Year 11 Curriculum Handbook 2023_2024

2023/2024

THE BRITISH SCHOOL AL KHUBAIRAT

CURRICULUM 2023/2024

YEAR 11

RATED OUTSTANDING BY ADEK AND BRITISH SCHOOLS OVERSEAS TOP SCHOOL AWARDS 2022 Best School in the UAE for Fine Art and Creative Studio Work

TOP SCHOOL AWARDS 2022 Best School for Post-16 Education in the UAE

OUR SCHOOL The British School Al Khubairat (BSAK) is Abu Dhabi’s leading British not-for-profit, co-educational day school. From Nursery to A Level (3 – 18) our dynamic school culture offers students an enriching experience and outstanding results.

OUR VISION Building on our unique local heritage, we will provide a world-class British education, inspiring all our students to exceed expectations.

OUR VALUES Empathy and Care | Respect and Inclusivity Honesty and Integrity | Endeavour and Resilience

FOREWORD BY DEPUTY HEAD Dear Parents & Students, As we embark on another academic year, following what I hope was a restful and rewarding summer break, it is with a profound sense of anticipation that we welcome our students back to the classroom. We are thrilled to present a curriculum that reflects the most up-to-date best practices in education and is designed to cater to the diverse needs of all our students.

The development of our curriculum is a meticulous process, guided by the latest research and expertise in the field. It is carefully crafted to ensure that every student receives an education that is not only comprehensive but also tailored to their individual strengths and needs.

Our aim is to create an inclusive and supportive learning environment that fosters growth, ignites curiosity, and nurtures a lifelong love for learning.

It is important to highlight that the curriculum is not simply a collection of subjects and topics; rather, it is a well-structured and thoughtfully designed framework that enables a seamless progression of knowledge and skills. Our Heads of Departments, who are experts in their respective fields, carefully map out the learning process, ensuring that each lesson builds upon previous learning and paves the way for future academic success.

We believe in the importance of transparency and collaboration with parents, which is why we aim to keep you well-informed about the curriculum your child will be immersed in this academic year. Your continued support at home plays a pivotal role in enhancing your child's learning journey and fostering a strong partnership between school and home. It is our belief that this booklet plays a part in supporting this partnership.

We are genuinely excited about the opportunity to work alongside our students, nurturing their talents and helping them unlock their true potential. Together, as a united community of staff, students, and parents, we hope to create an educational experience that fosters a love for learning and prepares our students for a bright future.

With my very best wishes Mr Gareth Jones Deputy Head

gjones@britishschool.sch.ae

YEAR 11 CURRICULUM BOOKLET 2023/2024 CONTENTS Subjects In Alphabetical Order P06 P07 P08 P09 P10 P11 P12 P14 P15 P16 P17 P19 P21 P23 P24 P25

Ministry Arabic A Arabic GCSE / Ministry Arabic B Biology Business Studies Chemistry Combined Science Computer Science Design Technology (Product Design) Drama Economics English Language English Literature Fine Art Food Preparation & Nutrition French Geography

P26 P28 P31 P32 P31 P33 P34 P35 P36 P37 P39 P41 P42 P43 P44

Graphic Communication History Islamic Studies A Islamic Studies B Inclusion Mathematics Media Studies MELS Music Photography Physical Education Physical Education (Core) Physics Spanish Textiles

MINISTRY ARABIC A The Ministry of Education Arabic A course targets the 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.

COURSE CONTENT The course content is based on a wide range of selected literary texts that relate to different eras as well as extracts from the Holy Quran and the Sayings of the Prophet (PBUH).

The course content will draw heavily on: ● Reading texts: literary and factual texts ● 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 SKILLS DEVELOPED ● Native understanding and analysis of written and spoken Classical Arabic ● Knowledge and application of language skills ● Writing for different purposes ● Conversing in Classical Arabic on a given topic

ADDITIONAL RESOURCES YEAR 11 ARABIC LEVELS DESCRIPTOR A MODEL ASSESSMENT ARABIC

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

In Year 12 will undertake the Ministry of Education Arabic Exam at the end of the academic year.

ARABIC GCSE / MINISTRY ARABIC B Arabic is one of the world’s great languages. Spoken by more than 400 million people, it has been the vehicle of many significant contributions to the development of science and culture, from the earliest odes of the pre-Islamic poets through to the cutting-edge research of the philosophers and mathematicians of Islam’s golden age, to the novels of Nobel laureate Naguib Mahfouz. It is also one of the official languages of the United Nations and was recently identified as one of the ten most important languages for the UK's future.

Knowing Arabic is vital for understanding the UAE and its culture. Therefore, students follow both the Ministry of Education Arabic curriculum and the Pearson Edexcel GCSE specification, with additions and adaptations to meet their learning needs.

STUDENTS SEEKING MINISTRY EQUIVALENCY MUST TAKE ARABIC GCSE COURSE CONTENT The Year 11 curriculum will build on previous knowledge acquired in Year 10 and indeed Year 8 by developing listening, speaking, reading and writing skills as well as including a focus on skills such as translation, 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.

Term 1

Term 2

Term 3

Theme 3: School What is school like?

School activities, rules, uniform and trips

Theme 5: International and global dimension Bringing the world together Environmental issues

General Revision Past papers

Mock Exams

GCSE Final Exams

Theme 4: Future aspirations Study & Work Using languages beyond the classroom Ambitions; Work

SKILLS DEVELOPED Students are required to develop confidence in: ● Knowledge and application of language skills ● Writing for different purposes ● Conversing in Classical Arabic on a given topic RESOURCES ● GCSE Arabic (My Language is my Identity) Coursebook ● GCSE Library. Click here. ● Languagenut digital learning platform SPECIFICATION LINK : Click here

ASSESSMENT ● GCSE Arabic will be assessed by topic and / or by GCSE skills on a regular basis. ● Regular formative assessment includes vocabulary and grammar tests.

BIOLOGY This GCSE encourages students to be inspired, motivated and challenged. It encourages them to develop their curiosity about the living world and provides insight into and experience of how science works.

It will enable students to engage with Biology in their everyday lives and to make informed choices about further study in Biology and related disciplines.

COURSE CONTENT ● Homeostasis and Response ● Inheritance, Variation and Evolution ● Ecology SKILLS DEVELOPED ● Application of knowledge ● Data analysis ● Evaluation ● Extended writing skills FURTHER STUDY To continue Biology to A Level, students will need to attain the compulsory ‘7-9’ grade at GCSE. A ‘7-9’ in Chemistry is also strongly recommended. It is a facilitating subject which is highly regarded by all universities and all courses. Biology is essential to those wishing to read: ● Medicine ● Veterinary Medicine ● Dentistry ● Pharmacology

SPECIFICATION LINK

ASSESSMENTS Two, 1-hour 45-minute examination papers (Paper 1 and 2) which consist of multiple-choice, structured, closed, short answer and open response questions. Each exam paper contributes 50% of the overall GCSE Biology grade.

BUSINESS STUDIES The study of business in Year 11 continues looking at factors that affect each and every one of us.

Whether you have ambitions to work in business or set up your own, this course will give you a valuable insight into how businesses are set up and managed and how and why some businesses succeed where others fail.

COURSE CONTENT Unit 4 Marketing ● 4.1 Market research ● 4.2 The market ● 4.3 The marketing mix Unit 5 Business Operations ● 5.1 Economies and diseconomies of scale ● 5.2 Production ● 5.3 Factors of production ● 5.4 Quality SKILLS DEVELOPED The following are skills which are both required for success and will be built upon during the course: ● Communication ● Problem solving ● Critical analysis and evaluation ● Data analysis ● Decision making FURTHER STUDY If you want to continue with your studies at A Level, a minimum of grade 6 at iGCSE will be required.

An A Level in Business Studies is recommended for degrees in a range of Business related courses including Business Management, Accountancy, Finance and Banking. The lifelong skills developed will be an asset to further study whichever career path you choose.

SPECIFICATION LINK

ASSESSMENTS Ongoing assessment will continue in Year 11. These iGCSE style assessments will be taken from past examination papers to ensure students have practical experience of examination questions at the earliest opportunity. It will culminate in two equally weighted GCSE examinations at the end of the year.

CHEMISTRY Students study the fundamentals of Chemistry: Atomic structure and Chemical bonding, quantitative and qualitative analysis, and importantly the chemical processes integral to the world in which we live in topics such as crude oil, fuels and equilibrium.

The course is designed to encourage students to develop their curiosity about the material and physical worlds, whilst also preparing them for content encountered at A Level.

COURSE CONTENT ● Rates of reaction ● Energy changes ● Equilibrium ● Electrolysis ● Chemical analysis ● Organic reactions ● Polymers

SKILLS DEVELOPED ● Application and problem-solving ● Abstract-thinking ● Ability to complete multi step calculations

FURTHER STUDY To continue their study of Chemistry, students will need to attain the compulsory ‘7-9’ grade at GCSE. A 7 or above in Mathematics is also strongly recommended. Chemistry is a facilitating subject and it is held in high regard by all universities regardless of the course being applied to and is essential for those wanting to read: ● Medicine ● Veterinary Medicine ● Dentistry ● Pharmacology ● Chemical Engineering SPECIFICATION LINK

ASSESSMENTS Paper 1: Atomic structure and the periodic table; Bonding and structure; Quantitative chemistry; Chemical changes and Energy changes.

Paper 2: The rate and extent of chemical change; Organic chemistry; Chemical analysis, Chemistry of the atmosphere and using resources.

Both are equally weighted (100 marks) and are 1 hour 45 minutes long.

COMBINED SCIENCE This course is designed to give students the tools and concepts they need to be able to construct a scientific approach to solving problems.

Students learn the fundamental aspects of all three Sciences, ultimately being awarded two GCSE grades in the subject, but will not go into as much detail as a separate GCSE in Biology, Chemistry and Physics.

COURSE CONTENT The following topics are covered in Year 11.

Biology ● Homeostasis and response ● Inheritance, variation and evolution ● Ecology Chemistry ● Rates of reaction ● Energy changes ● Equilibrium ● Electrolysis ● Chemical analysis

Physics ● Forces in balance ● Motion ● Force and motion ● Wave properties ● Electromagnetic waves ● Electromagnetism

SKILLS DEVELOPED ● Problem-solving ● Abstract-thinking ● Ability to complete multi step calculations ● Application of knowledge ● Data analysis ● Evaluation ● Extended writing skills FURTHER STUDY The content of this course gives students a secure grounding in the fundamentals of Biology, Chemistry and Physics and prepares students for progression in Science related disciplines beyond GCSE. If students are intending to study any of the Sciences at A Level it should be notes that Combined Science GCSE does not automatically preclude study at A Level and bridging work will be given to support suitable candidates from Combined Science going on to A Level.

SPECIFICATION LINK ASSESSMENTS There are six externally assessed papers: two Biology, two Chemistry and two Physics. Each of the papers will assess knowledge and understanding from distinct topic areas. Each paper is 1 hour 15 minutes in length and constitutes 16.7% of the total GCSE.

COMPUTER SCIENCE This iGCSE will encourage students to be inspired, stimulated and excited by following a challenging course of study.

It is a rigorous academic discipline, incorporating a scientific, creative and mathematical approach which will help students gain valuable computational thinking skills that are attractive to employers.

COURSE CONTENT Unit 1 - Paper 1 1.

Data representation Binary systems Hexadecimal Data storage 2.

Communication and internet technologies Data transmission Security aspects Programming concepts Internet principles of operation 3.

Hardware and software Computer architecture Fetch-execute cycle Memory Storage devices Operating systems 4.

The Internet and its Uses 5.

Automated and Emerging Technologies Unit 2 - Paper 2 6.

Algorithm design and problem-solving Pseudocode design Problem-solving Flowcharts 7.

Programming Programming concepts Data structures arrays 8.

Databases 9.

Boolean Logic

ASSESSMENTS There will be end of topic tests for subject topics 1- 9 (above). Below, is an outline of how both units will be assessed on the IGCSE examination papers. Paper 1: Theory Theoretical knowledge from topics 1 – 5 above.

A written exam is set, in which students complete questions on based on topics 1-5: 1 hour 45 minutes 75 marks (50% of IGCSE) Paper 2: Problem Solving and Programming Students answer questions on a pre-release computer programme in addition to theoretical knowledge from topics 6-9. Written exam: 1 hour 45 minutes 75 marks (50% of GCSE)

COMPUTER SCIENCE SKILLS DEVELOPED Students should be able to implement a systematic approach to problem solving and to develop algorithms. Students will learn to design, write, test and refine programs with a textual program definition. They must be able to apply their computational thinking skills effectively to model selected aspects of the external world, in a program, to solve a problem.

FURTHER STUDY To study A Level Computer Science a minimum Grade 7 in GCSE Mathematics is required. GCSE Computer Science is not essential but extremely useful for A Level Computer Science study. Russell Group Universities recommend A Level Computer Science for the following courses: ● Biology ● Chemistry ● Physics ● Engineering (civil, mechanical, electronic and aeronautical) ● Economics ● Mathematics ● Medicine ● Optometry ● Pharmacy ● Psychology ● Sociology ADDITIONAL EQUIPMENT NEEDED Students will be expected to bring a set of headphones to lessons.

SPECIFICATION LINK

ASSESSMENTS Term 1 Term 2 End of year exam

D&T - PRODUCT DESIGN Students will enjoy this course in Design Technology (Product Design) if they are interested in subjects that are both creative and technical as they are given the opportunity to design and make products.

The course places an emphasis on the design and manufacture of quality products, as well as a study of the commercial production of everyday items.

COURSE CONTENT Core Technical Principles ● New and emerging technologies ● Energy storage and generation ● Modern and smart materials ● Systems approach to designing ● Materials and their working properties Specialist Technical Principles ● Forces and stresses ● Ecological and social footprint ● Scales of production ● Sources and origins ● Using and working with materials ● Stock forms, types and sizes ● Specialist techniques ● Surface treatments and finishes

Designing & Making Principles ● Investigation, primary and secondary data ● Environmental, social and economic challenge ● The work of others ● Design strategies ● Communication of design ideas ● Prototype development ● Selection of materials and components ● Tolerances ● Material management ● Tools and equipment ● Techniques and processes

SKILLS DEVELOPED ● Ability to communicate using graphical skills ● Good organisational skills ● Ability to think and create innovative solutions to everyday problems ● Creativity through designing and making FURTHER STUDY GCSE grade 6 or above is required to study Product Design at A Level. Design Technology is an important foundation for many jobs and courses that students may pursue in employment or further education. Some of the more obvious careers benefiting from Design & Technology include: Design, Interior Design, Industrial Design, Furniture Design, Graphic Design, Materials Science, Engineering, Architecture and Automotive Design.

SPECIFICATION LINK

ASSESSMENTS Non-Exam Assessment (NEA): 30–35 hours approx. 100 Marks: 50% of GCSE Written exam 2 hours 100 Marks: 50% of GCSE A substantial design and make task, based on board set criteria.

Section A – Core technical principles (20 marks) Section B – Specialist technical principles (30 marks) Section C – Designing and making principles (50 marks)

DRAMA This course will enable students to explore a wide range of themes and issues through the use of a variety of dramatic strategies.

Students will create, perform and respond to drama informed by their theoretical knowledge of drama and Theatre.

COURSE CONTENT Component 1: Understanding Drama Students will complete a live theatre production review and review the set text studied in Year 10.

Component 3: Texts in Practice Students will complete a performance on two extracts from a set text.

SKILLS DEVELOPED This qualification will further develop a students ability to: ● Rehearse and perform effectively ● Work creatively as individuals and in a team ● Understand the characteristics of performance text(s) and dramatic work(s) ● Collaborate and communicate ● Analyse and evaluate theatre performance

FURTHER STUDY This course is strongly recommended for any path involving communication and interpersonal skills. It is a perfect foundation for a substantial number of A Levels: ● Theatre / Film / Design ● Marketing ● Public relations ● Journalism ● Education A grade 6 at GCSE is required to study this subject at A Level.

SPECIFICATION LINK

ASSESSMENTS Component 3: Texts in Practice (20%). Performance of two extracts from one play Component 1: Understanding Drama (40%). Written examination: 1 hour 45 minutes

ECONOMICS This course develops the basic tools of an economist to help students understand their place in and contribution to the local, national and global economy as consumers, workers and citizens.

Students will investigate a range of contemporary issues and analyse evidence from different perspectives so as to make informed decisions.

COURSE CONTENT Section 2.1: Government and the economy: ● Macroeconomic objectives ● Government policies ● Relationships between objectives and policies Section 2.2: The global economy: ● Globalisation ● International trade ● Exchange rates SKILLS DEVELOPED The following are skills which are both required for success and will be built upon during the course; ● Communication ● Problem solving ● Critical analysis ● Evaluation ● Data analysis ● Decision making FURTHER STUDY If you wish to continue with your studies at A Level, a minimum grade 6 at iGCSE will be required. In addition, due to the mathematical content in the A Level specification, a grade 6 in Mathematics is strongly recommended. An A Level in Economics is recommended for a degree in Economics as well as a range of related courses including: ● Maths, Finance, Business, Law, Politics The lifelong skills developed will be an asset to further study whichever career path you choose.

SPECIFICATION LINK

ASSESSMENTS Ongoing assessment will continue in Year 11. These iGCSE style assessments will be taken from past examination papers to ensure students have practical experience of examination questions at the earliest opportunity. It will culminate in two examinations at the end of the year:

ENGLISH LANGUAGE The challenging content of this key iGCSE qualification will equip students with high quality literacy skills, knowledge and understanding to support the demands of further study and future employment.

Students will study and practise the use of language within a range of diverse forms and contexts, designed to build skills of reading, writing, speaking and listening, progressively over time. The course encourages a fascination with language and communication and the development of an enquiring and independent mind.

COURSE CONTENT The course is taught in conjunction with the English Literature iGCSE provision across Key Stage 4.

Work in Year 11 focuses on developing key skills of literary analysis further, along with specific exam preparation and revision. Specific Language components are: ● ● ● ● ●

Poetry and prose texts (from Pearson Edexcel International GCSE English Anthology) Non-fiction texts (from Pearson Edexcel International GCSE English Anthology) Unseen non-fiction texts Imaginative writing Transactional writing

Term 1 ● Creative Writing Coursework Term 2 ● Revision Term 3 ● Revision SKILLS DEVELOPED ● Read a wide range of texts fluently and with good understanding, taking critical approaches ● Use knowledge gained from wide reading to inform and improve their own writing ● Write effectively and coherently using Standard English appropriately ● Use grammar correctly, punctuate and spell accurately ● Acquire and apply a wide vocabulary alongside knowledge and understanding of grammatical terminology, and linguistic conventions for reading, writing and spoken language

ASSESSMENTS Students are assessed via Internal assessment/coursework (40% of the total marks) which will consist of Poetry and prose texts and Imaginative writing and examination (60% of total marks) which will consist of Non-fiction texts and unseen non-fiction texts and Transactional writing. Students complete all coursework and complete one full mock examination paper under timed, examination conditions.

ENGLISH LANGUAGE FURTHER STUDY ● Please click here to view the English 5 Year Learning Journey.

It is compulsory for students to gain a minimum of Grade 6 in both of their English GCSE qualifications, in order to study either specialism at A Level. Most educational providers specify a minimum English GCSE grade in order to proceed with any A Level or degree course. Excellent achievement in English is highly regarded by employers. Success in English can support exciting career opportunities in: ● Politics ● Publishing ● Teaching ● Public Relations ● Law ● Journalism ● Social Work ● Management ● Librarianship Perhaps most importantly though, this qualification will establish and nourish a deep understanding and appreciation of language and the necessary confidence in communication for success in any field of academic study or employment.

ADDITIONAL RESOURCES ● Pearson Edexcel International GCSE (9-1) English Language A Student Book SPECIFICATION LINK

ENGLISH LITERATURE The inspiring and engaging content of this key iGCSE qualification will support the development of key literacy skills, knowledge and understanding in conjunction with GCSE English Language study.

Students will study, analyse and critique a range of fiction texts and the course encourages and nurtures a love of reading and creative language use, along with an appreciation of the impact of Literature in representing and highlighting aspects of society.

COURSE CONTENT The course is taught in conjunction with the English Literature iGCSE provision across Key Stage 4.

Work in Year 11 focuses on developing key skills of literary analysis further, along with specific exam preparation and revision. Specific Language components are: ● Poetry (from Pearson Edexcel International GCSE English Anthology) ● Modern Drama: An Inspector Calls ● Literary Heritage Texts: Macbeth ● Modern Prose: Of Mice and Men Term 1 ● Anthology Part 3 Term 2 ● Revision Term 3 ● Revision SKILLS DEVELOPED This qualification will further develop a students ability to: ● Read a wide range of classic literature fluently and with good understanding, and make connections across their reading ● Read in depth, critically and evaluatively, so that they are able to discuss and explain their understanding and ideas ● Develop the habit of reading widely and often appreciate the depth and power of the English literary heritage ● Write accurately, effectively and analytically about their reading, using Standard English ● Acquire and use a wide vocabulary, including grammatical terminology, and other literary and linguistic terms they need to criticise and analyse what they read school.

ASSESSMENTS Students are assessed via Internal assessment/coursework (40% of the total marks) which will consist of Modern Drama and Literary Heritage Texts and examination (60% of total marks) which will consist of Poetry and Modern Prose.

Students complete all coursework and complete one full mock examination paper under timed, examination conditions.

ENGLISH LITERATURE FURTHER STUDY ● Please click here to view the English 5 Year Learning Journey.

It is compulsory for students to gain a minimum of Grade 6 in both of their English iGCSE qualifications, in order to study either specialism at A Level. Excellent achievement in English is highly regarded by employers. Success in English can support exciting career opportunities in: ● Politics ● Publishing ● Teaching ● Public Relations ● Law ● Journalism ● Social work ● Management ● Librarianship Perhaps most importantly though, this qualification will establish and nourish a deep understanding and appreciation of literature and its impact and importance in the world around us.

ADDITIONAL RESOURCES ● Pearson Edexcel International GCSE (9-1) English Literature Student Book ● LITFIX SPECIFICATION LINK

FINE ART The GCSE Fine Art course will enable students to investigate and record the visual world using a range of creative techniques and processes to explore highly personal interpretations and responses. Students will develop and refine visual and written literacy, self expression, risk taking creativity and broaden their appreciation of emotional, moral and social awareness.

The course is delivered to actively engage and promote independent creativity in the context of local, regional and international culture and the art community.

Fine Art may be defined as work developed primarily to communicate aesthetic, intellectual or purely conceptual ideas and meaning. For example, work could be the outcome of personal experiences, thoughts and feelings, or simply to observe and record people, places and things in new and unique ways. Fine art work will demonstrate an understanding and application of formal elements and creative skills, including mark-making. Students will use visual communication sensitively and thoughtfully to document their artistic investigations and fully support their intentions. Students will also understand that Fine Art practitioners may work to client commissions or undertake self-directed projects. They will need good communication skills in order to collaborate with peers, teachers, and promote and exhibit their own work.

Students will use a wide range of 2D and 3D materials and combine traditional and contemporary techniques, processes and methods. Disciplines will include art foundation skills, formal elements and a wide range of topic themes designed to develop and foster independent, thoughtful, confident and dynamic young artists.

WHY FINE ART? Supports progression to A Level. The GCSE and the A Level have a common structure and titles, and follow a similar approach to the Externally Set Assignment and the assessment grid to ensure smooth progression to A Level at the end of the GCSE course. Develops transferable skills students will learn to: ● apply a creative approach to problem solving ● consider and develop original ideas from initiation to realisation ● analyse critically their own work and the work of others ● express individual thoughts and choices confidently ● take risks, experiment and learn and develop from creative risk taking and mistakes SPECIFICATION LINK

ASSESSMENT AND FEEDBACK: Assessment and feedback is ongoing throughout the course. A mixture of self, peer and teacher assessment and feedback is used to inform, consolidate and identify areas for development and creative progression. All assessment and feedback is structured around and reflects the Edexcel Art, Craft and Design Assessment Objectives and Assessment Taxonomy.

FINE ART COURSE CONTENT Component 1 - Personal Portfolio 60% Undertaken throughout Year 10 and Year 11, Students will complete projects, investigating a range of themes to develop skills, knowledge and understanding within Fine Art. Themes, projects and resulting work, may be separate in focus or be interconnected. Students will develop skills to investigate, analyse and experiment. Students will develop and refine ideas supported by contextual research, resulting in a personal portfolio of exciting, thought provoking and dynamic practical work. The four Assessment Objectives must be covered equally and in full.

Component 2 - ESA - Externally Set Assignment 40% This component is set externally by Edexcel and is started in the January of Year 11. There is a title theme which students then explore in the ‘preparation’ period. This is then followed by the 10 hour exam. This is where students will produce an outcome or outcomes based on their preparation studies. All art based exams are held in the art studios.

Both components are fully assessed and internally standardardised by the Art Department and then externally moderated by Edexcel. The Art Department has an excellent record, recognised by Edexcel of highly accurate assessment and course design and delivery.

SKILLS DEVELOPED ● Observational, drawing and mark making skills. ● Creativity - risk taking. ● Development of art based traditional and contemporary processes, materials and techniques. ● Strong visual awareness and visual communication skills. ● Wider appreciation of contextual and cultural themes. ● Interpretative, emotional, social and moral consideration. ● Development, exploration and inclusion of refined Visual and Written Literacy. ● Connective and non-connective ideas and concept development. ● Visual, digital and verbal communication, presentation and critique skills.

FURTHER STUDY Students will be required to achieve at least GCSE grade 6 for entry consideration to Art A Level. The course is strongly recommended for all career paths, especially those that include creativity, visual communication, interpersonal, presentation and problem solving skills. Specific careers may include: Artist, Architecture, Design, Conceptual and Commercial Art roles and Education.

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

Drawing pencils - HB/2B/3B/4B/9B. Eraser, sharpener, ruler - (For home use scissors) we do not recommend carrying sharp items around school.

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

Black Fine liners - different sizes.

Paint brushes - watercolour and Acrylic.

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

FOOD PREP & NUTRITION Through the preparation and cooking of food, students will gain the knowledge, understanding and skills needed to apply the principles of food science, food safety, nutrition and healthy eating.

Students will develop confidence in vital life skills and have opportunities to cook with ingredients from across the globe. An array of culinary techniques and food preparation skills are learned through 5 key areas: Nutrition and Health, Food Science, Food Safety, Food Choice and Food Provenance.

COURSE CONTENT ● Factors affecting food choice ● British and international cuisines ● Sensory evaluation ● Environmental impact and sustainability of food ● Food processing and production ● Food preparation and cooking skills SKILLS DEVELOPED ● Interest in food preparation ● Ability to work quickly under pressure ● Interest and aptitude in Science ● Good organisational skills FURTHER STUDY Food Preparation and Nutrition is considered a Science as well as a creative, practical subject. Related degree courses and careers in Nutrition, Food Science, Dietetics, Food Technology and Health Education require A Level study, preferably in Chemistry and Biology. Catering courses offered in the UK can also be accessed after this GCSE. SPECIFICATION LINK

ASSESSMENTS Written exam: 1 hour 45 minutes - 50% of GCSE. Non-exam assessment (NEA) 1: Food investigation (15%). Students will undertake a practical food investigation and complete a written report.

Non-exam assessment (NEA) 2: Food preparation assessment (35%). Students will prepare, cook and present a final menu of three dishes within a three hour period and produce a written portfolio including photographic evidence (20 sides of A4)

FRENCH Bradley Cooper, when asked live on French TV why he spoke French so well said, ‘I just want to communicate, it doesn’t bother me if I make mistakes. I know my grammar is not great.’ This approach to learning a language is admirable and we hope we can improve your grammar! There are of course numerous benefits to learning a language. They are a skill for life and something students should enjoy and find rewarding. Research suggests that those who speak two or more languages have significantly better cognitive abilities than those who speak just one. If you are multilingual, you see the world from different viewpoints and you enhance your ability to communicate in today’s globally connected world.

COURSE CONTENT Term 1 International areas of interest ● Holidays, past, present and future ● Eating out ● Travel & Tourism Current & Future Study and Employment ● Subjects, timetables, school rules and school exchanges ● Comparing UK and Francophone schools

Term 2 Current & Future Study and Employment ● Jobs & Careers ● Future Plans Global areas of interest ● Discussing problems facing the world today ● Protecting the environment ● Ethical shopping ● Volunteering ● Discussing big event

SKILLS DEVELOPED ● Listening and Speaking ● Reading and Writing ● Grammar - There is a greater emphasis on grammar, requiring students to use and manipulate a variety of key grammar structures and patterns. ● Vocabulary - There is also a greater emphasis on vocabulary including vocabulary that goes beyond a student’s’ immediate needs and interests.

FURTHER STUDY For students wishing to pursue French at A Level, we would expect a minimum of Grade 6 at GCSE. Longer term, students who combine their degree with a Modern Language are increasingly in demand in business. Degrees such as Law and French or Accountancy and French are becoming more and more sought after.

SPECIFICATION LINK

ASSESSMENTS Students in Year 11 will be assessed summatively by way of end of module exams. There will also be a mock exam late in Term 1 or early in Term 2. The final GCSE French exams will be in Term 3.

GEOGRAPHY This Geography course covers a variety of geographical processes and concepts and their application in the real world, including the use of fieldwork.

It is designed as a two-year course for teaching in international schools, colleges, and UK independent schools. Geography is one of the most relevant subjects you could choose to study, dealing with vital issues such as climate change, migration, environmental degradation, social issues and natural hazards.

COURSE CONTENT ● Economic activity and energy ● Urban environments ● Fragile environments ● Urban environment fieldwork SKILLS DEVELOPED ●

● ● ● ●

Geography is a fairly unique subject because it looks at both the physical structure of the planet and the social structure (i.e. how we affect our environment and how it affects us) in the past, present and future.

Students will learn how to analysis and evaluate both graphical sources and data resources.

Practical enquiries using the ‘route through an enquiry’.

Use of qualitative and quantitative data from both primary and secondary sources to obtain, illustrate, communicate, interpret, analyse and evaluate geographical information.

Other skills include statistical analysis, conflict resolution and management skills.

FURTHER STUDY 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, both at GCSE and A Level.

To consider Geography at A Level, a grade 6 or its equivalent will be required at iGCSE Geography. It is also recommended that the equivalent of a grade 6 is obtained in one of the English courses. Geography is considered a Science, as well as a study of the physical world and anthropology. Therefore, being able in both Science and English will be an advantage. Geographers move on to an extremely wide ranging set of career paths. It is a facilitating subject at A Level and as such is looked upon very favourably by the top universities.

SPECIFICATION LINK

ASSESSMENTS Students will be assessed throughout the course using variety of knowledge checker activities, completion of essay exam questions and Mock GCSE exams.

They will have 2 final examination papers during then GCSE examination series.

Physical (40%) 1 hour 10 mins Human (60%) 1 hour 45 mins

GRAPHIC COMMUNICATION The GCSE Graphic Communication course will enable students to investigate and record the visual world using a range of creative techniques and processes to explore highly personal interpretations and responses.

Students will develop and refine visual and written literacy, self expression, risk taking creativity and broaden their appreciation of emotional, moral and social awareness. The course is delivered to actively engage and promote independent creativity in the context of local, regional and international culture and the art community.

Graphic Communication introduces students to a visual way of conveying information, ideas and emotions, using a range of graphic media, processes, techniques and elements such as colour, icons,images, typography and photographs. Students will conduct primary and secondary investigations during their design development, and explore traditional and/or new technologies. They will also consider the use of signs and symbols, and the balance between aesthetic and commercial considerations. Students will learn to understand that Graphic Design practitioners may work within a small team environment or work as freelance practitioners. They may be responsible for a particular aspect of the Design or Production process or for the entire design cycle.

Students will use a wide range of 2D and 3D materials and combine traditional and contemporary techniques, processes and methods. Disciplines will include Graphic Communication foundation skills, typography, formal elements and a wide range of topic themes designed to develop and foster independent, thoughtful, confident and dynamic young designers.

WHY GRAPHIC COMMUNICATION? Supports progression to A Level. The GCSE and the A Level have a common structure and titles, and follow a similar approach to the Externally Set Assignment and the assessment grid to ensure smooth progression to A Level at the end of the GCSE course.

Develops transferable skills students will learn to: ● apply a creative approach to problem solving ● consider and develop original ideas from initiation to realisation ● analyse critically their own work and the work of others ● express individual thoughts and choices confidently ● take risks, experiment and learn and develop from creative risk taking and mistakes SPECIFICATION LINK

ASSESSMENT AND FEEDBACK: Assessment and feedback is ongoing throughout the course. A mixture of self, peer and teacher assessment and feedback is used to inform, consolidate and identify areas for development and creative progression. All assessment and feedback is structured around and reflects the Edexcel Art, Craft and Design Assessment Objectives and Assessment Taxonomy.

GRAPHIC COMMUNICATION COURSE CONTENT Component 1 - Personal Portfolio 60% Undertaken throughout Year 10 and Year 11, Students will complete projects, investigating a range of themes to develop skills, knowledge and understanding within Graphic Communication. Themes, projects and resulting work, may be separate in focus or be interconnected. Students will develop skills to investigate, analyse and experiment. Students will develop and refine ideas supported by contextual research, resulting in a personal portfolio of exciting, thought provoking and dynamic practical work.

The four Assessment Objectives must be covered equally and in full.

Component 2 - ESA - Externally Set Assignment 40% This component is set externally by Edexcel and is started in the January of Year 11. There is a title theme which students then explore in the ‘preparation’ period. This is then followed by the 10 hour exam. This is where students will produce an outcome or outcomes based on their preparation studies. All art based exams are held in the art studios.

Both components are fully assessed and internally standardardised by the Art Department and then externally moderated by Edexcel. The Art Department has an excellent record, recognised by Edexcel of highly accurate assessment and course design and delivery.

SKILLS DEVELOPED ● Observational, drawing and mark making skills - Design rules/hierarchy and typography. ● Creativity - risk taking. ● Development of art based traditional and contemporary processes, materials and techniques. ● Strong visual awareness and visual communication skills. ● Wider appreciation of contextual and cultural themes. Graphic Design and Art History. ● Interpretative, emotional, social and moral consideration. ● Development, exploration and inclusion of refined Visual and Written Literacy. ● Connective and non-connective ideas and concept development. ● Visual, digital and verbal communication, presentation and critique skills.

FURTHER STUDY Students will be required to achieve at least GCSE grade 6 for entry consideration to an Art based A Level. The course is strongly recommended for all career paths, especially those that include creativity, visual communication, interpersonal, presentation and problem solving skills. Specific careers may include: Artist, Architecture, Design, Conceptual and Commercial Art roles and Education.

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

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 used widely on the course - Access to Adobe Creative Suite is recommended please talk to your teacher before purchasing Preferable. Access to own laptop style computer that can run Adobe Creative Cloud Suite

HISTORY As Cicero said, ‘to be ignorant of what occurred before you were born, is to remain always a child’.

History enables students to study different aspects of the past so they can engage with bigger issues like conflict, understand what drives change and how the past influences the world around us today.

The course builds upon the History covered in previous years while introducing a range of new topics.

COURSE CONTENT Paper 1 - Depth Studies: ● A World Divided - Superpower Relations, 1943-72 Paper 2 - Investigation and Breadth Studies: ● Changes in medicine, c1848-c1948 SKILLS DEVELOPED ● Demonstrate knowledge and understandings of key features and characteristics of the periods of history studied. (AO1) ● Explain and analyse historical events and periods using second-order concepts like cause, consequence, change,continuity and significance. (AO2) ● Analyse, evaluate and use sources (contemporary to the period) and interpretations (written after a period) to make substantiated judgements in the context of historical events studied.

(AO3 and AO4) FURTHER STUDY Students require at least a grade 6 in GCSE History to continue to A Level. History is recognised as a rigorous, academic subject by educational institutions and provides an excellent enabling degree for a range of careers including Historians, Teaching and Lecturing, Law, Commerce, Business, Government and Politics, Journalism, Media and Marketing.

SPECIFICATION LINK

ASSESSMENTS Paper 1: Depth Studies (1h 30 minutes) - 50% of GCSE. Includes Germany and superpower relations.

Paper 2: Investigation and Breadth Studies (1h 30 minutes) - 50% of GCSE. Includes medicine and the Vietnam Conflict.

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

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

●

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

●

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

●

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

●

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

●

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

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

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

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

INCLUSION PAGE PEOPLE OF DETERMINATION (PoD) CARD Background Information: ● Issued by the Ministry of Community Development. ● Gives access to a package of services and privileges. ● It aims to improve the quality and well being of individuals. ● It is an official document indicating that the card holder is a PoD (adults and children). ● It is a free service which is processed in around 10 working days. ● Contact the call center on 800623 for more information or apply here: Eligibility: This gives the holder rights and services outlined in the Person with Disabilities law 2006.

People of determination from the following categories are eligible: (mental, auditory, visual, physical, autistic, multiple, psychological, communication, attention deficit and hyperactivity, specific learning difficulties) of citizens and residents.

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

Benefits: ● Support for insurance from the MoH. ● Priority housing support for UAE Nationals. ● Discounts for certain public services and facilities including RTA Salik, NoI Card, Etisalat and Du, Insurance from Ministry of Health, parking permits and discounts on a range of facilities and attractions across the UAE. ● The full list of benefits can be found here: ● (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 She can also advise you on centres for support or for providing professional assessments, we have some approved and recommended centres so it's always advisable that this is done with some guidance from us. It also makes the Exams Access Arrangements procedure much smoother if assessments are performed by approved centres and with our knowledge.

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

ISLAMIC STUDIES A This is a compulsory 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 IslamicCONTENT values education curriculum called for here focuses on personality and character COURSE 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

The course content is based on linking between the values of Islam and how to apply them in real life situations. In addition, the content allows students to develop different skills such as Holy Quran recitation and memorisation of the sayings of the Prophet (PBUH).

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.

RESOURCES: ●

Ministry textbooks and the teacher’s own resources

ASSESSMENTS ● Half term test ● 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.

COURSE CONTENT 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 ● Half term Exam RESOURCES ●

Ministry textbooks and the teacher’s own resources

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

MATHEMATICS Mathematics is for everyone. It is diverse, engaging and essential in equipping students with the right skills to reach their future destination.

Students studying Mathematics will further develop their knowledge and understanding of mathematical concepts and techniques, as well as using and applying them to solve a variety of problems and in the process develop an appreciation for the importance of Mathematics in society, employment and study.

COURSE CONTENT In Year 10 and 11 students will develop their knowledge, understanding and skills in the following areas: ● Numbers and the number system ● Equations, formulae and identities ● Sequences, functions and graphs ● Geometry and trigonometry ● Vectors and transformations ● Statistics and probability SKILLS DEVELOPED ● Acquire, select and apply mathematical techniques to solve problems ● Reason mathematically ● make deductions and inferences and draw conclusion, ● Comprehend, interpret and communicate mathematical information in a variety of forms FURTHER STUDY Students wishing to study Mathematics at A Level will require a grade 7 or above in their IGCSE Mathematics. Those wishing to study Further Mathematics will require a grade 9 Mathematics at IGCSE. Maths develops a wide range of useful skills for those seeking a career in Accountancy, Computing, Engineering, Psychology, Medicine, Nursing, Teaching, Pharmacy, Agriculture, Horticulture, Chemical Engineering and many other fields.

ADDITIONAL EQUIPMENT NEEDED ● Geometry set ● Scientific calculator - we recommends the Casio FX-991 EX calculator RESOURCES BSAK Maths Website SPECIFICATION LINK

ASSESSMENTS Examination entry is based on two tier - Foundation Tier and Higher Tier.

Foundation Tier grades 5-1 available. Higher Tier grades 9-4 available Students complete two written papers; each paper contributes 50% of the final grade. Each paper will be assessed through a two-hour examination which is set and marked by Edexcel.

MEDIA STUDIES Media Studies is a contemporary and interactive subject which encourages students to develop their creative, analytical, research and communication skills, through exploring a range of media forms and perspectives.

At BSAK, Media Studies is one of the flagship departments, consistently achieving excellent value added results and in the most recent school inspection receiving ADEK commendation for our integration of UAE culture into the curriculum.

COURSE CONTENT Year 11 The key concepts of Media Studies will continue to be explored through the following platforms: Television, Radio, Film and Newspapers. Students will spend one term working on their non-exam assessment.

SKILLS DEVELOPED ● Ability to research and summarise ● Analyse and respond ● Applying key concepts ● Developing and creating practical work FURTHER STUDY To continue the study of Media Studies at A Level, students need to attain a grade 6 at GCSE. If students have not studied the GCSE beforehand, a grade 6 in English is strongly recommended.

Students from BSAK have gone into jobs such as: Film Production, Graphic Design, Public Relations, Events Management, Fashion Marketing, Web Design, Partnership and Events at NHS, Entertainment Law, Online Editor, Fashion Blogger (Founder of Fashion Hub), Working in social media, Stylist at Harvey Nichols, Pilot for Etihad and International Marketing Coordinator at Christie’s.

ADDITIONAL EQUIPMENT NEEDED Students will be expected to bring a set of headphones to lessons.

SPECIFICATION LINK

ASSESSMENTS Paper 1 – Multiple choice, short answer and an extended response question focusing on all nine media platforms, with conceptual emphasis on industries, audiences and representation. Written assessment – 1 hour 30 minutes, 84 Marks (35% of GCSE grade).

Paper 2 – Multiple choice, short answer, stepped response and extended response questions. An extract from one of the television close study products will be shown. This paper requires in depth knowledge of television, newspapers and online media with an understanding of all four key concepts. Written assessment – 1 hour 30 minutes, 84 marks (35% of GCSE Grade).

MELS MELS is an essential part of modern day education. It covers content on personal wellbeing, economic well being, careers guidance, digital safety, morality and community wellbeing. Whilst the theory is important, MELs also helps to develop vital skills that can help the students in the wider world and in all of their academic subjects.

This subject is not examined, but is a compulsory part of UK and UAE curriculum and its importance has been highlighted in a number of educational studies including the Oxford Impact Study, 2020, by Dr Lindorff. This is one of the most robust studies into student wellbeing. The results found a clear correlation between wellbeing, which MELs promotes, and academic success.

COURSE CONTENT As part of our commitment at BSAK to a whole school approach to Wellbeing we have worked to provide a framework for MELs that runs throughout Year 7-11 giving students a chance to learn, practice and extend their own knowledge and skills based on 6 important areas: Careers, Living in the Wider World, Mental and Physical Health, Mindfulness, Relationships and Study Skills. Linked here you are able to access information on the objectives and projects undertaken in each of the year group areas.

MELS also incorporates the UAE Federal Government's Moral Education initiative, designed to promote tolerance and instill universal principles and values shared by humanity; an overview of the program can be found here and the specific topics covered within your child's year group are listed below: TOPICS ● Universal Culture ● Peace and Conflict - Is there such a thing as a “Just War” ● Global Citizenship SKILLS DEVELOPED ● Positive psychology and techniques to benefit wellbeing ● Problem solving ● Critical thinking ● Resilience ● Positive decision making ● Engaging positively in the world around them SETTING Lessons are taught in form groups once per week.

ASSESSMENTS No formal assessment. The impact of the program is seen through the interactions, beliefs and behaviours of those in the school community. Work and reflections can be recorded in the MELS workbook.

MUSIC The course develops performing, composing, listening and appraising skills. The four ‘Areas of Study ’ (Instrumental Music, Vocal Music, Music for Stage and Screen and Fusions) each contain two set works, which enable students to understand and appreciate a range of musical genres.

The set works form the basis of study, allowing students to develop their individual strengths and interests.

COURSE CONTENT - IS DIVIDED INTO 3 COMPONENTS Component 1 ● Performance (30% - internally assessed): A solo performance and an ensemble performance, lasting at least four minutes combined total.

Component 2 ● Composition (30% - internally assessed): Two compositions of at least one minute each, totalling a minimum of three minutes combined duration. One piece is composed from a given brief and the second is a ‘free composition’.

Component 3 ● Listening exam (40% - externally assessed): Six listening questions based on the set works studied throughout the course and one unfamiliar piece. One essay question comparing one of the set works to another unfamiliar piece.

Year 11 ● Students complete the analysis of the set works and study exam techniques, essay writing and continue to develop their listening and appraising skills. Both compositions are completed and the performance coursework is recorded.

SKILLS DEVELOPED A knowledge and understanding of music can enhance the quality of life, regardless of one's career.

Universities hold musicians in high regard as they offer a wider ranging skillset to university life. Music engenders the qualities of maturity, self-discipline, analytical thinking and sensitivity–all sought after in many walks of life.

SPECIFICATION LINK

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. GCSE listening exam in June.

PHOTOGRAPHY The GCSE Photography course will enable students to investigate and record the visual world using a range of creative techniques and processes to explore highly personal interpretations and responses. Students will develop and refine visual and written literacy, self expression, risk taking creativity and broaden their appreciation of emotional, moral and social awareness.

The course is delivered to actively engage and promote independent creativity in the context of local, regional and international culture and the art community.

Photography may be defined as the creative journey through the process of lens and light-based media.

This could include work created using film, video, digital imaging or light sensitive materials. With the developments of new affordable lens-based technologies, students will use photographic mediums to explore and create a portfolio of work, which develops and refines both the process and the concept.

Students will also understand that Photography practitioners may work to client commissions within a commercial photography studio, or work as freelance photographers. They will need photo manipulation and graphic design skills, and good communication skills in order to liaise with clients and to promote themselves as photographers Students will use a wide range of 2D and 3D materials and combine traditional and contemporary techniques, processes and methods. Disciplines will include Graphic Communication foundation skills, typography, formal elements and a wide range of topic themes designed to develop and foster independent, thoughtful, confident and dynamic young photographers.

WHY PHOTOGRAPHY? Supports progression to A Level. The GCSE and the A Level have a common structure and titles, and follow a similar approach to the Externally Set Assignment and the assessment grid to ensure smooth progression to A Level at the end of the GCSE course.

Develops transferable skills students will learn to: ● apply a creative approach to problem solving ● consider and develop original ideas from initiation to realisation ● analyse critically their own work and the work of others ● express individual thoughts and choices confidently ● take risks, experiment and learn and develop from creative risk taking and mistakes.

SPECIFICATION LINK

ASSESSMENT AND FEEDBACK: Assessment and feedback is ongoing throughout the course. A mixture of self, peer and teacher assessment and feedback is used to inform, consolidate and identify areas for development and creative progression. All assessment and feedback is structured around and reflects the Edexcel Art, Craft and Design Assessment Objectives and Assessment Taxonomy.

PHOTOGRAPHY COURSE CONTENT Component 1 - Personal Portfolio 60% Undertaken throughout Year 10 and Year 11, Students will complete projects, investigating a range of themes to develop skills, knowledge and understanding within Graphic Communication. Themes, projects and resulting work, may be separate in focus or be interconnected. Students will develop skills to investigate, analyse and experiment. Students will develop and refine ideas supported by contextual research, resulting in a personal portfolio of exciting, thought provoking and dynamic practical work.

The four Assessment Objectives must be covered equally and in full.

Component 2 - ESA - Externally Set Assignment 40% This component is set externally by Edexcel and is started in the January of Year 11. There is a title theme which students then explore in the ‘preparation’ period. This is then followed by the 10 hr exam. This is where students will produce an outcome or outcomes based on their preparation studies. All art based exams are held in the art studios.

Both components are fully assessed and internally standardardised by the Art Department and then externally moderated by Edexcel. The Art Department has an excellent record, recognised by Edexcel of highly accurate assessment and course design and delivery.

SKILLS DEVELOPED ● Observational Skills - Photographic techniques, rules and processes ● Creativity - risk taking. ● Development of photography based traditional and contemporary processes, materials and techniques. ● Strong visual awareness and visual communication skills. ● Wider appreciation of contextual and cultural themes. Photography and Art History. ● Interpretative, emotional, social and moral consideration. ● Development, exploration and inclusion of refined Visual and Written Literacy. ● Connective and non-connective ideas and concept development. ● Visual, digital and verbal communication, presentation and critique skills.

FURTHER STUDY Students will be required to achieve at least GCSE grade 6 for entry consideration to an Art based A Level. The course is strongly recommended for all career paths, especially those that include creativity, visual communication, interpersonal, presentation and problem solving skills. Specific careers may include: Artist, Architecture, Design, Conceptual and Commercial Art roles and Education.

SUGGESTED EQUIPMENT LIST Whilst the Art Department has excellent facilities, equipment, materials and provision, it is highly recommended that all Photography students have general art/photography based equipment. ● Drawing pencils - HB/2B. ● Glue Stick, Eraser, sharpener, ruler - (For home use scissors) we do not recommend carrying sharp items around school. ● Black Fine liners - different sizes. ● Preferable - Access to own DSLR camera. Department has a full suite of DSLRs - Out of school use. ● Digital media is used widely on the course - Access to Adobe Creative Suite is recommended please talk to your teacher before purchasing ● Preferable. Access to own laptop style computer that can run Adobe Creative Cloud Suite c

PHYSICAL EDUCATION The GCSE Physical Education (PE) Course develops knowledge and understanding of sport and exercise through practical application.

It consists of both theory and practical lessons, providing students with a well - rounded and full introduction to the world of PE, sport and sport science.

Students will be required to complete three practical physical activities from a set list. One must be a team game, another an individual activity and the final activity can be either team or individual.

In addition to this students will plan, perform, monitor and evaluate a personal exercise program. The course develops a holistic understanding of Physical Education.

COURSE CONTENT ● Component 1: Fitness and Body Systems – Written examination (36%) ● Component 2: Health and Performance - Written examination (24%) ● Component 3: Practical Performance - Three assessed practical activities (30%) ● Component 4: Personal Exercise Program – Assessed coursework (10%) Year 11 ● Health ● Fitness ● Energy ● Diet and Nutrition ● Mental Preparation for Sport and Goal Setting ● Classification of Skills and Commercialisation of Physical Activity SKILLS DEVELOPED ● Good level of sporting performance ● Motivated and willing to try new sports ● Interested in observing and analysing sporting performance As the course is 60% theoretical, students must be motivated to learn in a classroom setting about the theoretical concepts that underpin sporting performance at the elite level.

ASSESSMENTS Students will be assessed in both the theoretical and practical components of Physical Education.

Four Theoretical assessments: Oct - Health, Fitness & Energy Balance, Diet & Nutrition Dec – Mental Preparation for Sport & Goal Setting Feb – Classification of Skills & Commercialisation of Physical Activity May – Formal GCSE PE Examination Three Practical assessments: Nov – 1 Team sport, 1 individual & 1 sport of your choice Jan - 1 Team sport, 1 individual & 1 sport of your choice Mar - Formal GCSE PE Practical Assessment

PHYSICAL EDUCATION FURTHER STUDY GCSE PE enables students to develop a range of transferable skills for progression to the next level. It encourages teamwork, leadership, co-operation and communication, as well as encompassing practical, scientific and social areas of knowledge.

PE offers a wide choice of careers in fields such as ● ● ● ●

Sport and Exercise Science Sports Medicine Professional level sport

SPECIFICATION LINK

PHYSICAL EDUCATION (CORE) Holistic Physical Education allows the students to develop their physical fitness, sporting performance, coaching and Leadership skills and knowledge of Sports Science.

Providing students with opportunities to improve their health & well-being and have the knowledge to maintain a healthy, active lifestyle throughout their lifetime.

COURSE CONTENT ● Performing at maximal levels ● Outwitting opponents ● Accurate replication of performance ● Exercising safely & effectively Term 1 - A variety of Sports will be offered. Some examples are as follows: ● Football ● Netball ● Basketball Term 2 ● Ultimate frisbee ● Softball ● Rounders ● Students will have the opportunity to select what they would like to do.

Term 3 ● To personalise the learning and get maximum enjoyment and motivation, we allow the students to select what activities they wish to do. PE lessons are a time spent away from the classroom with no examination pressures. Therefore an opportunity to develop their health and well being in an enjoyable, relaxed environment.

SKILLS DEVELOPED ● Improved confidence ● Improved Fitness and improvement in components of fitness ● Reduced stress levels ● Critical thinking and decision making FURTHER STUDY ● BTEC SPORT ● A Level Physical Education ● Sports Science Qualifications ADDITIONAL EQUIPMENT REQUIRED: ● Blue BSAK PE Kit ● Trainers

PHYSICS This course is designed to give students the tools and concepts they need to be able to construct a scientific approach to solving problems.

They will learn to ask and answer questions about the fundamental laws that govern natural phenomena.

C

COURSE CONTENT ● Forces in Balance (P8) ● Motion (P9) ● Force and Motion (P10) ● Force and Pressure (P11) ● Wave Properties (P12) ● Electromagnetic Waves (P13) ● Light (P14) ● Electromagnetism (P15) SKILLS DEVELOPED ● Problem-solving ● Good mathematical skills ● Ability to describe and explain observations and patterns ● Application of knowledge and understanding to unfamiliar situations FURTHER STUDY GCSE Physics would be compulsory for any student wishing to continue onto A Level Physics and the entry requirement is a Grade 7-9 at GCSE. A GCSE Maths Grade 7-9 at GCSE is also compulsory.

Physics A Level is compulsory for students wishing to pursue university courses in Physics or any of the Engineering disciplines. It is also recommended for students wishing to follow the other sciences or medicine.

SPECIFICATION LINK

ASSESSMENTS In addition to the end of topic tests for P9 to P16 throughout Year 11, students will sit two external AQA examinations in May/June that will both have multiple-choice, structured, closed short-answer and open - response questions.

SPANISH Gary Lineker, former Barcelona and England footballer said, ‘Learning Spanish has opened doors in my career and helped me to bridge cultural differences...during my football career I realised quickly what difference language skills can make.’

There are numerous benefits to learning a language. They are a skill for life and something students should enjoy and find rewarding. Research suggests that those who speak two or more languages have significantly better cognitive abilities than those who speak just one. If you are multilingual, you see the world from different viewpoints just as Gary did and you enhance your ability to communicate in today’s globally connected world.

COURSE CONTENT Term 1 My city ● Places in town and directions ● Shopping for souvenirs / clothes / presents ● Features of a region ● Planning what to do ● Advantages and disadvantages of a town Customs and traditions ● Mealtimes and daily routine ● Illness and at the pharmacy ● Typical foods and festivals ● Describing a special day ● Ordering at a restaurant ● Describing a music festival

Term 2 The world of work ● Jobs and employment preferences ● Earning money ● Work experience ● Learning languages ● Applying for a summer job ● Gap year possibilities ● Future plans

Term 3 ● In the shorter final term of the course, time is dedicated to the Speaking examinations which traditionally take place just after the Spring Break and general revision

SKILLS DEVELOPED ● Listening and Speaking ● Reading and Writing ● Grammar - There is a greater emphasis on grammar, requiring students to use and manipulate a variety of key grammar structures and patterns. ● Vocabulary - There is also a greater emphasis on vocabulary including vocabulary that goes beyond a student’s’ immediate needs and interests.

FURTHER STUDY For students wishing to pursue Spanish at A Level, we would expect a minimum of Grade 6. Longer term, students who combine their degree with a Modern Language are increasingly in demand in business.

Degrees such as Law and Spanish or Accountancy and Spanish are becoming more and more sought after.

SPECIFICATION LINK ASSESSMENTS: Students in Year 11 will be assessed summatively by way of end of module exams.

There will also be a mock exam late in Term 1 or early in Term 2.

The final GCSE Spanish exams will be in Term 3.

D&T - TEXTILES A creative and technical course in which students design and make textiles products.

The course places an emphasis on a broad range of technical and industrial principles related to the commercial production of everyday items.

COURSE CONTENT Core Technical Principles ● New and emerging technologies ● Energy storage and generation ● Modern and smart materials ● Systems approach to designing ● Materials and their working properties Specialist Technical Principles ● Forces and stresses ● Ecological and social footprint ● Scales of production ● Sources and origins ● Using and working with materials ● Stock forms, types and sizes ● Specialist techniques ● Surface treatments and finishes Designing & Making Principles ● Investigation, primary and secondary data ● Environmental, social and economic challenge ● The work of others ● Design strategies ● Communication of design ideas ● Prototype development ● Selection of materials and components ● Tolerances ● Material management ● Tools and equipment ● Techniques and processes

ASSESSMENTS Non-Exam Assessment (NEA): 30–35 hours approx - 100 Marks: 50% of GCSE A substantial design and make task, based on Board set criteria.

Written exam: 2 hours - 100 Marks: 50% of GCSE. Section A - Core technical principles (20 marks) Section B - Specialist technical principles (30 marks) Section C - Designing and making principles (50 marks)

TEXTILES SKILLS DEVELOPED ● Creativity and an ability to design and create innovative solutions ● Confidence in using a range of material ● Good communication, organisational and ICT skills are an advantage.

FURTHER STUDY A Level Fashion and Textiles provides a foundation for students wishing to follow a career in the fashion industry, interior design and the textiles industry. Due to the creative nature of the subject, this course could also lead to further studies in Product Design and Art Design SPECIFICATION LINK