Sixth Form Prospectus by Arbor Dubai

FORM PROSPECTUS SIXTH

Arbor Sixth Form

ENOUGH FOR ALL, FOREVER.

SIXTH FORM PROSPECTUS

CONTENTS

O U R V I S I O N

W E LCO M E TO S I X T H F O R M

OUR MISSION

P E R S O N A L I S E D PAT H WAY S

OUR UNIQUE APPROACH

PA S TO R A L C A R E

F U T U R E PAT H WAY S

L E A R N I N G S PA C E S

T H E D E TA I L S

OPTIONS

SIXTH FORM PROSPECTUS

Our Vision ENOUGH FOR ALL, FOREVER.

CONTENTS

WE ARE GUIDED BY AN ETHIC OF MATERIAL SUFFICIENCY. ENOUGH FOR ALL, FOREVER.

WE ARE GUIDED BY AN ETHIC OF EQUITY. ENOUGH FOR ALL, FOREVER.

WE ARE GUIDED BY AN ETHIC OF RESPONSIBILITY TO FUTURE GENERATIONS. ENOUGH FOR ALL, FOREVER.

SIXTH FORM PROSPECTUS

WHERE OUR STUDENTS PROGRESS ON AN ACADEMIC JOURNEY

Welcome to Sixth Form It is a real privilege to welcome you to Arbor Sixth Form. Sixth Form is a hugely important stage in a young person’s life. Yes, it is about achieving the very best academic outcomes possible, but it is also about becoming more independent, discovering what genuinely interests you and beginning to work out where you want life to take you next. At Arbor, we are incredibly ambitious for our students. We want them to achieve exceptional results and leave us ready to access the universities, courses and careers that excite them. Our recent Sixth Form outcomes, and the destinations our students have gone on to, give us a great deal to be proud of. But results are only part of what makes an Arbor education special. What I love about our Sixth Form is that we know our students. It is deliberately

personal. Students are supported, challenged and encouraged by teachers who understand them, recognise their strengths and genuinely care about what happens next. There is no single definition of success, and our job is to help every young person find the pathway that is right for them and then give them the confidence and support to pursue it. We also expect our Sixth Formers to play a significant role in the life of the school. They are our senior students and role models for the young people coming behind them. We want them to lead, contribute, take opportunities, occasionally get things wrong, learn from those experiences and leave Arbor having made their mark on our community. Most importantly, I want our students to enjoy these two years. Sixth Form should be challenging – it

should stretch you – but it should also be full of experiences, friendships and moments that you remember long after the examinations are finished. Arbor has grown enormously in recent years, but the thing we must never lose is that sense of community and belonging. We are ambitious, we care deeply about our students, and we want them to leave us as confident, capable and good people, ready for whatever comes next. I am enormously proud to be Head of Secondary at Arbor, and I look forward to welcoming you into our Sixth Form community.

Yours sincerely,

T. Moriarty MR. THOMAS MORIARTY Head of Secondary Arbor School

SIXTH FORM PROSPECTUS

Our Mission Arbor School’s mission is to provide an education that connects our community with the natural world and inspires us to imagine and build a future in which all may flourish. We endeavour to achieve this through the following approaches to teaching and learning:

Promoting academic excellence and ecoliteracy competencies

as interrelated learner outcomes that develop practical understandings of and solutions to authentic issues.

Recognising students’ prior knowledge and interests as catalysts,

and using inquiry to investigate complex questions about our world and the human experience.

Valuing both established and newly gained knowledge and understanding as a basis to challenge assumptions and beliefs about social, economic and environmental systems.

Providing regular opportunities for direct experiences

in natural and built environments that build the sense of agency and self-efficacy needed to take effective action.

Framing learning in the exploration of what it means to live well in a place,

as a pathway to exploring global roles and responsibilities.

Advancing critical thinking, systems thinking, futures thinking while recognising perspectives and challenging injustice and inequity.

Arbor School is a diverse and welcoming community that nurtures curiosity and celebrates the connectedness of humans with the natural world. Arbor recognises and addresses the unique academic, social, emotional, and physical needs of each individual and strives to build a culture of human flourishing, social harmony, and ecological abundance. 8

OUR MISSION

SIXTH FORM PROSPECTUS

Personalised Pathways Our personalised pathways provide students with a wide range of options, giving them opportunities to follow their passions and find their purpose. Students have time to choose their options with support given from our Secondary Leadership Team and Futures Counsellor.

A L E V E L O R I N T E R N AT I O N A L A D VA N C E D L E V E L ( I A L E V E L ) A Levels allow students to focus on three particular areas of strength in greater depth. Students choose to study three A Level subjects across the two years based on their previous results and future aspirations. A Levels are highly regarded by universities due to their academic rigour and strong subject focus. In exceptional cases, the option to study four subjects can be explored on an individual basis, as can AS Levels - a oneyear programme representing the first year of an A Level subject study.

B T E C – L E V E L 3 Q UA L I F I C AT I O N S BTEC International Level 3 qualifications are career-focused courses which equip learners with the knowledge, understanding and employability skills they need for success. The qualifications offer an engaging programme for those who are clear about the area of employment that they wish to enter. They are equivalent to A Levels and students can still enter universities with this qualification. Students can choose to study one or two BTEC courses from a range of options whether they choose the full diploma or sub-diploma pathway.

A B L E N D E D C U R R I C U LU M O F A L E V E L A N D B T E C In order to provide students with flexibility in their choices, our option blocks are designed so that students may study a combination of A Level, AS Level, and BTEC courses, depending on their needs, aspirations, and availability.

CO M P U L S O R Y S U B J E C T S Physical Education Positive Education Enhanced Curriculum Global Impact Certificate Moral, Social and Cultural Studies Islamic Studies (Muslim Students) Arabic A 10

Physical activity and a focus on Positive Education is extremely important in keeping students healthy and ensuring their wellbeing is a key priority. This is increasingly important for students as they move into examination periods. All students of Arabic origin must study Arabic MOE as one of their options.

*During Moral Education, Arabic and Islamic Studies, students will be studying the MOE-approved curriculum. This is a requirement from the KHDA.

Thank you for your interest in joining Sixth Form at Arbor School. As the inaugural Head of the Sixth Form, I believe passionately in the critical importance of this phase in a young person’s life, and how the decisions made, the skills learnt, and the experiences garnered have a profound effect on their future pathways, success,

A very warm welcome to Arbor School Sixth Form. One of the very first questions we ask our prospective and incoming students is ‘what’s the goal?’, and everything we do as a team is about helping them reach it. My role in the Sixth Form is all about the balance between academic rigour and pastoral care. I’m there to help guide students through the ups and downs of Sixth Form life.

experts, subject specialists, and pastoral leaders, works collaboratively with students to help them achieve their goals, encouraging them to be lifelong learners, to be curious about the world around them, and to inspire change.

Rather, it is an expression of individuality; a personal journey that will forge a path to their future careers. The dedicated Sixth Form team, comprising futures

C. Martin

P E R S O N A L I S E D PAT H WAY S

and happiness. When students leave our Sixth Form provision, most will go to university as adults, out in the wide world. As such, our mandate is simple – to ensure that they have clarity of vision regarding their future pathways, the life skills, tools, and knowledge to succeed in their chosen field. At this level, students truly begin to specialise in subjects that ignite their passions and guide their aspirations, and selecting subjects becomes more than just a process of academic decision-making.

Our collective goal is to work together to enable each student to reach their full potential, follow their passions, and leave a legacy for future students to follow. Yours sincerely,

MR CHRISTOPHER MARTIN Head of Sixth Form Arbor School

These two years matter enormously - not just for exam results, but for the good habits, confidence and self-awareness students carry into university and their lives beyond. I take real pride in getting to know our students, and being a steady, familiar face they can come to. I want every student to leave us not just qualified, but ready.

E. Bell

MS EMILY BELL Deputy Head of Sixth Form Arbor School

SIXTH FORM PROSPECTUS

Our Unique Approach The Global Impact Certificate (GIC) is our unique programme for developing global citizenship, ecoliteracy and purposeful action. Through service, research, inquiry and reflection, students apply their learning to real-world challenges and create meaningful impact within their communities and beyond. The GIC journey begins in Key Stage 4 with GIC Level 1, where students develop these skills and attributes through their Global Perspectives IGCSE.

GIC LEVEL 2 – BRANCHING OUT Students in Key Stage 5 progress to GIC Level 2, delivered through our Branching Out Programme. Branching Out broadens learning beyond academic qualifications, helping students develop real-world skills and become confident, purposeful and well-rounded graduates. Across four terms, students select pathways aligned with their interests, strengths and aspirations. These may include approved internships, external programmes or in-school projects, allowing students to personalise their experience and explore areas that are meaningful to them. As part of GIC Level 2, at least one pathway must be a service-learning project. Students identify a need within their school or community and take purposeful action in response, with a focus on creating positive and sustainable impact. Throughout the programme, students build an evidence portfolio, documenting their experiences and reflecting on their personal growth, leadership, learning and contribution to their school and wider community. Core Components:

• Branching Out Pathways

• Service-Learning Project

• Evidence Portfolio

• Viva Voce Presentation

GIC LEVEL 3 – EXTENDED PROJECT QUALIFICATION (EPQ) Students may choose to progress to GIC Level 3 by completing the Extended Project Qualification (EPQ), an internationally recognised qualification that develops advanced research, critical thinking, reflection and academic writing skills. Working independently with the support of a supervisor, students undertake an in-depth project on a topic of their choice, developing skills highly valued by universities and future employers. Students select one of four EPQ pathways: Dissertation, Investigation, Performance or Artefact. EPQ Key Requirements

• Submit a Project Proposal Form by December

• Maintain a detailed Activity Logbook

• Attend biweekly supervisor meetings

• Complete a final assessed presentation in Year 13

T YPES OF SERVICE

DIRECT SERVICE Face-to-face projects or activities, e.g. volunteering in the Biofarm or tutoring younger students in Mathematics.

INDIRECT SERVICE Projects that benefit others or the environment, e.g. fundraising or organising a clothing drive.

A D V O C AC Y S E R V I C E Activities and projects that raise public awareness or encourage others to take action to help others or the environment; e.g. promoting a global event like “World Water Day.”

A R B O R S C H O O L’ S U N I Q U E E D U C A T I O N

changing world.

Working with Arbor Sixth Formers gives us the shared privilege of seeing the magic of Arbor in action. The school’s mission comes to life as our 6th Form continue to share a love of nature, a willingness to act and a belief that their actions can make a difference. Systems thinking brings this approach to life. Through social, economic and environmental lenses, students learn to question assumptions, analyse relationships and make informed predictions about how complex systems behave. These are thinking skills with lasting value in a

This supports students’ ambitions across a range of exciting professional pathways, including medicine, accountancy, engineering, economics and law. The complex problems of the twenty-first century require interdisciplinary thinkers: people who can make links between different fields, weigh evidence, and develop practical, actionable solutions. Through the Global Impact Certificate Level 2 (GIC2), based on our Branching Out programme, students apply their understanding of natural systems through service learning. They connect theory with experience, take responsibility for their decisions and reflect on the impact of their actions. The Global Impact Certificate Level 3 (GIC3) extends this approach through the EPQ and other academically rigorous Sixth Form pathways. Independent

research and critical analysis help students pursue the strongest possible opportunities in tertiary education. As AI reshapes work, the ability to exercise judgement, recognise uncertainty and anticipate consequences becomes increasingly valuable. Arbor’s distinctive Sixth Form offering gives students opportunities to practise these skills in real contexts, preparing them to rethink and improve the systems they will work within. Our ambition is for them to become imaginative and dynamic professionals, conscientious environmentalists and changemakers who turn understanding into informed action. Yours sincerely,

E. Riddell MR EUAN RIDDELL

Assistant Head - Environmental

Arbor School

SIXTH FORM PROSPECTUS

Pastoral Care Pastoral care is at the heart of life at Arbor School, and in the Sixth Form, every student is known, valued and supported as an individual. We provide the guidance, challenge and encouragement students need to flourish academically, socially and personally. Our personalised Sixth Form programme is strengthsbased, proactive and restorative, encouraging students to manage increased independence, reflect on their choices and develop the confidence and resilience to navigate the opportunities and challenges of young adulthood.

PERSONALISED SUPPORT Every Sixth Form student has a specialist tutor who provides consistent guidance, individual attention and a trusted point of contact throughout their journey. This bespoke care is strengthened by a comprehensive network of support across the school, including our Counselling Team, Thrive Department, Medical Care Team and Assistant Head (Pastoral and Wellbeing).

OUR PASTORAL PROGRAMME The pastoral programme brings together Relationships, Social and Health Education, Positive Education and Moral and Social Education, alongside age-appropriate learning focused specifically on the experiences of older adolescents and young adults. Students develop a practical understanding of wellbeing, healthy relationships, emotional regulation, mental and physical health, balance, independence and positive decision-making.

Our multifaceted approach ensures that students always know who to turn to for advice or support. Above all, we want every young adult in our care to feel safe, known, valued and supported.

As they progress, the focus increasingly shifts towards the skills required for life beyond school: managing greater independence, responding to pressure, maintaining healthy routines, developing strong relationships, making informed choices and preparing for university, further study and the workplace.

STRENGTH OF WILL

STRENGTH OF HEART

STRENGTH OF MIND

Interpersonal strengths that help us relate to other people in positive ways

Intrapersonal strengths that help us achieve our goals

Intellectual strengths that help us wonder, reason, and create

Creativity

Kindness

Bravery

Curiosity

Social Intelligence

Perseverance

Self-regulation

Teamwork

Appreciation

Humility

Leadership

Hope

Perspective

Gratitude

Zest

Positive Education is embedded throughout the Sixth Form experience. Our students explore the psychology and science of wellbeing, relationships, healthy lifestyles and emotional intelligence –

equipping them with the knowledge, habits and character strengths that will enable them to thrive beyond school.

PA S T O R A L C A R E

and well are better placed to embrace challenge, take purposeful risks and achieve ambitious goals. At Arbor, we therefore cultivate a strong sense of belonging built upon kindness, trust, mutual respect, communication and shared purpose. The world our students are entering is changing rapidly. Academic qualifications remain important, but young people also need the social, emotional and interpersonal skills to adapt, collaborate and lead. Our pastoral programme intentionally develops self-awareness, emotional intelligence, communication, collaboration, creativity, adaptability and leadership. Students learn to navigate challenge, embrace new opportunities and make thoughtful, informed choices while developing a strong sense of who they are and the contribution they want to make. We recognise that students who feel safe, connected

LEADERSHIP, AGENCY AND STUDENT VOICE Sixth Form students are encouraged to become active contributors to the Arbor community. They take on genuine and meaningful leadership roles in which their ideas and voices matter. From chairing committees and leading initiatives to mentoring younger students and representing the school as ambassadors, Sixth Formers have opportunities to influence their community and create positive change. These experiences encourage students to work collaboratively, take responsibility, solve problems, communicate with confidence and turn ideas into action. They develop not simply as student leaders,

but as young adults who recognise their capacity to make a difference.

FLOURISHING INTO THE FUTURE Our Sixth Form pastoral care is designed to nurture confident, compassionate and well-rounded young adults who are ready for the next stage of their lives. We encourage students to explore new possibilities, take calculated risks, embrace fresh ideas and develop the flexibility and social and emotional intelligence required in an uncertain and rapidly changing world. Our approach is purposeful, individual and deeply relational. It prepares students not simply to succeed at Arbor, but to flourish beyond it and to become the thoughtful, capable and courageous changemakers of the future.

P. McPolin MS PRIYA MCPOLIN Assistant Head - Pastoral Care Arbor School 15

SIXTH FORM PROSPECTUS

F U T U R E PAT H WAY S

Future Pathways Preparing for life after Arbor is one of the most important aspects of the Sixth Form experience. Every student is supported individually in thinking clearly about what comes next, whether that is university, an apprenticeship, or another route entirely. The department’s approach is student-led rather than directive. Students are encouraged to explore their own interests and priorities, with guidance designed to help them reach considered, well-informed decisions rather than following a predetermined idea of success. Each student’s circumstances are different, and future planning reflects this individuality.

In Year 12, the focus is on exploration: understanding courses and careers, researching universities across the UK, US, Europe, UAE and beyond, and building a personal profile through super-curricular activities and structured work experience placements. University fairs and visiting representatives offer further opportunities to engage directly with institutions and ask informed questions about courses, admissions and campus life. By Year 13, attention shifts to the application process itself alongside personal statements, references, and decision-making support through to results day.

Leadership Students at Arbor School have a variety of leadership opportunities. Here, leadership is not simply about holding a title. We encourage students to practise everyday leadership through fairness, perspective, teamwork, zest and kindness recognising that how you lead matters as much as the role you hold. Sixth Formers are expected to lead an area in the school which they are passionate about; they are encouraged to suggest new areas which can be developed and to play

Individual meetings are complemented by workshops covering subject and course choices, application strategy, and life beyond school, while parents are kept informed through regular updates and dedicated sessions. Wherever a student is heading, the aim remains

the same: a clear sense of

direction, genuine ownership of decisions, and confidence to take the next step.

S. Amin MS. SHERIFA AMIN Futures counsellor The Arbor School

Senior Students a central role in providing student voice. All student leaders will undergo training based on the five exemplary principles of ‘the student leadership challenge®’. At Arbor School we aim to ensure that these practices provide a framework for students to develop understanding of leadership and facilitate successful leadership moments. We have the following student groups in the school which support our vision and ethos:

Class Representatives Year Group Representatives Student Council Eco Council Wellbeing Council Thrive Council House Leaders Global Awareness Council Innovation Council Sports Leaders Library Council 17

SIXTH FORM PROSPECTUS

Learning Spaces Complementing its unique approach to learning, Arbor Secondary School offers unique facilities designed for a transformational experience. Each learning space is inspired by nature, blended with cutting-edge design and functionality. The result is a range of learning and recreational spaces which allow students to connect to their future. State-of-the-art science laboratories, computing room and music technology suites have been carefully curated to help develop students’ creative skills and innovative expertise.

The second floor is dedicated to our Secondary and Sixth Form students. They have access to an emotional guidance counsellor, the Thrive Team for extra support, our Futures counsellor for university and careers guidance and a dedicated school clinic.

S I X T H F O R M CO M M O N R O O M This dedicated space has a modern kitchenette for students to prepare their food, as well as hot drinks, a sofa area and work tables and desks for quiet study. A generous ‘writing wall’ allows students to collaborate and make notes together, as well as arrange social events. The common room serves as a versatile space where students can relax, socialise, study, and recharge during their breaks from classes. It’s designed to create a sense of community among older students and provide them with a comfortable environment to balance their academic and social lives.

FUTURES HUB A welcoming and supportive space designed to assist students in navigating the challenges and choices associated with their academic and personal development. It is a comfortable and confidential environment where students can feel at ease discussing their concerns and seeking guidance. There are helpful resources in this space for students, and it can be booked for student leadership meetings.

Our Biodomes and Biopark provide specialist environmental learning spaces where Sixth Form students can undertake servicelearning projects as part of the Global Impact Certificate, work alongside the Green Team and support younger students. The biopark remains pivotal to practical science studies, along with environmental management courses. Alternatively, students may choose to use this space for some quiet reflection or study time.

U N I Q U E S E C O N D A R Y S C H O O L S PA C E S

B I O D O M E S & B I O PA R K

S P E C I A L I S T T E A C H I N G ZO N E S Our specialist teaching areas feature five science laboratories, a state-of-the-art Design Technology workshop, an IT area with 3D printers and two art rooms, including kiln facilities. We also have a swimming pool, full-size Astro pitch, sports hall, outside netball/ basketball courts and large library/study area.

THE MARKETPLACE Embracing students’ creativity, the open and airy Marketplace provides an area to reflect and study, socialise, present to peers, or display artefacts produced in the atelier, from design, fashion, textiles and fine art to digital media. Students use this space for flexible learning, social time and a canteen space at lunch.

T H E WA H A H At the heart of Secondary School, the Wahah is a social hub and flexible learning space. Students can enjoy activities such as giant chess and table tennis with breakout spaces. It houses the Farmhouse Café, part of Arbor’s in-house farm-to-fork dining concept for students and staff, and a mini-auditorium for innovative learning opportunities.

T H E Z E N ZO N E Situated in our Thrive area, next to the school clinic and counselling space, is our Zen Zone. The space includes mindfulness colouring walls, relaxed seating and access to sensory facilities. It is important to provide students with calm spaces during their busy school day.

SIXTH FORM PROSPECTUS

The Details T I M E S O F D AY

UNIFORM

DEVICES

Sixth Form works on an adapted timetable depending on each student’s course selections.

We provide a useful stepping stone for students as they move from Secondary into Sixth Form, and leave us to head to university. As such our uniform features formal office-style attire on a Monday for formal assembly, an Arbor Sixth Form polo shirt with smart trousers/skirts Tuesday to Thursday and House tops on Friday. Sports students have an option of wearing their Sixth Form tracksuit on their sport timetabled days.

All students will have a Surface Pro with stylus allowing them to use the school Microsoft Team platforms, and also be creative and precise by drawing, annotating and making precise selections.

scholarship and accomplished learner alumni received offers for medicine, sports science, mathematics and psychology at global universities, demonstrating the strength of the support they receive in achieving their goals.

academic challenge, creative development, competitive sport, leadership, service or environmental action.

The day starts at 7:45am with registration and wellbeing time. From Monday to Thursday, school ends at 3:20pm, and at 11:30am on Fridays.

Students are encouraged to organise their time using their online schedule and timetable planner.

Scholarships R E CO G N I S I N G E XC E L L E N C E At The Arbor School, we recognise and support both Accomplished Learners and Scholars. Students who demonstrate exceptional achievement, potential or commitment are encouraged to develop their strengths through focused guidance, specialist opportunities and appropriate levels of challenge. Our scholarships celebrate excellence across four pathways: Academic, Arts, Sports and Arborist. Each pathway has its own selection criteria, allowing students to demonstrate achievement and potential in ways that reflect their individual strengths. in our first graduating cohort, our 20

BESPOKE SIXTH FORM SUPPORT Sixth Form is where students begin to narrow their areas of focus and define their future ambitions. This allows our provision to become even sharper, more personalised and increasingly bespoke. We work closely with each student to provide opportunities that complement their chosen pathway, whether through advanced

EXPERT-LED PROVISION Our scholarship criteria and programmes are shaped in collaboration with industryleading experts as well as closely working with members of the school faculty. This ensures that Scholars and Accomplished Learners receive relevant, aspirational support that develops their abilities and prepares them for their next steps. For full scholarship criteria and application details, please visit www.thearborschool.ae/ admissions/scholarships.

I am passionate about ensuring that every Sixth Form student benefits from an ambitious and inclusive enrichment programme. My role is to create opportunities that help students discover new interests, deepen existing passions and develop the confidence and skills they will carry into university,

lead, compete and contribute beyond the classroom while demonstrating their learning and progress. Our goal is for every student to leave Arbor with strong academic foundations, memorable experiences and a clear sense of purpose, well equipped for their chosen next step and ready to make a positive contribution to the world around them.

T H E D E TA I L S

employment and adult life. Our provision extends from recreational and competitive sport to Model United Nations, academic societies, leadership, service and wider personal development. Through the Arbor Enrichment Experience (AEX) programme, we consider every aspect of enrichment and plan carefully so that every student and future pathway is supported. Whatever a young person’s interests or aspirations, there should be an opportunity that challenges them, excites them and helps them grow. Enrichment experiences enable students to collaborate, communicate,

G. Spurling

MR GEORGE SPURLING Assistant Head - Enrichment Arbor School

SIXTH FORM PROSPECTUS 22

ART & DESIGN Examination Board

Pearson Edexcel Level 3 Advanced GCE in Art and Design

Specification

Art, Craft and Design (9AD0), Fine Art (9FA0)

What does this subject involve?

The course aims to develop students’ intellectual, creative, and practical skills while fostering independence and a deep appreciation for art, craft, and design. Students gain hands-on experience with diverse media, learn about the interconnectedness of artistic processes, and explore real-world applications, including potential links to creative industries, within historical and contemporary contexts. The curriculum also imparts knowledge of art, craft, design, and media in various societies and cultures and promotes awareness of the diverse roles and audiences within these fields.

How is the course assessed?

The Pearson Edexcel Level 3 Advanced GCE in Art and Design consists of two components, both teacher assessed and externally moderated by us. Component 1

Component 2

Portfolio of development work and outcomes based on themes and ideas developed from personal starting points.

Preparatory studies and the 15–hour period of sustained focus.

90 marks per paper

40% of the qualification

60% of the qualification

40% of the qualification

Possible Career Pathways

The Art & Design curriculum tailors itself as the foundation of understanding and therefore offers opportunities into a wide range of career pathways in the creative and artistic industries. Graduates can embark on paths as visual artists, graphic designers, fashion designers, or interior designers, creating and shaping the visual world around us. The course prepares students for a wide spectrum of professions, from architects to photographers, and from creative directors to art historians, allowing them to follow their artistic passions and contribute to various industries and sectors, including culture, design, and media.

Prerequisites

Must have studied GCSE Art achieving a grade 6 or above or be able to show a portfolio of highly skilled artworks.

Examination Board

Pearson Edexcel Level 3 Advanced GCE in Design & Technology

Specification

9DT0

What does this subject involve?

A Level Design & Technology (Product Design) combines creativity, innovation and practical problem-solving. Students design, model and manufacture products while developing skills in CAD, materials, manufacturing processes, sustainability and user-centred design. The course prepares students for university and careers in design, engineering and technology.

How is the course assessed?

• The Pearson Edexcel Level 3 Advanced GCE in Design & Technology (Product Design) consists of one externally examined paper and one non-examined assessment component. Component 1

Component 2

Principles of Design and Technology

Independent Design and Make Project

Written examination: 2 hours 30 minutes

Non-examined assessment Approx. 45 hours of design and making

120 marks per paper

50% of the qualification

Possible Career Pathways

Design & Technology provides a strong foundation for careers in design, engineering and innovation. Graduates may pursue pathways such as Product Design, Industrial Design, Engineering, Architecture, Manufacturing, UX/UI Design and Sustainable Design. The course also provides excellent preparation for university study in Product Design, Engineering, Architecture and Technology-related disciplines. The course is also highly regarded by universities offering degrees in Product Design, Engineering, Architecture, Industrial Design, Manufacturing, Technology, and Innovation Management.

Prerequisites

Students should ideally have achieved a Grade 6 or above in GCSE Design & Technology.

SIXTH FORM OPTIONS

DESIGN & TECHNOLOGY

SIXTH FORM PROSPECTUS

MUSIC TECHNOLOGY Examination Board

Pearson Edexcel Level 3 Advanced GCE in Music Technology

Specification

(9MT0)

What does this subject involve?

The course develops students’ creative, technical and analytical skills in music production. Students learn to record, edit, mix and master music using industrystandard software and equipment, while also developing an understanding of sound engineering, synthesis, sequencing and music production techniques. The course explores the history and development of recording technology and prepares students for further study and careers within the music, media and creative industries.

How is the course assessed?

The International Advanced Level consists of the two IAS components (Component 1 and 2) and two IA2 units (Component 3 and 4). Students wishing to take the International Advanced Level must, therefore, complete all four units. Component 1

Component 2

Create a professional recording from a Produce an original composition using set brief provided by Pearson. music technology. Externally assessed coursework.

Externally assessed coursework.

20% of qualification 60 marks

Component 3

Component 4

Written examination based on recorded extracts and concepts of music technology.

Practical and written examination.

Includes production techniques, sound Students edit, process and mix audio principles and the history of recording material alongside answering analytical technology. questions. 25% of qualification 75 marks

35% of qualification 100 marks

Possible Career Pathways

Music Production, Audio Engineering, Sound Design, Film and Game Audio, Music Composition, Live Sound Engineering, Broadcasting, Media Production, Recording Studio Management, Music Technology, Acoustics, and Music Performance. The course also provides an excellent foundation for university study in Music Technology, Audio Engineering, Music Production, Media and Creative Arts.

Prerequisites

A minimum of Grade 6 in GCSE Music is recommended. Students who have not studied GCSE Music may be considered if they can demonstrate strong musical understanding and experience using music technology software (such as Logic Pro, Cubase, Ableton Live or similar DAWs). A keen interest in music production and recording is essential.

Examination Board

Pearson Edexcel International Advanced Subsidiary & International Advanced Level in Physics

Specification

(XPH11), (YPH11)

What does this subject involve?

The aims and objectives of this physics course are to provide students with fundamental knowledge of various physics disciplines and how they interconnect. It also seeks to instil a profound appreciation for scientific methods and competence in practical, mathematical, and problem-solving skills. Furthermore, the course aims to cultivate students’ interest and enthusiasm for physics, fostering a desire for further study and future careers in the field.

How is the course assessed?

The International Advanced Level consists of the three IAS units (units 1, 2 and 3) plus three IA2 units (units 4, 5 and 6). Candidates wishing to take the International Advanced Level must, therefore, complete all six units. Unit 1

Unit 2

Unit 3

Mechanics and Materials

Waves and Electricity

Practical Skills in Physics I

Written examination: 1 hour and 30 minutes

Written examination: 1 hour and 20 minutes

80 marks per paper

50 marks per paper

40% of the total IAS 20% of the total IAL

20% of the total IAS 10% of the total IAL

Unit 4

Unit 5

Unit 6

Further Mechanics, Fields and Particles

Thermodynamics, Radiation, Practical Skills in Physics II Oscillations and Cosmology

Written examination: 1 hour and 45 minutes

Written examination: 1 hour and 20 minutes

90 marks per paper

50 marks per paper

40% of the total IAS 20% of the total IAL

20% of the total IAS 10% of the total IAL

Possible Career Pathways

The physics curriculum presents a wide range of career opportunities. Graduates can delve into the realm of research as physicists, specializing in areas such as particle physics, astrophysics, or quantum mechanics, pushing the boundaries of scientific understanding. Others may choose engineering, applying physics principles to design aerospace systems, electrical circuits, or mechanical devices. Additionally, physics opens doors to careers in finance, robotics, space science, and environmental consultancy, while entrepreneurial ventures in physics-related industries are also viable options.

Prerequisites

Must have successfully achieved a grade 6 or above at GCSE Physics or equivalent as well as achieving 5s or above in both English and Mathematics.

SIXTH FORM OPTIONS

PHYSICS

SIXTH FORM PROSPECTUS 26

CHEMISTRY Examination Board

Pearson Edexcel International Advanced Subsidiary & International Advanced Level in Chemistry

Specification

(XCH11), (YCH11)

What does this subject involve?

The aims and objectives of this chemistry course are to provide students with fundamental knowledge of various chemistry disciplines and how they interconnect. It also seeks to instil a profound appreciation for scientific methods and competence in practical, mathematical, and problem-solving skills. Furthermore, the course aims to cultivate students’ interest and enthusiasm for chemistry, fostering a desire for further study and future careers in the field.

How is the course assessed?

Unit 2

Unit 3

Structure, Bonding and Introduction to Organic Chemistry

Energetics, Group Chemistry, Halogenoalkanes and Alcohols

Practical Skills in Chemistry I

Written examination: 1 hour and 30 minutes

Written examination: 1 hour and 20 minutes

80 marks per paper

50 marks per paper

40% of the total IAS 20% of the total IAL

20% of the total IAS 10% of the total IAL

Unit 4

Unit 5

Unit 6

Rates, Equilibria and Further Organic Chemistry

Transition Metals and Organic Nitrogen Chemistry

Practical Skills in Chemistry II

Written examination: 1 hour and 45 minutes

Written examination: 1 hour and 20 minutes

90 marks per paper

50 marks per paper

40% of the total IAS 20% of the total IAL

20% of the total IAS 10% of the total IAL

Possible Career Pathways

The chemistry curriculum presents a wide range of career opportunities. Graduates can embark on careers as chemists, specializing in various fields like organic, inorganic, analytical, or physical chemistry, conducting vital research and experiments. Others may choose to become chemical engineers, designing processes for chemical production, or pharmaceutical scientists, developing medications. Additionally, chemistry leads to roles in quality control, chemical sales, safety, and education, providing a wide range of professional paths.

Prerequisites

Must have successfully achieved a grade 6 or above at GCSE Chemistry or equivalent as well as achieving 5s or above in both English and Mathematics.

Examination Board

Pearson Edexcel International Advanced Subsidiary & International Advanced Level in Biology

Specification

(XBI11), (YBI11)

What does this subject involve?

The aims and objectives of this biology course are to provide students with fundamental knowledge of various biology disciplines and how they interconnect. It also seeks to instil a profound appreciation for scientific methods and competence in practical, mathematical, and problem-solving skills. Furthermore, the course aims to cultivate students’ interest and enthusiasm for biology, fostering a desire for further study and future careers in the field.

How is the course assessed?

Unit 2

Unit 3

Molecules, Diet, Transport and Health

Cells, Development, Biodiversity and Conservation Make Project

Practical Skills in Biology I

Written examination: 1 hour and 30 minutes

Written examination: 1 hour and 20 minutes

80 marks per paper

50 marks per paper

40% of the total IAS 20% of the total IAL

20% of the total IAS 10% of the total IAL

Unit 4

Unit 5

Unit 6

Energy, Environment, Microbiology and Immunity

Respiration, Internal Environment, Coordination and Gene Technology

Practical Skills in Biology II

Written examination: 1 hour and 45 minutes

Written examination: 1 hour and 20 minutes

90 marks per paper

50 marks per paper

40% of the total IAS 20% of the total IAL

20% of the total IAS 10% of the total IAL

Possible Career Pathways

The biology curriculum presents a wide range of career opportunities. Graduates can become biologists, delving into areas such as microbiology, genetics, ecology, or cell biology. Others may pursue careers in medicine, pharmacy, or biomedical science. Some opt for roles as genetic counsellors, pharmacologists while environmental science offers paths as ecologists, environmental scientists, or wildlife biologists. The field encompasses a vast array of options, including marine biology, botany, forensic science, and nutrition, making it an exciting and versatile choice.

Prerequisites

Must have successfully achieved a grade 6 or above at GCSE Biology or equivalent as well as achieving 5s or above in both English and Mathematics.

SIXTH FORM OPTIONS

BIOLOGY

SIXTH FORM PROSPECTUS 28

GEOGRAPHY Examination Board

Pearson Edexcel International Advanced Subsidiary & International Advanced Level in Geography

Specification

(XGE01), (YGE01)

What does this subject involve?

The course aims to develop students’ comprehensive knowledge of geographical concepts and contexts, from local to global scales. It focuses on in-depth understanding of physical and human geography patterns and issues, emphasising the complexity of people-environment interactions. Students learn to apply key concepts like place, space, scale, and environment, while also considering the influence of values, attitudes, and circumstances on these relationships. The course equips students with quantitative and qualitative skills, emphasises the importance of fieldwork, and encourages the rigorous application of geographical knowledge to real-world questions and issues.

How is the course assessed?

The International Advanced Level consists of the two IAS units (Units 1 and 2) plus two IA2 units (Units 3 and 4). Students wishing to take the International Advanced Level must, therefore, complete all four units. Unit 1

Unit 2

Global Challenges

Geographical Investigations

Written examination: 1 hour and 45 minutes

Written examination: 1 hour and 30 minutes

90 marks per paper

60 marks per paper

60% of the total IAS 30% of the total IAL

40% of the total IAS 20% of the total IAL

Unit 3

Unit 4

Contested Planet

Researching Geography

Written examination: 2 hours

Written examination: 1 hour and 30 minutes

90 marks per paper

60 marks per paper

60% of the total IA2 30% of the total IAL

40% of the total IA2 20% of the total IAL

Possible Career Pathways

This geography course opens diverse career pathways. It provides students with a holistic understanding of geographical concepts, including physical and human geography at various scales. Graduates can pursue roles as geographers, environmental consultants, or urban planners, conducting research and analysis. Opportunities also extend to climate analysis, international development, education, journalism, and market research, with applications in government, NGOs, and private industries. The versatility of geography equips individuals to address complex global challenges.

Prerequisites

Must have successfully achieved a grade 6 or above at GCSE Geography as well as achieving 5s or above in both English and Mathematics.

SIXTH FORM OPTIONS

HISTORY Examination Board

Pearson Edexcel International Advanced Subsidiary & International Advanced Level in History

Specification

(XHI01), (YHI01)

What does this subject involve?

The course aims to spark students’ interest in history, promote an understanding of societal diversity, offer a balanced study of the past, and cultivate critical thinking skills. It emphasises research abilities, historical judgment’s provisional nature, and proficiency in historical concepts. The course also encourages students to make connections across different historical periods and effectively communicate their historical knowledge and arguments.

How is the course assessed?

The International Advanced Level consists of the two IAS units (Unit 1 and 2) and two IA2 units (Unit 3 and 4). Students wishing to take the International Advanced Level must, therefore, complete all four units. Unit 1

Unit 2

Depth Study with Interpretations

Breadth Study with Source Evaluation

Written examination: 2 hours

50 marks per paper

50% of the total IAS 25% of the total IAL

Unit 3

Unit 4

Thematic Study with Source Evaluation

International Study with Historical Interpretations

Written examination: 2 hours

50 marks per paper

50% of the total IA2 25% of the total IAL

Possible Career Pathways

This history course opens up numerous potential career pathways for graduates. It aims to ignite students’ interest in history while fostering an understanding of societal diversity, offering a well-rounded study of the past, and nurturing critical thinking skills. Graduates can pursue careers as historians, archivists, educators, researchers, journalists, curators, and more. The versatile skills developed in this course enable individuals to contribute to fields such as education, research, media, cultural heritage preservation, and public engagement, making history an invaluable foundation for diverse career opportunities.

Prerequisites

Must have successfully achieved a grade 6 or above at GCSE History as well as achieving 5s or above in both English and Mathematics.

SIXTH FORM PROSPECTUS 30

GLOBAL PERSPECTIVES & RESEARCH Examination Board

Cambridge International Advanced Subsidiary & International Advanced Level Global Perspectives & Research

Specification

(9239)

What does this subject involve?

The aims and objectives of this course are to foster an acknowledgement and understanding of diverse perspectives on global issues. It aims to develop students’ critical thinking abilities, enabling them to evaluate claims and evidence, make independent judgments supported by reasoning and evidence, and emphasise the importance of justifying their opinions. The course also aims to cultivate effective research skills, guiding students in using appropriate sources to support their judgments and understand research processes. Additionally, it encourages self-reflection on learning, judgments, and collaborative work while promoting the development of strong written and spoken communication skills.

How is the course assessed?

The International Advanced Level consists of the three IAS components (Component 1, 2 and 3) and one IA2 units (Component 4). Students wishing to take the International Advanced Level must, therefore, complete all four units. Component 1

Component 2

Written examination: 1 hour 30 minutes

Non-Examination Assessment - Essay

45 marks per paper

40 marks per paper

36% of the total IAS 18% of the total IAL

32% of the total IAS 16% of the total IAL

Component 3

Component 4

Non-Examination Assessment - Team Project

Cambridge Research Report

40 marks per paper

85 marks per paper - Research report (75 marks) - Research log (10 marks)

32% of the total IAS 16% of the total IAL

50% of the total IAL

Possible Career Pathways

This course aims to prepare students for diverse careers by fostering an understanding of global perspectives and critical thinking skills. It encourages acknowledgment of diverse viewpoints on global issues, development of the ability to evaluate evidence, and making independent, well-reasoned judgments. Graduates can pursue careers in journalism, international relations, policy analysis, development work, law, academia, advocacy, and various other fields where understanding and navigating global perspectives is crucial.

Prerequisites

Must have successfully achieved a grade 6 or above at GCSE Global Perspectives or suitably equivalent qualification as well as achieving 5s or above in both English and Mathematics.

Examination Board

Oxford AQA International Advanced Subsidiary & International Advanced Level English Language

Specification

(9670)

What does this subject involve?

The aims and objectives of this course are to nurture students’ creative and critical skills in both producing and analysing texts. It seeks to deepen their comprehension of how language varies in different contexts and among diverse social groups. Additionally, the course aims to enhance students’ knowledge of language acquisition and the emergence of new forms of English on a global scale. Furthermore, it encourages students to explore data using valuable academic research skills, which are highly regarded by universities and applicable across various academic and professional domains.

How is the course assessed?

Unit 2

Language and context

Language and society

Written exam: 2 hours

50 marks per paper

50% of the total IAS 20% of the total IAL

Unit 3

Unit 4

Language variation

Language exploration (a or b)

Written exam: 2 hours

4a - Written exam: 2 hours 30 minutes 4b - Non-exam assessment - A language investigation

50 marks per paper

30% of the total IAL

Possible Career Pathways

This course aims to prepare students for a diverse range of career pathways by nurturing their creative and critical skills in both producing and analysing texts. It encourages a deeper understanding of how language varies across contexts and among different social groups. Graduates can pursue careers in language and communication, education, content creation, journalism, public relations, translation, research, technical communication, and various other fields that require strong language and communication competencies.

Prerequisites

Must have successfully achieved a grade 7 or above at GCSE English Language or suitably equivalent qualification.

SIXTH FORM OPTIONS

ENGLISH LANGUAGE

SIXTH FORM PROSPECTUS 32

ENGLISH LITERATURE Examination Board

Oxford AQA International Advanced Subsidiary & International Advanced Level English Literature

Specification

(9675)

What does this subject involve?

The aims and objectives of this course are to cultivate students’ creative and critical skills in reading and analysing texts. It encourages them to uncover meanings within texts, fostering a deeper understanding of how interpretations of texts can differ depending on the context. Additionally, the course aims to provide students with insights into literary criticism from various theoretical perspectives, promoting a well-rounded understanding of literary analysis and interpretation.

How is the course assessed?

Unit 2

Aspects of dramatic tragedy

Place in literary texts

Written exam: 2 hours Closed book

Written exam: 2 hours Open book

50 marks per paper

50% of the total IAS 20% of the total IAL

Unit 3

Unit 4

Elements of crime and mystery

Literary representations (a or b)

Written exam: 2 hours Study of two texts

4a - Written exam: 2 hours 30 minutes 4b - Non-exam assessment - Study of two texts: one poetry text and one prose text.

50 marks per paper

30% of the total IAL

Possible Career Pathways

This course seeks to equip students with the skills to read and analyse texts creatively and critically, preparing them for diverse career opportunities. Graduates can pursue careers as writers, editors, literary critics, educators, publishing professionals, journalists, translators, and various other roles within the literary and cultural industries. Their strong analytical and creative abilities, along with their deep appreciation of literature, make them well-suited for careers that require effective communication, critical thinking, and a passion for literary exploration.

Prerequisites

Must have successfully achieved a grade 7 or above at GCSE English Literature or suitably equivalent qualification.

Examination Board

Pearson Edexcel International Advanced Subsidiary & International Advanced Level in French

Specification

(XFR01), (YFR01)

What does this subject involve?

The course aims to develop students’ proficiency in understanding complex texts and spoken language for diverse purposes. It emphasises clear and wellstructured writing, fluent and spontaneous speaking, and prepares students for further study or employment in French-speaking contexts, including business and commerce. Additionally, it fosters an understanding of language in various cultural contexts to enhance communication competence.

How is the course assessed?

Unit 2

Spoken expression and response

Understanding and written response

Externally assessed spoken examination: 8-10 minutes

Externally assessed written examination: 2 hours and 30 minutes

40 marks per paper

90 marks per paper

30% of the total IAS 15% of the total IAL

70% of the total IAS 35% of the total IAL

Unit 3

Unit 4

Understanding and spoken response

Research, understanding and written response

Externally assessed spoken examination: 11-13 minutes

Externally assessed written examination: 2 hours and 30 minutes

40 marks per paper

90 marks per paper

30% of the total IA2 15% of the total IAL

70% of the total IA2 20% of the total IAL

Possible Career Pathways

Studying this course offers a multitude of potential career pathways for individuals with proficiency in the French language and an understanding of its cultural contexts. Graduates can become interpreters or translators, facilitating communication between languages, or language teachers, educating others in French language and culture. Opportunities also abound in international business, diplomacy, tourism, and media, with roles such as diplomats, travel consultants, journalists, and cultural exchange coordinators. Whether working in language consulting, content creation, or international relations, this course equips students with the linguistic and cultural competence to excel in a diverse range of careers, bridging linguistic and cultural divides on a global scale.

Prerequisites

Must have successfully achieved a grade 6 or above at GCSE French or equivalent as well as achieving a 5 in English.

SIXTH FORM OPTIONS

FRENCH

SIXTH FORM PROSPECTUS 34

SPANISH Examination Board

Pearson Edexcel International Advanced Subsidiary & International Advanced Level in Spanish

Specification

(XSP01), (YSP01)

What does this subject involve?

The course aims to develop students’ abilities to comprehend complex texts, including spoken language, for diverse purposes. It emphasises effective writing skills, clear communication in speaking contexts, and prepares students for further study or employment in Spanish-speaking regions or business and commerce where Spanish is the primary language. Additionally, it cultivates an understanding of language within different cultural contexts to enhance overall communication competence.

How is the course assessed?

Unit 2

Spoken expression and response

Understanding and written response

Externally assessed spoken examination: 8-10 minutes

Externally assessed written examination: 2 hours and 30 minutes

40 marks per paper

90 marks per paper

30% of the total IAS 15% of the total IAL

70% of the total IAS 35% of the total IAL

Unit 3

Unit 4

Understanding and spoken response

Research, understanding and written response

Externally assessed spoken examination: 11-13 minutes

Externally assessed written examination: 2 hours and 30 minutes

40 marks per paper

90 marks per paper

30% of the total IA2 15% of the total IAL

70% of the total IA2 20% of the total IAL

Possible Career Pathways

This course offers a multitude of potential career pathways for individuals with proficiency in the Spanish language and a deep understanding of its cultural contexts. Graduates can become interpreters or translators, bridging linguistic gaps in various settings, or language teachers, educating others in Spanish language and culture. Opportunities also extend to international business, diplomacy, tourism, and media, with roles such as diplomats, travel consultants, journalists, and cultural exchange coordinators. Whether working in language consulting, content creation, or international relations, this course equips students with linguistic and cultural competence to excel in diverse careers, fostering connections and communication within Spanish-speaking regions and beyond.

Prerequisites

Must have successfully achieved a grade 6 or above at GCSE Spanish or equivalent as well as achieving a 5 in English.

SIXTH FORM OPTIONS

MATHEMATICS Examination Board

Pearson Edexcel International Advanced Subsidiary & International Advanced Level in Mathematics

Specification

(YMA01), (XMA01)

What does this subject involve?

This course develops students’ understanding of mathematical concepts, reasoning and problem-solving. Students learn to construct mathematical arguments and proofs, apply mathematics to real-world situations, connect different areas of mathematics and use mathematical technology effectively. The course also encourages students to take increasing responsibility for their own learning and mathematical development.

How is the course assessed?

This qualification is modular and is assessed through six externally examined units. Students complete three units for the International Advanced Subsidiary (IAS) in Year 12, followed by three further units for the International Advanced Level (IAL) in Year 13. Each unit is assessed by a 1 hour 30 minute written examination worth 75 marks.

Paper 1

Paper 2

Paper 3

Pure Mathematics 1

Pure Mathematics 2

Statistics 1

Written examination: 1 hour and Written examination: 1 hour and Written examination: 1 hour and 30 minutes 30 minutes 30 minutes 75 marks per paper

75 marks per paper

33.33% of the total IAS 16.66% of the total IAL

Paper 4

Paper 5

Paper 6

Pure Mathematics 3

Pure Mathematics 4

Mechanics 1 / Decision 1

Written examination: 1 hour and Written examination: 1 hour and Written examination: 1 hour and 30 minutes 30 minutes 30 minutes 75 marks per paper

75 marks per paper

16.66% of the total IAL

Possible Career Pathways

Studying mathematics at the A level can lead to various career pathways, as it provides a strong foundation in analytical and problem-solving skills. Potential career options include fields such as engineering, computer science, finance, data analysis, actuarial science, research, teaching, and various roles in the sciences. Mathematics A level is highly regarded by universities and employers, making it a valuable qualification for a wide range of professions that require quantitative and critical thinking skills. Advanced studies in mathematics can further expand career opportunities in areas like academia, cryptography, statistics, and more.

Prerequisites

Must have successfully achieved a grade 8 or above at GCSE Mathematics. 35

SIXTH FORM PROSPECTUS 36

BUSINESS A LEVEL Examination Board

Pearson Edexcel International Advanced Subsidiary & International Advanced Level in Business

Specification

(XBS11) (YBS11)

What does this subject involve?

This qualification provides an engaging and effective introduction to the field of Business. This course covers various aspects of Business, including marketing, operational performance, human resources, and finance, alongside how businesses set their mission, objectives and strategy. Students learn to analyse a business’s internal position, its industry, and its external environment (political, legal, economic, social, technological, and environmental), before evaluating strategic options and how strategies are implemented. Contemporary content includes digital technology, business ethics, and internationalisation, helping ground students’ understanding of business in a global, modern context. It also emphasises the development of data analysis, critical thinking, and decision-making skills.

How is the course assessed?

The International Advanced Level consists of two IAS units (Unit 1 and 2) and two IA2 units (Unit 3 and 4). Students wishing to take the International Advanced Level must, therefore, complete all four units. Advanced Level must, therefore, complete all four units. Unit 1

Unit 2

Marketing and people

Managing business activities

Written exam: 2 hours

80 marks per paper

50% of the total IAS 25% of the total IAL

Unit 3

Unit 4

Business decisions and strategy

Global Business

Written exam: 2 hours

90 marks per paper

50% of the total IA2 25% of the total IAL

Possible Career Pathways

Studying a course that covers topics such as marketing, operations, human resources, finance, and strategic decision-making can open up diverse career pathways. Graduates can pursue careers in fields such as management, marketing, human resources, entrepreneurship, consulting, and international business. These careers may involve roles such as business manager, marketing executive, HR officer, entrepreneur, management consultant, or operations manager, among others.

Prerequisites

Must have successfully achieved a grade 6 or above in GCSE English and a grade 5 or above in mathematics or suitably equivalent qualifications.

Examination Board

Pearson BTEC International Level 3 Diploma, or Sub Diploma, in Business

Specification

Business

What does this subject involve?

The Business BTEC is a two-year course that serves as a foundation for further studies in business and management. Developed in collaboration with employers, professional bodies, and higher education representatives, this vocational qualification is designed to offer a balanced curriculum that meets both future professional requirements and academic advancement. It is a full-time programme aimed at Students interested in venturing into new or emerging businesses or pursuing employment opportunities in various business, enterprise, and entrepreneurship roles.

How is the course assessed?

Assessed: Equivalent in size to one International A-Level. There are two mandatory units as well as two internally assigned units. Students must achieve a Pass or above in all units in order to pass the course.

Possible Career Pathways

Developed with input from employers, professional bodies, and higher education, it offers a balanced approach to meeting future professional needs and academic progression. Designed for full-time Students interested in new or emerging enterprises, it provides a pathway to careers in business, enterprise, and entrepreneurship roles, including business ownership, management, marketing, finance, and more.

Prerequisites

Must have successfully achieved 5s or above in both English and Mathematics GCSE.

SIXTH FORM OPTIONS

BUSINESS BTEC

SIXTH FORM PROSPECTUS 38

ECONOMICS Examination Board

Pearson Edexcel International Advanced Subsidiary & International Advanced Level in Economics

Specification

(XEC11) (YEC11)

What does this subject involve?

This qualification provides an engaging and effective introduction to the field of Economics. This course covers various aspects of economics, including market operations, market failures, government’s role, the national economy in a global context, business behaviour economics, income distribution, economic development, and global economic issues. It also emphasises the development of quantitative skills.

How is the course assessed?

Unit 2

Market in action

Macroeconomic performance and policy

Written exam: 1 hour and 45 minutes

80 marks per paper

50% of the total IAS 25% of the total IAL

Unit 3

Unit 4

Business behaviour

Developments in the global economy

Written exam: 2 hours

80 marks per paper

25% of the total IAL

Possible Career Pathways

Studying a course that covers topics such as market operations, economics, and quantitative skills can open up diverse career pathways. Graduates can pursue careers in fields such as finance, banking, consulting, government policy analysis, market research, economic development, and more. These careers may involve roles such as financial analyst, economist, market researcher, policy analyst, or business consultant, among others.

Prerequisites

Must have successfully achieved a grade 6 or above at GCSE Mathematics or suitably equivalent qualification.

Examination Board

Pearson BTEC International Level 3 Diploma in Information Technology

Specification

Information Technology

What does this subject involve?

The BTEC International Level 3 Information Technology course develops practical IT knowledge and skills through real-world scenarios and projects. Students explore how organisations use information technology and develop solutions to meet different user and business needs. The course includes areas such as IT systems, data, website development and emerging technologies. Students will develop important skills including problem-solving, project management, research, analysis, design, development, testing and evaluation. The qualification provides a practical route into further study or employment within the rapidly developing IT and digital technology sector.

How is the course assessed?

The course is coursework-based rather than assessed through traditional written examinations. Students complete assignments throughout the course based on realistic vocational scenarios. These include practical projects, investigations, reports and the development of IT solutions. Work is assessed against Pearson criteria, with students working towards Pass, Merit and Distinction grades.

Possible Career Pathways

Studying BTEC Information Technology provides a strong foundation for further study, apprenticeships or employment within the digital technology sector.

SIXTH FORM OPTIONS

INFORMATION TECHNOLOGY

Potential career pathways include software development, web development, cybersecurity, network administration, IT support, data analysis, systems analysis, artificial intelligence, robotics, cloud technologies and IT project management. The qualification can also support progression to university courses in Information Technology, Computing, Computer Science, Cybersecurity, Artificial Intelligence and related disciplines. Prerequisites

Must have successfully achieved 5s or above in both English and Mathematics GCSE.

SIXTH FORM PROSPECTUS 40

PSYCHOLOGY Examination Board

Oxford AQA International Advanced Subsidiary & International Advanced Level Psychology

Specification

(9685)

What does this subject involve?

This qualification provides an engaging and effective introduction to the field of Psychology. It equips students with fundamental subject knowledge and valuable skills sought after by both Higher Education institutions and employers, including critical analysis, independent thinking, and research capabilities. The curriculum covers core areas of Psychology, including cognitive, social, biological, developmental, individual differences, and research methods, which are presented in a manner consistent with previous specifications. It retains explanations from various approaches, addresses psychological issues and debates, and offers students a selection of compelling topic options.

How is the course assessed?

Unit 2

Introductory topics in psychology

Biopsychology, development and research methods 1

Written examination: 1 hour 30 minutes

90 marks per paper

50% of the total IAS 20% of the total IAL

Unit 3

Unit 4

Advanced topics and research methods 2

Approaches and application (SYNOPTIC UNIT)

Written examination: 1 hour 30 minutes

90 marks per paper

30% of the total IAL

Possible Career Pathways

Studying this Psychology course opens doors to a diverse array of career pathways. It provides students with a solid foundation in psychology and equips them with valuable skills such as critical analysis, independent thinking, and research abilities. Graduates of this course can pursue careers in clinical psychology, counselling, research, education, healthcare, business, and various other fields where a strong understanding of human behaviour and critical thinking are invaluable.

Prerequisites

Must have successfully achieved a grade 7 or above at GCSE English Language or suitably equivalent qualification.

SIXTH FORM OPTIONS

SOCIOLOGY Examination Board

Cambridge International Advanced Subsidiary & International Advanced Level Sociology

Specification

(9699)

What does this subject involve?

The A Level Sociology course provides students with a deeper understanding of society, social behaviour and the forces that shape individuals and communities. Students develop critical analysis, independent thinking, research and evaluation skills through the study of contemporary social issues and sociological theories. Assessment includes a range of short-answer, data-response and extended essay questions that assess students’ knowledge, understanding, application, analysis and evaluation skills.

How is the course assessed?

Paper 2

Socialisation, identity, and methods of research

The Family

Written examination: 1 hour 30 minutes

60 marks

50% of the total IAS 25% of the total IAL

Paper 3

Paper 4

Education

Globalisation, Media and Religion

Written examination: 1 hour 15 minutes

Written examination: 1 hour 45 minutes

50 marks

70 marks

20% of the total IAL

30% of the total IAL

Possible Career Pathways

The course encourages students to apply sociological concepts to their own experiences and to societies they are familiar with, fostering an understanding of both local and global social issues. Through the study of classical and contemporary sociological perspectives, students develop the skills needed for higher education and a wide range of future careers (such as social work, advertising, law, journalism or teaching) while gaining a greater appreciation of the complexities of modern society.

Prerequisites

Must have successfully achieved a grade 6 or above at GCSE English Language or suitably equivalent qualification. 41

SIXTH FORM PROSPECTUS 42

SPORT BTEC Examination Board

Pearson BTEC International Level 3 Diploma, or Sub Diploma, in Sport

Specification

Sport

What does this subject involve?

This qualification prepares students for careers in the sports sector. It has been developed in consultation with industry experts and higher education providers to ensure alignment with relevant progression routes. The curriculum includes mandatory content pertinent to these pathways, complemented by optional units that cater to individual interests and career goals. Options span selfemployment, technology in sport, fitness, coaching, teaching, sports business, and facility operations and management. This versatile approach equips learners with the knowledge and skills required for their chosen careers in the sports industry.

How is the course assessed?

Equivalent in size to two International A Levels. There are five mandatory units. Students must complete and achieve a Pass or above in all mandatory units. Students must complete must complete at least seven optional units.

Possible Career Pathways

These qualifications open doors to diverse job opportunities within the sports industry. In sports, roles such as physical education instructor and assistant coach are accessible, while the fitness and personal training sectors offer positions like gym instructor and personal trainer. For those interested in sports coaching and development, options include community coach, sport-specific school coach, and club sports coach.

Prerequisites

Must have successfully achieved 5s or above in both English and Mathematics GCSE.

Examination Board

Pearson BTEC International Level 3 Diploma, or Sub Diploma, in Hospitality

Specification

Hospitality

What does this subject involve?

This qualification prepares students for further study and careers within the diverse and fast-paced hospitality industry. Students develop both practical and theoretical knowledge through a range of hospitality-related units, including customer service, food and beverage operations, European cuisine and the cuisine of their own country. The course provides opportunities for students to develop practical food preparation and presentation skills alongside essential professional skills such as teamwork, communication, organisation, customer service and problemsolving. Students also explore how hospitality businesses operate and gain an understanding of industry standards and expectations. Where possible, learning is supported by practical experiences, industry visits and links with hospitality professionals.

How is the course assessed?

The course is assessed through a combination of written assignments, research, presentations and practical activities. Students build a portfolio of evidence throughout the course to demonstrate their knowledge, understanding and practical skills. Each unit contains specific Learning Aims and assessment criteria, with students working towards Pass, Merit and Distinction grades. There are no traditional written examinations, with assessment taking place throughout the programme.

Possible Career Pathways

This qualification can support progression to university study, further professional training or employment within the hospitality and tourism industries. Possible career pathways include hotel and resort management, restaurant management, food and beverage operations, events management, culinary arts, catering, customer service, tourism and hospitality business management.

SIXTH FORM OPTIONS

HOSPITALITY BTEC

The transferable skills developed through the course can also support careers in areas such as business, events, retail and customer-facing industries. Prerequisites

Students should have successfully achieved Grade 5 or above in both English and Mathematics GCSE, or equivalent qualifications. An interest in hospitality, food, customer service and working within a practical and professional environment is also recommended.

Arbor School Al Furjan, Dubai, UAE +971 4 581 4100 admissions@thearborschool.ae www.thearborschool.ae