BSAK Year 12 Curriculum Handbook 2024/2025 by BSAK Abu Dhabi

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

FOREWORD BY DEPUTY HEAD

Dear Parents & Students

As we approach the conclusion of this academic year, I hope you are as excited as we are about the opportunities that await our students in the next academic year. It is with great anticipation that we look forward to welcoming our students back for another year of learning. We are proud to offer a curriculum that is continually reﬁned to incorporate the latest educational practices, tailored to meet the diverse needs and ambitions of each student.

Our curriculum is shaped by the latest research and expert insights, ensuring a comprehensive and individualised educational journey. It is designed to promote inclusivity, ignite curiosity, and foster a lifelong enthusiasm for learning.

The framework of our curriculum uses all key elements of, but extends beyond, traditional subjects; it is a cohesive and strategic plan that facilitates a seamless progression of knowledge and skills. Our Heads of Departments, all experts in their respective ﬁelds, have carefully curated the curriculum to build on past achievements and set the stage for future successes.

We value transparency and collaboration with our parent community. With this in mind, as we transition into the next academic year, we want to keep you well-informed about the educational pathways that your child will embark upon. Your support from home is essential in enhancing their learning experience and strengthening the bond between our school and your family. This booklet is intended to support our joint efforts.

We eagerly anticipate the next academic year, where we will work to nurture our students' talents and guide them towards realising their full potential. With the combined efforts of our dedicated staff and your supportive partnership, we are conﬁdent in providing an educational experience that not only nurtures a love for learning but also equips our students for a successful future.

With my very best wishes

Mr Gareth Jones Deputy Head gjones@britishschool.sch.ae

YEAR 12 CURRICULUM BOOKLET 2024/2025

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 Inclusion

P35 Mathematics

P36 Media Studies

P38 MELS

P39 Music

P41 Photography

P43 Physical Education (Core)

P44 Physics

P45 Politics

P46 Product Design

P47 Psychology

P48 Spanish

P50 BTEC Sport

ARABIC A

All 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

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 UAE Curriculums.

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

ASSESSMENTS

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

Students in Year 13 will undertake the Ministry of Education Arabic exam at the end of the academic year.

ARABIC B

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

It aims to help all students to develop their linguistic skills, expose them to many classical and modern literary works and deepen their understanding of Arabic and Islamic culture. This is a 4 year programme beginning in Year 10 and culminating in Year 13.

COURSE CONTENT

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.

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:

● Reading texts: literary and factual texts

● Narrative,descriptive and informative writing practice in line with what was covered during reading lessons

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

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

TERM 1

1- Good Citizen:

I am responsible My role Model, Volunteering work

2- I Plan For the Future: Work Passion Work Opportunities

TERM 3

5- Modern Inventions (In Medicine)

6- Inﬂuential People (Role Models): (Deaf Musician)

SKILLS DEVELOPED

● Knowledge and application of language skills

● Writing for different purposes

● Conversing in Classical Arabic on a given topic

SPECIFICATION LINK:

Click here

ASSESSMENTS

TERM 2

2- I Plan For the Future ( Cont). Job

3- Global Issues: Reckless Driving Smoking & Addiction

4- Renewable Energy: Sustainable City

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.

BIOLOGY

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.

BSAK Biology Department follows the Salters-Nuffield (SNAB) A Level specification. This is a linear qualification and all examination papers are completed at the end of Year 13. The course is taught using a 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

Term 1 - At the beginning of term 1 there is a suitability assessment covering the initial content.

Term 2 - At the beginning of term 2 there is an assessment on all content from term 1.

Term 3 - At the beginning of term 3 there is an assessment on all content from term 2.

There are also shorter progress assessments at regular intervals. Towards the end of Year 12, all Biology students will complete two internal examination papers.

Practical Endorsement

Exam papers feature questions requiring students to demonstrate investigative skills in the context of the series of core practicals that they will complete throughout the course. A separate endorsement of practical skills will be taken alongside the A Level. This will be assessed by teachers and based on direct observation of students’ competency in a range of skills that are not assessable in written exams.

BUSINESS STUDIES

The 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.

COURSE CONTENT

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

• Meeting customer needs • The market • Marketing mix and strategy • Managing people

• Entrepreneurs and leaders

Unit 2: Managing Business Activities

• Planning a business and raising finance • Financial planning • Managing finance • Resource management • External influences

SKILLS DEVELOPED

● The ability to study independently

● Application skills

● Analyse data and think critically

● Develop balanced arguments and make informed decisions

ADDITIONAL RESOURCES

Click on this link to access all material used in the teaching of the Business course. Students should refer to this website throughout the year.

SPECIFICATION LINK

Click here to access the Edexcel exam board Business home page. This has information about the course and exam materials to help students learn

ASSESSMENTS

BTEC BUSINESS

The BTEC qualiﬁcation is made up of 5 units. To complete each unit, your work is assessed continuously, linking theory with practical exercises you complete. You will complete a series of projects which cover a combination of mandatory and optional units.

Optional units will be selected by teachers and will cover areas such as Marketing, Human Resources, Management, Administration, Finance and Retail.

COURSE CONTENT

Units

● 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 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.

SPECIFICATION LINK

Click here to access the International BTEC Diploma in Business homepage. From here you can view the course speciﬁcation and many other resources.

ASSESSMENTS

All 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.

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.

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.

COURSE CONTENT

BSAK Chemistry Department follows the Pearson Edexcel Chemistry A Level speciﬁcation.

Term 1

Topic 1: Atomic Structure and The Periodic Table

Topic 2: Bonding and Structure

Topic 3: Redox I

Topic 5: Formulae, Equations and Amounts of Substance

Topic 6: Organic Chemistry 1

Term 3

Topic 6: Organic Chemistry 1

Topic 7: Modern Analytical Techniques

Topic 10: Equilibrium 1

Topic 11: Equilibrium 2

SKILLS DEVELOPED

● Data analysis and calculations

● Non-routine problem solving

● Reasoning

● Critical thinking

● Practical investigative skills

SPECIFICATION LINK

Term 2

Topic 4: Inorganic Chemistry and The Periodic Table

Topic 6: Organic Chemistry 1

Topic 8: Energetics 1

Topic 9: Kinetics 1

ASSESSMENTS

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.

Practical Endorsement

COMPUTER SCIENCE

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:

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

1.5 System software

1.7 Ethics and ownership

1.4 Processor fundamentals, CPU architecture

1.6 Security, privacy and data integrity

1.8 Database and data modelling

Problem Solving and Programming--Paper 2

2.1 Algorithm design

Data representation 2.3 Programming

Software development

SKILLS DEVELOPED

● Aptitude in logic and Mathematics

● Computer programming.

● Critical thinking and complex problem solving

SPECIFICATION LINK

ASSESSMENTS

A-level Computer Science consists of 4 externally assessed papers.

Year 12: : Year 13: AS-Theory and Understanding A2-Theory and Understanding AS -Programming Concepts A2 -Programming Concepts

DRAMA & THEATRE STUDIES

‘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.

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.

COURSE CONTENT

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.

Term 1

Component 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)

Term 2

Component 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)

Term 3

Component 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’

SKILLS DEVELOPED

● Work independently and part of a group

● Build conﬁdence

● Stimulates imagination

● Teambuilding

● Leadership ASSESSMENTS

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

DRAMA & THEATRE STUDIES

ADDITIONAL INFORMATION

Students are expected to participate in whole school productions and to direct during the annual House Drama competition.

ADDITIONAL RESOURCES

● Most of your resources will be available on the google classroom.

● There is a list of websites and online resources available on the ‘Curious about drama page’

● The AQA Drama and Theatre textbook by Su Fielder is also really helpful.

ISBN-10: 9780198426974

ISBN-13: 978-0198426974

SPECIFICATION LINK

ECONOMICS

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.

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.

COURSE CONTENT

This modular course wills to apply economic theory to support analysis of current economic problems and issues and encourage students to appreciate the interrelationships between microeconomics and macroeconomics.

Unit 1: Microeconomics (Markets in action)

• Introductory concepts • Consumer behaviour and demand • Supply • Price determination • Market failure • Government intervention in markets

Unit 2: Macroeconomics (Macroeconomic performance and policy)

• Measures of economic performance • Aggregate demand (AD) • Aggregate supply (AS) • National income • Economic growth • Macroeconomic objectives and policies

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.

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.

SPECIFICATION LINK

Click here to access the Edexcel exam board home page. This has information about the course and exam materials to help students learn

ASSESSMENTS

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. As this exam is modular, the students will sit 2 external exams at the end of Year 12. This will form 50% of their ﬁnal grade.

BTEC ENGINEERING

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.

This can follow either directly after achieving the qualiﬁcation, or via the stepping stone of Higher Education.

COURSE CONTENT

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.

SKILLS DEVELOPED

● Mathematical and mechanical principles

● Machinery and manufacturing processes

● Electronics and electronic principles

● Engineering Design

● Independent research

ADDITIONAL INFORMATION

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.

ADDITIONAL RESOURCES

General resources available here

ADDITIONAL EQUIPMENT NEEDED

A Windows or Apple Laptop is beneﬁcial but not compulsory, mathematics equipment, basic drawing and sketching utensils.

SPECIFICATION LINK

ASSESSMENTS

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.

ENGLISH LANGUAGE

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.

COURSE CONTENT

Unit 1

Language Variation - Examines how language has evolved and changed over time and also how it varies in use depending on different contexts

Unit 2

Child Language - Examines how children develop their own use of language from the ages of 0 – 8 years

Unit 3

Language 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 4

Crafting Language - This involves students producing two pieces of creative writing, plus a commentary that explains the construction of these pieces.

ADDITIONAL RESOURCES

KS5 English Learning Journey

English Language KS5 Coursework

SPECIFICATION LINK

ASSESSMENTS

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.

ENGLISH LITERATURE

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.

The course will develop higher level skills of critical analysis and formal, personalised response.

STRUCTURE

The Pearson Edexcel International Advanced Subsidiary in English Literature and the Pearson Edexcel International Advanced Level in English Literature are modular qualiﬁcations. The International Advanced Level can be claimed on completion of all the units (IAS and IA2 units).

COURSE CONTENT

IAS Unit 1: Post-2000 Poetry and Prose

A selection of post-2000 poetry from Poems of the Decade: An Anthology of the Forward Books of Poetry 2002–2011. One post-2000 prose ﬁction text from a choice of ﬁve texts. Examples of texts they might study are:

● Brooklyn, Colm Tóibín The Kite Runner, Khaled Hosseini The Life of Pi, Yann Martel IAS Unit 2: Drama

Students will study: one pre-1900 drama text from a choice of ﬁve and one post-1900 drama text from a choice of ﬁve. Examples of texts they might study are:

Pre-1900:

Post-1900:

● Doctor Faustus, Christopher Marlowe A Streetcar Named Desire, Tennessee Williams

● Othello, William Shakespeare Death of a Salesman, Arthur Miller

● Twelfth Night, William Shakespeare IA2 Unit 3: Poetry and prose

Students will study: post-1900 unseen poetry and two prose ﬁction texts, from a choice of three texts, covering one theme (choice of four themes).

● Frankenstein, Mary Shelley The Handmaid’s Tale, Margaret Atwood

● Never Let Me Go, Kazuo Ishiguro.

IAL Unit 4: Shakespeare and Pre-1900 Poetry

Students will study: one Shakespeare text from a choice of four and one speciﬁed collection of pre-1900 poems from the Romantic movement. Shakespeare:

● Hamlet Taming of the Shrew

ADDITIONAL RESOURCES

KS5 LEARNING JOURNEY

SPECIFICATION LINK

ASSESSMENTS - 100% externally assessed with exams in January and June.

Students will be assessed at regular intervals throughout the year. External assessments will take place in January of Year 12, the summer of Year 12, January Year 13 and the summer of Year 13.

Students will also sit a suitability assessment within the ﬁrst few weeks of Year 12.

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

You will have the opportunity to either complete a 5,000 word dissertation or produce an artefact

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.

FINE ART

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

COURSE CONTENT

Component 1: (Portfolio)

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.

Component 2: (Externally Set Assignment - ESA)

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 1 and Component 2 are internally assessed and moderated.

C1 and C2 are then externally moderated/standardised by Edexcel.

ASSESSMENTS

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:

AO1: Develop ideas through sustained and focused investigations informed by contextual and other sources, demonstrating analytical and critical understanding.

AO2: Explore and select appropriate resources, media, materials, techniques and processes, reviewing and reﬁning ideas as work develops.

AO3: Record ideas, observations and insights relevant to intentions, reﬂecting critically on work and progress.

AO4: Present a personal and meaningful response that realises intentions and, where appropriate, makes connections between visual and other elements.

FINE ART

SKILLS DEVELOPED

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

● Creativity - risk taking

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

● Strong visual awareness and visual communication skills

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

● Interpretative, emotional, social and moral consideration

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

● Connective and non-connective ideas and concept development

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

SUGGESTED EQUIPMENT LIST

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

● Drawing pencils - HB/2B/3B/4B/9B.

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

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

● Black Fine liners - different sizes.

● Paint brushes - watercolour and Acrylic.

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

ADDITIONAL INFORMATION

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

FRENCH

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 French language?

If the answer is yes to these questions, then think seriously about studying modern foreign languages in the Sixth Form.

COURSE CONTENT

Unit 1 - The changing nature of family (La famille en voie de changement)

● Describe and discuss trends in marriage and other forms of partnership

● Consider and discuss the merits and problems of different family structures

● Consider relationships between the generations and discuss problems that can arise Unit 2 - The ‘cyber-society’ (La cybersociété)

● Describe and discuss how technology has transformed everyday life

● Consider and discuss the dangers of digital technology

● Consider the different users of digital technology and discuss possible future developments Unit 3 - The place of voluntary work (Le rôle du bénévolat)

● Examine the voluntary sector in France and the range of work volunteers provide

● Discuss the beneﬁts of voluntary work for those that are helped and how beneﬁciaries request help.

● 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)

● Understand the notion of heritage and heritage preservation on a regional and national scale

● Consider the ways in which some of the country’s most famous heritage sites market themselves

● Comprehend how heritage impacts upon and is guided by culture in society Unit 5 - Contemporary francophone music (La musique francophone contemporaine)

● Consider the popularity of contemporary francophone music and its diversity of genre and style

● Consider who listens to contemporary francophone music, how often and by what means

● Consider and discuss the threats to contemporary francophone music and how it might be safeguarded

Unit 6 - Cinema: The 7th art form (Cinéma : le septième art)

● Consider a variety of aspects of French cinema

● Consider the major developments in the evolution of French cinema from its beginnings until the present day

● Consider the continuing popularity of French cinema and ﬁlm festivals

ASSESSMENTS

Paper 1: Listening, reading and written exam which covers current trends and artistic culture (1 hour 45 minutes)

●

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)

Paper 3: Speaking exam (12–14 minutes)

FRENCH

Film Study: La Haine

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.

Book Study - Kiffe Kiffe Demain

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.

SKILLS DEVELOPED

● Communicate spontaneously in French

● Listen, understand and respond to spoken passages from a range

● Critical thinking skills of different contexts and sources

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

● Summarising information from spoken and written sources

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

SPECIFICATION LINK

FURTHER MATHEMATICS

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.

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 topics covered in term 3 will be complex numbers, argand diagrams, series, roots of polynomials and volumes of revolution. Throughout the year students will also cover a number of Applied Mathematics topics in Mechanics and Statistics.

SKILLS DEVELOPED

Apply mathematical skills to different situations, logical thinking, problem solving abilities and analysing and interpreting information.

ADDITIONAL RESOURCES

BSAK A Level 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.

GEOGRAPHY

Geography is the study of the World in which we live. At BSAK we study the EDEXCEL Geography A Level.

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

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:

Topic 1 - Tectonic Processes and Hazards

Tectonic processes, a study of the causes of tectonic hazards, the impact of tectonic activity on people, and responses to tectonic hazards.

Topic 2 - Landscape Systems, Processes and Change

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.

Topic 3 - Globalisation

A study of globalisation, its causes and consequences for different people and places.

Topic 4 - Shaping Places

A study of how and why places are shaped and changed, the meanings and identities attached.

SKILLS DEVELOPED

● 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)

● Intellectual skills, such as critically evaluating theories and judging evidence in order to make informed decisions and to develop reasoned arguments

ADDITIONAL INFORMATION

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.

SPECIFICATION LINK

ASSESSMENTS

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.

GRAPHIC COMMUNICATION

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.

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

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.

Term 1 - Component 1: (Portfolio)

Component 2: (Externally Set Assignment – ESA)

SKILLS DEVELOPED

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

● Creativity - risk taking

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

● Strong visual awareness and visual communication skills

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

● Interpretative, emotional, social and moral consideration

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

● Connective and non-connective ideas and concept development

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

ASSESSMENTS

Component 1 and Component 2 are internally assessed and moderated. C1 and C2 are then externally moderated/standardised by Edexcel.

GRAPHIC COMMUNICATION

SUGGESTED EQUIPMENT LIST

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

● Drawing pencils - HB/2B/3B/4B/9B.

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

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

● Black Fine liners - different sizes.

● Paint brushes - watercolour and acrylic.

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

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

HISTORY

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.

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.

COURSE CONTENT

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.

Unit 1: The Tudors: England, 1485–1603 (40% of overall grade)

Part one - Consolidation of the Tudor Dynasty:

● Henry VII 1485–1509

● Henry VIII 1509–1547

Part two - England: turmoil and triumph:

● Edward VI and Mary I during the ‘The Mid-Tudor Crisis’, 1547–1563

● Elizabeth I 1563–1603

Unit 2: Revolution and Dictatorship: Russia, 1917–1953 (40% of overall grade)

Part one:

● The Russian Revolution and the Rise of Stalin, 1917–1929

● Dissent and Revolution, 1917

● Bolshevik consolidation, 1918–1924

● Stalin’s rise to power, 1924–1929

Part two:

● Stalin’s Rule, 1929–1953

● Economy and society, 1929–1941

● Stalinism, politics and control, 1929–1941

● The Great Patriotic War and Stalin’s Dictatorship, 1941–1953

Unit 3: Independent Study: Civil Rights in the USA 1865-1968 (20% of overall grade)

In the latter part of Year 12 and early Year 13 students undertake an independent study of around 4,500 words on an aspect of African-American History over a period of 100 years.

SPECIFICATION LINK

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.

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.

COURSE CONTENT

The Ministry of Education course builds on students’ understanding and awareness of Islam, developed throughout the Ministry curriculum which begins in Year 1.

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.

SKILLS DEVELOPED

● Holy Quranic pronunciation and recitation.

● Hadeeth memorisation.

● Knowledge and application of Islamic values in real life situations.

● Understanding of acts of worship and basic rules of dealings.

ADDITIONAL RESOURCES

https://almanahj.com/ae/ https://uae-school.com/

ASSESSMENTS

● Half term exam

● End of term exam

● End of year examination

ISLAMIC STUDIES B

This is a course within the UAE for all those of Muslim faith. Students follow the Ministry of Education curriculum with additions and adaptations to meet their learning needs.

The Islamic values education curriculum called for focus on personality and character development of students, close attention to the real needs and concerns of students, and preparation of students with the critical thinking and problem-solving skills needed to function successfully as Muslims in society.

COURSE CONTENT

As per the Ministry of Education curriculum, the course covers a range of topics that allow students to:

● Practice recitation and memorisation of the Holy Quran and Hadith

● Learn different rulings related to the ﬁve pillars of Islam

● Learn about the life of Prophets and their companions

SKILLS DEVELOPED

● The rules of recitation for the Holy Quran

● Understanding and comprehension for the signiﬁcance of the the Holy Quran and Hadith

● Memorising some verses from the Holy Quran and the Hadith

● Understanding of acts of worship and basic rules of dealings

RESOURCES

● Ministry textbooks and the teacher’s own resources

ASSESSMENTS :

● Half term Exam

● End of term Exam

● End of year Exam

INCLUSION

BSAK has a resourceful and friendly Inclusion team to help students from the age of eleven to eighteen.

The Inclusion team are patient, dedicated and experienced in ﬁnding solutions to the difﬁculties faced by young learners in busy classrooms. We like to help students build on their strengths and reach their goals in a practical, sensible way.

● We support students who experience a range of specific learning difficulties, such as dyslexia, dyspraxia, dysgraphia and dyscalculia. Other students have difficulties with speech, language and communication, managing anxiety or social relationships.

● We provide targeted interventions in order to equip students with the necessary literacy and numeracy skills to access the curriculum to the best of their ability and with conﬁdence.

● Learning is active and enjoyable, and develops visual and auditory processing, phonological skills, memory and concentration.

● Learning Support students follow personalised programme of study during which they work on reading techniques to develop a love of reading and to enable them to read actively for different purposes. They learn how to plan and shape their writing to meet a range of requirements, and to improve their technical accuracy.

● They also learn techniques to help them cope with examinations, alternative revision skills and how to manage their workload more effectively.

AIMING HIGH

Two of our main priorities are showing students how to persevere when they experience difﬁculties, and that there should be no limit to their aspirations, whatever those may be, whether achieving a Drama award or winning a Poetry performance competition.

Together we create a secure learning environment so that students acquire the courage to take risks and accept challenges. They realise that they are expected to try their best, to stretch themselves and that the our team is there to help them to build a reliable problem-solving repertoire.

‘I really like Inclusion lessons because it covers things from other lessons you might not understand at ﬁrst.’

INCLUSION

PEOPLE OF DETERMINATION (PoD) CARD

Background Information

● Issued by the Ministry of Community Development.

● Gives access to a package of services and privileges.

● It aims to improve the quality and well being of individuals.

● It is an ofﬁcial document indicating that the card holder is a PoD (adults and children).

● It is a free service which is processed in around 10 working days.

● Contact the call center on 800623 for more information or apply here

Eligibility

This gives the holder rights and services outlined in the Person with Disabilities law 2006. People of determination from the following categories are eligible: (mental, auditory, visual, physical, autistic, multiple, psychological, communication, attention deficit and hyperactivity, specific learning difficulties) of citizens and residents.

Required Documents

● Copy of the ID card (front and back).

● Medical report (physical, visual, hearing, communication disabilities) psychological (mental disabilities, autism, attention deﬁcit hyperactivity, and psychological) from a government hospitals authorised ofﬁcial body stating the existence of the disability.

● Personal photo with a white background.

Beneﬁts

● Support for insurance from the MoH.

● Priority housing support for UAE Nationals.

● Discounts for certain public services and facilities including RTA Salik, NoI Card, Etisalat and Du, Insurance from Ministry of Health, parking permits and discounts on a range of facilities and attractions across the UAE.

● (Termsandconditionsapply,somediscountsareonlyavailableforpersonsofdeterminationwith speciﬁcconditions).

Parental Concerns

If you have any concerns around your child or questions about inclusion then you can contact The Secondary Head of Inclusion (Mrs Fran Marshall) directly using her email address which is: fmarshall@britishschool.sch.ae

If you are seeking a diagnostic report then you should contact Mrs. Marshall directly; we work with speciﬁc centres to ensure that reports use a range of diagnostic tests so that they are robust and useful. For exams access arrangements, it is essential that you use one of our approved centres to ensure that they provide the evidence required by the examination boards. If you choose to seek a report without our consultation then we can not necessarily accept this as evidence and do not take responsibility for this, you may be asked to provide an alternative report with one of our approved centres.

Please be aware that recommendations made on a report are only recommendations and not an entitlement to exams access arrangements, we also need to provide a wealth of evidence including cognitive and academic performance which is collected in school.

MATHEMATICS

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.

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.

COURSE CONTENT

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.

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.

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

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.

MEDIA STUDIES

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.

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.

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.

COURSE CONTENT

Term 1 : AS (Year 12) Component 1: Foundation Portfolio (Coursework)

The following set briefs offered are:

● Film opening task (video) - Students work individually to produce the titles and opening of a new ﬁction ﬁlm (2 mins).

● Magazine task (print) – Students will work individually to produce a front cover, contents and double –page spread of new magazine.

Students will develop and be assessed on the following skills:

● Filming making and video editing (using industry standard Final Cut Pro X)

● Independent research skills, time management and creativity

● Use of digital technology, including the use of blogging software to present online coursework portfolio.

Term 2 - Component 2: Key Concepts (Examination)

This unit focuses on key media concepts of Language, Representation, Audience and Institution.

Section A: Textual analysis and representation

Students answer one question based on an unseen moving image extract, exploring how representation is created using camera, editing, sound and mise-en-scene.

Section B: Institutions and Audiences

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.

Term 3 - Exam Preparation

ASSESSMENTS

100 marks (20 for research & planning, 60 for production, 20 for evaluation)

50% of the AS Level grade/25% of A Level grade

Assessed by teachers - Moderated by the Exam Board

MEDIA STUDIES

SKILLS DEVELOPED

● Setting up a blog

● Editing Techniques – transitions, slow motion rough/ﬁnal cuts

● Filmmaking - camera angles and movement, single camera shoot

● Constructing narratives

● Research and planning

● Working on a client brief

● Graphics and typography

● Web Design

● Study independently

● Independent and secondary research

● Time management

SUGGESTED EQUIPMENT LIST

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.

SPECIFICATION LINK

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 Wellbeing

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.

MUSIC

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.

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.

COURSE CONTENT

The EDEXCEL A Level Music course is a two year linear course consisting of three components:

Component 1: PERFORMING (30% of the A Level)

Students must give a public performance of one or more pieces, performed as a recital. Grade 7 is considered as standard level. The total performance time must be a minimum of eight minutes.

Component 2: COMPOSING (30% of the A Level)

Students must submit 2 compositions:

● One composition must be from either a list of briefs related to the areas of study, or a free composition, carrying 40 marks for this component. This composition must be at least 4 minutes in duration.

● One composition must be from a list of briefs assessing compositional technique, carrying 20 marks for this component. This composition must be at least 1 minute in duration, unless the brief speciﬁes a longer minimum duration.

● Total time across both submissions must be a minimum of 6 minutes.

Component 3: APPRAISING (40% of the A Level)

Students will learn to appraise and analyse music from the following six areas of study:

★ VocalMusic

★ InstrumentalMusic

★ MusicforFilm

★ PopularMusicandJazz

★ Fusions

★ NewDirections

Students sit a listening exam lasting 2 hours.

Section A: Three questions relating to set works and one short dictation question (50 marks).

Section B: includes two essay style questions, one based on an unfamiliar piece of music (20 marks) and one is based on a set work (30 marks).

ASSESSMENTS

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.

MUSIC

SKILLS DEVELOPED

● Listening and appraising music using key musical terminology

● Music analysis essay writing

● Use of composing software, such as Sibelius and Musescore

● Solo and ensemble performance skills

ADDITIONAL INFORMATION

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.

SPECIFICATION LINK

ASSESSMENTS

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.

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.

COURSE CONTENT

Component 1: (Portfolio)

Component 2: (Externally

Set Assignment - ESA)

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).

SKILLS DEVELOPED

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

● Creativity - risk taking

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

● Strong visual awareness and visual communication skills

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

● Interpretative, emotional, social and moral consideration

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

● Connective and non-connective ideas and concept development

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

ASSESSMENTS

Component 1 and Component 2 are internally assessed and moderated. C1 and C2 are then externally moderated/standardised by Edexcel.

PHOTOGRAPHY

SUGGESTED EQUIPMENT LIST

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

● Drawing pencils - HB/2B/3B/4B/9B.

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

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

● Black Fine liners - different sizes.

● Paint brushes - watercolour and Acrylic.

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

ADDITIONAL INFORMATION

SPECIFICATION LINK

PHYSICAL EDUCATION (CORE)

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 and well-being and have the knowledge to maintain a healthy, active lifestyle throughout their lifetime.

COURSE CONTENT

● Performing at maximal levels

● Outwitting opponents

● Accurate replication of performance

● Exercising safely 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

● 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.

● We have both individual and team sports offered. Examples are badminton and basketball

● We also have the option of girls only activities led by a female member of the team.

Term 2

● In term 2 students are given a choice. However, this time we offer a new range of activities from term 1.

● If students really enjoyed a speciﬁc term 1 activity, we do have the option to carry that into term 2.

Term 3

● To personalise the learning and get maximum enjoyment and motivation, we allow the students to select what activities they wish to do.

SKILLS DEVELOPED

● Improved ﬁtness and development in different components of ﬁtness

● Reduced stress levels and improved conﬁdence

ADDITIONAL EQUIPMENT REQUIRED

● Blue BSAK PE Kit

● Trainers:

NO ASSESSMENTS

PHYSICS

Physics is the study of everything, from the outer reaches of the Universe, right down to what is inside the nucleus of every atom. Students will have already come across some of the key concepts at GCSE such as Forces, Energy, Waves, Radioactivity, Electricity and Magnetism.

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.

COURSE CONTENT

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. 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.

Term 1

Working as a Physicist, mechanics, waves and the particle nature of light

Term 2

Electric circuits and materials

Term 3

Quantum physics, revision and review for University grade prediction exams

SKILLS DEVELOPED

● Ability to describe and explain physics concepts

● Problem solving using calculations and equations

● Application of knowledge and understanding to unfamiliar situations in the real world

● Investigation skills using a range of contemporary equipment and techniques

● Ability to analyse results graphically and evaluate the validity of a conclusion

ADDITIONAL RESOURCES

More information on the breakdown of topics and resources can be found on the BSAK Physics website: BSAK Physics website

SPECIFICATION LINK

ASSESSMENTS

Internally, students will sit topic assessments 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.

Practical Endorsement

POLITICS

Politics combines the study of current affairs with political theory and philosophy. Political theorists are able to analyse changing local and international trends, whether these are across social themes, economic change, environmental developments or the actions of individuals, and take from this an understanding about the behaviour of humans and the actions of nations. This is valuable to a range of professions, whether in government, journalism, business leadership, the law, marketing, or even philosophy.

COURSE CONTENT

The Politics course offers students the opportunity to study a combination of current affairs alongside political theory. In Year 12, students will study Units 1 and 2, with Unit 3 beginning in Year 13.

Unit 1

UK Politics and Core Political Ideas:

1. Democracy and participation

3. Electoral systems

2. Political parties

4. Voting behaviour and the media

5. Core Political Ideas: Liberalism, Conservatism and Socialism

Unit 2

UK Government and Non-core Political Ideas:

1. The constitution

3. Prime Minister and executive

5. Non-core Political Ideas: Ecologism

Unit 3 (Year 13)

Global Politics

1. The state and globalisation

2. Parliament

4. Relations between the branches.

2. Global governance: political and economic

3. Global governance: human rights and environmental 4. Power and developments

5. Regionalism and the European Union

SKILLS DEVELOPED

6. Comparative theories.

● The ability to analyse current affairs against political theory

● An understanding of human behaviour at local, national and international levels

● An understanding of core political philosophies

● The ability to write and speak persuasively

SPECIFICATION LINK

ASSESSMENTS

Internal assessments on the skills and topics will take place for each unit, making use of exam-style questions. Two exams in the summer of Year 12: one for each unit covered that year. Exam questions are a combination of analytical writing based around a political extract, as well as essay writing.

PRODUCT DESIGN

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.

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.

COURSE CONTENT

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:

● Initiate design solutions, develop, test and trial working models and prototypes

● Develop and sustain imagination, innovation and ﬂair when working with concepts and materials

● Develop an understanding of contemporary design and technological practices and consider the uses and effects of new technologies and modern materials

● Develop thinking skills, ﬁnancial capability, enterprise and entrepreneurial skills

SKILLS DEVELOPED

● The ability to work independently in a workshop and design studios.

● An understanding of the physical and mechanical properties of a broad range of materials and components and why these are used in speciﬁc applications.

● Particular emphasis on the life-cycle of products including manufacture, use and disposal.

● A good understanding of the methods by which materials and components can be manipulated to manufacture products.

SPECIFICATION LINK

ASSESSMENTS

Continuous assessment through ‘design and make’ tasks and theory tests related to the speciﬁcation.

All students will sit an internally set examination in the summer of Year 12.

PSYCHOLOGY

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 RESOURCES

SPECIFICATION LINK

ASSESSMENTS

Students will be regularly assessed in lessons and by completing an internal examination at the end of Year 12. Students must obtain a minimum grade D in this exam if they are to continue to study Psychology in Year 13.

SPANISH

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?

If the answer is yes to these questions, then think seriously about studying Modern Foreign Languages in the Sixth Form.

COURSE CONTENT

Unit 1 - Modern and Traditional Values (Los valores tradicionales y modernos)

● Describe the various types of 21st century Spanish family and how these differ from the family model of the past

● Understand trends in marriage and how modern and traditional values differ. Understand the situation regarding divorce

● Understand the religious history of Spain. Discuss changes in the inﬂuence of the church

Unit 2 - Cyberspace (El ciberespacio)

● Discuss the positive and/or negative inﬂuence of the Internet

● Discuss the positive and/or negative effect of smartphones

● Consider the type of inﬂuence social networks have on society

Unit 3 - Equal Rights (La igualdad de los sexos)

● Discuss women in the world of work. Study the role of women at home

● Discuss male chauvinism. Look at the role of feminism

Unit 4 - Modern day idols (La inﬂuencia de los ídolos)

● Discuss the positive and/or negative inﬂuence singers and musicians have on people

● Discuss the positive and/or negative effect TV and cinema stars have in our society

● Consider the type of inﬂuence fashion models have on young people

Unit 5 - Spanish regional identity (La identidad regional en España)

● Describe and discuss Spanish customs and traditions

● Discuss the similarities and differences in the gastronomy of Spain

● Consider the languages that are spoken in Spain and the issues surrounding them

Unit 6 - Cultural heritage (El patrimonio cultural)

● Understand civilisations that contributed to the cultural heritage of Spain. Discuss the pre-Columbian heritage of Latin America

● Discuss Spanish and Latin American artists and the role of architecture in Spain

● Understand the diversity of Hispanic music and dance

ASSESSMENTS

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.

SPANISH

Film Study: Volver

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.

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.

SKILLS DEVELOPED

● To communicate spontaneously in Spanish

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

● To read and respond to a variety of texts

● To summarise information from spoken and written sources

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

SPECIFICATION LINK

ASSESSMENTS

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.

BTEC SPORT

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.

COURSE CONTENT

Units Covered in Year 12:

● Unit 8 - Sports Development

● Unit 10 - Sports Psychology

● Unit 11 - Nutrition for Physical Performance

● Unit 15 - Sports Injuries Management

● Unit 21 - The Inﬂuence of Technology In Sport and Exercise

● Unit 23 - Ethical and Current Issues In Sport

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

● Study independently

● Research and academic writing skills

● Interview skills

● Time management

ADDITIONAL INFORMATION

● 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.

● A BTEC is an applied learning qualiﬁcation in which students acquire knowledge, skills and understanding through practical, work related activities.

SPECIFICATION LINK

ASSESSMENTS

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.

BSAK Year 12 Curriculum Handbook 2024/2025

OUR SCHOOL

OUR VISION

OUR VALUES

FOREWORD BY DEPUTY HEAD

Dear Parents & Students

YEAR 12 CURRICULUM BOOKLET 2024/2025

CONTENTS

ARABIC A

SKILLS DEVELOPED

ASSESSMENTS

ARABIC B

COURSE CONTENT

SKILLS DEVELOPED

ASSESSMENTS

BIOLOGY

COURSE CONTENT

BUSINESS STUDIES

COURSE CONTENT

ADDITIONAL RESOURCES

ASSESSMENTS

BTEC BUSINESS

COURSE CONTENT

ASSESSMENTS

CHEMISTRY

COURSE CONTENT

ASSESSMENTS

COMPUTER SCIENCE

COURSE CONTENT

DRAMA & THEATRE STUDIES

COURSE CONTENT

DRAMA & THEATRE STUDIES

ECONOMICS

COURSE CONTENT

ADDITIONAL RESOURCES

ASSESSMENTS

BTEC ENGINEERING

COURSE CONTENT

SKILLS DEVELOPED

ASSESSMENTS

ENGLISH LANGUAGE

COURSE CONTENT

ENGLISH LITERATURE

STRUCTURE

EPQ

COURSE CONTENT & SKILLS DEVELOPED

ADDITIONAL RESOURCES

FASHION & TEXTILES

COURSE CONTENT

FINE ART

COURSE CONTENT

ASSESSMENTS

FINE ART

SKILLS DEVELOPED

SUGGESTED EQUIPMENT LIST

ADDITIONAL INFORMATION

FRENCH

COURSE CONTENT

ASSESSMENTS

FRENCH

Film Study: La Haine

Book Study - Kiffe Kiffe Demain

SKILLS DEVELOPED

FURTHER MATHEMATICS

COURSE CONTENT

GEOGRAPHY

COURSE CONTENT

Topic 1 - Tectonic Processes and Hazards

SKILLS DEVELOPED

ADDITIONAL INFORMATION

SPECIFICATION LINK

ASSESSMENTS

GRAPHIC COMMUNICATION

COURSE CONTENT

Term 1 - Component 1: (Portfolio)

Component 2: (Externally Set Assignment – ESA)

SKILLS DEVELOPED

ASSESSMENTS

GRAPHIC COMMUNICATION

SUGGESTED EQUIPMENT LIST