31 Islamic Studies B P32 Learning Support P33 Mathematics P34 Media Studies P36 MELS P37 Music P38 Photography P40 Physical Education (Core) P41 Physics P42 Product Design P43 Psychology P44 Spanish P46 BTEC Sport
Students in Year 13 will undertake the Ministry of Education Arabic exam at the end of the academic year.
ARABIC LEVELS DESCRIPTOR
All
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 ADDITIONAL RESOURCES YEAR
Half termly assessments take place as well as a final exam at the end of each academic year.
A
https://docs.google.com/document/d/18e2QiplJZpA_cj4DajtmjSyCTVbTg3I5L9l2q7Jfc28/edit?usp=sharing
Arabic Resources https://drive.google.com/file/d/1qepME09dxqGgXQZHmUlER0QCWbt02K5X/view?usp=sharing A MODEL EMSAT ARABIC
ARABIC
https://drive.google.com/drive/folders/1zRg0RVyX15Lwvgdg-FnEAZrt97WrYOUh
ASSESSMENTS
An Equivalency Certificate is needed for entry to a UAE university and for employment in some government/semi governmental positions in the UAE. Although BSAK does not teach A Level Arabic, students can request to be submitted for the AS Arabic exam, however, it is the responsibility of the student to prepare for this exam through independent study. For further information about these courses, please speak to the Head of Arabic. 12
students in Year 12 who are either Emirati or whose UAE residency visa is on an Arab passport are required to take Arabic lessons, as per UAE law and the Ministry of Education Guidelines. Expatriate students are not required to take Arabic, unless they wish to qualify for an equivalency certificate from the UAE government, confirming that a student has completed their secondary education in the UAE
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. This is a 4 year programme beginning in Year 10 and culminating in Year 13.
● Conversational drills where students use and apply the skills they acquired
The Year 12 curriculum will build on previous knowledge acquired in Year 11 and indeed Year 10 by developing listening, speaking, reading and writing skills as well as including a focus on skills such as writing essays, 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.
● Reading texts: literary and factual texts
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.
The course content is based on a wide range of selected literary texts that relate to different areas. The course content will draw heavily on:
ARABIC B
TERM 1 TERM 2 1- Good Citizen ( Who am I?/ Role models) 5- Global Issues (
The Ministry of Education Arabic course targets the non-native speakers of the language.
COURSE CONTENT
● Narrative and descriptive writing practice in line with what was covered during reading lessons
● The structure of the language: applied rather than theoretical syntax and morphology Pollution, Cinema,
poverty,diseases) 2- Volunteering Work 6- Modern Inventions(Technology,
Music…) 3-How did you spend your holiday? 7-Foods 4- My daily Routine TERM 3 8- Occasions & Celebrations 9-Holiday SKILLS DEVELOPED ● Knowledge and application of language skills ● Writing for different purposes ● Conversing in Classical Arabic on a given topic ASSESSMENTS
and all examination papers are completed at
Biology Department follows the Salters-Nuffield (SNAB) A
BSAK Level specification. qualification the end of Year 13. The a
Term 1 - At the beginning of term 1 there is a suitability test covering the initial content.
The A Level Biology course studied by the students at BSAK aims to encourage them to be inspired, motivated and challenged by following a broad, coherent, practical course of study.
Term 2 - At the beginning of term 2 there is a test on all content from term 1.
BIOLOGY
concept based approach. COURSE CONTENT Term 1 ● Scientific process ● Cell Structure and function ● The circulatory system ● Lifestyle and disease ● Gas exchange, cell membranes and transport ● Proteins and genetics Term 2 ● Biodiversity ● Inheritance ● Stem cells and gene differentiation ● Resources from plants Term 3 ● Forensics ● Climate change SKILLS DEVELOPED ● Data analysis and evaluation ● Reasoning and critical thinking ● Practical investigative skills SPECIFICATION LINK ASSESSMENTS
This is a linear
Towards the end of Year 12, all Biology students will complete two internal examination papers.
course is taught using
Term 3 - At the beginning of term 3 there is a test on all content from term 2.
There are also shorter progress tests at regular intervals.
website
year. SPECIFICATION LINK
COURSE CONTENT
• Meeting customer needs • The market • Marketing mix and strategy • Managing people • Entrepreneurs and leaders Unit 2: Managing Business Activities
Click here to access the Edexcel exam board Business home page. This has information about the course and exam materials to help students learn at regular intervals throughout the year. Formal assessments will take place at the start of each term, including a suitability assessment within the first few weeks of Year 12. All assessments will be examination paper based.
SKILLS DEVELOPED ● The ability to study independently ● Application skills ● Analyse data and think critically ● Develop balanced arguments and make informed decisions ADDITIONAL RESOURCES
BUSINESS STUDIES
Click on this to access all material used in the teaching of the Business course. Students should refer to this throughout the
ASSESSMENTS Students will be assessed
course will provide an exciting insight into the dynamic world of business. Using real world case studies, you will develop skills of analysis, research and independent thinking so that you can develop balanced arguments and reach informed conclusions.
The
• Planning a business and raising finance • Financial planning • Managing finance • Resource management • External influences
By taking a holistic approach to the subject, the course aims to demonstrate the interrelated nature of business using business models, theories and techniques to support analysis of contemporary business issues and situations. The content is designed to engage students through topics and issues that are relevant in today’s society; contemporary developments such as digital technology, business ethics, and globalisation are covered throughout the topics. In Year 12, students are introduced to key business areas: marketing, operations, fiance and human resource management. This includes a special focus on decision making, particularly how decisions made in one area can affect the rest of the business. The specific modules covered are: Unit 1: Marketing & People
link
SPECIFICATION LINK Click
The
is made
is assessed continuously, linking
ASSESSMENTS All
BTEC BUSINESS BTEC qualification up of 10 units. each unit, your work theory with practical exercises you complete. You will complete a series of projects which cover the 5 mandatory and 5 optional by teachers and will cover areas such as Marketing, Human Resources, Management, Administration, Finance and Retail. on this link to access all material used in the teaching of the BTEC Business course. Students should refer to this website throughout the year. here to access the International BTEC Diploma in Business homepage. From here you can view the course specification and many other resources. assessments for this qualification are portfolio (coursework) based and there are no final examinations. However, strict conditions apply to the award of assessment grades by teachers and Pearson check the quality and grading of assessment activities through school visits and sampling of work. Learners will also be assessed by practical observations and presentations.
units. Optional units will be selected
COURSE CompulsoryCONTENTUnits ● Exploring Business ● Research and Plan a Marketing Campaign ● Business Finance ● Managing an Event ● Principles of Management SKILLS DEVELOPED ● study independently ● independent & secondary research ● Interview skills ● time management ADDITIONAL RESOURCES Click
To complete
DEVELOPED
Topic 2: Bonding and Structure
Critical thinking
COURSE
●
This includes looking at how how atomic and electronic structure is linked to the Periodic Table, how pharmaceuticals can be made from simple organic molecules, and how reactions are controlled to get the maximum amount of product in the shortest time.
Topic 4: Inorganic Chemistry and The Periodic Table
Topic 8: Energetics 1
SKILLS
Topic 6: Organic Chemistry 1
●
Topic 1: Atomic Structure and The Periodic Table
Data analysis and calculations
Regular end of topic assessments take place as well as a series of core practicals carried out in class and internally assessed by their teacher to ensure they have mastered a range of practical skills; this leads to the A Level Practical Endorsement at the end of Year 13.
Topic 7: Modern Analytical Techniques
BSAK Chemistry Department follows the Pearson Edexcel Chemistry A Level specification.
CONTENT
Topic 6: Organic Chemistry 1
Topic 9: Kinetics 1
●
Practical investigative skills ADDITIONAL ASSESSMENTSSPECIFICATIONRESOURCESLINK
CHEMISTRY
As a science, Chemistry spans a number of disciplines, but essentially is the science of materials. Students will learn a variety of topics from the three main areas of chemistry: inorganic, organic and physical.
Topic 5: Formulae, Equations and Amounts of Substance
Term 3
Reasoning
●
Term 1
Topic 3: Redox I
Topic 11: Equilibrium 2
Topic 10: Equilibrium 1
Non-routine problem solving
Topic 6: Organic Chemistry 1
Term 2
●
The aim of the Cambridge International AS and A Level Computer Science syllabus is to encourage learners to develop an understanding of the fundamental principles of computer science and how computer programs work in a range of contexts. At the heart of Computer Science is computational thinking: a mode of thought that goes well beyond software and hardware, and that provides a framework within which to reason about systems and problems. The Computer Science Department delivers the CIE Computer Science A Level. Students will sit four exams - two in Year 12 and two in Year 13. COURSE CONTENT The components and weighting are: Exams AS A Theory Fundamentals--Paper 1 50 25 Problem Solving and Programming--Paper 2 50 25 Advanced Theory--Paper 3 25 Problem Solving and Programming--Paper 2 25 Year 12 - AS-Level 2 Exams Theory Fundamentals--Paper 1 1.1 Information representation 1.2 Communication and Internet technologies 1.3 Hardware with Logic Circuits 1.4 Processor fundamentals, CPU architecture 1.5 System software 1.6 Security, privacy and data integrity 1.7 Ethics and ownership 1.8 Database and data modelling Problem Solving and Programming--Paper 2 2.1 Algorithm design 2.2 Data representation 2.3 Programming 2.4 Software development SKILLS DEVELOPED ● Aptitude in logic and Mathematics ● Computer programming. ● Critical thinking and complex problem solving SPECIFICATIONA-levelASSESSMENTSLINKComputerScience consists of 4 externally assessed papers. Year 12: : Year 13: AS-Theory and Understanding A2-Theory and Understanding AS -Programming Concepts A2 -Programming Concepts
COMPUTER SCIENCE
● ASSESSMENTS
● confidence
The course is linear, with examinations at the end of Year 13. However, the component 2 coursework will be completed in Year 12 (see below). There will also be an internal component 1 exam at the end of Year 12. The performance of the students on this examination will determine their UCAS predicted grade continuing with the qualification in Year 13. Component 2: Creating original drama (practical) • Internally assessed (in Year 12) and externally moderated (at end of Year 13). Working notebook (40 marks). Devised Performance (20 marks) 30% of A Level grade
Taking this course will equip you with the ability to communicate, solve problems, develop higher order thinking skills, become a great leader and expand your cultural awareness.
SKILLS DEVELOPED
‘Logic will get you from A to B. Imagination will take you everywhere’ – Albert Einstein Drama and Theatre at A Level is the intellectual, artistic and practical process of examining life and human issues through the medium of drama and the making of theatre.
Teambuilding
COURSE CONTENT
Leadership
Term Component1
1: Drama and Theatre
Section A and B: Study of Set Text 1 ‘Accidental Death of an Anarchist’ and Set Text 2 ‘The Glass Menagerie’
At BSAK we study AQA Drama and Theatre. It is a course which inspires students to become independent theatre makers with the skills they need to go on to higher education, whether that is to study a course in drama and theatre or another subject.
Term Component2
Term Component3
group
Build
2: Creating original Drama Creation and performance of a Devised Performance Component 3: Making Theatre Practical exploration and interpretation of an extract from a play (Extract 2)
●
Work independently and
DRAMA & THEATRE STUDIES
2: Creating original Drama Creation and performance of a Devised Performance Component 3: Making Theatre Practical exploration and interpretation of an extract from a play (Extract 1)
● part of a
Stimulates imagination
●
ISBN-13: 978-0198426974
SPECIFICATION LINK
DRAMA & THEATRE STUDIES
Students are expected to participate in whole school productions and to direct during the annual House Drama competition.
● The AQA Drama and Theatre textbook by Su Fielder is also really helpful.
ADDITIONAL INFORMATION
ADDITIONAL RESOURCES
● There is a list of websites and online resources available on the ‘Curious about drama page’
● Most of your resources will be available on the google classroom.
ISBN-10: 9780198426974
ECONOMICS
● Production, costs and revenue
● The market mechanism, market failure and government intervention in markets Macroeconomics (National and International economy)
COURSE CONTENT
● How the macro economy works
● Analysis data
ADDITIONAL RESOURCES
Click on this link to access all material used in the teaching of the Economics course. Students should refer to this website throughout the year.
In Economics you will study how people behave and interact. Essentially, the subject seeks to understand the choices made by individuals, societies and governments in regard to the alternative uses of scarce resources which are employed to satisfy wants.
SPECIFICATION LINK
SKILLS DEVELOPED
● Study independently
The course’s approach to Economics is to apply economic theory to support analysis of current economic problems and issues and encourage students to appreciate the interrelationships between microeconomics and macroeconomics. Microeconomics (Markets and market failure)
● Macroeconomic performance Macroeconomic policy
● Critical thinking
Click here to access the Edexcel exam board home page. This has information about the course and exam materials to help students learn
● Price determination in a competitive market
● Competitive and concentrated markets
ASSESSMENTS
● The measurement of macroeconomic performance
● Making informed decision
Students will be assessed at regular intervals throughout the year. Formal assessments will take place at the start of each term, including a suitability assessment within the first few weeks of Year 12. All assessments will be examination paper based.
● The economic problem and economic methodology
Economics involves the formulation of theories which seek to explain empirical observations so that conclusions can be drawn about the future. This subject covers such varied topics as the impacts of the recent events such as the financial crisis of 2008, falling oil prices, BREXIT and the economic impact of Covid-19.
Students will be assessed on their ability to use quantitative and qualitative evidence to evaluate arguments and to support judgements relating to economic issues and problems. Students are encouraged to develop a critical approach to economic models and methods of enquiry.
This can follow either directly after achieving the qualification, or via the stepping stone of Higher \Education.
ASSESSMENTS
BTEC ENGINEERING
General resources available here
SPECIFICATION LINK
Assignments are continuously assessed throughout the two year course for each unit studied. Some units are externally assessed in classroom setting, and several units have internally set assessments which are part of the grading criteria. This can be in the form of controlled assessments, portfolios, presentations, research reports etc.
● Mathematical and mechanical principles
● Electronics and electronic principles
ADDITIONAL INFORMATION
The BTEC qualification is made up of 11 units of work to be completed over two years. To complete each unit, students’ work is assessed continuously, linking theory with practical projects. The course covers a wide range of Engineering disciplines such as Computer Aided Design, electronics, fabrication, mathematics and mechanical principles. It also involves quite a lot of practical project work.
A BTEC is an applied learning qualification in which students acquire knowledge, skills and understanding through practical, work-related activities in a real-life context. The BTEC Level 3 Diploma in Engineering helps students become occupationally ready to take up employment in engineering through apprenticeship.
SKILLS DEVELOPED
RESOURCES
ADDITIONAL
EQUIPMENT NEEDED
A Windows or Apple Laptop is beneficial but not compulsory, mathematics equipment, basic drawing and sketching utensils.
● Engineering Design
ADDITIONAL
CONTENT
● Independent research
The BTEC Level 3 Diploma is equivalent to two A Levels and it is expected you will undertake this qualification alongside one one additional A Level of your choice. Upon completion of the course this will allow you to progress into Higher Education on a degree course.
COURSE
● Machinery and manufacturing processes
ENGLISH LANGUAGE
Unit Language3 Investigations - Focuses on five different areas of Language (Global English, Language and Gender Identity, Language and Journalism, Language and Power and Regional Language Variation). Unit Crafting4
Variation - Examines how language has evolved and changed over time and also how it varies in use depending on different contexts
ASSESSMENTS
English Learning Journey English Language KS5 Coursework
RESOURCES
KS5
LINK
This course is designed for those who have a love of, and fascination with, words and communication. An enquiring mind and appreciation for the ever changing English Language is a must! The course encompasses a detailed and systematic study of language use and its variations within a range of diverse forms and contexts. Students will explore language acquisition in childhood and the exciting story of how language has changed hundreds of years and continues to do so now. Students will analyse the power of language, both written and spoken and everything in between, considering its effects in presenting attitudes and opinions in our society.
Year 12 will undertake internal End of Year examinations with papers set by the department. Coursework is completed in Year 13. The qualification is formally externally assessed at the end Year 13 with the three examinations above.
Language - This involves students producing two pieces of creative writing, plus a commentary that explains the construction of these pieces.
Unit Language1
COURSE CONTENT
Unit Child2Language - Examines how children develop their own use of language from the ages of 0 – 8 years
ADDITIONAL
SPECIFICATION
● Doctor Faustus
Drama examines one Shakespeare play and one other comedic or tragic drama. Students will also study a critical anthology on either tragedy or comedy.
ENGLISH LITERATURE
COURSE CONTENT
Prose involves the study of two novels which are thematically linked, while at least one of the novels must be pre-1900. Examples of the prose texts students may study are Mrs Dalloway with A Thousand Splendid Suns or Frankenstein with Handmaid’s Tale.
Comparative Coursework is where students, with teacher guidance, have a free choice of two texts to study and compare as part of an extended comparative essay project.
● Measure for Measure or Taming of the Shrew
The course will develop higher level skills of critical analysis and formal, personalised response.
This course is designed for the avid reader and those who find fascination with all things fiction! Successful students are those who take the opportunity to read widely and independently across both set and wider texts, who are keen to access wider research and information on the authors and the time and context of their writing and who have an interest in shaping and honing their own writing.
English
KS5 English Learning Journey Literature KS5 Coursework
Students will undertake internal end of year examinations in Year 12, with papers set by the department. Coursework is completed in Year 13. The qualification is formally externally assessed at the end Year 13 with the three examinations above.
Poetry involves the study of an anthology of post-2000 poetry plus a specific range of poetry from a specific literary period, such as the Romantics or medieval poetry.
ADDITIONAL RESOURCES
Examples of other drama texts they might study are:
Unit 1
● The Importance of Being Earnest or Waiting for Godot
● King Lear
Unit 3
Examples of texts they might study are:
● A Streetcar Named Desire
Unit 4
● Othello
LINK
Unit 2
ASSESSMENTS
SPECIFICATION
EPQ The Extended Project Qualification is a stand-alone qualification that helps students develop broader study skills, offering a route into further and higher education and employment. It requires students to attend 90 guided learning hours, which is one session per week. The remaining time is allocated for independent work and individual supervision and guidance from the allocated supervisor, in their weekly meetings. COURSE CONTENT & SKILLS DEVELOPED The EPQ qualification provides students with skills that are needed at university such as: ● Planning and management of a project ● Decision making and problem solving ● Presentation skills ● Research skills ● Working to deadlines ● Working with others ● Communications skills ● Harvard referencing and plagiarism ● Independent learning, critical and evaluative thinking, research, and production ADDITIONAL RESOURCES AQA Level 3 Extended Project Qualification by Christine Andrews Hodder Education SPECIFICATION LINK
FASHION & TEXTILES
This course provides students with an opportunity to develop manufacturing and design skills in a creative and innovative way. They will investigate historical, social, cultural, environmental and economic influences on design and technology, whilst enjoying opportunities to put their learning into practice by producing fashion and textiles with a range of practical outcomes. Students will be required to manufacture high quality products and prototypes to meet a specific need for a range of consumer groups. It is an exciting course, which will allow students to become more aware of the place of design in society and the influences that designers have on the world in which we live. COURSE CONTENT Term 1 ● Materials and their applications ● Performance characteristics of material ● Methods of joining and using components ● The use of finishes ● Enhancement of materials ● Designcommunication Term 2 ● Modern industrial and commercial practice ● Digital design and manufacture ● Fashion design and development ● Health and safety Term 3 ● Protecting designs and intellectual property ● Designfor manufacturing,maintenance, repair and disposal ● Feasibility studies ● Enterprise and marketing SKILLS DEVELOPED ● Creativity and confidence ● Illustration ● ICT and manufacturing skills ● Project Management SPECIFICATION LINK ASSESSMENTS Students will be assessed by continuous assessment and internal exams in Year 12. Design and make projects develop portfolio structure in preparation for the non examined assessment in Year 13 Coursework and will be completed alongside regular theory lessons covering textiles materials technology, manufacturing and industrial practice.
AO3: Record ideas, observations and insights relevant to intentions, reflecting critically on work and progress.
This component is weighted 60% of the total qualification. This component incorporates three major elements: Supporting studies, practical work and a personal study. Students will receive various starting points for exploration of their own personal investigation. This will take the form of creative investigations through sketchbooks and refined experimenting with media to create a portfolio of work leading to a range of outcomes. Component 1 runs through Year 12 and Year 13.
The Fine Art Edexcel course is based on the personal investigation of art and design. Students are required to create a dynamic personal portfolio of visual and creative experimentation and inquiry through the use of traditional and digital media, materials, techniques and processes. You will learn about artists and art movements and use these to develop personal aesthetic and intellectual concepts
AO4: Present a personal and meaningful response that realises intentions and, where appropriate, makes connections between visual and other elements.
The assessment descriptors (AO1/AO2/AO3/AO4, see below) are used to assess both Component 1 and 2. Students will receive continuous assessment feedback and support throughout the course. Students are intrinsically involved in critical analysis of their own work and the work of their peers. Year 12 and Year 13 Assessment Objective Descriptors:
ComponentCONTENT1:(Portfolio)
FINE ART
AO1: Develop ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding.
This component is weighted 40% of the total qualification. This component incorporates two major elements: Preparatory studies and the 15–hour period of sustained focus. This externally set assignment represents the opportunity for students to draw together all the knowledge, understanding and skills developed throughout Year 12 and Year 13. The externally set assignment consists of one broad-based thematic starting point to which students respond by developing a portfolio of practical work and final outcomes.
AO2: Explore and select appropriate resources, media, materials, techniques and processes, reviewing and refining ideas as work develops.
ASSESSMENTS
Component 2: (Externally Set Assignment - ESA)
COURSE
Component 1 and Component 2 are internally assessed and moderated. C1 and C2 are then externally moderated/standardised by Edexcel.
● Drawing pencils - HB/2B/3B/4B/9B.
● Observational, drawing and mark making skills - Design rules/hierarchy and typography
FINE ART
● 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
SKILLS DEVELOPED
● Development, exploration and inclusion of refined Visual and Written Literacy
ADDITIONAL INFORMATION
● Eraser, sharpener, ruler - (For home use scissors) we do not recommend carrying sharp items around school
All students will have the opportunity to work with outside artists and have numerous opportunities to display artwork in internal and external exhibitions and participate in collaborative projects with external agencies. Current creative partnerships include The British Council, The British Embassy, The Future Centre, Special Olympics Committee, Etihad Modern Art Gallery, Warehouse 421 (New Beginnings – Abu Dhabi schools exhibition) and The Club Gallery (BSAK Young Artists and Designers)
● Paint brushes - watercolour and Acrylic
● 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
● Connective and non-connective ideas and concept development
● Visual, digital and verbal communication, presentation and critique skills
● Basic paint sets - watercolour and acrylic - maybe oils - but are expensive so best to wait
● Black Fine liners - different sizes
SPECIFICATION LINK
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.
SUGGESTED EQUIPMENT LIST
● Consider and discuss the threats to contemporary francophone music and how it might be safeguarded
● Consider the different users of digital technology and discuss possible future developments Unit 3 - The place of voluntary work (Le rôle du bénévolat)
COURSE CONTENT
Paper 3: Speaking exam (12–14 minutes)
● Comprehend how heritage impacts upon and is guided by culture in society Unit 5 - Contemporary francophone music (La musique francophone contemporaine)
● Consider a variety of aspects of French cinema
Unit 2 - The ‘cyber-society’ (La cybersociété)
FRENCH
● Describe and discuss how technology has transformed everyday life
● Consider relationships between the generations and discuss problems that can arise
● Consider the ways in which some of the country’s most famous heritage sites market themselves
● ASSESSMENTS
● Examine the voluntary sector in France and the range of work volunteers provide
● Consider who listens to contemporary francophone music, how often and by what means
Do you like to discuss subjects close to your heart and engage in passionate debates about them?
Paper 2: Written exam assessing the students’ ability to translate and to write an essay on the book or film studied in lessons (1 hour 45 minutes)
Unit 6 - Cinema: The 7th art form (Cinéma : le septième art)
Paper 1: Listening, reading and written exam which covers current trends and artistic culture (1 hour 45 minutes)
● Understand the notion of heritage and heritage preservation on a regional and national scale
Unit 1 - The changing nature of family (La famille en voie de changement)
● Consider and discuss the merits and problems of different family structures
● Consider the continuing popularity of French cinema and film festivals
● Discuss the benefits of voluntary work for those that are helped and how beneficiaries request help.
If the answer is yes to these questions, then think seriously about studying modern foreign languages in the Sixth Form.
● Consider the major developments in the evolution of French cinema from its beginnings until the present day
● Consider and discuss the dangers of digital technology
● Discuss the benefits of voluntary work for those who do it and for society as a whole Unit 4 - A culture proud of its heritage (Une culture fire de son patrimoine)
Do you want to extend and increase your knowledge of the grammar and vocabulary of the French language?
● Describe and discuss trends in marriage and other forms of partnership
● Consider the popularity of contemporary francophone music and its diversity of genre and style
Synopsis: When a young Arab is arrested and beaten unconscious by police, a riot erupts in the notoriously violent suburbs outside of Paris. Three of the victim's peers, Vinz (Vincent Cassel), Said (Said Taghmaoui) and Hubert (Hubert Koundé), wander aimlessly about their home turf in the aftermath of the violence as they try to come to grips with their outrage over the brutal incident. After one of the men finds a police officer's discarded weapon, their night seems poised to take a bleak turn.
● critical thinking skills of different contexts and sources
● communicate spontaneously in French
FRENCH
Book Study - Kiffe Kiffe Demain
● listen, understand and respond to spoken passages from a range
● The ability to read and respond to a variety of texts
Film Study: La Haine
● The ability to translate material from French into English (and vice-versa)
SPECIFICATION LINK
● Summarising information from spoken and written sources
SKILLS DEVELOPED
Doria lives in the the Paradise estate, only a few metro stops from the heart of Paris, but here it's a whole different kind of France. Doria's father, the Beard, has headed back to their hometown in Morocco, leaving her and her mother to cope with their mektoub—their destiny—alone. They have a little help from a social worker sent by the city, a psychiatrist sent by the school, and a thug friend who recites Rimbaud. It seems like fate’s dealt them an impossible hand, but Doria might still make a new life. She'll prove the estates aren't only about rap, football, and religious tension. She’ll take the Arabic word kif-kif (same old, same old) and mix it up with the French verb kiffer (to really like something). Now she has a whole new motto: Kiffe Kiffe Tomorrow.
FURTHER MATHEMATICS
Students will examine two new concepts in Pure Mathematics, Complex Numbers and Matrices as well as extending techniques in Algebra and Sequences. Further Mathematics is an additional Level qualification to the standard Mathematics A Level.
COURSE CONTENT
The plan for students taking Further Mathematics is to cover all the Pure topics from A Level Mathematics in term 1 and 2. This will mean any remaining time in term 3 and the entirety of Year 13 can be spent focussing on the more challenging Further Mathematics A Level.
Here are the topics covered in term 1 and 2, these are in addition to what is covered in A Level Mathematics. Algebraic methods, Functions and graphs, Sequences and series, Binomial expansion, Radians, Trigonometric functions, trigonometry and modelling, Parametric equations, Differentiation, Numerical methods, Integration and Vectors.
Further Mathematics is designed for students who have a real enthusiasm for Mathematics, many of whom will go on to degrees in Mathematics, Engineering and the physical Sciences. As its name suggests it studies those areas of Mathematics met in A Level and takes them to a higher level.
Throughout the year students will also cover a number of Applied Mathematics topics in Mechanics and Statistics. mathematical skills to different situations, logical thinking, problem solving abilities and analysing interpreting
SKILLS DEVELOPED Apply
and
Further Mathematics topics covered in term 3 will be complex numbers, argand diagrams, series, roots of polynomials and volumes of revolution.
information. ADDITIONAL RESOURCES BSAK Maths Website ADDITIONAL EQUIPMENT NEEDED ● Scientific calculator - we recommends the Casio FX-991 EX calculator ● Having a device such as a tablet or laptop will be useful for accessing the course materials during lessons. SPECIFICATION LINK ASSESSMENTS
A level Further Mathematics consists of 4 externally assessed exams at the end of Year 13.
Topic 3 - Globalisation
● Research skills, such as using a range of technical methods for the collection and analysis of spatial and environmental data, and undertaking fieldwork
● Transferable skills, such as teamwork, problem solving, IT skills, communication skills (presentation, writing, debating)
Our aim is to produce critical thinkers, who understand and value the world in which we live. 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 at A Level. Studying geography means you will gain a wide variety of knowledge that encompasses different subject areas. Although taught through human and physical geography, you will delve into history, economics, cultural, social and science subjects. You will gain a varied knowledge that will allow you to keep your options open in regards to any further studies you want to pursue or the career you want to follow.
COURSE CONTENT
● Intellectual skills, such as critically evaluating theories and judging evidence in order to make informed decisions and to develop reasoned arguments
GEOGRAPHY
ASSESSMENTS
Students are required to attend 4 days of fieldwork and data collection throughout the course and will carry out independent investigation and data collection for their NEA (coursework) section.
SKILLS DEVELOPED
A study of globalisation, its causes and consequences for different people and places.
The course is linear, with all three examinations at the end of Year 13, however students will regularly be assessed using knowledge checkers, timed essay questions, End of enquiry question (EQ) topic assessments and 20% of the course is derived from the completion of the NEA (Non Examined Assessment) which is started in year 12.
Topic 1 - Tectonic Processes and Hazards
ADDITIONAL INFORMATION
Geography is the study of the World in which we live. At BSAK we study the EDEXCEL Geography A Level.
The course is split into Physical and Human geography of equal weighting. There is also a synoptic element which helps students make links between topics. The breakdown of the topics are as follows:
A study of how and why places are shaped and changed, the meanings and identities attached.
SPECIFICATION LINK
Topic 2 - Landscape Systems, Processes and Change
Tectonic processes, a study of the causes of tectonic hazards, the impact of tectonic activity on people, and responses to tectonic hazards.
Topic 4 - Shaping Places
An integrated study of processes, landforms and landscapes. A study of one landscape system and the physical and human processes influencing change over time and space - Coastal Landscapes and Change.
The Graphic Communication Edexcel course is based on the personal investigation of Graphic Design language. Typography, design composition and visual relationship between text, image and space from the foundations of this course.
This component is weighted 60% of the total qualification. This component incorporates three major elements: Supporting studies, practical work and a personal study. Students will receive various starting points for exploration of their own personal investigation. This will take the form of creative investigations through sketchbooks and refined experimenting with media to create a portfolio of work leading to a range of outcomes. Component 1 runs through Year 12 and Year 13.
GRAPHIC COMMUNICATION
Students are required to create a dynamic personal portfolio of visual and creative experimentation and inquiry through the use of traditional and digital media, materials, techniques and processes.
COURSE CONTENT
ASSESSMENTS
You will learn about graphic designers and design movements and use these to develop personal aesthetic and intellectual concepts. Editorial design, logo development, experimental typography and infographics will be creatively investigated.
This component is weighted 40% of the total qualification. This component incorporates two major elements: Preparatory studies and the 15–hour period of sustained focus. This externally set assignment represents the opportunity for students to draw together all the knowledge, understanding and skills developed throughout Year 12 and Year 13. The externally set assignment consists of one broad-based thematic starting point to which students respond by developing a portfolio of practical work and final outcomes.
Component 2: (Externally Set Assignment – ESA)
Component 1 and Component 2 are internally assessed and moderated. C1 and C2 are then externally moderated/standardised by Edexcel.
Term 1 - Component 1: (Portfolio)
● Black Fine liners - different sizes
● Development of art based traditional and contemporary processes, materials and techniques
All students will have the opportunity to work with outside artists and have numerous opportunities to display artwork in internal and external exhibitions and participate in collaborative projects with external agencies. Current creative partnerships include The British Council, The British Embassy, The Future Centre, Special Olympics Committee, Etihad Modern Art Gallery, Warehouse 421 (New Beginnings – Abu Dhabi schools exhibition) and The Club Gallery (BSAK Young Artists and Designers)
● Observational, drawing and mark making skills - Design rules/hierarchy and typography
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.
● Connective and non-connective ideas and concept development
● Basic paint sets - watercolour and acrylic - maybe oils - but are expensive so best to wait
● Paint brushes - watercolour and Acrylic
ADDITIONAL INFORMATION
● Development, exploration and inclusion of refined Visual and Written Literacy
● Creativity - risk taking
SKILLS DEVELOPED
SUGGESTED EQUIPMENT LIST
SPECIFICATION LINK
● Eraser, sharpener, ruler - (For home use scissors) we do not recommend carrying sharp items around school.
● Drawing pencils - HB/2B/3B/4B/9B.
● Strong visual awareness and visual communication skills
● Wider appreciation of contextual and cultural themes. Graphic Design and Art History
GRAPHIC COMMUNICATION
● Interpretative, emotional, social and moral consideration
● Visual, digital and verbal communication, presentation and critique skills
● 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
● Edward VI and Mary I during the ‘The Mid-Tudor Crisis’, 1547–1563
● Stalin’s rise to power, 1924–1929
● Elizabeth I 1563–1603
● Stalin’s Rule, 1929–1953
● Economy and society, 1929–1941
● The Great Patriotic War and Stalin’s Dictatorship, 1941–1953
SPECIFICATION LINK
Students study AQA History A Level. The course contains two taught units, each delivered by a different member of staff. There is also an independent Non Exam Assessment (Coursework) component.
COURSE CONTENT
Part one - Consolidation of the Tudor Dynasty:
Part two:
Term 3 - Unit 3: Independent Study: Civil Rights in the USA 1865-1965 (20% of overall grade)
● Stalinism, politics and control, 1929–1941
ASSESSMENTS
Internal, termly assessments on the skills and topics covered in each taught unit of work. Two exams in summer of Year 12: one for each unit of work. This will be an A Level paper covering the topics from the Year 12 course only.
Term 1 - Unit 1: The Tudors: England, 1485–1603 (40% of overall grade)
HISTORY
● The Russian Revolution and the Rise of Stalin, 1917–1929
● Henry VIII 1509–1547
You will need to enjoy forming arguments and be careful in selecting evidence to support them. As a department, we help individuals to develop clear, concise and accurate powers of expression, orally and on paper.
● Henry VII 1485–1509
Term 2 - Unit 2: Revolution and Dictatorship: Russia, 1917–1953 (40% of overall grade)
In the latter part of Year 12 and early Year 13 students undertake an independent study of around 4,000 words on an aspect of African-American History over a period of 100 years.
We are looking for students who wish to read, to research independently, who enjoy questioning, discussing and arguing in small groups and who can react intelligently and critically.
Part two - England: turmoil and triumph:
Part one:
● Dissent and Revolution, 1917
● Bolshevik consolidation, 1918–1924
End of term exam
● Holy Quranic pronunciation and recitation.
ISLAMIC STUDIES A
Islamic Studies is compulsory for all Muslim students in Year 12, as per UAE law and Ministry of Education guidelines, whether they are an Arabic speaker or not, and regardless of nationality. CONTENT
● Understanding of acts of worship and basic rules of dealings.
ADDITIONAL RESOURCES https://uae-school.com/https://almanahj.com/ae/http://zad-uae.com/ ASSESSMENTS
Half term exam
End of year examination
SKILLS DEVELOPED
●
The Ministry of Education course builds on students’ understanding and awareness of Islam, developed throughout the Ministry curriculum which begins in Year 1.
● Hadeeth memorisation.
COURSE
●
●
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.
● Knowledge and application of Islamic values in real life situations.
COURSE CONTENT
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.
● of
● Learn different rulings related to the five pillars of Islam
● The rules of recitation for the Holy Quran
● Understanding and comprehension for the significance of the the Holy Quran and Hadith
End
●
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.
●
ISLAMIC STUDIES B
● Learn about the life of Prophets and their companions
● Practice recitation and memorisation of the Holy Quran and Hadith
● Understanding of acts of worship and basic rules of dealings
RESOURCES
Half term Exam
End
ASSESSMENTS :
term Exam
● Ministry textbooks and the teacher’s own resources
As per the Ministry of Education curriculum, the course covers a range of topics that allow students to:
SKILLS DEVELOPED
● Memorising some verses from the Holy Quran and the Hadith
● of
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 an award in Music, 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.
● 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.
● Sixth Form students who have largely embedded their strategies for increasing autonomy throughout secondary school, continue to be monitored, tracked and mentored by the department. In some cases, classes are also scheduled to ensure continuous well-being. Learning Support remains a hub for space and support for all our students, many of whom have worked alongside us in secondary school and remain a welcome part of our cohort.
AIMING HIGH
BSAK has a resourceful and friendly Learning Support team to help students from the age of eleven to eighteen.
● Learning Support students follow personalised programmes 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.
● Learning is active and enjoyable, and develops visual and auditory processing, phonological skills, memory and concentration.
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.
LEARNING SUPPORT
The course is split into Pure and Applied Mathematics. The Pure topics make up 2/3 of the course whilst the Applied content makes up 1/3 of the course.
Throughout each term students will cover Pure and Applied Mathematics topics, when these are covered can be found in more detail here A Level Mathematics at BSAK
MATHEMATICS
Topics covered in iGCSE/GCSE Mathematics will initially be reviewed during the first few weeks of the course, these include Algebraic expressions, Quadratics and Equations and Inequalities.
The course provides students with a thorough grounding in the mathematical tools and techniques often needed in the workplace. The logic and reasoning skills developed by studying A Level Mathematics make sure the qualification is widely respected even in non-mathematical arenas.
SKILLS DEVELOPED ● Apply mathematical skills to different situations ● Logical thinking ● Problem solving abilities ● Analyse information ADDITIONAL RESOURCES BSAK Maths Website ADDITIONAL EQUIPMENT NEEDED ● Geometry set ● Scientific calculator - we recommends the Casio FX-991 EX calculator ● Having a device such as a tablet or laptop will be useful for accessing the course materials during lessons. SPECIFICATION LINK ASSESSMENTS A Level Mathematics consists of three externally examined papers all taken at the end of Year 13.
COURSE CONTENT
Mathematics at A Level is both challenging and rewarding as it builds on the topics covered at GCSE and develops the ideas further. It is particularly suited to students who enjoy problem solving, computation and logical reasoning.
100 marks (20 for research & planning, 60 for production, 20 for evaluation)
Term 3 - Exam
50% of the AS Level grade/25% of A Level grade Assessed by teachers - Moderated by the Exam Board
MEDIA STUDIES
The course helps to develop student’s research, analytical skills and problem solving as well as their creativity. Students will also extend their practical skills in their chosen medium, building their capacity for independent research, and gaining a deeper appreciation and understanding of the role media plays in day-to-day life.
COURSE CONTENT
Term 2 - Component 2: Key Concepts (Examination)
Term 1 : AS (Year 12) Component 1: Foundation Portfolio (Coursework)
Media is a subject that students are using every day and that is a hugely motivating element in the classroom. At BSAK we aim to build on student’s experiences as media consumers.
Section A: Textual analysis and representation
Section B: Institutions and Audiences
ASSESSMENTSPreparation
● Film opening task (video) -Students work individually to produce the titles and opening of a new fiction film (2 mins).
Students will develop and be assessed on the following skills:
This unit focuses on key media concepts of Language, Representation, Audience and Institution.
● Use of digital technology, including the use of blogging software to present online coursework portfolio.
Students answer one question based on an unseen moving image extract, exploring how representation is created using camera, editing, sound and mise-en-scene.
● Independent research skills, time management and creativity
Students answer one question from a choice of two, focusing on the relationship between media businesses and their consumers, based on a detailed case study of a specific media institution.
● Filming making and video editing (using industry standard Final Cut Pro X)
The following set briefs offered are:
The Cambridge International A Level Media Studies course is rare in the current qualification landscape in that it uses a non-linear assessment structure. This means students will be assessed at the end of Years 12 and 13, receiving an AS Level at the end of the course’s first year – this is excellent for students who may not stay for Year 13. Coursework accounts for 50% of the assessment in each year – ideal for those students who perhaps struggle with exam pressures.
● Magazine task (print) – Students will work individually to produce a front cover, contents and double –page spread of new magazine.
● Constructing narratives
SPECIFICATION LINK
● Setting up a blog
MEDIA STUDIES
● Time management
● Web Design
● Working on a client brief
Term
ASSESSMENTS
● Independent and secondary research
● Editing Techniques – transitions, slow motion rough/final cuts
SUGGESTED EQUIPMENT LIST
● Study independently
Term 1 2 of year exam
● Research and planning
● Graphics and typography
End
Whilst the Media Department has excellent facilities, equipment, materials and provision, it is highly recommended that all Media Students have a quality camera to take photos as well as make short films.
SKILLS DEVELOPED
● Filmmaking - camera angles and movement, single camera shoot
MELS The Sixth Form Moral Education and Life Skills curriculum aims to support our students develop life skills and an aptitude to face every day and extraordinary situations with more confidence; it supports academic learning and helps the school to promote the social, moral, cultural and spiritual development of our students, allowing them to take responsibility for their own social, physical and mental health. Students are encouraged to reflect on their own values and ideologies and consider them in respect to others and how they can live and work effectively together. COURSE CONTENT ● How to establish a successful Sixth Form mindset (through the VESPA model) ● Global/UAE Citizenship ● Ethics and Moral Education ● Life Skills and Well-Being SKILLS DEVELOPED ● Emotional intelligence ● Perseverance ● Time-management ● University and Life skills (e.g. cooking, budgeting, banking, consent etc) ● Risk taking, stress management and conflict resolution SETTING MELS is taught once per week in form groups. NO ASSESSMENTS
using key
Component 2: Performance (35% of the A Level marks)
Component 1: Appraising Music (40% of the A Level marks)
● 1 free composition
and
Students will learn to appraise and analyse music across a range of selected styles in preparation for a listening exam, during which they complete written questions using excerpts of music relating to the chosen Areas of Study.
The AQA A Level Music course is a two year linear course consisting of three components:
ASSESSMENTS
Students must submit a solo and/or ensemble performance (at Grade 7 standard or above) lasting a minimum of ten minutes.
Students must submit 2 compositions, a minimum of four and a half minutes in total:
MUSIC
DEVELOPED
● 1 composed to a given brief
SPECIFICATION LINK
ADDITIONAL INFORMATION
Students complete internal exams and must achieve a minimum of a grade D in the end of year exam to continue to study Music in Year 13.
writing
The social aspects of playing and performing in ensembles, along with the academic skills related to studying Music theory and Music history, all make a Music student’s skill set highly desirable to universities wishing to recruit students onto a wide range of courses.
Students will have access to a variety of performance opportunities, both in school and in the local community. All students are expected to participate in our extensive after school Music programme.
● composing software, as Sibelius Musescore
● Music analysis essay
such
● Solo and ensemble performance skills
Use of
Component 3: Composition (25% of the A Level marks)
and
● Listening appraising music musical terminology
COURSE CONTENT
SKILLS
Universities look favourably on students who have studied Music as one of their A Levels due the substantial range of skills that are required; the self-discipline to learn an instrument, the commitment to systematic and regular practice, and the creativity necessary for composing.
SKILLS DEVELOPED
This component is weighted 60% of the total qualification. This component incorporates three major elements: Supporting studies, practical work and a personal study. Students will receive various starting points for exploration of their own personal investigation. This will take the form of creative investigations through sketchbooks and refined experimenting with media to create a portfolio of work leading to a range of outcomes. Component 1 runs through Year 12 and Year 13.
COURSE ComponentCONTENT1:(Portfolio)
● Connective and non-connective ideas and concept development
ASSESSMENTS
● Visual, digital and verbal communication, presentation and critique skills
● Development, exploration and inclusion of refined Visual and Written Literacy
This component is weighted 40% of the total qualification. This component incorporates two major elements: Preparatory studies and the 15–hour period of sustained focus. This externally set assignment represents the opportunity for students to draw together all the knowledge, understanding and skills developed throughout Year 12 and Year 13. It consists of one broad-based thematic starting point to which students respond by developing a portfolio of practical work and final outcome(s).
PHOTOGRAPHY
Photography is used by practitioners to record, document and present visual representation of everyday life, in ordinary and extraordinary circumstances. It is also used as a vehicle for artistic expression and for communicating personal ideas about the world around us. Students will reflect on, refine and apply the observations they make with a camera, and determine which tools or techniques are most appropriate in their exploration of ideas. They will also consider the application and implications of new and emerging technologies that can be used to create personal and thought provoking responses.
● Observational, drawing and mark making skills - Design rules/hierarchy and typography
● Development of art based traditional and contemporary processes, materials and techniques.
● Creativity - risk taking
Component 2: (Externally Set Assignment - ESA)
● 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
Component 1 and Component 2 are internally assessed and moderated. C1 and C2 are then externally moderated/standardised by Edexcel.
SUGGESTED EQUIPMENT LIST
● Black Fine liners - different sizes
● 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.
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
● 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
ADDITIONAL INFORMATION
All students will have the opportunity to work with outside artists and have numerous opportunities to display artwork in internal and external exhibitions and participate in collaborative projects with external agencies. Current creative partnerships include The British Council, The British Embassy, The Future Centre, Special Olympics Committee, Etihad Modern Art Gallery, Warehouse 421 (New Beginnings – Abu Dhabi schools exhibition) and The Club Gallery (BSAK Young Artists and Designers)
SPECIFICATION LINK
ASSESSMENTS
PHOTOGRAPHY
● Paint brushes - watercolour and Acrylic
with
● Performing at maximal levels
● Outwitting opponents
SKILLS DEVELOPED
to improve
● In term 2 students are given a choice. However, this time we offer a new range of activities from term 1.
and have the knowledge to maintain a healthy, active lifestyle throughout
● Students are given the choice of six different activities and they are allowed to choose what they wish to do. This is to ensure maximum enjoyment and engagement.
● If students really enjoyed a specific term 1 activity, we do have the option to carry that into term 2.
● Reduced stress levels and improved confidence
● To personalise the learning and get maximum enjoyment and motivation, we allow the students to select what activities they wish to do.
● Accurate replication of performance
Trainers: NO ASSESSMENTS
● We have both individual and team sports offered. Examples are Badminton and Basketball
Blue BSAK PE Kit
Holistic Physical Education allows the students to develop their physical fitness, sporting performance, coaching and leadership skills and knowledge of Sports Science.
Providing students opportunities their health and well-being their
ADDITIONAL EQUIPMENT REQUIRED
●
●
PHYSICAL EDUCATION (CORE)
COURSE CONTENT
● Exercising safely and effectively
Sixth Form PE is about students getting time away from the classroom setting. They are allowed to pick their activities. Therefore, they will develop their health and well being in a fun and enjoyable way. PE is compulsory due to the health benefits associated with the lesson.
Term 1
lifetime.
● We also have the option of girls only activities led by a female member of the team.
Term 2
Term 3
● Improved fitness and development in different components of fitness
● Application of knowledge and understanding to unfamiliar situations in the real world
ASSESSMENTS
Term 1
We are currently delivering the new Edexcel A Level Physics (2015) course. This is a linear qualification, meaning students requiring a full qualification in A Level Physics will sit all three exams at the end of Year 13. The course content will build on all topics studied at GCSE, taking them to a much higher and complex level.
Electric circuits and materials
Internally, students will sit topic tests throughout Year 12 and they will have a mock examination at each of the key assessment points. Students will sit three external A Level papers at the end of Year 13. They will also be awarded the A Level Physics Practical Endorsement on completion of all Core Investigations.
● Problem solving using calculations and equations
Quantum physics, revision and review for University grade prediction exams
Term 3
Term 2
● Ability to describe and explain physics concepts
At A Level, students will start to see how these ideas work and link together, and they will start to develop a deeper understanding of the universal principles that define the behaviour of everything from the smallest subatomic particles right up to the largest galaxies and beyond.
● Investigation skills using a range of contemporary equipment and techniques
More information on the breakdown of topics and resources can be found on the BSAK Physics website: BSAK Physics website
Working as a Physicist, mechanics, waves and the particle nature of light
SKILLS DEVELOPED
● Ability to analyse results graphically and evaluate the validity of a conclusion
Physics is the study of everything, from the outer reaches of the Universe, right down to what is inside the nucleus of every atom. Students will have already come across some of the key concepts at GCSE such as Forces, Energy, Waves, Radioactivity, Electricity and Magnetism.
PHYSICS
Some contemporary topics such as Particle Physics, Quantum Theory and Cosmology will be involved to complement the more traditional Physics topics. There will be a heavy emphasis on the application of knowledge and understanding throughout the whole two years.
COURSE CONTENT
ADDITIONAL RESOURCES
SPECIFICATION LINK
● Develop and sustain imagination, innovation and flair when working with concepts and materials
● Initiate design solutions, develop, test and trial working models and prototypes
● An understanding of the physical and mechanical properties of a broad range of materials and components and why these are used in specific applications.
Continuous assessment through ‘design and make’ tasks and theory tests related to the specification.
● A good understanding of the methods by which materials and components can be manipulated to manufacture products.
This creative and thought provoking qualification gives students the practical skills, theoretical knowledge and confidence to succeed in a number of careers - especially those in the creative industries.
SKILLS DEVELOPED
The Product Design A Level course offers students the opportunity to study, propose and realise prototype solutions closely linked to the real world of product manufacture in a range of material areas. It will also promote the ability of students to:
Students will investigate historical, social, cultural, environmental and economic influences on design and technology, whilst enjoying opportunities to put their learning into practice by producing products of their choice. Students will gain a real understanding of what it means to be a designer, alongside the knowledge and skills sought by higher education and employers.
PRODUCT DESIGN
● Develop an understanding of contemporary design and technological practices and consider the uses and effects of new technologies and modern materials
All students will sit an internally set examination in the summer of Year 12.
COURSE CONTENT
SPECIFICATION LINK
ASSESSMENTS
● Particular emphasis on the life-cycle of products including manufacture, use and disposal.
● Develop thinking skills, financial capability, enterprise and entrepreneurial skills
● The ability to work independently in a workshop and design studios.
Psychology is the scientific study of people: how they think, act, react and interact with each other. Psychologists work in academic settings and in many aspects of public life, such as education, health, the economy, industry, the media and government. Applications are diverse and cover subjects such as Post-Traumatic Stress in soldiers and civilians, learning and behavioural difficulties in children, police procedures for interviewing eyewitnesses and improving performance in athletes. COURSE CONTENT Term 1 ● Psychology in Context ● Research Methods and Introductory Topics in Psychology ● Social Influence and Memory Term 2 ● Psychopathology ● Attachment and Psychology in Context ● Approaches in Psychology and Psychopathology Term 3 ● Revision for UGPE ● Research experiments, Biopsychology and Year 2 Issues and Debates SKILLS DEVELOPED ● an understanding of human behaviour ● application of psychological knowledge ● evaluation of concepts and studies ADDITIONAL ASSESSMENTSSPECIFICATIONRESOURCESLINK Students will be regularly assessed in lessons and by completing an internal examination at the end of Year Students12.must obtain a minimum grade D in this exam if they are to continue to study Psychology in Year 13.
PSYCHOLOGY
● Understand trends in marriage and how modern and traditional values differ. Understand the situation regarding divorce
● Discuss women in the world of work. Study the role of women at home
● Discuss the positive and/or negative effect of smartphones
● Consider the type of influence fashion models have on young people
Unit 2 - Cyberspace (El ciberespacio)
● Discuss Spanish and Latin American artists and the role of architecture in Spain
Unit 1 - Modern and Traditional Values (Los valores tradicionales y modernos)
Students will complete a number of internal examinations at the end of Year 12. Paper 1 is a 1 hour 45 minute listening, reading and written exam which examines material on current trends & artistic culture. Paper 2 is a 1 hour 30 minute written exam covering translation and one essay question on the book or film, which you have studied. Paper 3 is the speaking exam that lasts between 12–14 minutes.
● Discuss the positive and/or negative influence of the Internet
● Understand the religious history of Spain. Discuss changes in the influence of the church
ASSESSMENTS
● Consider the languages that are spoken in Spain and the issues surrounding them
● Discuss the positive and/or negative influence singers and musicians have on people
SPANISH
● Describe and discuss Spanish customs and traditions
● Understand and talk about changes to LGBT rights. Discuss gay marriage in Spain and the Hispanic world
Unit 5 - Spanish regional identity (La identidad regional en España)
Unit 6 - Cultural heritage (El patrimonio cultural)
● Discuss male chauvinism. Look at the role of feminism
● Understand the diversity of Hispanic music and dance
COURSE CONTENT
If the answer is yes to these questions, then think seriously about studying Modern Foreign Languages in the Sixth Form.
Do you like to discuss subjects close to your heart and engage in passionate debates about them? Do you want to extend and increase your knowledge of the grammar and vocabulary of the Spanish language?
● Discuss the similarities and differences in the gastronomy of Spain
● Understand civilisations that contributed to the cultural heritage of Spain. Discuss the pre-Columbian heritage of Latin America
● Consider the type of influence social networks have on society
● Discuss the positive and/or negative effect TV and cinema stars have in our society
● Describe the various types of 21st century Spanish family and how these differ from the family model of the past
Unit 3 - Equal Rights (La igualdad de los sexos)
Unit 4 - Modern day idols (La influencia de los ídolos)
ASSESSMENTS
SPECIFICATION LINK
SPANISH
Film Study: Volver
SKILLS DEVELOPED
Volver is a 2006 Spanish comedy-drama film written and directed by Pedro Almodóvar. Headed by actress Penélope Cruz, Volver is about women, women, and women, which is quite refreshing. Not only are there almost no male characters, but men, with one very significant exception, don’t factor into the film by their absence either. This movie is all about the relationships between mothers, daughters, sisters and female friends and is at times funny, at times heartwarming, and at times tragic. In typical fashion, Almodóvar incorporates affairs, murder, and ghosts without batting an eye or becoming melodramatic. The staging of scenes, the interacting between the actresses, and the cinematography are all brilliant.
● To listen, understand and respond to spoken passages from a range of different contexts and sources
● To communicate spontaneously in Spanish
● To summarise information from spoken and written sources
● To read and respond to a variety of texts
● To translate material from Spanish into English (and vice-versa)
Book Study: Chronicles of a Foretold Death Chronicle of a Death Foretold is a novella by Gabriel García Márquez, published in 1981. The book was inspired by real-life events which took place during the 1950s, in a small Colombian coastal town called Sucre. It tells, in the form of a pseudo-journalistic reconstruction, the story of the murder of Santiago Nasar by the Vicario twins. The story itself is quite simple but in reality is dominated by the elusiveness of love and filled with cultural customs, clashes, illusions, and ambivalence.
Y12 - students will complete a number of internal examinations at the end ofY12. Paper 1 is a 1 hour 45 minute listening, reading and written exam which examines material on current trends & artistic culture. Paper 2 is a 1 hour 30 minute written exam covering translation and one essay question on the book or film, which you have studied. Paper 3 is the speaking exam that lasts between 12–14 minutes.
INFORMATION
Students submit a portfolio of evidence for each unit of work. This is internally assessed by teachers and externally moderated by BTEC representatives. Learners will also be assessed by practical observations, activities and presentations completed over the two years.
● A BTEC is an applied learning qualification in which students acquire knowledge, skills and understanding through practical, work related activities.
Units Covered in Year 12:
● Unit 21 - The Influence of Technology In Sport and Exercise
● Study independently
● Interview skills
● Unit 15 - Sports Injuries Management
● Unit 8 - Sports Development
● The BTEC Level 3 Diploma in Sport is the equivalent to two A Levels and it is expected you will undertake this qualification alongside one additional A Level of your choice.
LINK
This qualification will provide students with the opportunity to enter employment in the Sports industry or to progress to higher education qualifications such as a degree in Sports Science. If you would like to work with elite athletes or pursue a career in professional sport, this course will provide a pathway at the highest level.
● Research and academic writing skills
● Unit 23 - Ethical and Current Issues In Sport
● Unit 10 - Sports Psychology
SPECIFICATION
BTEC SPORT
COURSE
● Unit 11 - Nutrition for Physical Performance
● Time management
ADDITIONAL
ASSESSMENTS
This is a brand new qualification. The students will follow the 2020 specification released by Pearson. The course is new and innovative. We aim to provide the students with a truly vocational experience. They will visit many sporting institutes and work alongside many professionals operating in the sporting industry.
SKILLS DEVELOPED
CONTENT
