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Arabic A&B Biology Business Business BTEC Chemistry Computer Science Economics Engineering BTEC English Language English Literature EPQ Esports BTEC Fine Art French Further Mathematics Geography

Graphic Communication History Hospitality BTEC Islamic Studies A&B Mathematics Media Studies Music Physics Photography Politics Product Design Psychology RSL CAPA Spanish Sport BTEC

ARABIC A All students in Year 12 who are either Emirati or whose UAE residency visa is on an Arab passport are required to take Arabic lessons, as per UAE law and the Ministry of Education guidelines. Expatriate students are not required to take Arabic, unless they wish to qualify for an equivalency certiﬁcate from the UAE government, conﬁrming that a student has completed their secondary education in the UAE.

COURSE CONTENT An Equivalency Certiﬁcate is needed for entry to a UAE university and for employment in some government/semi governmental positions in the UAE. Although BSAK does not teach A Level Arabic, students can request to be submitted for the AS Arabic exam, however, it is the responsibility of the student to prepare for this exam through independent study. For further information about these courses, please speak to the Head of UAE Curriculums. SKILLS DEVELOPED ●

Native understanding and analysis of written and spoken Classical Arabic

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Knowledge and application of language skills

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Writing for different purposes

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Conversing in Classical Arabic on a given topic

ASSESSMENTS Half termly assessments take place as well as a ﬁnal exam at the end of each academic year. Students in Year 12 will undertake the Ministry of Education Arabic exam at the end of the academic year.

ARABIC B The Ministry of Education Arabic course targets the non-native speakers of the language. It aims to help all students to develop their linguistic skills, expose them to many classical and modern literary works and deepen their understanding of Arabic and Islamic culture. This is a 4 year programme beginning in Year 10 and culminating in Year 13.

COURSE CONTENT The Year 12 curriculum will build on previous knowledge acquired in Year 11 and indeed Year 10 by developing listening, speaking, reading and writing skills as well as including a focus on skills such as writing essays, understanding authentic and literary texts and spontaneous speaking. This course will also emphasise the fact that learning Arabic is not just about vocabulary and grammar but having an appreciation of Arabic culture and customs. We aim to foster an inquisitive and curious student who can take advantage of where we are and foster a genuine passion for Arabic as well as a sense of enjoyment and curiosity about the subject. The course content is based on a wide range of selected literary texts that relate to different areas. The course content will draw heavily on: ● Reading texts: literary and factual texts ● Narrative,descriptive and informative writing practice in line with what was covered during reading lessons ● Conversational drills where students use and apply the skills they acquired ● The structure of the language: applied rather than theoretical syntax and morphology.

TERM 1 1- Good Citizen: I am responsible My role Model, Volunteering work 2- I Plan For the Future: Work Passion Work Opportunities

TERM 2 2- I Plan For the Future ( Cont). Job 3- Global Issues: Reckless Driving Smoking & Addiction 4- Renewable Energy: Sustainable City

TERM 3 5- Modern Inventions (In Medicine) 6- Inﬂuential People (Role Models): (Deaf Musician)

SKILLS DEVELOPED ● Knowledge and application of language skills ● Writing for different purposes ● Conversing in Classical Arabic on a given topic SPECIFICATION LINK ASSESSMENTS In Years 10-13, students will be assessed regularly through low stakes assessment and ongoing / formative assessment. There will be no end of year examination in Years 10-12. The years 12 and 13 courses culminate in Year 13 with an end of course assessment provided by The Ministry of Education. This assessment will cover the 4 skills of Listening, Speaking, Reading and Writing.

BIOLOGY The A Level Biology course at BSAK is designed to inspire, motivate, and challenge students through a broad, coherent, and practical programme of study. We follow the Salters-Nuffield (SNAB) A Level Biology specification, a linear qualification with all exams taken at the end of Year 13. The course is taught using a concept-based approach, helping students build a deep understanding of biological principles over time.

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

RESOURCES ● The course textbooks are available to loan from the library. They can also be purchased at the following links: ○ A Level 1 ISBN: 978-1447991007 ○ A Level 2 ISBN: 978-1447991014 ● The CGP revision guide is highly recommended. It is available from Amazon at the following link: CGP revision guide

SKILLS DEVELOPED ● Data analysis and evaluation ● Reasoning and critical thinking ● Practical investigative skills SPECIFICATION LINK Practical Endorsement Exam papers feature questions requiring students to demonstrate investigative skills in the context of the series of core practicals that they will complete throughout the course. A separate endorsement of practical skills will be taken alongside the A Level. This will be assessed by teachers and based on direct observation of students’ competency in a range of skills that are not assessable in written exams.

ASSESSMENTS Term 1 - At the beginning of term 1 there is a suitability assessment covering the initial content. Term 2 - At the beginning of term 2 there is an assessment on all content from term 1. Term 3 - At the beginning of term 3 there is an assessment on all content from term 2. There are also shorter progress assessments at regular intervals. Towards the end of Year 12, all Biology students will complete two internal examination papers.

BUSINESS 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. The course adopts a holistic approach, highlighting how different areas of business are interconnected. Students will apply a range of business models, theories, and analytical techniques to explore and evaluate contemporary business issues and real-world scenarios. The content is designed to be engaging and relevant, with a focus on modern developments such as digital technology, business ethics, and globalisation woven throughout the course.

COURSE CONTENT In Year 12, students are introduced to the core functional areas of business: marketing, operations, finance, and human resource management. A key emphasis is placed on decision-making, particularly understanding how choices made in one area can have significant implications for the wider organisation. The specific modules studied are: Unit 1: Marketing & People • Meeting customer needs • The market • Marketing mix and strategy • Managing people • Entrepreneurs and leaders Unit 2: Managing Business Activities • Planning a business and raising finance • Financial planning • Managing finance • Resource management • External influences SKILLS DEVELOPED ● The ability to study independently ● Application skills ● Analyse data and think critically ● Develop balanced arguments and make informed decisions ADDITIONAL RESOURCES Click on this link to access all material used in the teaching of the Business course. Students should refer to this website throughout the year. SPECIFICATION LINK Click here to access the Edexcel exam board Business home page. This has information about the course and exam materials to help students learn

ASSESSMENTS Students will be assessed at regular intervals throughout the year. Formal assessments will take place at the start of each term, including a suitability assessment within the ﬁrst few weeks of Year 12. All assessments will be examination paper based. As this exam is modular, the students will sit 2 external exams at the end of Year 12. This will form 50% of their ﬁnal grade.

BTEC BUSINESS Our BTEC Level 3 International Business course offers a practical and engaging route into the world of business. Through real-life projects and hands-on learning, students explore key areas such as marketing, ﬁnance, event management, and entrepreneurship. Designed to build transferable skills like communication, problem-solving, and teamwork, this course prepares students for university and a wide range of career paths. Whether launching a start-up or joining a global company, BTEC Business provides the foundation for future success through the experience of work related tasks.

COURSE CONTENT This BTEC qualiﬁcation is made up of 5 units. To complete each unit, your work is assessed continuously, linking theory with practical exercises you complete. You will complete a series of projects which cover a combination of mandatory and optional units. In Year 12, you will complete 3 out of the 5 units. Each unit will be delivered alongside business scenarios with the aim of developing work related skills. Year 12 Units ● Exploring Business ● Research and Plan a Marketing Campaign ● Business Finance SKILLS DEVELOPED ● Study independently ● Independent & secondary research ● Interview skills ● Time management ADDITIONAL RESOURCES Click on this link to access assignment material for BTEC Business. SPECIFICATION LINK Click here to access the International BTEC Subsidiary Diploma in Business speciﬁcation. This contains comprehensive information about the course.

ASSESSMENTS All assessments for this qualiﬁcation are portfolio (coursework) based and there are no ﬁnal examinations. However, strict conditions apply to the award of assessment grades by teachers and Pearson check the quality and grading of assessment activities through school visits and sampling of work. Learners will also be assessed by practical observations and presentations.

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 Level 3 Subsidiary Diploma in Engineering offers a strong foundation in key engineering principles, preparing students for both further study and entry-level roles in the industry. With a focus on practical skills, real-world problem-solving, and technical knowledge, this qualification helps learners develop the confidence and competence needed for careers in mechanical, electrical, or manufacturing engineering.

COURSE CONTENT The BTEC qualiﬁcation is made up of 5 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, fabrication, mathematics and mechanical principles. It also involves several practical projects.

Units of study for Year 12: Unit 1 Unit 2 Unit 9

Mechanical Principles Delivery of Engineering Processes Safely as a Team Work Experience in the Engineering Sector

SKILLS DEVELOPED ● Mechanical principles ● Machinery and manufacturing processes ● Engineering Design and Independent research and presentation skills ● Industry standard 2D & 3D design ● Real world industry communication and collaboration skills ADDITIONAL INFORMATION The BTEC Level 3 Subsidiary Diploma is equivalent to one A Level and it is expected you will undertake this qualification alongside two additional A Levels of your choice. Upon completion of the course, this will allow you to progress into Higher Education on a degree course, or enter industry through an advanced modern apprenticeship program. ADDITIONAL RESOURCES & ADDITIONAL EQUIPMENT REQUIRED General resources available click here; Additional resources will be made available throughout the course. It is expected that each student will have their own device (not an ipad or tablet). They must come equipped with standard writing and drawing resources as well as a calculator. SPECIFICATION LINK ASSESSMENTS Assignments are continuously assessed throughout the two year course for each unit studied. None of the units has an externally assessed exam but some units have externally set assignments. All assignment evidence is marked internally and verified by an external Standards verifier.

BTEC ESPORTS The BTEC Level 3 National Extended Certiﬁcate in Esports course introduces students to the fast-growing world of competitive gaming and digital media. Taught in our state-of-the-art Esports Lab, the course covers areas like event management, game strategy, streaming, and branding, while building valuable teamwork and leadership skills. With real-world projects and tournament opportunities, students gain practical experience and insight into careers in gaming, media, and business. Esports at our school is about more than gameplay – it's about preparing for the future.

COURSE CONTENT This year, you will complete two units. Units ●

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Introduction to Esports Esports Skills, Strategies and Analysis

SKILLS DEVELOPED ● Teamwork ● Leadership ● Networking ● Digital media ADDITIONAL RESOURCES Click on this link to access assignment material for BTEC Esports. SPECIFICATION LINK Click here to access the International BTEC National Extended Certiﬁcate in Esports speciﬁcation. This contains comprehensive information about the course.

BTEC HOSPITALITY Our BTEC Level 3 International Hospitality course equips students with the skills and experience needed to thrive in the global hospitality and tourism industry. From customer service and event planning to food and beverage operations, students gain practical insight into one of the fastest-growing sectors in this region. Delivered through real-world scenarios and industry partnerships, the course builds conﬁdence, professionalism, and leadership, opening doors to university pathways and exciting careers in hotels, events, travel, and beyond.

COURSE CONTENT This year, you will complete ﬁve units. Units ● ● ● ● ●

The Hospitality Industry Customer Service Provision Principles of Leadership and Supervision European Cuisine Events in Hospitality

SKILLS DEVELOPED ● Cooking skills ● Customer service ● Business management skills ● Leadership and teamwork skills ADDITIONAL RESOURCES Click on this link to access assignment material for BTEC Hospitality. SPECIFICATION LINK Click here to access the International BTEC Subsidiary Diploma in Hospitality speciﬁcation. This contains comprehensive information about the course.

BTEC SPORT This qualiﬁcation will provide students with the opportunity to enter employment in the Sports industry or to progress to higher education qualiﬁcations such as a degree in Sports Science. If you would like to work with elite athletes or pursue a career in professional sport, this course will provide a pathway at the highest level.

COURSE CONTENT Units Covered in Year 12 Subsidiary Diploma: ● Unit 1 - Health, Wellbeing & Sport ● Unit 26 - Nutrition for Physical Performance ● Unit 27 - Sports Psychology The students will follow the 2020 specification released by Pearson. The course is designed to provide a truly vocational experience. This course is particularly well-suited to vocational learners, as it focuses on practical, real-world applications of knowledge and skills. Learners will engage in hands-on activities, industry visits, and work-related projects that reflect current practices within the sports sector. The structure of the course supports active learning and helps students build confidence, communication skills, and professional behaviours. It also provides a strong foundation for progression into employment, apprenticeships, or further education in sport-related fields. SKILLS DEVELOPED ● Study independently ● Research and academic writing skills ● 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. 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.

CHEMISTRY As the science of materials, Chemistry spans multiple disciplines and plays a central role in understanding the world around us. Students study a range of topics across the three main branches of the subject: inorganic, organic, and physical chemistry. They will explore how atomic and electronic structures relate to the Periodic Table, how pharmaceuticals are synthesised from simple organic molecules, and how chemical reactions can be controlled to maximise yield and efﬁciency.

COURSE CONTENT BSAK Chemistry Department follows the Pearson Edexcel Chemistry A Level speciﬁcation: Term 1 Topic 1: Atomic Structure and The Periodic Table Topic 2: Bonding and Structure Topic 3: Redox I Topic 5: Formulae, Equations and Amounts of Substance Topic 6: Organic Chemistry 1

Term 3 Topic 6: Organic Chemistry 1 Topic 7: Modern Analytical Techniques Topic 10: Equilibrium 1 Topic 11: Equilibrium 2

SKILLS DEVELOPED ● Data analysis and calculations ● Non-routine problem solving ● Reasoning ● Critical thinking ● Practical investigative skills

Term 2 Topic 4: Inorganic Chemistry and The Periodic Table Topic 6: Organic Chemistry 1 Topic 8: Energetics 1 Topic 9: Kinetics 1

RESOURCES ● The course textbooks are available to loan from the library. They can also be purchased at the following links: ○ A Level 1 ISBN: 978-1447991168 ○ A Level 2 ISBN: 978-1447991175 ● The CGP revision guide is highly recommended. It is available from Amazon at the following link: ○ CGP revision guide

SPECIFICATION LINK

ASSESSMENTS Regular end of topic assessments take place as well as a series of core practicals carried out in class and internally assessed by their teacher to ensure they have mastered a range of practical skills; this leads to the A Level Practical Endorsement at the end of Year 13. Practical Endorsement Exam papers feature questions requiring students to demonstrate investigative skills in the context of the series of core practicals that they will complete throughout the course. A separate endorsement of practical skills will be taken alongside the A Level. This will be assessed by teachers and based on direct observation of students’ competency in a range of skills that are not assessable in written exams.

COMPUTER SCIENCE The aim of the Cambridge International AS and A Level Computer Science syllabus is to encourage learners to develop an understanding of the fundamental principles of computer science and how computer programs work in a range of contexts. At the heart of Computer Science is computational thinking: a mode of thought that goes well beyond software and hardware, and that provides a framework within which to reason about systems and problems. The Computer Science Department delivers the CIE Computer Science A Level. Students will sit four exams - two in Year 12 and two in Year 13.

COURSE CONTENT The components and weighting are: Exams Theory Fundamentals--Paper 1 Problem Solving and Programming--Paper 2 Advanced Theory--Paper 3 Problem Solving and Programming--Paper 2 Year 12 - AS-Level

A 50 50 ---

2 Exams

Theory Fundamentals--Paper 1 1.1 Information representation 1.3 Hardware with Logic Circuits 1.5 System software 1.7 Ethics and ownership

1.2 Communication and Internet technologies 1.4 Processor fundamentals, CPU architecture 1.6 Security, privacy and data integrity 1.8 Database and data modelling

Problem Solving and Programming--Paper 2 2.1 Algorithm design 2.2 Data representation 2.3 Programming 2.4 Software development SKILLS DEVELOPED ● Aptitude in logic and Mathematics ● Computer programming ● Critical thinking and complex problem solving SPECIFICATION LINK

ASSESSMENTS A-level Computer Science consists of 4 externally assessed papers. Year 12: : AS-Theory and Understanding AS -Programming Concepts

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

25 25 25 25

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.

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

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 over 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 original writing, plus a commentary that explains the construction of these pieces. ADDITIONAL RESOURCES KS5 English Learning Journey English Language KS5 Coursework SPECIFICATION LINK

ASSESSMENTS Year 12 students will undertake internal End of Year examinations with papers set by the department. Coursework is completed in Year 13. The qualiﬁcation is formally, externally assessed at the end Year 13 with the three examinations above.

STRUCTURE The Pearson Edexcel International Advanced Subsidiary in English Literature and the Pearson Edexcel International Advanced Level in English Literature are modular qualifications. The International Advanced Level can be claimed on completion of all the units (IAS and IA2 units). COURSE CONTENT IAS Unit 1: Post-2000 Poetry and Prose A selection of post-2000 poetry from Poems of the Decade: An Anthology of the Forward Books of Poetry 2002–2011. One post-2000 prose fiction text from a choice of five texts. Examples of texts students might study are: ● Brooklyn, Colm Tóibín The Kite Runner, Khaled Hosseini The Life of Pi, Yann Martel IAS Unit 2: Drama Students will study: one pre-1900 drama text from a choice of five and one post-1900 drama text from a choice of five. Examples of texts students might study are: Pre-1900: Post-1900: ● Doctor Faustus, Christopher Marlowe A Streetcar Named Desire, Tennessee Williams ● Othello, William Shakespeare Death of a Salesman, Arthur Miller ● Twelfth Night, William Shakespeare IA2 Unit 3: Poetry and prose Students will study: post-1900 unseen poetry and two prose fiction texts, from a choice of three texts, covering one theme (choice of four themes). ● Frankenstein, Mary Shelley The Handmaid’s Tale, Margaret Atwood ● Never Let Me Go, Kazuo Ishiguro. IAL Unit 4: Shakespeare and Pre-1900 Poetry Students will study: one Shakespeare text from a choice of four and one specified collection of pre-1900 poems from the Romantic movement. Shakespeare texts students may study are: ● Hamlet Taming of the Shrew ADDITIONAL RESOURCES KS5 LEARNING JOURNEY SPECIFICATION LINK ASSESSMENTS 100% externally assessed with exams in January and June. Students will be assessed at regular intervals throughout the year. External assessments will take place in January of Year 12, the summer of Year 12, January Year 13 and the summer of Year 13. Students will also sit a suitability assessment within the first few weeks of Year 12.

EPQ The Extended Project Qualiﬁcation is a stand-alone qualiﬁcation that helps students develop broader study skills, offering a route into further and higher education and employment. It requires students to attend 90 guided learning hours, which is one session per week. The remaining time is allocated for independent work and individual supervision and guidance from the allocated supervisor, in their weekly meetings.

COURSE CONTENT & SKILLS DEVELOPED The EPQ qualiﬁcation provides students with skills that are needed at university such as: ● Planning and management of a project ● Decision making and problem solving ● Presentation skills ● Research skills ● Working to deadlines ● Working with others ● Communications skills ● Harvard referencing and plagiarism ● Independent learning, critical and evaluative thinking, research, and production ADDITIONAL RESOURCES AQA Level 3 Extended Project Qualiﬁcation by Christine Andrews Hodder Education SPECIFICATION LINK

ASSESSMENTS The EPQ (Extended Project Qualiﬁcation) is assessed through a combination of written work, a production log, and a presentation.

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

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.

FINE ART SKILLS DEVELOPED ● ● ● ● ● ● ● ● ● ● ● ●

Advanced observational drawing and recording skills using a wide range of media to interpret the world around them. Confident ability to experiment with materials, processes and techniques including painting, printmaking, mixed media and three-dimensional practices. Ability to develop and refine personal ideas through sustained investigations and creative exploration. Strong understanding of composition, visual language, and the formal elements in producing effective outcomes. Independent research skills, including the study and analysis of contextual sources such as artists, movements, and cultural influences. Critical thinking and reflective practice through evaluation of both personal work and that of others. Development of a personal visual language and emerging artistic style. Effective planning and development of ideas through sketchbooks, visual journals, and portfolio work. Problem-solving skills through iterative making, testing, and refinement of outcomes. Ability to produce resolved final pieces that communicate intention and concept effectively. Competence in presenting work professionally in both developmental and final formats. Safe and appropriate use of specialist tools, materials, and studio practices.

EQUIPMENT LIST Whilst the Art Department has excellent facilities, equipment, materials and provision, it is highly recommended that all Fine Art students have general art based equipment. ● Drawing pencils - HB/2B/3B/4B/9B. ● Eraser, sharpener, ruler - (For home use scissors) we do not recommend carrying sharp items around school. ● Basic paint sets - watercolour and acrylic - maybe oils - but are expensive so best to wait ● Black Fine liners - different sizes. ● Paint brushes - watercolour and Acrylic. ● Digital media is or can be used widely on the course - Access to Adobe Creative Suite is recommended - please talk to your teacher before purchasing. ADDITIONAL INFORMATION All students will have the opportunity to work with outside artists and have numerous opportunities to display artwork in internal and external exhibitions and participate in collaborative projects with external agencies. Current creative partnerships include The British Council, The British Embassy, The Future Centre, Special Olympics Committee, Etihad Modern Art Gallery, Warehouse 421 (New Beginnings – Abu Dhabi schools exhibition) and The Club Gallery (BSAK Young Artists and Designers) SPECIFICATION LINK

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.

FRENCH Do you like to discuss subjects close to your heart and engage in passionate debates about them? Do you want to extend and increase your knowledge of the grammar and vocabulary of the French language? If the answer is yes to these questions, then think seriously about studying modern foreign languages in the Sixth Form.

COURSE CONTENT Unit 1 - The changing nature of family (La famille en voie de changement) ● Describe and discuss trends in marriage and other forms of partnership ● Consider and discuss the merits and problems of different family structures ● Consider relationships between the generations and discuss problems that can arise Unit 2 - The ‘cyber-society’ (La cybersociété) ● Describe and discuss how technology has transformed everyday life ● Consider and discuss the dangers of digital technology ● Consider the different users of digital technology and discuss possible future developments Unit 3 - The place of voluntary work (Le rôle du bénévolat) ● Examine the voluntary sector in France and the range of work volunteers provide ● Discuss the benefits of voluntary work for those that are helped and how beneficiaries request help. ● Discuss the benefits of voluntary work for those who do it and for society as a whole Unit 4 - A culture proud of its heritage (Une culture fire de son patrimoine) ● Understand the notion of heritage and heritage preservation on a regional and national scale ● Consider the ways in which some of the country’s most famous heritage sites market themselves ● Comprehend how heritage impacts upon and is guided by culture in society Unit 5 - Contemporary francophone music (La musique francophone contemporaine) ● Consider the popularity of contemporary francophone music and its diversity of genre and style ● Consider who listens to contemporary francophone music, how often and by what means ● Consider and discuss the threats to contemporary francophone music and how it might be safeguarded Unit 6 - Cinema: The 7th art form (Cinéma : le septième art) ● Consider a variety of aspects of French cinema ● Consider the major developments in the evolution of French cinema from its beginnings until the present day ● Consider the continuing popularity of French cinema and film festivals

ASSESSMENTS Paper 1: Listening, reading and written exam which covers current trends and artistic culture (1 hour 45 minutes) ● Paper 2: Written exam assessing the students’ ability to translate and to write an essay on the book or ﬁlm studied in lessons (1 hour 45 minutes) Paper 3: Speaking exam (12–14 minutes)

FRENCH Film Study: La Haine Synopsis: When a young Arab is arrested and beaten unconscious by police, a riot erupts in the notoriously violent suburbs outside of Paris. Three of the victim's peers, Vinz (Vincent Cassel), Said (Said Taghmaoui) and Hubert (Hubert Koundé), wander aimlessly about their home turf in the aftermath of the violence as they try to come to grips with their outrage over the brutal incident. After one of the men ﬁnds a police ofﬁcer's discarded weapon, their night seems poised to take a bleak turn. Book Study - Kiffe Kiffe Demain Doria lives in the the Paradise estate, only a few metro stops from the heart of Paris, but here it's a whole different kind of France. Doria's father, the Beard, has headed back to their hometown in Morocco, leaving her and her mother to cope with their mektoub—their destiny—alone. They have a little help from a social worker sent by the city, a psychiatrist sent by the school, and a thug friend who recites Rimbaud. It seems like fate’s dealt them an impossible hand, but Doria might still make a new life. She'll prove the estates aren't only about rap, football, and religious tension. She’ll take the Arabic word kif-kif (same old, same old) and mix it up with the French verb kiffer (to really like something). Now she has a whole new motto: Kiffe Kiffe Tomorrow. SKILLS DEVELOPED ● Communicate spontaneously in French ● Listen, understand and respond to spoken passages from a range ● Critical thinking skills of different contexts and sources ● The ability to read and respond to a variety of texts ● Summarising information from spoken and written sources ● The ability to translate material from French into English (and vice-versa)

SPECIFICATION LINK

FURTHER MATHEMATICS Further Mathematics is designed for students who have a real enthusiasm for Mathematics, many of whom will go on to degrees in Mathematics, Engineering and the physical Sciences. As its name suggests it studies those areas of Mathematics met in A Level and takes them to a higher level. Students will examine two new concepts in Pure Mathematics, Complex Numbers and Matrices as well as extending techniques in Algebra and Sequences. Further Mathematics is an additional Level qualiﬁcation to the standard Mathematics A Level.

COURSE CONTENT During Year 12 students taking Further Mathematics cover the entire A Level Mathematics course . Any remaining time in Year 12 is then used to start the Further Mathematics content The A Level Pure topics covered in Year 12 Mathematics are: Algebraic methods, Functions and graphs, Sequences and series, Binomial expansion, Radians, Trigonometric functions, trigonometry and modelling, Parametric equations, Differentiation, Numerical methods, Integration and Vectors. The A Level Applied topics covered in Year 12 Mathematics are: Data Analysis, Hypothesis testing, Probability, Distributions, Moments, Forces and friction, Projectiles and Kinematics Towards the end of Year 12, the Further Mathematics topics covered are: Complex numbers, Argand diagrams, Series, Roots of polynomials and Volumes of revolution.

SKILLS DEVELOPED Apply mathematical skills to different situations, logical thinking, problem solving abilities and analysing and interpreting information. ADDITIONAL RESOURCES BSAK A Level Maths Website Edexcel AS and A level Further Mathematics Core Pure Mathematics Book 1/AS Textbook, ISBN: 9781292183336 ADDITIONAL EQUIPMENT NEEDED Scientiﬁc calculator - we recommend the Casio FX-991CW calculator Graphing Calculator - we recommend the Casio fx-CG50 calculator SPECIFICATION LINK

ASSESSMENTS During Year 12 students will sit a number of internal assessment based on Pure and Applied content. There are no external AS or A level examinations for students in Year 12. A level Further Mathematics consists of 4 externally assessed exams at the end of Year 13.

GEOGRAPHY Geography is the study of the World in which we live. At BSAK we study the EDEXCEL Geography A Level. Our aim is to produce critical thinkers, who understand and value the world in which we live. Employers and universities see geography as a robust academic subject rich in skills, knowledge and understanding. As a subject linking the arts and the sciences it is highly ﬂexible in terms of what you can combine it with at A Level. Studying geography means you will gain a wide variety of knowledge that encompasses different subject areas. Although taught through human and physical geography, you will delve into history, economics, cultural, social and science subjects. You will gain a varied knowledge that will allow you to keep your options open in regards to any further studies you want to pursue or the career you want to follow.

COURSE CONTENT The course is split into Physical and Human geography of equal weighting. There is also a synoptic element which helps students make links between topics. The breakdown of the topics are as follows: Topic 1 - Tectonic Processes and Hazards Tectonic processes, a study of the causes of tectonic hazards, the impact of tectonic activity on people, and responses to tectonic hazards. Topic 2 - Landscape Systems, Processes and Change An integrated study of processes, landforms and landscapes. A study of one landscape system and the physical and human processes influencing change over time and space - Coastal Landscapes and Change. Topic 3 - Globalisation A study of globalisation, its causes and consequences for different people and places. Topic 4 - Shaping Places A study of how and why places are shaped and changed, the meanings and identities attached. SKILLS DEVELOPED ● Research skills, such as using a range of technical methods for the collection and analysis of spatial and environmental data, and undertaking fieldwork ● Transferable skills, such as teamwork, problem solving, IT skills, communication skills (presentation, writing, debating) ● Intellectual skills, such as critically evaluating theories and judging evidence in order to make informed decisions and to develop reasoned arguments ADDITIONAL INFORMATION Students are required to attend 4 days of fieldwork and data collection throughout the course and will carry out independent investigation and data collection for their NEA (coursework) section. Revision guide- Amazon- https://l1nq.com/f96mggb SPECIFICATION LINK

ASSESSMENTS The course is linear, with all three examinations at the end of Year 13, however students will regularly be assessed using knowledge checkers, timed essay questions, End of enquiry question (EQ) topic assessments and 20% of the course is derived from the completion of the NEA (Non Examined Assessment) which is started in Year 12.

GRAPHIC COMMUNICATION The Graphic Design Edexcel course focuses on visual communication and problem-solving through design. Students work across areas including Advertising, Illustration, Branding, Information Design. Students explore the relationship between the creation and use of Formal Elements and how they can be applied effectively using the Design Principles. 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, both contemporary and through history and use these to develop personal aesthetic and intellectual design concepts. Editorial design, logo development, experimental typography and infographics will be creatively investigated. Term 1 - 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.

ASSESSMENTS Component 1 and Component 2 are marked, assessed and moderated internally by Art Department staff using past BSAK exemplars and the Edexcel Exemplar Gallery linked to a Performance Calculator, Assessment Grid, Performance Levels and Assessment Taxonomy. Both component are then externally moderated and standardised by the exam board, Edexcel by a visiting moderator or via digital submission.

GRAPHIC COMMUNICATION SKILLS DEVELOPED ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

Communication of ideas through visual language. Typography and layout design. Digital illustration and image manipulation. Branding and identity design. Creative thinking and visual communication. Research and analytical skills. Presentation and portfolio skills. Adobe Creative Cloud workﬂow. Understanding of audience and purpose. Packaging and promotional design. Storyboarding and concept development. Research and contextual analysis of designers and design movements. Critical thinking and evaluation skills. Time management and independent project planning. Collaboration and critique skills.

EQUIPMENT LIST Whilst the Art Department has excellent facilities, equipment, materials and provision, it is highly recommended that all Graphic Communication students have general design based equipment. ●

● ● ● ● ● ●

iPAD and/or Laptop that runs Adobe Creative Cloud apps (Illustrator, Photoshop). ○ Students have access to a class set of iPADs during the school day. ○ The school provides students on this course with a license to Adobe CC. A4 size guillotine A4 size or larger cutting mat Spray mount adhesive Craft knife (for home use) Drawing equipment - pencils F/HB/2B/4B/6B/9B, markers, ﬁne liners, Tipp-Ex Paint sets - watercolour and acrylic

ADDITIONAL INFORMATION All students will have the opportunity to work with outside artists and have numerous opportunities to display artwork in internal and external exhibitions and participate in collaborative projects with external agencies. Current creative partnerships include The British Council, The British Embassy, The Future Centre, Special Olympics Committee, Etihad Modern Art Gallery, Warehouse 421 (New Beginnings – Abu Dhabi schools exhibition) and The Club Gallery (BSAK Young Artists and Designers) SPECIFICATION LINK

HISTORY We are looking for students who wish to read, to research independently, who enjoy questioning, discussing and arguing in small groups and who can react intelligently and critically. You will need to enjoy forming arguments and be careful in selecting evidence to support them. As a department, we help individuals to develop clear, concise and accurate powers of expression, orally and on paper.

COURSE CONTENT Students study AQA History A Level. The course contains two taught units, each delivered by a different member of staff. There is also an independent Non Exam Assessment (coursework) component. Unit 1: The Tudors: England, 1485–1603 (40% of overall grade) Part one – Consolidation of the Tudor Dynasty: ● Henry VII 1485–1509 ● Henry VIII 1509–1547 Part two – England: turmoil and triumph: ● Edward VI and Mary I during ‘The Mid-Tudor Crisis’, 1547–1563 ● Elizabeth I 1563–1603 Unit 2: The Cold War, c1945-1991 (40% of overall grade) Part one: to the brink of nuclear war: international relations 1945-1963 ● The Origins of the Cold War, 1945-1949 ● The Widening of the Cold War, 1949-1955 ● The Global War, 1955-1963 Part two: from Detente to the end of the Cold War, 1963-1991 ● Confrontation and cooperation, 1963-1972 ● The Brezhnev Era, 1972-1985 ● The ending of the Cold War, 1985-1991

Unit 3: Independent Study: Civil Rights in the USA 1865-1975 (20% of overall grade) In the latter part of Year 12 and early Year 13, students undertake an independent study of around 4,500 words on an aspect of African-American history over a period of 100 years. SPECIFICATION LINK

ASSESSMENTS Internal, termly assessments on the skills and topics covered in each taught unit of work. Two exams in summer of Year 12: one for each unit of work. This will be an A Level paper covering the topics from the Year 12 course only.

ISLAMIC STUDIES A Islamic Studies is compulsory for all Muslim students in Year 12, as per UAE law and Ministry of Education guidelines, whether they are an Arabic speaker or not, and regardless of nationality.

COURSE CONTENT The Ministry of Education course builds on students’ understanding and awareness of Islam, developed throughout the Ministry curriculum which begins in Year 1. The Islamic values education curriculum called for here focuses on personality and character development of students, close attention to the real needs and concerns of students, and preparation of students with the critical thinking and problem-solving skills needed to function successfully as Muslims in society.

SKILLS DEVELOPED ● Holy Quranic pronunciation and recitation. ● Hadeeth memorisation. ● Knowledge and application of Islamic values in real life situations. ● Understanding of acts of worship and basic rules of dealings. ADDITIONAL RESOURCES almanahj.com/ae UAE-school.com

ASSESSMENTS ● Half term exam ● End of term exam ● End of year examination

ISLAMIC STUDIES B This is a course within the UAE for all those of Muslim faith. Students follow the Ministry of Education curriculum with additions and adaptations to meet their learning needs. The Islamic values education curriculum called for focus on personality and character development of students, close attention to the real needs and concerns of students, and preparation of students with the critical thinking and problem-solving skills needed to function successfully as Muslims in society.

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

Practice recitation and memorisation of the Holy Quran and Hadith Learn different rulings related to the ﬁve pillars of Islam Learn about the life of Prophets and their companions

SKILLS DEVELOPED ● The rules of recitation for the Holy Quran ● Understanding and comprehension for the signiﬁcance of the the Holy Quran and Hadith ● Memorising some verses from the Holy Quran and the Hadith ● Understanding of acts of worship and basic rules of dealings

RESOURCES ● Ministry textbooks and the teacher’s own resources

ASSESSMENTS : ● Half term Exam ● End of term Exam ● End of year Exam

MATHEMATICS Mathematics at A Level is both challenging and rewarding as it builds on the topics covered at GCSE and develops the ideas further. It is particularly suited to students who enjoy problem solving, computation and logical reasoning. The course provides students with a thorough grounding in the mathematical tools and techniques often needed in the workplace. The logic and reasoning skills developed by studying A Level Mathematics make sure the qualiﬁcation is widely respected even in non-mathematical arenas.

COURSE CONTENT The course is split into Pure and Applied Mathematics. The Pure topics make up 2/3 of the course whilst the Applied content makes up 1/3 of the course. Topics covered in iGCSE/GCSE Mathematics will initially be reviewed during the ﬁrst few weeks of the course, these include Algebraic expressions, Quadratics and Equations and Inequalities. Throughout each term students will cover Pure and Applied Mathematics topics, when these are covered can be found in more detail on the BSAK A Level Mathematics website SKILLS DEVELOPED ● Apply mathematical skills to different situations ● Logical thinking ● Problem solving abilities ● Analyse information

ADDITIONAL RESOURCES BSAK A Level Maths Website Edexcel AS and A level Mathematics Pure Mathematics Year 1/AS Textbook, ISBN: 9781292183398 Edexcel AS and A level Mathematics Statistics & Mechanics Year 1/AS Textbook, ISBN: 9781292232539

ADDITIONAL EQUIPMENT NEEDED ● Scientiﬁc calculator - we recommend the Casio FX-991CW calculator ● Graphing Calculator - we recommend the Casio fx-CG50 calculator .

SPECIFICATION LINK

ASSESSMENTS During Year 12 students will sit a number of internal assessment based on Pure and Applied content. There are no external AS or A level examinations for students in Year 12. There are three externally examined papers all taken at the end of Year 13.

The Cambridge International A Level Media Studies course is rare in the current qualification landscape in that it uses a non-linear assessment structure. This means students will be assessed at the end of Years 12 and 13, receiving an AS Level at the end of the course’s first year, this is excellent for students who may not stay for Year 13. Coursework accounts for 50% of the assessment in each year, ideal for those students who perhaps struggle with exam pressures. COURSE CONTENT Term 1 : AS (Year 12) Component 1: Foundation Portfolio (Coursework) The following set briefs offered are: ● Film opening task (video) - Students work individually to produce the titles and opening of a new fiction film (2 mins). ● Magazine task (print) – Students will work individually to produce a front cover, contents and double –page spread of new magazine. Students will develop and be assessed on the following skills: ● Filming making and video editing (using industry standard Adobe Premiere and After Effects) ● Independent research skills, time management and creativity ● Use of digital technology, including the use of blogging software to present online coursework portfolio. Term 2 - Component 2: Key Concepts (Examination) This unit focuses on key media concepts of Language, Representation, Audience and Institution. Section A: Textual analysis and representation Students answer one question based on an unseen moving image extract, exploring how representation is created using camera, editing, sound and mise-en-scene. Section B: Institutions and Audiences Students answer one question from a choice of two, focusing on the relationship between media businesses and their consumers, based on a detailed case study of a specific media institution. Term 3 - Exam Preparation

ASSESSMENTS 100 marks (10 for research & planning, 20 for production, 20 for evaluation) 50% of the AS Level grade/25% of A Level grade Assessed by teachers - Moderated by the Exam Board

MEDIA STUDIES SKILLS DEVELOPED ● Setting up a blog ● Editing Techniques – transitions, slow motion rough/ﬁnal cuts ● Filmmaking - camera angles and movement, single camera shoot ● Constructing narratives ● Research and planning ● Working on a client brief ● Graphics and typography ● Web Design ● Study independently ● Independent and secondary research ● Time management SUGGESTED EQUIPMENT LIST Whilst the Media Department has excellent facilities, equipment, materials and provision, it is highly recommended that all Media Students have a laptop with sufﬁcient RAM (16GB or more) to run editing software. SPECIFICATION LINK

MELS The Sixth Form Moral Education and Life Skills curriculum aims to support our students develop life skills and an aptitude to face every day and extraordinary situations with more conﬁdence; it supports academic learning and helps the school to promote the social, moral, cultural and spiritual development of our students, allowing them to take responsibility for their own social, physical and mental health. Students are encouraged to reﬂect on their own values and ideologies and consider them in respect to others and how they can live and work effectively together.

COURSE CONTENT ● ● ● ●

How to establish a successful Sixth Form mindset (through the VESPA model) Global/UAE Citizenship Ethics and Moral Education Life Skills and Wellbeing

SKILLS DEVELOPED ● Emotional intelligence ● Perseverance ● Time-management ● University and Life skills (e.g. cooking, budgeting, banking, consent etc) ● Risk taking, stress management and conﬂict resolution SETTING MELS is taught once per week in form groups.

NO ASSESSMENTS

MUSIC Universities look favourably on students who have studied Music as one of their A Levels due the substantial range of skills that are required; the self-discipline to learn an instrument, the commitment to systematic and regular practice, and the creativity necessary for composing. The social aspects of playing and performing in ensembles, along with the academic skills related to studying Music theory and Music history, all make a Music student’s skill set highly desirable to universities wishing to recruit students onto a wide range of courses.

COURSE CONTENT The AQA A Level Music course is a two year linear course consisting of three components: Component 1: APPRAISING (40% of the A Level) Students will learn to appraise and analyse music from the 3 of the following areas of study: ★ Western classical tradition 1650–1910 (compulsory) ★ Pop music ★ Music for media ★ Music for theatre ★ Jazz ★ Contemporary traditional music ★ Art music since 1910 This is assessed with a listening exam, including written questions using excerpts of music (120 marks) Component 2: PERFORMING (35% of the A Level) Students must give a public performance of one or more pieces, performed as a recital. Grade 7 is considered as standard level. The total performance time must be a minimum of ten minutes (50 marks). Component 2: COMPOSING (25% of the A Level) Students must submit 2 compositions: ● One free composition (25 marks). This composition must be at least 4 minutes in duration. ● One composition must be from a list of briefs (25 marks). ● Total time across both submissions must be a minimum of 4½ minutes. SKILLS DEVELOPED ● Listening and appraising music using key musical terminology, Music analysis essay writing ● Use of composing software, such as Sibelius and LogicPro ● Solo and ensemble performance skills ADDITIONAL INFORMATION Students will have access to a variety of performance opportunities, both in school and in the local community. All students are expected to participate in our extensive after school Music programme. SPECIFICATION LINK

ASSESSMENTS Students complete internal exams and must achieve a minimum of a grade D in the end of year exam to continue to study Music in Year 13.

PHOTOGRAPHY Photography is used by practitioners to record, document and present visual representation of everyday life, in ordinary and extraordinary circumstances. It is also used as a vehicle for artistic expression and for communicating personal ideas about the world around us. Students will reﬂect on, reﬁne and apply the observations they make with a camera, and determine which tools or techniques are most appropriate in their exploration of ideas. They will also consider the application and implications of new and emerging technologies that can be used to create personal and thought provoking responses.

COURSE CONTENT Component 1: (Portfolio) 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). SKILLS DEVELOPED ● Communication of ideas through imagery. ● Camera operation and technical control understanding Aperture, Shutter Speed and ISO. ● Studio lighting and composition. ● Visual storytelling and sequencing creating screen and print based photographic solutions. ● Mixed media approaches incorporating analog media, techniques and processes in 2D and 3D. ● Image editing and post-production including use of Adobe Photoshop and Lightroom. ● Analytical and critical thinking exploring photographic genres and photographers. ● Capturing the world around you through observational recording and visual research. ● Planning and developing photographic shoots. ● Self and peer critiques, written reflection using specialist vocabulary. ● Time management and project planning. ● Installation and exhibition of work. ● Independent investigation, experimentation and development of ideas.

PHOTOGRAPHY EQUIPMENT LIST Whilst the Art Department has excellent facilities, equipment, materials and provision, it is highly recommended that all Photography Students have the below equipment to maximise success: ● ● ● ● ●

Own DSLR camera and camera bag. SD card with card reader. The Department has a full suite of DSLRs for in school. Students on the course will be given a license to use Adobe CC including Photoshop and Lightroom. Optional - Tripod, Lenses, Filters, Hotshoe Flashgun.

PHYSICS Physics is the study of everything - from the vastness of the universe to the tiniest particles within an atom. Students will already be familiar with key topics from GCSE, such as forces, energy, waves, radioactivity, electricity, and magnetism. At A Level, they will deepen their understanding of these concepts and begin to see how they interconnect, uncovering the universal principles that govern the behaviour of matter, energy, and the cosmos itself.

COURSE CONTENT The Edexcel A Level Physics (2015) course is a linear qualiﬁcation, so students will sit all three exams at the end of Year 13. The course content builds on topics studied at GCSE, taking them to a much higher and more complex level. Some contemporary topics such as Particle Physics, Quantum Theory and Cosmology will be involved to complement the more traditional Physics topics. There will be a heavy emphasis on the application of knowledge and understanding throughout the whole two years. Term 1: Working as a Physicist, Mechanics, Waves and the particle nature of light Term 2: Electric circuits and Materials Term 3: Quantum physics, revision and review for Year 12 End of Year exams SKILLS DEVELOPED ● Ability to describe and explain physics concepts ● Problem solving using calculations and equations ● Application of knowledge and understanding to unfamiliar situations in the real world ● Investigation skills using a range of contemporary equipment and techniques ● Ability to analyse results graphically and evaluate the validity of a conclusion RESOURCES ● More information on the breakdown of topics and resources can be found on the BSAK Physics website: BSAK Physics website ● The course textbooks are available to loan from the library. They can also be purchased at the following links: ○ A Level 1 ISBN: 978-1447991182 ○ A Level 2 ISBN: 978-1447991199 ● The CGP revision guide is highly recommended. It is available from Amazon at the following link: ○ CGP revision guide SPECIFICATION LINK

ASSESSMENTS Internally, students will sit topic assessments throughout Year 12 and they will have a mock examination at each of the key assessment points. Students will sit three external A Level papers at the end of Year 13. Practical Endorsement Exam papers feature questions requiring students to demonstrate investigative skills in the context of the series of core practicals that they will complete throughout the course. A separate endorsement of practical skills will be taken alongside the A Level. This will be assessed by teachers and based on direct observation of students’ competency in a range of skills that are not assessable in written exams.

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

COURSE CONTENT The Politics course offers students the opportunity to study a combination of current affairs alongside political theory. In Year 12, students will study Units 1 and 2, with Unit 3 beginning in Year 13. Unit 1 UK Politics and Core Political Ideas: 1. Democracy and participation 2. Political parties 3. Electoral systems 4. Voting behaviour and the media 5. Core Political Ideas: Liberalism, Conservatism and Socialism Unit 2 UK Government and Non-core Political Ideas: 1. The constitution 3. Prime Minister and executive 5. Non-core Political Ideas: Nationalism

2. Parliament 4. Relations between the branches.

Unit 3 (Year 13) Global Politics 1. The state and globalisation 2. Global governance: political and economic 3. Global governance: human rights and environmental 4. Power and developments 5. Regionalism and the European Union 6. Comparative theories. SKILLS DEVELOPED ● The ability to analyse current affairs against political theory ● An understanding of human behaviour at local, national and international levels ● An understanding of core political philosophies ● The ability to write and speak persuasively

SPECIFICATION LINK

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

PRODUCT DESIGN This creative and thought provoking qualification gives students the practical skills, theoretical knowledge and confidence to succeed in a number of careers - especially those in the creative industries. Students will investigate historical, social, cultural, environmental and economic influences on design and technology, whilst enjoying opportunities to put their learning 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 12, the course focuses on skills development, building on the knowledge and skills developed at GCSE. This work will allow students to complete projects using a range of tools, machinery, materials and processes. 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. ● User-centered design skills. ● 2D & 3D design and modelling.

SPECIFICATION LINK

ASSESSMENTS NEA (50% of total grade) - Coursework style project that will start in Term 2 of Year 12. This is internally assessed and moderated, and then assessed and moderated by the examination board. Examination (50% of total grade) - 2.5hr Examination based on the Principles of Design and Technology

PSYCHOLOGY Psychology is the scientiﬁc study of people: how they think, act, react and interact with each other. Psychologists work in academic settings and in many aspects of public life, such as education, health, the economy, industry, the media and government. Applications are diverse and cover subjects such as Post-Traumatic Stress in soldiers and civilians, learning and behavioural difﬁculties in children, police procedures for interviewing eyewitnesses and improving performance in athletes.

COURSE CONTENT Term 1 ● Research Methods and statistics ● Attachment ● Approaches in Psychology Term 2 ● Social Inﬂuence ● Clinical Psychology and Mental Health ● Memory Term 3 ● Revision for End of year exams ● Research experiments, Biopsychology SKILLS DEVELOPED ● an understanding of human behaviour ● application of psychological knowledge ● evaluation of concepts and studies ADDITIONAL RESOURCES SPECIFICATION LINK

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

RSL CAPA - Acting "For those drawn to the vibrant world of performing arts, vocational courses offer a powerful stage – a place where passion meets practical skill, equipping students not just to dream of a profession, but to step confidently into one." This is a vocational qualification offered by RSL Awards, formerly known as Rock School London. These qualifications are designed to provide students with a vocationally relevant education in various fields within the creative and performing arts industries. This course is for students who enjoy the practical nature of performing & those who want to discover what it is like to work in the performing arts industry.

COURSE CONTENT Students will follow the Level 3 Subsidiary Diploma Acting pathway There will be one internally assessed core unit (CAPA 301 Live Performance) which requires students to work to a set brief, set by industry practitioners. In addition all students choose 5 optional units from within their chosen pathway. Examples of the Acting units available are: ● ● ● ● ● ● ●

Audition techniques Approaches to Acting Theatre In Education Acting for the camera Contemporary theatre Vocal techniques Ensemble Dance

SKILLS DEVELOPED ● Acting Techniques: Vocal and Physical ● Character Development ● Improvisation ● Devising ● Audition Techniques ● Understanding Dramatic Texts ● Performance Presentation ● Research ● Reﬂection and Evaluation

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 RSL check the quality and grading of assessment activities through school visits and sampling of work. Learners will also be assessed by practical observations and presentations.

RSL CAPA - Acting ADDITIONAL INFORMATION Students are expected to participate in whole school productions and lead and direct in small scale performances and clubs. We will be offering opportunities to go on theatre visits and attend workshops with visiting theatre practitioners. Students must have a passion for performance, have a good level of organisation and be able to progress with a good level of independence.

ADDITIONAL RESOURCES ● Most of your resources will be available on the google classroom. SPECIFICATION LINK

SPANISH Do you like to discuss subjects close to your heart and engage in passionate debates about them? Do you want to extend and increase your knowledge of the grammar and vocabulary of the Spanish language? If the answer is yes to these questions, then think seriously about studying Modern Foreign Languages in the Sixth Form.

COURSE CONTENT Unit 1 - Modern and Traditional Values (Los valores tradicionales y modernos) ● Describe the various types of 21st century Spanish family and how these differ from the family model of the past ● Understand trends in marriage and how modern and traditional values differ. Understand the situation regarding divorce ● Understand the religious history of Spain. Discuss changes in the influence of the church Unit 2 - Cyberspace (El ciberespacio) ● Discuss the positive and/or negative influence of the Internet ● Discuss the positive and/or negative effect of smartphones ● Consider the type of influence social networks have on society Unit 3 - Equal Rights (La igualdad de los sexos) ● Discuss women in the world of work. Study the role of women at home ● Discuss male chauvinism. Look at the role of feminism Unit 4 - Modern day idols (La influencia de los ídolos) ● Discuss the positive and/or negative influence singers and musicians have on people ● Discuss the positive and/or negative effect TV and cinema stars have in our society ● Consider the type of influence fashion models have on young people Unit 5 - Spanish regional identity (La identidad regional en España) ● Describe and discuss Spanish customs and traditions ● Discuss the similarities and differences in the gastronomy of Spain ● Consider the languages that are spoken in Spain and the issues surrounding them Unit 6 - Cultural heritage (El patrimonio cultural) ● Understand civilisations that contributed to the cultural heritage of Spain. Discuss the pre-Columbian heritage of Latin America ● Discuss Spanish and Latin American artists and the role of architecture in Spain ● Understand the diversity of Hispanic music and dance

ASSESSMENTS Students will complete a number of internal examinations at the end of Year 12. Paper 1 is a 1 hour 45 minute listening, reading and written exam which examines material on current trends & artistic culture. Paper 3 is the speaking exam that lasts between 12–14 minutes.

SPANISH Film Study: Pan’s Labyrinth Set five years after the Spanish Civil War, Pan’s Labyrinth is a dark, visually rich fable by Guillermo del Toro. Eleven-year-old Ofelia moves with her pregnant mother to the countryside, where her cruel stepfather, a Francoist captain, hunts down remaining rebels. As she faces the horrors of fascism, Ofelia escapes into a mysterious fantasy world, led by a faun who sets her on a haunting, magical quest. Blending myth and history, the film explores the loss of innocence and the enduring impact of war through a child’s eyes. Book Study: The house of Bernarda Alba La casa de Bernarda Alba is a powerful drama by Federico García Lorca that explores themes of repression, honour, and female confinement. Set in a rural Spanish household, it follows Bernarda Alba, a strict matriarch who imposes an eight-year mourning period on her five daughters after her husband’s death. The play exposes the tensions and jealousy that boil beneath the surface as the women are trapped in a rigid, patriarchal world. It’s a stark portrayal of control, silence, and the tragic consequences of oppression. 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

ARABIC A All students in Year 13 who are either Emirati or whose UAE residency visa is on an Arab passport are required to take Arabic lessons, as per UAE law and the Ministry of Education Guidelines. Expatriate students are not required to take Arabic, unless they wish to qualify for an equivalency certiﬁcate from the UAE government, conﬁrming that a student has completed their secondary education in the UAE

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

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

It aims to help all students to develop their linguistic skills, expose them to many classical and modern literary works and deepen their understanding of Arabic and Islamic culture. This is a 4 year programme beginning in Year 10 and culminating in Year 13. The Year 13 curriculum will build on previous knowledge acquired in Year 12 and indeed Year 11 by developing listening, speaking, reading and writing skills as well as including a focus on skills such as writing essays, understanding authentic and literary texts and spontaneous speaking.

COURSE CONTENT This course will also emphasise the fact that learning Arabic is not just about vocabulary and grammar but having an appreciation of Arabic culture and customs. We aim to foster an inquisitive and curious student who can take advantage of where we are and foster a genuine passion for Arabic as well as a sense of enjoyment and curiosity about the subject. The course content is based on a wide range of selected literary texts that relate to different areas. The course content will draw heavily on: Reading texts: literary and factual texts Narrative,descriptive and informative writing practice in line with what was covered during reading lessons ● Conversational drills where students use and apply the skills they acquired ● The structure of the language: applied rather than theoretical syntax and morphology TERM 1 ● Renewal Energy: (What is the Weather like?/ Climate Change) ● My City:( Activities & Places / Exhibitions / Sustainability ) ● I Plan for my Future: ( Who am I? / I am a successful person ) ● ●

TERM 2 ● Global Issues: ( The Danger Triangle: Hunger,Poverty & Diseases ) ● Modern Inventions: ( In Technology / In Telecommunications ) ● Inﬂuential People: ( Arab Wise ) TERM 3 ● Inﬂuential People: ( Miracle Lady ) ● General Revision: ( Practicing MOE Past Papers) SKILLS DEVELOPED ● Knowledge and application of language skills ● Writing for different purposes ● Conversing in Classical Arabic on a given topic SPECIFICATION LINK Click here

ASSESSMENTS In Years 10-13, students will be assessed regularly through low stakes assessment and ongoing / formative assessment. There will be no end of year examination in Years 10-12. The Years 12 and 13 courses culminate in Year 13 with an end of course assessment provided by The Ministry of Education. This assessment will cover the 4 skills of Listening, Speaking, Reading and Writing.

BIOLOGY The A Level Biology course at BSAK is designed to inspire, motivate, and challenge students through a broad, coherent, and practical programme of study. We follow the Salters-Nuffield (SNAB) A Level specification, a linear qualification with all exams sat at the end of Year 13. The course is delivered through a concept-based approach, helping students build and apply their understanding of biological principles in real-world contexts.

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

RESOURCES ●

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The course textbooks are available to loan from the library. They can also be purchased at the following links: ○ A Level 1 ISBN: 978-1447991007 ○ A Level 2 ISBN: 978-1447991014 The CGP revision guide is highly recommended. It is available from Amazon at the following link: ○ CGP revision guide

SKILLS DEVELOPED ● Data analysis and evaluation ● Reasoning and critical thinking ● Practical investigative skills SPECIFICATION LINK

ASSESSMENTS The A Level Biology qualiﬁcation consists of three external examination papers: Paper 1 Unit 1, 2 and 3 120 mins 33% of A Level raw marks Paper 2 Unit 1, 2 and 4 120 mins 33% of A Level raw marks Paper 3 Unit 1 – 4 (inclusive) 120 mins 33% of A Level raw marks Practical Endorsement Exam papers feature questions requiring students to demonstrate investigative skills in the context of the series of core practicals that they will complete throughout the course. A separate endorsement of practical skills will be taken alongside the A Level. This will be assessed by teachers and based on direct observation of students’ competency in a range of skills that are not assessable in written exams.

COURSE CONTENT The content is designed to engage students through topics and issues that are relevant in today’s society; contemporary developments such as digital technology, business ethics, and globalisation are covered throughout the topics. In Year 13, students are encouraged to take a more strategic approach to decision making. This will build upon the study of decision making in the functional areas covered in the first year of the course. The specific modules covered are: Unit 3 - Business decisions & strategy • Business objectives and strategy • Business growth • Decision-making techniques • Influences on business decisions • Assessing competitiveness • Managing change Unit 4 - Global Business • Globalisation • Global markets and business expansion • Global marketing • Global industries and companies (multinational corporations) SKILLS DEVELOPED ● The ability to study independently ● Application skills ● Analyse data and think critically ● Develop balanced arguments and make informed decisions ADDITIONAL RESOURCES Click on this link to access all material used in the teaching of the Business course. Students should refer to this website throughout the year. SPECIFICATION LINK Click here to access the Edexcel exam specification. This has information about the course and exam materials to help students learn

ASSESSMENTS A Level assessment will draw on material from the whole course, and will feature a range of question styles including short answer questions, essay questions, data response questions and case studies. The assessments are designed to allow students to demonstrate their ability to draw together their knowledge, skills and understanding from across the full course of study and provide extended responses. As this exam is modular, the students will sit just 2 external exams at the end of Year 13.

SKILLS DEVELOPED ● Study independently ● Independent & secondary research ● Interview skills ● Time management ADDITIONAL RESOURCES Click on this link to access assignment material for BTEC Business. SPECIFICATION LINK Click here to access the International BTEC Subsidiary Diploma in Business speciﬁcation. This contains comprehensive information about the course.

Product Design and Manufacture in Engineering (Double Unit) Entrepreneurship and Intrapreneurship in Engineering

SKILLS DEVELOPED ● Mechanical principles ● Machinery and manufacturing processes ● Engineering Design and Independent research and presentation skills ● Industry standard 2D & 3D design ADDITIONAL INFORMATION The BTEC Level 3 Subsidiary Diploma is equivalent to one A Level and it is expected you will undertake this qualiﬁcation alongside two additional A Levels of your choice. Upon completion of the course, this will allow you to progress into Higher Education on a degree course, or enter industry through an advanced modern apprenticeship program. ADDITIONAL RESOURCES & ADDITIONAL EQUIPMENT REQUIRED General resources available click here; Additional resources will be made available throughout the course. It is expected that each student will have their own device (not an ipad or tablet). They must come equipped with standard writing and drawing resources as well as a calculator. SPECIFICATION LINK

ASSESSMENTS Assignments are continuously assessed throughout the two year course for each unit studied. None of the units has an externally assessed exam but some units have externally set assignments. All assignment evidence is marked internally and veriﬁed by an external Standards veriﬁer.

BTEC ESPORTS The BTEC International Level 3 Foundation Diploma in Esports course introduces students to the fast-growing world of competitive gaming and digital media. Taught in our state-of-the-art Esports Lab, the course covers areas like event management, game strategy, streaming, and branding, while building valuable teamwork and leadership skills. With real-world projects and tournament opportunities, students gain practical experience and insight into careers in gaming, media, and business. Esports at our school is about more than gameplay – it's about preparing for the future.

COURSE CONTENT This year, you have ﬁve units remaining to complete the course. Y13 Units ● ● ● ● ●

Health and Wellbeing Enterprise and Entrepreneurship in Esports Esports Branding Esports Enterprise Launch Live-streamed Broadcasting

SKILLS DEVELOPED ● Teamwork ● Leadership ● Networking ● Digital media ADDITIONAL RESOURCES Click on this link to access assignment material for BTEC Esports. SPECIFICATION LINK Click here to access the International BTEC Foundation Diploma in Esports speciﬁcation. This contains comprehensive information about the course.

Please note: This course is changing for the 2027–2028 academic year. For details, please refer to the BTEC Brochure 2026/27.

BTEC HOSPITALITY Our BTEC Level 3 International Foundation Diploma in Hospitality course equips students with the skills and experience needed to thrive in the global hospitality and tourism industry. From customer service and event planning to food and beverage operations, students gain practical insight into one of the fastest-growing sectors in this region. Delivered through real-world scenarios and industry partnerships, the course builds conﬁdence, professionalism, and leadership, opening doors to university pathways and exciting careers in hotels, events, travel, and beyond.

COURSE CONTENT This year, you have four units remaining to complete the course. Y13 Units ● ● ● ●

Environment and Sustainability in Hospitality Hot and Cold Non-alcoholic Beverages Work Related Learning Industry Related Project

SKILLS DEVELOPED ● Cooking skills ● Customer service ● Business management skills ● Leadership and teamwork skills ADDITIONAL RESOURCES Click on this link to access assignment material for BTEC Hospitality. SPECIFICATION LINK Click here to access the International BTEC Foundation Diploma in Hospitality speciﬁcation. This contains comprehensive information about the course.

COURSE CONTENT Units Covered In Year 13: ● Unit 30 - Organising Events in Sport ● Unit 31 - Technology in Sport ● Unit 17 - Inclusive Coaching These units will give the students a true breadth of study. They will understand the theoretical concepts that underpin performance and be aware of how to implement an improvement strategy based on the efficiency of human mechanics. SKILLS DEVELOPED ● Study independently ● Research and academic writing skills ● Interview skills ● Time management ADDITIONAL INFORMATION ● The BTEC Level 3 Diploma in Sport is the equivalent to two A Levels and it is expected you will undertake this qualification alongside one additional A Level of your choice. ● A BTEC is an applied learning qualification in which students acquire knowledge, skills and understanding through practical, work related activities. SPECIFICATION LINK

CHEMISTRY Chemistry, at its core, is the science of materials, connecting a wide range of scientiﬁc disciplines. At A Level, students explore key topics across the three main branches of Chemistry: inorganic, organic, and physical. They will examine how atomic and electronic structures relate to the Periodic Table, how pharmaceuticals are synthesised from simple organic molecules, and how chemical reactions are controlled to maximise yield and efﬁciency.

COURSE CONTENT BSAK Chemistry Department follows the Pearson Edexcel Chemistry A Level speciﬁcation. Term 1 Topic 12: Acid-base equilibria Topic 13: Energetics 2 Topic 14: Redox 2 Topic 17: Organic Chemistry 2 Term 3 Synoptic and past paper practice SKILLS DEVELOPED ● Data analysis and calculations ● Non-routine problem solving ● Reasoning ● Critical thinking ● Practical investigative skills

Term 2 Topic 16: Kinetics 2 Topic 15: Transition Metals Topic 18: Organic Chemistry 3 Topic 19: Modern Analytical Techniques 2

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

COMPUTER SCIENCE At the heart of Computer Science lies the notion of computational thinking: a mode of thought that goes well beyond software and hardware, and that provides a framework within which to reason about systems and problems. This mode of thinking is supported and complemented by a substantial body of theoretical and practical knowledge and by a set of powerful techniques for analysing, modelling and solving problems.

COURSE CONTENT ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●

Data Representation File organisation and access Floating-point numbers, representation and manipulation Communication and internet technologies Circuit switching, packet switching Processors, Parallel Processing and Virtual Machines Boolean Algebra and Logic Circuits Purposes of an Operating System (OS) Translation Software Encryption, Encryption Protocols and Digital certiﬁcates AI Algorithms Reverse Polish Notation and Backus Naur Form Recursion Programming Paradigms File Processing and Exception Handling

SKILLS DEVELOPED ● Aptitude in logic and Mathematics ● Computer programming. ● Critical thinking and complex problem solving SPECIFICATION LINK

CIE-ASSESSMENTS Paper 3: 25% of A-Level--External exam 1 hour 30 mins. Computational thinking is further developed at A Level to extend methods for searching, sorting, structuring & storage of data. Supported by developing an in-depth understanding of how computer architecture, hardware, systems software, security measures and communication systems can have different structures & protocols. This includes understanding of Artiﬁcial Intelligence (AI). Paper 4: 25% of A-Level-- Practical programming exam 2 hours 30 mins. Programming paradigms are considered together with an extension of programming skills to include recursion & exception handling.

COURSE CONTENT This modular course wills to apply economic theory to support analysis of current economic problems and issues and encourage students to appreciate the interrelationships between microeconomics and macroeconomics. Unit 3: Microeconomics (Business behaviour) Types and sizes of businesses • Revenue, costs and proﬁts • Market structures and contestability • Labour markets • Government intervention Unit 4: Macroeconomics (Developments in the global economy) Causes and effects of globalisation • Trade and the global economy • Balance of payments, exchange rates and international competitiveness • Poverty and inequality • The role of the state in the macroeconomy • Growth and development in developing, emerging and developed economies Students will explore the disagreements that exist between economists and current economic controversies. They will be assessed on their ability to use quantitative and qualitative evidence to evaluate arguments and to support judgements relating to economic issues and problems. Students are encouraged to develop a critical approach to economic models and methods of enquiry. SKILLS DEVELOPED ● Study independently ● Analysis data ● Critical thinking ● Making informed decision ADDITIONAL RESOURCES Click on this link to access all material used in the teaching of the Economics course. Students should refer to this website throughout the year. SPECIFICATION LINK Click here to access the Edexcel exam board home page. This has information about the course and exam materials to help students learn.

ASSESSMENTS Students will be assessed at regular intervals throughout the year. Formal assessments will take place at the start of each term, including a mock paper in November of Year 13. All assessments will be examination paper based. As this exam is modular, the students will sit just 2 external exams at the end of Year 13.

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 over 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 original 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 assessed through a 1 hour and 15 minute 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 20% of the qualification.

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. The Pearson Edexcel International Advanced Subsidiary in English Literature and the Pearson Edexcel International Advanced Level in English Literature are modular qualifications. The International Advanced Level can be claimed on completion of all the units (IAS and IA2 units). COURSE CONTENT IAS Unit 1: Post-2000 Poetry and Prose A selection of post-2000 poetry from Poems of the Decade: An Anthology of the Forward Books of Poetry 2002–2011. One post-2000 prose fiction text from a choice of five texts. Examples of texts students might study are: ● Brooklyn, Colm Tóibín The Kite Runner, Khaled Hosseini The Life of Pi, Yann Martel IAS Unit 2: Drama Students will study: one pre-1900 drama text from a choice of five and one post-1900 drama text from a choice of five. Examples of texts students might study are: Pre-1900: Post-1900: ● Doctor Faustus, Christopher Marlowe A Streetcar Named Desire, Tennessee Williams ● Othello, William Shakespeare Death of a Salesman, Arthur Miller ● Twelfth Night, William Shakespeare IA2 Unit 3: Poetry and prose Students will study: post-1900 unseen poetry and two prose fiction texts, from a choice of three texts, covering one theme (choice of four themes). ● Frankenstein, Mary Shelley The Handmaid’s Tale, Margaret Atwood ● Never Let Me Go, Kazuo Ishiguro IAL Unit 4: Shakespeare and Pre-1900 Poetry Students will study: one Shakespeare text from a choice of four and one specified collection of pre-1900 poems from the Romantic movement. Shakespeare texts students may study are: ● Hamlet Taming of the Shrew ADDITIONAL RESOURCES KS5 LEARNING JOURNEY SPECIFICATION LINK

ASSESSMENTS 100% externally assessed with exams in January and June. All units make up 25% each of the entirety of the course. Units are externally assessed throughout the two year course for each unit studied. Students are allowed multiple attempts of a unit.

EPQ (EXTENDED PROJECT QUALIFICATION) The Extended Project Qualiﬁcation is a stand-alone qualiﬁcation that helps students develop broader study skills, offering a route into further and higher education and employment. It requires students to attend 90 guided learning hours, which is one session per week. The remaining time is allocated for independent work and individual supervision and guidance from the allocated supervisor, in their weekly meetings. soakes@britishschool.sch.ae

COURSE CONTENT & SKILLS DEVELOPED The EPQ qualiﬁcation provides students with skills that are needed at university such as: ● ● ● ● ● ● ● ● ●

Planning and management of a project Decision making and problem solving Presentation skills Research skills Working to deadlines Working with others Communications skills Harvard referencing and plagiarism Independent learning, critical and evaluative thinking, research, and production

ADDITIONAL RESOURCES AQA Level 3 Extended Project Qualiﬁcation by Christine Andrews Hodder Education. SPECIFICATION LINK

ASSESSMENTS The EPQ (Extended Project Qualiﬁcation) is assessed through a combination of written work, a production log, and a presentation.

FINE ART The Fine Art Edexcel course is based on the personal investigation of art, craft and design. Students are required to create a dynamic personal portfolio of visual and creative experimentation, contextual inquiry through the use of traditional and digital media, materials, techniques and processes including painting, drawing, printmaking, sculpture and lens based image making. You will learn about and investigate artists, cultures and movements while developing practical skills to develop personal, aesthetic and intellectual concepts within your own contemporary Fine Art practice.

COURSE CONTENT Component 1: (Portfolio - Personal Investigation) This component is weighted 60% of the total qualification. This component incorporates three major elements: Supporting studies, practical work and a personal study visual essay. Students will receive various starting points for exploration of their own personal investigation. This will take the form of creative investigations using sketchbooks, loose work 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 (practical exam). 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 in the preparatory weeks leading to the realisation of intentions in the form of final outcomes. Component 1 and Component 2 are internally marked, assessed, moderated and standardized. C1 and C2 are then externally moderated/standardised by Edexcel through a visiting moderator or digital submission.

FINE ART SKILLS DEVELOPED ● Advanced observational drawing and recording skills using a wide range of media to interpret the world around them. ● Confident ability to experiment with materials, processes and techniques including painting, printmaking, mixed media and three-dimensional practices. ● Ability to develop and refine personal ideas through sustained investigations and creative exploration. ● Strong understanding of composition, visual language, and the formal elements in producing effective outcomes. ● Independent research skills, including the study and analysis of contextual sources such as artists, movements, and cultural influences. ● Critical thinking and reflective practice through evaluation of both personal work and that of others. ● Development of a personal visual language and emerging artistic style. ● Effective planning and development of ideas through sketchbooks, visual journals, and portfolio work. ● Problem-solving skills through iterative making, testing, and refinement of outcomes. ● Ability to produce resolved final pieces that communicate intention and concept effectively. ● Competence in presenting work professionally in both developmental and final formats. ● Safe and appropriate use of specialist tools, materials, and studio practices. 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 available on the course. ● A iPAD or Laptop that runs this Adobe CC applications is highly recommended. ADDITIONAL INFORMATION All students will have the opportunity to work with outside artists and have numerous opportunities to display artwork in internal and external exhibitions and participate in collaborative projects with external agencies. Current creative partnerships include The British Council, The British Embassy, The Future Centre, Special Olympics Committee, Etihad Modern Art Gallery, Warehouse 421 (New Beginnings – Abu Dhabi schools exhibition) and The Club Gallery (BSAK Young Artists and Designers). SPECIFICATION LINK

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.

COURSE CONTENT Unit 1 – Les aspects positifs d’une société diverse ● ● ●

Consider the beneﬁts of living in an ethnically diverse society Consider the need for tolerance and respect of diversity Consider how we can promote diversity to create a richer world

Unit 2 – Quelle vie pour les marginalisés? ● ● ●

Examine different groups who are socially marginalised Discuss measures to help those who are marginalised Consider contrasting attitudes to people who are marginalised

Unit 3 – Comment on traite les criminels ● Examine different attitudes to crime ● Discuss prison and its merits and problems ● Consider alternative forms of punishment Unit 4 – Les ados, le droit de vote et l’engagement politique ● ● ●

Discuss arguments relating to the vote and examine the French political system and its evolution Discuss engagement levels of young people and their inﬂuence on politics Discuss the future of politics and political engagement

Unit 5 – Manifestations, grèves – à qui le pouvoir? ● Understand the important role of unions ● Talk about strikes and protests and consider different methods of protesting ● Discuss different attitudes towards strikes, protests and other political tensions Unit 6 – La politique et l‘immigration ● ● ●

Discuss some of the political issues concerning immigration in francophone countries Consider the viewpoints of political parties regarding immigration Consider immigration from the standpoint of immigrants, as well as aspects of racism

ASSESSMENTS Paper 1: Written exam which assesses all aspects of life in French society studied throughout the course (2 hours 30 minutes). Paper 2: Written exam covering translation and one essay question on the book or ﬁlm, which you have studied (2 hours). Paper 3: Speaking exam (21-23 minutes) which includes one stimulus card and the IRP discussion.

FRENCH Book Study - Kiffe Kiffe Demain Doria lives in the the Paradise estate, only a few metro stops from the heart of Paris, but here it's a whole different kind of France. Doria's father, the Beard, has headed back to their hometown in Morocco, leaving her and her mother to cope with their mektoub—their destiny—alone. They have a little help from a social worker sent by the city, a psychiatrist sent by the school, and a thug friend who recites Rimbaud. It seems like fate’s dealt them an impossible hand, but Doria might still make a new life. She'll prove the estates aren't only about rap, football, and religious tension. She’ll take the Arabic word kif-kif (same old, same old) and mix it up with the French verb kiffer (to really like something). Now she has a whole new motto: Kiffe Kiffe Tomorrow. SKILLS DEVELOPED ● communicate spontaneously in French ● listen, understand and respond to spoken passages from a range ● critical thinking skills of different contexts and sources ● the ability to read and respond to a variety of texts ● summarising information from spoken and written sources ● the ability to translate material from French into English (and vice-versa)

SPECIFICATION LINK

FURTHER MATHEMATICS Further Mathematics is designed for students who have a real enthusiasm for Mathematics, many of whom will go on to degrees in Mathematics, engineering and the physical sciences. As its name suggests it studies those areas of Mathematics met in A Level and takes them to a higher level. Students will examine two new concepts in Pure Mathematics, Complex Numbers and Matrices as well as extending techniques in Algebra and Sequences. Further Mathematics is an additional Level qualiﬁcation to the standard Mathematics A Level.

COURSE CONTENT CONSISTS OF 4 MODULES Term 1 and 2 In Pure Mathematics topics the following topics will be covered: Polar coordinates, Hyperbolic functions, methods in differential equations and modelling with differential equations. Applied topics covered will include: Geometric and negative binomial distributions, Central limit theorem, Probability generating functions, Graphs and networks, Algorithms, Linear programming and Critical path analysis. 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 A Level Maths Website Edexcel A level Further Mathematics Core Pure Mathematics Book 2 Textbook, ISBN: 9781292183343 Edexcel AS and A level Further Mathematics Decision Mathematics 1 Textbook, ISBN: 9781292183299 Edexcel AS and A level Further Mathematics Further Statistics 1 Textbook, ISBN: 9781292183374

ADDITIONAL EQUIPMENT NEEDED ● Scientiﬁc calculator - we recommend the Casio FX-991CW calculator ● Graphing Calculator - we recommend the Casio fx-CG50 calculator

SPECIFICATION LINK ASSESSMENTS The course consists of four externally examined papers all taken at the end of Year 13 Paper 1: Core Pure 1 - Written examination: 1 hour and 30 minutes 25% of the qualification 75 marks. Paper 2: Core Pure 2 - Written examination: 1 hour and 30 minutes 25% of the qualification 75 marks. Paper 3: Further Statistics 1 - Written examination: 1 hour and 30 minutes 25% of the qualification 75 marks Paper 4: Decision 1 - Written examination: 1 hour and 30 minutes 25% of the qualification 75 marks.

COURSE CONTENT The course is split into physical and human geography of equal weighting. There is also a synoptic element which helps students make links between topics. The breakdown of the topics are as follows: Topic 5: The Water Cycle and Water Insecurity Water cycle, human and natural factors that impact on water cycling, consequences for water security and future water conflicts. Topic 6: The Carbon Cycle and Energy Security Carbon cycle, human and natural factors impacting on carbon cycling, the consequences for ecosystems and management strategies. Physical Systems and Sustainability. Topic 7: Superpowers The reasons for shifting economic and political power, the Impacts of superpowers, influence of superpowers in governing the global commons. Topic 8: Global Development and Connections Migration, Identity and Sovereignty- globalisation and how it has led to increased migration and its impacts, how nations states are defined and how they have evolved in a globalizing world, impact of global organisations on managing global issues and conflicts and threats to national sovereignty in a globalized world. Studying geography means you will gain a wide variety of knowledge that encompasses different subject areas. Although taught through human and physical geography, you will delve into history, economics, cultural, social and science subjects. You will gain a varied knowledge that will allow you to keep your options open in regards to any further studies you want pursue or the career you want to follow.

ASSESSMENTS Students will be assessed throughout using knowledge checkers, timed essay questions, end of EQ topic tests The course is linear, with all three examinations at the end of Year 13. Paper 1- Physical Geography elements -30% of the A Level; Paper 2- Human Geography elements - 30% of the A Level. Paper 3- Synoptic exam based on a geographical issue- 20% of the A Level. Paper 4- NEA (non examined assessment) a coursework element based on a ﬁeldwork investigation- 20% of the A Level.

GEOGRAPHY 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. Revision booklet- Amazon- https://l1nq.com/f96mggb

SPECIFICATION LINK

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 - Personal Investigation) This component is weighted 60% of the total qualification. This component incorporates three major elements: Supporting studies, practical work and a personal study visual essay. Students will receive various starting points for exploration of their own personal investigation. This will take the form of creative investigations through design sheets and refined experimenting with media to create a portfolio of work leading to a range of design 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 (practical exam). 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.

GRAPHIC COMMUNICATION SKILLS DEVELOPED ● Communication of ideas through visual language. ● Typography and layout design. ● Digital illustration and image manipulation. ● Branding and identity design. ● Creative thinking and visual communication. ● Research and analytical skills. ● Presentation and portfolio skills. ● Adobe Creative Cloud workﬂow. ● Understanding of audience and purpose. ● Packaging and promotional design. ● Storyboarding and concept development. ● Research and contextual analysis of designers and design movements. ● Critical thinking and evaluation skills. ● Time management and independent project planning. ● Collaboration and critique skills. EQUIPMENT LIST Whilst the Art Department has excellent facilities, equipment, materials and provision, it is highly recommended that all Graphic Communication students have general design based equipment. ● Laptop and iPAD that runs Adobe Creative Cloud apps (Illustrator, Photoshop). ○ Students have access to a class set of iPADs during the school day. ○ The school provides students on this course with a license to use Adobe CC. ● A4 size guillotine and cutting mat ● Spray mount adhesive ● Craft knife (for home use) ● Drawing equipment - pencils F/HB/2B/4B/6B/9B, markers, ﬁne liners, Tipp-Ex ● Optional - DSLR camera and bag, SD card and reader, tripod. 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) Students investigate how designers communicate ideas visually while responding to audiences, clients and design briefs. SPECIFICATION LINK

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.

COURSE CONTENT Students study AQA History A Level. The course contains two taught units, each delivered by a different member of staff. There is also an independent Non Exam Assessment (Coursework) component. Unit 1: The Tudors: England, 1485–1603 (40% of overall grade) Part one - Consolidation of the Tudor Dynasty: ● Henry VII 1485–1509 ● Henry VIII 1509–1547 Part two - England: turmoil and triumph ● Edward VI and Mary I during the ‘The Mid-Tudor Crisis’, 1547–1563 ● Elizabeth I 1563–1603 Unit 2: The Cold War, c1945-1991 (40% of overall grade) Part one: to the brink of nuclear war: international relations, c. 1945-63 ● The Origins of the Cold War, c. 1945-1949 ● The Widening of the Cold War, 1949-1955 ● The Global War, 1955-1963 Part two: from Detente to the end of the Cold War, c. 1963-1991 ● Confrontation and Cooperation, c. 1963-1972 ● The Brezhnev Era, 1972-1985 ● The ending of the Cold War, 1985-1991 Unit 3: Independent Study: USA Civil Rights 1865 - 1975 (20% of overall grade) In the latter part of Year 12 and early Year 13 students undertake an independent study of around 4,500 words on an aspect of African-American History over a period of 100 years. SPECIFICATION LINK

ASSESSMENTS Internal, termly assessments on the skills and topics covered in each taught unit of work. Two A Level exams (one for each of the taught units, 2 hour 30 minutes each). Non-Examined Unit (coursework): A 4,500 word assignment to be completed during Year 13.

ISLAMIC STUDIES A Islamic Studies is compulsory for all Muslim students in Year 13, as per UAE law and Ministry of Education guidelines, whether they are an Arabic speaker or not, and regardless of nationality. Students take their final Islamic Studies exam at the end of Year 13. Passing the exam is a requirement to receive an Equivalency Certificate from the Abu Dhabi Education Council, which certifies that a student has completed their secondary education. An Equivalency Certificate is required for entry to UAE universities and for employment in some UAE government or semi governmental organisations. Further information is available directly from ADEK customer services. COURSE CONTENT The Ministry of Education course builds on students’ understanding and awareness of Islam, developed throughout the Ministry curriculum which begins in Year 1. Topics covered in Year 13 include: Surat Al- Noor, Creative Thinking in Islam, Fiqh (Understanding), explaining the concept of Fiqh (Understanding) of Priorities, Globalization, The Prophet PBUH’s methodology in healthcare. Prohibited sales, National Service as a Sharia duty and a National Requirement. SKILLS DEVELOPED ● Holy Quranic pronunciation and recitation. ● Hadeeth memorisation. ● Knowledge and application of Islamic values in real life situations. ● Understanding of acts of worship and basic rules of dealings. ADDITIONAL RESOURCES Lesson Resources https://almanahj.com/ae/ https://uae-school.com/

ASSESSMENTS ● Half term test ● End of term exam ● Students in Year 13 will undertake the Ministry of Education Islamic Studies Exam at the end of the academic year.

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

Practice recitation and memorisation of the Holy Quran and Hadith Learn different rulings related to the ﬁve pillars of Islam Learn about the life of Prophets and their companions

Ministry textbooks and the teacher’s own resources

ASSESSMENTS ● Half term Exam ● End of term Exam ● Ministry of Education Exam

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 on the BSAK A Level Mathematics website SKILLS DEVELOPED ● Apply mathematical skills to different situations ● Logical thinking ● Problem solving abilities ● Analyse information

ADDITIONAL RESOURCES BSAK A Level Maths Website Edexcel A level Mathematics Pure Mathematics Year 2 Textbook, ISBN: 9781292183404 Edexcel A level Mathematics Statistics & Mechanics Year 2 Textbook, ISBN: 9781446944073

ADDITIONAL EQUIPMENT NEEDED ● Scientiﬁc calculator - we recommend the Casio FX-991CW calculator ● Graphing Calculator - we recommend the Casio fx-CG50 calculator

SPECIFICATION LINK

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 ● 25% Exam ● 25% Coursework assessed by teachers and moderated externally by Cambridge International

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

Postmodern media Power and the media Media Regulation

Section B: Media Ecology Section B is synoptic, requiring students to synthesise their knowledge and understanding of the key concepts of language, representation, industry, and audience, studied throughout the course. Students are expected to adapt and apply this knowledge and understanding to contemporary examples from at least two media forms to explore evolving media environments. Students should answer the question referring to at least two media forms. SKILLS DEVELOPED ● Setting up a blog ● Editing Techniques – transitions, slow motion rough/ﬁnal cuts ● Filmmaking - camera angles and movement, single camera shoot ● Constructing narratives ● Research and planning ● Working on a client brief ● Graphics and typography ● Web Design ● Study independently ● Independent & secondary research ● Time management SUGGESTED EQUIPMENT LIST Whilst the Media Department has excellent facilities, equipment, materials, and provision, it is highly recommended that all Media Students have a quality camera to take photos as well as make short ﬁlms. SPECIFICATION LINK

MELS The Sixth Form MELS curriculum aims to support our students develop life skills and an aptitude to face every day and extraordinary situations with more conﬁdence; it supports academic learning and helps the school to promote the social, moral, cultural and spiritual development of our students, allowing them to take responsibility for their own social, physical and mental health. Students are encouraged to reﬂect on their own values and ideologies and consider them in respect to others and how they can live and work effectively together.

COURSE CONTENT ● ● ● ●

How to establish a successful Sixth Form mindset (through the VESPA model) Global/UAE Citizenship Ethics and Moral Education Life Skills & Wellbeing

SKILLS DEVELOPED ● Emotional intelligence ● Perseverance ● Time-management ● University & Life skills (e.g. cooking, budgeting, banking, consent etc) ● Risk taking, stress management & conﬂict resolution SETTING MELS is taught once per week in form groups.

NO ASSESSMENTS

COURSE CONTENT The EDEXCEL A Level Music course is a two year linear course consisting of three components: Component 1: PERFORMING (30% of the A Level) Students must give a public performance of one or more pieces, performed as a recital. Grade 7 is considered as standard level. The total performance time must be a minimum of eight minutes. Component 2: COMPOSING (30% of the A Level) Students must submit 2 compositions: ● One composition must be from either a list of briefs related to the areas of study, or a free composition, carrying 40 marks for this component. This composition must be at least 4 minutes in duration. ● One composition must be from a list of briefs assessing compositional technique, carrying 20 marks for this component. This composition must be at least 1 minute in duration, unless the brief speciﬁes a longer minimum duration. ● Total time across both submissions must be a minimum of 6 minutes. Component 3: APPRAISING (40% of the A Level) Students will learn to appraise and analyse music from the following six areas of study: ★ Vocal Music ★ Instrumental Music ★ Music for Film ★ Popular Music and Jazz ★ Fusions ★ New Directions Students sit a listening exam lasting 2 hours. Section A: Three questions relating to set works and one short dictation question (50 marks). Section B: includes two essay style questions, one based on an unfamiliar piece of music (20 marks) and one is based on a set work (30 marks).

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

MUSIC SKILLS DEVELOPED ● Listening and appraising music using key musical terminology ● Music analysis essay writing ● Use of composing software, such as Sibelius and Musescore ● Solo and ensemble performance skills ADDITIONAL INFORMATION Students will have access to a variety of performance opportunities, both in school and in the local community. All students are expected to participate in our extensive after school Music programme. SPECIFICATION LINK

ASSESSMENTS

Students complete internal exams and must achieve a minimum of a grade D in the end of year exam to continue to study Music in Year 13.

COURSE CONTENT Photography students explore image-making as both creative expression and visual communication through digital and analog process, still and moving image. 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). Component 1 and 2 are assessed, moderated and standardized internally by the Art Department staff. Both components are then externally moderated by Edexcel through a visiting moderator or digital submission.

ASSESSMENTS Term 1 Term 2 ASSESSMENTS End of year exam 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.

PHOTOGRAPHY SKILLS DEVELOPED ● Communication of ideas through imagery. ● Camera operation and technical control. ● Understanding Aperture, Shutter Speed and ISO. ● Studio lighting and composition. ● Image editing and post-production including Adobe Photoshop and Lightroom. ● Visual storytelling and sequencing. ● Analytical and critical thinking. ● Independent investigation and experimentation. ● Time management and project planning. ● Digital workﬂow and presentation skills. ● Installation and exhibition of work. ● Contextual research into photographers, movements and genres. ● Critical analysis of photographers and visual culture. ● Observational recording and visual research. ● Creative experimentation with materials and processes. ● Planning and developing photographic shoots. ● Self and peer critiques, written reﬂection using specialist vocabulary. EQUIPMENT LIST Whilst the Art Department has excellent facilities, equipment, materials and provision, it is highly recommended that all Photography Students have the below equipment to maximise success: ● ● ● ● ●

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.

PHYSICS Physics is the study of everything - from the vast expanse of the universe to the particles within an atomic nucleus. Students will already be familiar with core concepts from GCSE, including forces, energy, waves, radioactivity, electricity, and magnetism. At A Level, they begin to see how these ideas connect, developing a deeper understanding of the fundamental principles that govern the behaviour of matter, energy, and the cosmos - from subatomic particles to galaxies and beyond.

COURSE CONTENT The Edexcel A Level Physics (2015) course is a linear qualification, so students will sit all three exams at the end of Year 13. The course content will build on the physics studied in Year 12, 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 RESOURCES ● More information on the breakdown of topics and resources can be found on the BSAK Physics website: BSAK Physics website ● The course textbooks are available to loan from the library. They can also be purchased at the following links: ○ A Level 1 ISBN: 978-1447991182 ○ A Level 2 ISBN: 978-1447991199 ● The CGP revision guide is highly recommended. It is available from Amazon at the following link: ○ CGP revision guide SPECIFICATION LINK ASSESSMENTS Students will sit three external exams at the end of Year 13. A Level Paper 1 – Advanced Physics I (90 marks - 30% weighting - 1 hour 45 minutes) Working as a Physicist • Mechanics • Electric Circuits • Further Mechanics • Electric and Magnetic Fields • Nuclear and Particle Physics A Level Paper 2 – Advanced Physics II (90 marks - 30% weighting - 1 hour 45 minutes) • Working as a Physicist • Materials • Waves and the Particle Nature of Light • Thermodynamics • Space • Nuclear Radiation • Gravitational Fields • Oscillations A Level Paper 3 – General and Practical Principles in Physics (120 marks - 40% weighting - 2 hours 30 minutes) • All topics across the full A Level specification. • Half of the paper will also focus on testing students’ knowledge and understanding of practical skills and techniques. Practical Endorsement Exam papers feature questions requiring students to demonstrate investigative skills in the context of the series of core practicals that they will complete throughout the course. A separate endorsement of practical skills will be taken alongside the A Level. This will be assessed by teachers and based on direct observation of students’ competency in a range of skills that are not assessable in written exams.

2. Parliament 4. Relations between the branches.

SPECIFICATION LINK

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

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: ● ● ● ●

SPECIFICATION LINK

ASSESSMENTS Continuous feedback in line with exam board regulations will take place throughout the year and will focus on the NEA (Coursework) element that is worth 50% of the overall grade. A formal externally assessed exam will conclude the course at the end of the academic year.

COURSE CONTENT Unit 3: Topics in Psychology Section A: Issues and Debates in Psychology You will also study three additional topics, each one from a selection of three. BSAK option choices listed below: Section B - Relationships Section C - Schizophrenia Section D - Aggression SKILLS DEVELOPED ● an understanding of human behaviour ● application of psychological knowledge ● evaluation of concepts and studies ADDITIONAL RESOURCES

SPECIFICATION LINK

ASSESSMENTS Psychology is a linear A Level and examined by three papers, each lasting 2 hours, at the end of Year 13. All papers carry equal weighting (33% of the ﬁnal marks) Paper 1: Introductory Topics in Psychology Paper 2: Psychology in Context. Paper 3: Topics in Psychology

This course is for students who enjoy the practical nature of performing & those who want to discover what it is like to work in the performing arts industry..

Audition techniques Approaches to Acting Theatre In Education Acting for the camera Contemporary theatre Vocal techniques Ensemble Dance

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 RSL check the quality and grading of assessment activities through school visits and sampling of work. Learners will also be assessed by practical observations and presentations.

COURSE CONTENT Unit 1 – La inmigración ● ● ●

Discuss the positive and negative aspects of immigration Learn more about immigration in the Spanish-speaking world Discuss what problems illegal migrants might face

Unit 2 – El racismo ● ● ●

Describe and discuss racist and xenophobic attitudes in the Spanish-speaking world Understand and discuss measures to combat racism and their effectiveness Look at existing legislation against racism. Discuss possible new legislation

Unit 3 – La convivencia ● ● ●

Understand and describe the different ways cultures integrate in Hispanic society Understand and describe the issues surrounding the integration of different cultures within the sphere of education Understand and describe the coexistence of various religions in the Hispanic world

Unit 4 – Jóvenes de hoy, ciudadanos del mañana ● ● ●

Discuss the importance of politics in young people’s lives. Understand why their attitude to politics is changing Discuss the unemployment situation amongst young people nowadays and how it is affecting them Describe and discuss the type of society young people in the Hispanic world want to live in

Unit 5 – Monarquías y dictaduras ● ● ● ●

Understand the impact of the civil war. Discuss life under Franco’s dictatorship. Describe and discuss the changes from monarchy and republic to dictatorship Describe the transition from dictatorship to monarchy Discuss dictatorships in Latin America, particularly in Panama, Chile and Argentina

ASSESSMENTS Paper 1: Written exam which assesses all aspects of life in Hispanic society studied throughout the course (2 hours 30 minutes). Paper 2: Written exam covering translation and one essay question on the book or ﬁlm, which you have studied (2 hours). Paper 3: Speaking exam (21-23 minutes) which includes one stimulus card and the IRP discussion.

SPANISH Unit 6 – Movimientos populares ● ● ●

Consider and discuss the effectiveness of protests and strikes Describe and discuss the power of trade unions Consider and discuss the 15-M Movement in Spain and the Mothers of the Plaza de Mayo in Argentina

Film Study: Pan’s Labyrinth Set five years after the Spanish Civil War, Pan’s Labyrinth is a dark, visually rich fable by Guillermo del Toro. Eleven-year-old Ofelia moves with her pregnant mother to the countryside, where her cruel stepfather, a Francoist captain, hunts down remaining rebels. As she faces the horrors of fascism, Ofelia escapes into a mysterious fantasy world, led by a faun who sets her on a haunting, magical quest. Blending myth and history, the film explores the loss of innocence and the enduring impact of war through a child’s eyes. Book Study: The house of Bernarda Alba La casa de Bernarda Alba is a powerful drama by Federico García Lorca that explores themes of repression, honour, and female confinement. Set in a rural Spanish household, it follows Bernarda Alba, a strict matriarch who imposes an eight-year mourning period on her five daughters after her husband’s death. The play exposes the tensions and jealousy that boil beneath the surface as the women are trapped in a rigid, patriarchal world. It’s a stark portrayal of control, silence, and the tragic consequences of oppression.

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

INCLUSION The Inclusion Department is an integral part of the Secondary School at BSAK and our approach is entirely child-centred according to students’ individual needs. We are very fortunate to have a caring and highly skilled Secondary Inclusion team dedicated to supporting students throughout their Secondary School journey. The Inclusion team are experienced in finding solutions to the difficulties faced by our students in busy classrooms. We like to help students build on their strengths and reach their goals in a practical, sensible way. We also support teachers to understand specific learning challenges and how to support these in the classroom.

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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. Lower down the school we provide targeted interventions in order to equip students with the necessary key skills to access the curriculum to the best of their ability and with confidence. Once students reach the Sixth Form they are able to access study support and organisational skills drop ins. We also teach techniques to help them cope with examinations, alternative revision skills and how to manage their workload more effectively.

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

‘My Inclusion teacher makes learning fun in a way that it helps me understand and remember for my next mainstream lesson..’

INCLUSION PEOPLE OF DETERMINATION (PoD) CARD Background Information ● ● ● ● ● ●

Issued by the Ministry of Community Development. Gives access to a package of services and privileges. It aims to improve the quality and well being of individuals. It is an ofﬁcial document indicating that the card holder is a PoD (adults and children). It is a free service which is processed in around 10 working days. Contact the call center on 800623 for more information or apply here

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

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Copy of the ID card (front and back). Medical report (physical, visual, hearing, communication disabilities) psychological (mental disabilities, autism, attention deﬁcit hyperactivity, and psychological) from a government hospitals authorised ofﬁcial body stating the existence of the disability. Personal photo with a white background.

Beneﬁts ● ● ●

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Support for insurance from the MoH. Priority housing support for UAE Nationals. Discounts for certain public services and facilities including RTA Salik, NoI Card, Etisalat and Du, Insurance from Ministry of Health, parking permits and discounts on a range of facilities and attractions across the UAE. (Terms and conditions apply, some discounts are only available for persons of determination with speciﬁc conditions).

Parental Concerns If you have any concerns around your child or questions about inclusion then you can contact The Secondary Head of Inclusion (Mrs Fran Marshall) directly using her email address which is: fmarshall@britishschool.sch.ae. If you are seeking a diagnostic report then you should contact Mrs. Marshall directly; we refer to speciﬁc centres to ensure that reports use a range of diagnostic tests so that they are robust and useful. For exams access arrangements, it is essential that you collaborate fully with the Inclusion Team to ensure that they provide the evidence required by the examination boards. If you choose to seek a report without our consultation then we can not necessarily accept this as evidence and do not take responsibility for this, you may be asked to provide an alternative report with one of our partner centres.

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

INCLUSION

EXCEEDING

EXPECTATIONS.