BSAK Year 13 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 13 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 Fashion & Textiles

P20 Fine Art

P22 French

P24 Further Mathematics

P25 Geography

P26 Graphic Communication

P28 History

P29 Islamic Studies A

P30 Islamic Studies B

P31 Inclusion

P36 Mathematics

P35 Media Studies

P37 MELS

P38 Music

P40 Photography

P42 Physical Education (Core)

P43 Physics

P44 Politics

P45 Product Design

P46 Psychology

P47 Spanish

P49 BTEC Sport

ARABIC A

All students in Year 13 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

COURSE CONTENT

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.

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 13 ARABIC LEVELS DESCRIPTOR

A MODEL EMSAT ARABIC

ASSESSMENTS

Half termly assessments take place as well as a ﬁnal exam at the end of the academic year. Students in Year 13 will undertake the Ministry of Education Arabic exam.

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. The Year 13 curriculum will build on previous knowledge acquired in Year 12 and indeed Year 11 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.

COURSE CONTENT

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

● Renewal Energy: (What is the Weather like?/ Climate Change)

● My City:( Activities & Places / Exhibitions / Sustainability )

● I Plan for my Future: ( Who am I? / I am a successful person )

TERM 2

● Global Issues: ( The Danger Triangle: Hunger,Poverty & Diseases )

● Modern Inventions: ( In Technology / In Telecommunications )

● Inﬂuential People: ( Arab Wise )

TERM 3

● Inﬂuential People: ( Miracle Lady )

● General Revision: ( Practicing MOE Past Papers)

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

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

The A Level Biology qualiﬁcation consists of three external examination papers:

Paper 1 Unit 1, 2 and 3 120 mins 33% of A Level raw marks

Paper 2 Unit 1, 2 and 4 120 mins 33% of A Level raw marks

Paper 3 Unit 1 – 4 (inclusive) 120 mins 33% of A Level raw marks

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.

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.

COURSE CONTENT

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 13, students are encouraged to take a more strategic approach to decision making. This will build upon the study of decision making in the functional areas covered in the ﬁrst year of the course.

The speciﬁc modules covered are:

Unit 3 - Business decisions & strategy

• Business objectives and strategy • Business growth • Decision-making techniques • Inﬂuences on business decisions • Assessing competitiveness • Managing change

Unit 4 - Global Business

• Globalisation • Global markets and business expansion • Global marketing • Global industries and companies (multinational corporations)

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 speciﬁcation. This has information about the course and exam materials to help students learn

ASSESSMENTS

A Level assessment will draw on material from the whole course, and will feature a range of question styles including short answer questions, essay questions, data response questions and case studies. The assessments are designed to allow students to demonstrate their ability to draw together their knowledge, skills and understanding from across the full course of study and provide extended responses.

BTEC BUSINESS

The BTEC qualiﬁcation is made up of 10 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 the 5 mandatory and 5 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

Compulsory 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 checks 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 12: Acid-base equilibria

Topic 13: Energetics 2

Topic 14: Redox 2

Topic 17: Organic Chemistry 2

Term 3

Synoptic and past paper practice

SKILLS DEVELOPED

● Data analysis and calculations

● Non-routine problem solving

● Reasoning

● Critical thinking

● Practical investigative skills

SPECIFICATION LINK

Term 2

Topic 16: Kinetics 2

Topic 15: Transition Metals

Topic 18: Organic Chemistry 3

Topic 19: Modern Analytical Techniques 2

ASSESSMENTS

Students will be externally assessed via three examination papers;

• Paper 1: Advanced Inorganic and Physical Chemistry (30%)

• Paper 2: Advanced Organic and Physical Chemistry (30%)

• Paper 3: General and Practical Principles in Chemistry (40%).

Practical Endorsement

COMPUTER SCIENCE

At the heart of Computer Science lies the notion of 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.

This mode of thinking is supported and complemented by a substantial body of theoretical and practical knowledge and by a set of powerful techniques for analysing, modelling and solving problems.

COURSE CONTENT

● Data Representation

● File organisation and access

● Floating-point numbers, representation and manipulation

● Communication and internet technologies

● Circuit switching, packet switching

● Processors, Parallel Processing and Virtual Machines

● Boolean Algebra and Logic Circuits

● Purposes of an Operating System (OS)

● Translation Software

● Encryption, Encryption Protocols and Digital certiﬁcates

● Artiﬁcial Intelligence (AI)

● Computational thinking and problem-solving

● Algorithms

● Recursion

● Programming Paradigms

● File Processing and Exception Handling

SKILLS DEVELOPED

● Aptitude in logic and Mathematics

● Computer programming.

● Critical thinking and complex problem solving

SPECIFICATION LINK

CIE-ASSESSMENTS

Paper 3: 25% of A-Level--External exam 1 hour 30 mins.

Computational thinking is further developed at A Level to extend methods for searching, sorting, structuring and storage of data. This is supported by developing an in-depth understanding of how computer architecture, hardware, systems software, security measures and communication systems can have different structures and protocols. This includes understanding of Artiﬁcial Intelligence (AI).

Paper 4: 25% of A-Level-- Online exam 2 hours 30 mins.

Programming paradigms are considered together with an extension of programming skills to include recursion and exception handling.

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.

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.

COURSE CONTENT

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 2)

Component 2: Making Theatre Practical exploration and interpretation of a play

Term 2

Component 3: Making Theatre Practical exploration and interpretation of an extract from a play (Extract 3)

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’

Section C: Response to live Theatre

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.

Component 1: Drama & Theatre - 3 hour written paper (open book) 80 marks – 40% of qualiﬁcation. Externally marked by AQA

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

Component 3: Making Theatre (practical)

A: Performance of extract 3 (40 marks) - externally marked by AQA

B: Reﬂective report on all 3 extracts (20 marks)

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: 978-019842697

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 3: Microeconomics (Business behaviour)

Types and sizes of businesses • Revenue, costs and proﬁts • Market structures and contestability • Labour markets • Government intervention

Unit 4: Macroeconomics (Developments in the global economy)

Causes and effects of globalisation • Trade and the global economy • Balance of payments, exchange rates and international competitiveness • Poverty and inequality • The role of the state in the macroeconomy • Growth and development in developing, emerging and developed economies Students will explore the disagreements that exist between economists and current economic controversies. They 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.

SKILLS DEVELOPED

● Study independently

● Analysis data

● Critical thinking

● Making informed decision

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 mock paper in November of Year 13. All assessments will be examination paper based. As this exam is modular, the students will sit just 2 external exams at the end of Year 13.

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..

Communications and Engineering Project

Students decide on and develop an Engineering Project, usually something that captures their interest and cts as a stepping stone to their chosen degree at University.

Primary Forming Processes

Students research a number of case studies to develop their understanding on how a wide range of commercial products are manufactured.

Further Mathematics for Engineering Technicians

This unit helps prepare students for university level Mathematics

Electronics and Electrical Principles

Students develop some key skills and expand their knowledge of key electronic principles.

SKILLS DEVELOPED

● Mathematical and mechanical principles

● Machinery and manufacturing processes

● Electronics and electronic principles

● Engineering Design and Independent research and presentation skills

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 & ADDITIONAL EQUIPMENT REQUIRED

General resources available click here; Additional resources will be made available throughout the course. Equipment is largely based on each students chosen area for their Engineering Project. 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. None of the units has an externally assessed exam but several units have internally set tests which are part of the grading criteria.

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

Students are assessed by three examination units.

Unit 1 : Language Variation is worth 35% of the qualiﬁcation and is assessed through a 2 hour and 15 minute examination.

Unit 2 : Child Language is worth 20% of the qualiﬁcation and is assessed through a 1 hour examination.

Unit 3 : Language Investigations is worth 25% of the qualiﬁcation and is assessed through a 1 hour and 45 minute examination.

Unit 4 : Crafting Language is assessed as coursework. It is 25% of the qualiﬁcation.

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. All units make up 25% each of the entirety of the course.

Units are continuously externally assessed throughout the two year course for each unit studied. Students are allowed multiple attempts of a unit.

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

Modern industrial and commercial practice Digital design and manufacture

Fashion design and development

Protecting designs and intellectual property

Enterprise and marketing

Performance characteristics of material

The use of ﬁnishes

Designcommunication

Health and safety

Designfor manufacturing,maintenance, repair & disposal

Materials and their applications

Methods of joining and using components

Enhancement of materials

Feasibility studies

Year 13 students are required to spend 45 hours designing and manufacturing a product which is submitted as part of their non-examined assessment module. Students will develop subject knowledge through project based activities and regular theoretical lessons, further developing material, manufacture and industrial knowledge as well as looking at the social, ethical and environmental effects of fashion, it’s history, political inﬂuences and roles within the fashion industry.

SKILLS DEVELOPED

● Creativity and conﬁdence

● Illustration and ICT skills

● Manufacturing skills

● Project management

SPECIFICATION LINK

ASSESSMENTS

Textiles is a reformed A Level with external exams taking place at the end of Year 13. Students will be assessed by continuous assessment and internal exams in Year 12.

Paper 1 : The core technical principles, coupled with core designing and making principles.

Mixture of short answers, multiple choice and extended response questions. 2 hour written exam (25% of Level A).

Paper 2: Additional specialist knowledge, core technical, designing and making principles.

Mixture of short answers, multiple choice and extended response questions. 2 hours written exam (25% of A Level).

Non Exam Assessment (NEA): Practical application of core technical principles, core designing and making principles and additional specialist knowledge.

This is a substantial design and make portfolio task that is about 45 hours work. It is internally assessed and externally moderated. It is worth 50% of the A Level grade.

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 – Les aspects positifs d’une société diverse

● Consider the beneﬁts of living in an ethnically diverse society

● Consider the need for tolerance and respect of diversity

● Consider how we can promote diversity to create a richer world

Unit 2 – Quelle vie pour les marginalisés?

● Examine different groups who are socially marginalised

● Discuss measures to help those who are marginalised

● Consider contrasting attitudes to people who are marginalised

Unit 3 – Comment on traite les criminels

● Examine different attitudes to crime

● Discuss prison and its merits and problems

● Consider alternative forms of punishment

Unit 4 – Les ados, le droit de vote et l’engagement politique

● Discuss arguments relating to the vote and examine the French political system and its evolution

● Discuss engagement levels of young people and their inﬂuence on politics

● Discuss the future of politics and political engagement

Unit 5 – Manifestations, grèves – à qui le pouvoir?

● Understand the important role of unions

● Talk about strikes and protests and consider different methods of protesting

● Discuss different attitudes towards strikes, protests and other political tensions

Unit 6 – La politique et l‘immigration

● Discuss some of the political issues concerning immigration in francophone countries

● Consider the viewpoints of political parties regarding immigration

● Consider immigration from the standpoint of immigrants, as well as aspects of racism

ASSESSMENTS

Paper 1: Written exam which assesses all aspects of life in French society studied throughout the course (2 hours 30 minutes).

Paper 2: Written exam covering translation and one essay question on the book or ﬁlm, which you have studied (2 hours).

Paper 3: Speaking exam (21-23 minutes) which includes one stimulus card and the IRP discussion.

FRENCH

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 CONSISTS OF 4 MODULES

Term 1 and 2

In Pure Mathematics topics the following topics will be covered: Polar coordinates, Hyperbolic functions, methods in differential equations and modelling with differential equations. Applied topics covered will include: Moments, Forces and Friction, Projectiles, Application of forces, Further Kinematics, Elastic strings and springs, Elastic collisions in 2D, Geometric and negative binomial distributions, Central limit theorem and Probability generating functions.

Term 3

Will focus on revision and exam technique on preparation for the summer examinations.

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

The course consists of four externally examined papers all taken at the end of Year 13

Paper 1: Further Mathematics 1 - Written examination: 1 hour and 30 minutes 25% of the qualiﬁcation

75 marks

Paper 2: Further Mathematics 2 - Written examination: 1 hour and 30 minutes 25% of the qualiﬁcation

75 marks

Paper 3: Further Mechanics 1 - Written examination: 1 hour and 30 minutes 25% of the qualiﬁcation 75 marks

Paper 4: Further Statistics 1 - Written examination: 1 hour and 30 minutes 25% of the qualiﬁcation 75 marks

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 5: The Water Cycle and Water Insecurity

Water cycle, human and natural factors that impact on water cycling, consequences for water security and future water conﬂicts.

Topic 6: The Carbon Cycle and Energy Security

Carbon cycle, human and natural factors impacting on carbon cycling, the consequences for ecosystems and management strategies. Physical Systems and Sustainability.

Topic 7: Superpowers

The reasons for shifting economic and political power, the Impacts of superpowers, inﬂuence of superpowers in governing the global commons.

Topic 8: Global Development and Connections

Migration, Identity and Sovereignty- globalisation and how it has led to increased migration and its impacts, how nations states are deﬁned and how they have evolved in a globalizing world, impact of global organisations on managing global issues and conﬂicts and threats to national sovereignty in a globalized world.

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

Students will be assessed throughout using knowledge checkers, timed essay questions, end of EQ topic tests The course is linear, with all three examinations at the end of Year 13.

Paper 1- Physical Geography elements -30% of the A Level;

Paper 2- Human Geography elements - 30% of the A Level.

Paper 3- Synoptic exam based on a geographical issue- 20% of the A Level.

Paper 4- NEA (non examined assessment) a coursework element based on a ﬁeldwork investigation- 20% of the A Level.

GRAPHIC COMMUNICATION

The Graphic Design 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.

Component 1: (Portfolio)

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.

ASSESSMENTS

The assessment descriptors (AO1/AO2/AO3/AO4) 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.

A04 Present a personal and meaningful response that realises intentions and, where appropriate, makes connections between visual and other elements.

GRAPHIC COMMUNICATION

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

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, 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: USA Civil Rights 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 A Level exams (one for each of the taught units, 2 hour 30 minutes each).

Non-Examined Unit (coursework): A 4500 word assignment to be completed during Year 13.

ISLAMIC STUDIES A

Islamic Studies is compulsory for all Muslim students in Year 13, as per UAE law and Ministry of Education guidelines, whether they are an Arabic speaker or not, and regardless of nationality.

Students take their final Islamic Studies exam at the end of Year 13. Passing the exam is a requirement to receive an Equivalency Certificate from the Abu Dhabi Education Council, which certifies that a student has completed their secondary education.

An Equivalency Certiﬁcate is required for entry to UAE universities and for employment in some UAE government or semi governmental organisations. Further information is available directly from ADEK customer services

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.

Topics covered in Year 13 include:

Surat Al- Noor, Creative Thinking in Islam, Fiqh (Understanding), explaining the concept of Fiqh (Understanding) of Priorities, Globalization, The Prophet PBUH’s methodology in healthcare. Prohibited sales, National Service as a Sharia duty and a National Requirement.

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

Lesson Resources

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

ASSESSMENTS

● Half term test

● End of term exam

● Students in Year 13 will undertake the Ministry of Education Islamic Studies Exam at the end of the academic year.

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

ADDITIONAL RESOURCES

● Ministry textbooks and the teacher’s own resources

ASSESSMENTS

● Half term Exam

● End of term Exam

● Ministry of Education 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.

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

Paper 1: Pure Mathematics 1 | 33% | 2 hours | 100 marks

Paper 2: Pure Mathematics 2 | 33% | 2 hours | 100 marks

Paper 3: Statistics and Mechanics | 33% | 2 hours | 100 marks

Section A: Statistics (50 marks)

Section B: Mechanics (50 marks)

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 CIE 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 – 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

A Level (Year 13) Component 3: Advanced Portfolio Coursework

Students work individually to produce one of the following from the set brief provided by CIE. Music promotion package • Film promotion package • Documentary package • Short ﬁlm package

Students will build on the skills developed at AS to complete a professional portfolio of work using a range of media technologies to produce an integrated marketing campaign using one of the set briefs from above.

Each student will produce an individual blog to record their research, planning, independent learning and production skills. Students will also develop their critical thinking skills by reﬂecting production decisions, problem solving and time management throughout their practical production process.

Component 4: Critical Perspectives (Examination)

The examination is two hours long. Students are required to answer three questions. The unit is marked out of a total of 60, with each question in Section A marked out of 15 marks and the question in Section B marked out of 30 marks. There are two sections to this paper.

ASSESSMENTS

● 50% coursework and 50% exam

● 25% of A Level grade assessed by teachers

● Moderated externally by Cambridge International

MEDIA STUDIES

Section A: Media Debates

Students will be expected to answer two questions from a choice of three. There will be one question for each topic: (At BSAK we teach Postmodern Media and Power and The Media).

● Postmodern media

● Power and the media

● Media Regulation

Section B: Media Ecology

Section B is synoptic, requiring students to synthesise their knowledge and understanding of the key concepts of language, representation, industry, and audience, studied throughout the course. Students are expected to adapt and apply this knowledge and understanding to contemporary examples from at least two media forms to explore evolving media environments. Students should answer the question referring to at least two media forms.

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 & 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 MELS 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 & Wellbeing

SKILLS DEVELOPED

● Emotional intelligence

● Perseverance

● Time-management

● University & Life skills (e.g. cooking, budgeting, banking, consent etc)

● Risk taking, stress management & conﬂict resolution

SETTING

MELS is taught once per week in form groups.

NO ASSESSMENTS

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 assessments at key points throughout the year, including listening, performance and composition. Completion of Performance and Composition Coursework by the end of term two. A level Listening Exam in June.

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

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).

ASSESSMENTS

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.

ASSESSMENTS

Term 1

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

Term 2

End of year exam

A04 Present a personal and meaningful response that realises intentions and, where appropriate, makes connections between visual and other elements.

PHOTOGRAPHY

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

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

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.

ASSESSMENTS

Term 1

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

Term 2

End of year exam

A04 Present a personal and meaningful response that realises intentions and, where appropriate, makes connections between visual and other elements.

PHYSICAL EDUCATION (CORE)

Holistic Physical Education allows the students to develop their physical ﬁtness, sporting performance, coaching & Leadership skills and knowledge of Sports Science.

Providing students with opportunities to improve their health & 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 the physics studied in Year 13, with more contemporary topics such as Particle Physics being studied. There will be a much heavier emphasis on the application of knowledge and understanding to unfamiliar situations throughout Year 13.

Term 1

Further mechanics, electric and magnetic ﬁelds, nuclear and particle physics

Term 2

Thermodynamics, nuclear radiation, gravitational ﬁelds, space and oscillations

Term 3

Revision and review of all work from Year 12 and Year 13

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

Students will sit three external exams at the end of Year 13.

A Level Paper 1 – Advanced Physics I (90 marks - 30% weighting - 1 hour 45 minutes)

Working as a Physicist • Mechanics • Electric Circuits • Further Mechanics • Electric and Magnetic Fields

• Nuclear and Particle Physics

A Level Paper 2 – Advanced Physics II (90 marks - 30% weighting - 1 hour 45 minutes)

• Working as a Physicist • Materials • Waves and the Particle Nature of Light • Thermodynamics • Space

• Nuclear Radiation • Gravitational Fields • Oscillations

A Level Paper 3 – General and Practical Principles in Physics (120 marks - 40% weighting - 2 hours 30 minutes)

• All topics across the full A Level speciﬁcation. • Half of the paper will also focus on testing students’ knowledge and understanding of practical skills and techniques.

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

3. Global governance: human rights and environmental

5. Regionalism and the European Union

SKILLS DEVELOPED

2. Parliament

4. Relations between the branches.

2. Global governance: political and economic

4. Power and developments

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, termly assessments on the skills and topics covered in each taught unit of work. Three A Level exams (one for each of the taught units covered over the two years, 2 hours each).

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 in to 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

In Year 13, the course focuses on a substantial design and make project which is externally assessed. The nature of the project will be developed by the student and will involve discussions with a real client and include observations and data collection of a real situation.

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 feedback in line with exam board regulations will take place throughout the year and a formal externally assessed exam will conclude the course at the end of the academic year.

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

Unit 3: Topics in Psychology

You will study three topics, one from each of the following groups: (Please note that this selection is made by the teacher, not individual students).

Option 1 - Relationships, Gender or Cognition and development

Option 2 - Schizophrenia, Eating Behaviour or Stress

Option 3 – Aggression, Forensic Psychology or Addiction

SKILLS DEVELOPED

● an understanding of human behaviour

● application of psychological knowledge

● evaluation of concepts and studies

ADDITIONAL RESOURCES

SPECIFICATION LINK

ASSESSMENTS

Psychology is a linear A Level and examined by three papers, each lasting 2 hours, at the end of Year 13. All papers carry equal weighting (33% of the ﬁnal marks)

Paper 1: Introductory Topics in Psychology

Paper 2: Psychology in Context

Paper 3: Topics in Psychology

SPANISH

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

COURSE CONTENT

Unit 1 – La inmigración

● Discuss the positive and negative aspects of immigration

● Learn more about immigration in the Spanish-speaking world

● Discuss what problems illegal migrants might face

Unit 2 – El racismo

● Describe and discuss racist and xenophobic attitudes in the Spanish-speaking world

● Understand and discuss measures to combat racism and their effectiveness

● Look at existing legislation against racism. Discuss possible new legislation

Unit 3 – La convivencia

● Understand and describe the different ways cultures integrate in Hispanic society

● Understand and describe the issues surrounding the integration of different cultures within the sphere of education

● Understand and describe the coexistence of various religions in the Hispanic world

Unit 4 – Jóvenes de hoy, ciudadanos del mañana

● Discuss the importance of politics in young people’s lives. Understand why their attitude to politics is changing

● Discuss the unemployment situation amongst young people nowadays and how it is affecting them

● Describe and discuss the type of society young people in the Hispanic world want to live in

Unit 5 – Monarquías y dictaduras

● Understand the impact of the civil war. Discuss life under Franco’s dictatorship.

● Describe and discuss the changes from monarchy and republic to dictatorship

● Describe the transition from dictatorship to monarchy

● Discuss dictatorships in Latin America, particularly in Panama, Chile and Argentina

ASSESSMENTS

Paper 1: Written exam which assesses all aspects of life in Hispanic society studied throughout the course (2 hours 30 minutes).

Paper 2: Written exam covering translation and one essay question on the book or ﬁlm, which you have studied (2 hours).

Paper 3: Speaking exam (21-23 minutes) which includes one stimulus card and the IRP discussion.

SPANISH

Unit 6 – Movimientos populares

● Consider and discuss the effectiveness of protests and strikes

● Describe and discuss the power of trade unions

● Consider and discuss the 15-M Movement in Spain and the Mothers of the Plaza de Mayo in Argentina

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

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. Due to this being a 2020 speciﬁcation all the information is current in terms of Sports Science.

COURSE CONTENT

Units Covered In Year 13:

● Unit 1 - Careers In The Sport & Active Leisure Industry

● Unit 2 - Health, Wellbeing & Sport

● Unit 12 - Applied Sports Anatomy & Physiology

● Unit 20 - Practical Sports Performance

These units will give the students a true breadth of study. They will understand the theoretical concepts that underpin performance and be aware of how to implement an improvement strategy based on the efﬁciency of human mechanics.

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 13 Curriculum Handbook 2024/2025

OUR SCHOOL

OUR VISION

OUR VALUES

FOREWORD BY DEPUTY HEAD

Dear Parents & Students

YEAR 13 CURRICULUM BOOKLET 2024/2025

CONTENTS

ARABIC A

COURSE CONTENT

SKILLS DEVELOPED

ASSESSMENTS

ARABIC B

COURSE CONTENT

ASSESSMENTS

BIOLOGY

COURSE CONTENT

BUSINESS STUDIES

COURSE CONTENT

SKILLS DEVELOPED

ADDITIONAL RESOURCES

SPECIFICATION LINK

ASSESSMENTS

BTEC BUSINESS

ASSESSMENTS

CHEMISTRY

COURSE CONTENT

COMPUTER SCIENCE

DRAMA & THEATRE STUDIES

COURSE CONTENT

DRAMA & THEATRE STUDIES

ECONOMICS

COURSE CONTENT

ASSESSMENTS

BTEC ENGINEERING

COURSE CONTENT

ASSESSMENTS

ENGLISH LANGUAGE

COURSE CONTENT

ENGLISH LITERATURE

STRUCTURE

FASHION & TEXTILES

COURSE CONTENT

SKILLS DEVELOPED

ASSESSMENTS

FINE ART

COURSE CONTENT

ASSESSMENTS

FINE ART

SKILLS DEVELOPED

SUGGESTED EQUIPMENT LIST

ADDITIONAL INFORMATION

FRENCH

COURSE CONTENT

ASSESSMENTS

FRENCH

Book Study - Kiffe Kiffe Demain

SKILLS DEVELOPED

FURTHER MATHEMATICS

GEOGRAPHY

ASSESSMENTS

GRAPHIC COMMUNICATION

COURSE CONTENT

ASSESSMENTS

GRAPHIC COMMUNICATION

SKILLS DEVELOPED

SUGGESTED EQUIPMENT LIST

ADDITIONAL INFORMATION

HISTORY

COURSE CONTENT

SPECIFICATION LINK

ASSESSMENTS

ISLAMIC STUDIES A

COURSE CONTENT

ISLAMIC STUDIES B

COURSE CONTENT:

SKILLS DEVELOPED

INCLUSION

AIMING HIGH

INCLUSION