Curriculum Booklet - Year 13 | 2020 by BSAK Abu Dhabi

THE BRITISH SCHOOL AL KHUBAIRAT

CURRICULUM 2020/2021

YEAR 13

RATED OUTSTANDING BY ADEK AND BRITISH SCHOOLS OVERSEAS

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, Under normal circumstances, this booklet would have arrived at the start of this term. We delayed it to see if we needed to adjust it under the current circumstances. Now that we have welcomed back Year 13 students into BSAK classrooms, this is a good time to let you know what our departments have planned for this year. What is absolutely clear, is that no one will ever forget this period of their life, where nothing seems to be ‘normal’, and everything seems to be a little bit up in the air. For our students, having 6 months of not walking through our BSAK doors to receive their education has been a real challenge. We have said many times how proud we are of our students’ resilience and endeavour, and how they have thrown themselves into their distance learning. However, we also understand that for many students, this has been the worst of times, and that part of our job at BSAK is to recreate and foster their love and enthusiasm for learning, as well as ensuring that every students’ social and emotional wellbeing is catered for. I am proud that our staff recognise this and have adapted their teaching to ensure that this is top of their agenda. While this booklet provides you with the overview of the subject curriculum for this year, it is important to outline the impact that Covid-19 may have on education as we move through this academic year. What seems to be clear is that we must expect the unexpected, and cannot assume that we will have every student in front of us for the entirety of this year. It looks likely that schools may have to become extremely adaptable in how they deliver their content over the next few months. Therefore, our departments and subject areas have adapted their curriculum so that it is able to cope with being delivered effectively both in school, and also if we are forced to revert to some amount of distance learning, which for some students will have been already selected on medical grounds. Teaching with a blended model of face to face learning, while simultaneously teaching students online is a real challenge, but it is one that BSAK staff are becoming incredibly proﬁcient at, and will continue to strive to improve. This desire to continually drive to be even better is what keeps BSAK ahead of the game, and at the very pinnacle of our profession. This year may still provide us with many challenges: educationally, socially, and emotionally. Together, as a community of staff, students, and parents, I am certain that we will get through this - and more importantly, allow our students to thrive.

Mr Nigel Davis Deputy Head ndavis@britishschool.sch.ae

YEAR 13 CURRICULUM BOOKLET 2020/2021 CONTENTS Subjects In Alphabetical Order P06 P08 P10 P12 P14 P16 P20 P24 P28 P30 P32 P34 P38 P42

Biology Business Studies BTEC Business Chemistry Computer Science Drama & Theatre Economics BTEC Engineering English Language English Literature Fashion & Textiles Fine Art French Further Mathematics

P44 P46 P50 P52 P54 P56 P60 P62 P64 P68 P70 P72 P74 P76 P80

Geography Graphic Communication History Learning Support Mathematics Media Studies MELS Music Photography Physical Education (Core) Physics Product Design Psychology Spanish BTEC Sport

BIOLOGY ACADEMIC YEAR 2020/2021 YEAR 13

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 skills are assessed through a set of core practicals. The successful completion of these results in the award of a separate practical skills endorsement.

BUSINESS STUDIES ACADEMIC YEAR 2020/2021 YEAR 13

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 Pearson Edexcel International Advanced Subsidiary in Business and the Pearson Edexcel International Advanced Level in Business are modular qualifications. This means that students in Year 12 will take 2 AS examinations at the end of the year, counting for 50% of the final qualification. 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. The course content in summary: Unit 1: Marketing and people Unit 2: Managing business activities Unit 3: Business decisions and strategy Unit 4: Global business 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 specification. This has information about the course and exam materials to help students learn ASSESSMENTS A Level assessment consists of 2, two hour written exams taken at the end of the two year course. Each exam will be worth a quarter of the A Level, with the 2 papers taken in Year 12 making up the rest of the qualification. Both papers will draw on material covered in Year 13, and will feature a range of question styles including multiple choice questions, short answer questions, essay questions, data response questions and case studies.

BTEC BUSINESS ACADEMIC YEAR 2020/2021 YEAR 13

BTEC BUSINESS The BTEC International Level 3 Diploma in Business 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 INFORMATION ● 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 Business helps students become occupationally ready to take up employment in business. This can follow either directly after achieving the qualification, or via the stepping stone of Higher Education. At its heart, BTEC seeks to develop the key attributes of self-management, business and customer awareness, team-working and problem-solving. ● The BTEC Level 3 Diploma is equivalent to two A Levels and it is expected you will undertake this qualification alongside 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 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 Edexcel BTEC exam board home page. This has information about the course and exam materials to help students learn 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 ACADEMIC YEAR 2020/2021 YEAR 13

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 2 Topic 16: Kinetics 2 Topic 15: Transition Metals Topic 18: Organic Chemistry 3 Topic 19: Modern Analytical Techniques 2 Term 3 Synoptic and past paper practice SKILLS DEVELOPED ● Data analysis and calculations ● Non-routine problem solving ● Reasoning ● Critical thinking ● Practical investigative skills ADDITIONAL RESOURCES SPECIFICATION LINK

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%). This paper covers everything from the full two years of the course. Students are also required to pass a practical endorsement. This is 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.

COMPUTER SCIENCE ACADEMIC YEAR 2020/2021 YEAR 13

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 ● Fundamentals of programming ● Fundamentals of data structures ● Systematic approach to problem solving ● Theory of computation ● Fundamentals of data representation ● Fundamentals of computer systems ● Fundamentals of computer organisation and architecture ● Consequences of uses of computing ● Fundamentals of communication and networking ● Fundamentals of algorithms ● Theory of computation ● Fundamentals of communication and networking ● Fundamentals of databases ● Big Data ● Fundamentals of functional programming ● Systematic approach to problem solving ● Non-exam assessment – the computing practical project SPECIFICATION LINK

AQA-ASSESSMENTS Paper 3: This paper tests a student’s ability to program, as well as their theoretical knowledge of computer science. On-screen exam: 2 hours 30 minutes----40% of A Level Paper 4: This paper tests a student’s ability to answer advanced theory questions. Written exam: 2 hours 30 minutes----40% of A Level Non-exam Assessment-Coursework Students will be expected to follow a systematic approach to problem solving which involves developing a programming solution----75 marks -20% of A Level

DRAMA & THEATRE STUDIES ACADEMIC YEAR 2020/2021 YEAR 13

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 Y12) and externally moderated (at end of Y13) 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 ACADEMIC YEAR 2020/2021 YEAR 13

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 The course’s approach to Economics is to apply economic theory to support analysis of current economic problems and issues and encourage students to appreciate the interrelationships between microeconomics and macroeconomics. Microeconomics (Markets and market failure) ● Individual economic decision making ● Production, costs and revenue and technology ● Perfect competition, imperfectly competitive markets and monopoly ● The labour market ● The distribution of income and wealth: poverty and inequality ● The market mechanism, market failure and government intervention in markets Macroeconomics (National and International economy) ● The measurement of macroeconomic performance ● Economic performance ● Financial markets and monetary policy ● Fiscal policy and supply-side policies ● The international economy 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. ASSESSMENTS Economics is a linear course which is assessed at the end of Year 13 by three, two hour written exams. Each exam will be worth one third of the A Level. The papers will feature a range of question styles including multiple choice questions, short answer questions, essay questions, data response questions and case studies. Paper 1: Markets and market failure - Section A: Data response requiring written answers, choice of one from two contexts (40 marks). Section B: Essay questions requiring written answers, choice of one from three (40 marks) Paper 2: National and international economy - Section A: Data response requiring written answers, choice of one from two contexts (40 marks) Section B: Essay questions requiring written answers, choice of one from three worth (40 marks) Paper 3: Economic principles and issues Section A: Multiple choice questions (30 marks) Section B: Case study questions requiring written answers (50 marks)

ECONOMICS 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

BTEC ENGINEERING ACADEMIC YEAR 2020/2021 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 ● 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.

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.

BTEC ENGINEERING ADDITIONAL RESOURCES General resources available click here; Additional resources will be made available throughout the course. ADDITIONAL EQUIPMENT NEEDED This 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

ENGLISH LANGUAGE ACADEMIC YEAR 2020/2021 YEAR 13

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 ACADEMIC YEAR 2020/2021 YEAR 13

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. COURSE CONTENT Unit 1 Drama examines one Shakespeare play and one other comedic or tragic drama. Students will also study a critical anthology on either tragedy or comedy. Examples of texts they might study are Othello, King Lear, Measure for Measure or Taming of the Shrew. Examples of other drama texts they might study are Doctor Faustus, A Streetcar Named Desire, The Importance of Being Earnest or Waiting for Godot. Unit 2 Prose involves the study of two novels which are thematically linked, while at least one of the novels must be pre-1900. Examples of the prose texts students may study are Mrs Dalloway with A Thousand Splendid Suns or Frankenstein with Never Let Me Go. Unit 3 Poetry involves the study of an anthology of post-2000 poetry plus a specific range of poetry from a specific literary period, such as the Romantics or medieval poetry. Unit 4 Comparative Coursework is where students, with teacher guidance, have a free choice of two texts to study and compare as part of an extended comparative essay project. ADDITIONAL RESOURCES KS5 English Learning Journey English Literature KS5 Coursework SPECIFICATION LINK

ASSESSMENTS

Unit 1 Drama is worth 30% of the qualification and assessed through a 2 hour and 15 minute examination. Students will be able to take clean copies of their drama texts into the exam. Unit 2 Prose is worth 20% of the qualification and assessed through a 1 hour examination. Unit 3 Poetry is worth 30% of the qualification and is assessed through a 2 hour and 15 minute examination. Unit 4 Comparative Coursework is worth 20% of the total qualification.

FASHION & TEXTILES ACADEMIC YEAR 2020/2021 YEAR 13

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 Fashion design and development Protecting designs and intellectual property Enterprise and marketing Performance characteristics of material The use of finishes Design communication

Digital design and manufacture Health and safety Design for 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 ACADEMIC YEAR 2020/2021 YEAR 13

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 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)

FRENCH ACADEMIC YEAR 2020/2021 YEAR 13

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

SPECIFICATION LINK

FURTHER MATHEMATICS ACADEMIC YEAR 2020/2021 YEAR 13

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 ACADEMIC YEAR 2020/2021 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.

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 is 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 The course is linear, with all three examinations at the end of Year 13. The fist exam will be on the Physical Geography elements of the course and be worth 30% of the A Level; the second exam will be on the Human Geography elements of the course and be worth 30% of the A Level; the final exam will be a synoptic exam based on a geographical issue, and will be worth 20% of the A Level. There is also a coursework element based on a fieldwork investigation which is worth 20% of the A Level. All of the examinations will be a combination of short and expanded answer responses.

GRAPHIC COMMUNICATION ACADEMIC YEAR 2020/2021 YEAR 13

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) 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) 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)

HISTORY ACADEMIC YEAR 2020/2021 YEAR 13

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. Term 1 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 Term 2 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 Term 3 Unit 3 - Independent Study: USA Civil Rights 18651 - 1965 (20% of overall grade) In the latter part of Year 12 and early Year 13 students undertake an independent study of around 4,000 words on an aspect of African-American History over a period of 100 years. 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 4000 word assignment to be completed during Year 13.

LEARNING SUPPORT ACADEMIC YEAR 2020/2021 YEAR 12

LEARNING SUPPORT BSAK has a resourceful and friendly Learning Support team to help students from the age of eleven to eighteen. The Learning Support teachers and assistants are patient, dedicated and experienced in ﬁnding solutions to the difﬁculties faced by young learners in busy classrooms. We like to help students build on their strengths and reach their goals in a practical, sensible way.

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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.

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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.

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

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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.

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Sixth Form students who have largely embedded their strategies for increasing autonomy throughout secondary school, continue to be monitored, tracked and mentored by the department. In some cases, classes are also scheduled to ensure continuous well-being. Learning Support remains a hub for space and support for all our students, many of whom have worked alongside us in secondary school and remain a welcome part of our cohort.

AIMING HIGH Two of our main priorities are showing students how to persevere when they experience difﬁculties, and that there should be no limit to their aspirations, whatever those may be, whether achieving a 9 in French GCSE, one year early, or winning a Poetry performance competition. Together we create a secure learning environment so that students acquire the courage to take risks and accept challenges. They realise that they are expected to try their best, to stretch themselves and that the Learning Support team is there to help them to build a reliable problem-solving repertoire.

MATHEMATICS ACADEMIC YEAR 2020/2021 YEAR 13

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

MEDIA STUDIES ACADEMIC YEAR 2020/2021 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 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

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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 ACADEMIC YEAR 2020/2021 YEAR 13

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 & Well-Being 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 ACADEMIC YEAR 2020/2021 YEAR 13

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 AQA A Level Music course is a two year linear course consisting of three components: Component 1: Appraising Music (40% of the A Level marks) Students will learn to appraise and analyse music across a range of selected styles in preparation for a listening exam, during which they complete written questions using excerpts of music relating to the chosen Areas of Study. Component 2: Performance (35% of the A Level marks) Students must submit a solo and/or ensemble performance (at Grade 7 standard or above) lasting a minimum of ten minutes. Component 3: Composition (25% of the A Level marks) Students must submit 2 compositions, a minimum of four and a half minutes in total: ● 1 composed to a given brief ● 1 free composition 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 Both the performance and composition components are submitted as coursework and are externally assessed at the end of Y13. This equates to 60% of the course. The ﬁnal 40% is assessed in the end of course exam which is also externally marked.

PHOTOGRAPHY ACADEMIC YEAR 2020/2021 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) 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. 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 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 ASSESSMENTS and reﬁning ideas as work develops. Term 1 AO3: Record ideas, observations and insights relevant to intentions, reﬂecting critically on work and Term 2 progress. 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, 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)

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 ASSESSMENTS and reﬁning ideas as work develops. Term 1 AO3: Record ideas, observations and insights relevant to intentions, reﬂecting critically on work and Term 2 progress. End of year exam A04 Present a personal and meaningful response that realises intentions and, where appropriate, makes connections between visual and other elements.

CORE PHYSICAL EDUCATION ACADEMIC YEAR 2020/2021 YEAR 13

CORE PHYSICAL EDUCATION 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 & Effectively Term 1 A variety of Sports will be offered. Some examples are as follows: ● Football ● Netball ● Basketball Term 2 ● Ultimate frisbee ● Softball ● Rounders ● Students will have the opportunity to select what they would like to do. Term 3 ● To personalise the learning and get maximum enjoyment and motivation, we allow the students to select what activities they wish to do. ● PE lessons are a time spent away from the classroom with no examination pressures. Therefore an opportunity to develop their health and well being in an enjoyable, relaxed environment. SKILLS DEVELOPED ● Improved Fitness ● Improvement in components of ﬁtness ● Improved Conﬁdence ● Reduced stress levels ● Critical thinking ● Decision Making ADDITIONAL EQUIPMENT REQUIRED ● Blue BSAK PE Kit ● Trainers:

NO ASSESSMENTS

PHYSICS ACADEMIC YEAR 2020/2021 YEAR 13

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 sub-atomic 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

Asdf

A Level Paper 2 – Advanced Physics II (90 marks - 30% weighting - 1 hour 45 minutes) ● asdf • 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 Exam papers will feature questions allowing students to demonstrate investigative skills in the context of the Core Investigations. Skills and technical competency will be assessed by teachers when completing practical work. This will form the basis for the award of a Practical Endorsement at A Level. This is separate to the A Level grade and if awarded, will be reported as a ‘Pass’ on an A Level certiﬁcate.

PRODUCT DESIGN ACADEMIC YEAR 2020/2021 YEAR 13

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 ACADEMIC YEAR 2020/2021 YEAR 13

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 https://illuminate.digital/aqapsych2/ 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 ACADEMIC YEAR 2020/2021 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 – La inmigración

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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 how effective protests and strikes are 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: Pan's Labyrinth Pan’s Labyrinth is a 2006 fantasy film written and directed by Guillermo del Toro. The film is a Spanish-Mexican co-production. The story takes place in Spain during the summer of 1944, five years after the Spanish Civil War, during the early Francoist period. The narrative intertwines this real world with a mythical world centered on an overgrown, abandoned labyrinth and a mysterious faun creature, with whom the main character, Ofelia, interacts. Ofelia's stepfather, the Falangist Captain Vidal, hunts the Spanish Maquis who fight against the Francoist regime in the region, while Ofelia's mother Carmen grows increasingly ill. Ofelia meets several strange and magical creatures who become central to her story, leading her through the trials of the old labyrinth garden. 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 ACADEMIC YEAR 2020/2021 YEAR 13

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 & 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.

Curriculum Booklet - Year 13 | 2020

Articles inside

BTEC Sport

Spanish

Psychology

Product Design

Physics

Photography

Physical Education (Core

Music

MELS

Media Studies

History

Mathematics

Further Mathematics

Graphic Communication

Geography

Fashion & Textiles

French

Fine Art

English Literature

English Language

Drama & Theatre

Computer Science

Chemistry

BTEC Engineering

Biology

Economics

BTEC Business

Business Studies