Page 1




GES VISION “Our school seeks to provide a learning environment which is caring, motivating and supportive allowing all cultures within GES community to achieve their personal best and to become global citizens” GES MISSION • Promote academic, social, physical and personal development in our students. • Develop our students’ learning skills which will be of lifelong value. • Encourage positive risk taking in our students. • Develop creative skills and critical awareness in our students. • Encourage our students to become aware of and act upon their responsibilities, not only to themselves and their peers, but also to society in general. • Foster within our students a healthy sense of self-esteem and self-awareness and encourage respect and compassion for others • Actively promote the preservation and protection of the natural world amongst all students. • Create programs, assessments and experiences that serve to unite the school and celebrate the distinctiveness of each campus community. GES DEFINITION OF INTERNATIONALISM • Internationalism at the GES encompasses global citizenship, conflict resolution, social justice, values & perception, sustainable development, human rights, interdependence and diversity. • GES believes in reflecting and celebrating the diverse backgrounds of its community (students, staff and local community) within a safe and secure environment. All members should be enriched and affirmed by this experience and be appropriate role models for others. • A member of the GES community: • Is knowledgeable of and curious about the wider world and seeks to broaden and deepen understanding. • Reflects upon his/her role and responsibility as a global citizen.




• Is willing and able to communicate about culture, language and beliefs. • Is prepared to take action and to be an effective contributor. • Respects and celebrates diversity, language, culture and beliefs. • Appreciates multiple perspectives including environmental and economic systems and current global issues. • This is shown by: • Partnership links with other organizations • Twinned school, pen pals • A service learning programme that shows respect for and commitment to our host country and the wider global community • International awareness throughout the curriculum, allowing for students to share and value each other’s international experiences and mother tongue languages • International extension opportunities which include visits & exhibitions, learning opportunities & competitions, personal development & challenge, higher education offers from a range of international universities • Community events which reflect and celebrate a variety of cultures i.e. culture fair, international week, celebration of national days of school nationalities,Week Without Walls, Duke of Edinburgh



HISTORY OF THE GULF ENGLISH SCHOOL The Gulf English School opened in 1993 to meet the need for an educational facility that would provide a course of study based on the National Curriculum of England and Wales whilst also offering an Arabic Language and Islamic Studies programme as prescribed by the Supreme Education Council in Qatar. From a small beginning in two villas, the school has grown rapidly. Now, occupying two large, modern, purpose-built campuses, The Gulf English School has all of the facilities required to educate students to a high standard. In 2009, the school further developed, adding more administrative space, a Science Laboratory and ICT, Art and Media studios under the MultiPurpose Hall. The Gulf English School consists of Infant and Junior Schools at Primary level as well as a Secondary School. We offer students Pre-School to International Baccalaureate education. We attract and employ international teachers of the highest calibre, all of whom are fluent and competent English speakers and experts in their particular field of knowledge and skills. Many hold a Master’s degree or equivalent and bring a wide range of experience and pedagogical practice to the school community.




INTRODUCTION This handbook is designed to help you plan your courses for next year and beyond. At The Gulf English School we try hard to ensure that your learning is successful, year after year. The basis of our curriculum is to develop the student holistically and within an English speaking environment so that students’ learning experiences can contribute to their academic, physical, emotional, cultural and social development. We want the time students spend with us to be a satisfying, broad ranging and challenging experience. We are a school which continues to expand rapidly and we aim to accommodate the needs of our senior students. The Gulf English School introduced the International Baccalaureate Programme in the academic year of 2005- 2006, and in 2008 we introduced the AS level examinations for Year 12. In 2013 we introduce BTEC level 3 as part of the ASlevel route. In Year 10 and Year 11 (Key Stage 4), students are able to study IGCSE and BTEC Courses, all of which have been chosen to best fit the particular needs and aspirations of our students. At The Gulf English School, we believe that it is vital to equip each new generation with the best that education has to give. We offer Arabic and Islamic Studies from Pre-school through to Year 11. These subjects are highly valued at our school and



have helped to establish both our fine reputation and understanding of local culture. This handbook gives details and a brief description of the subjects being offered. We hope parents and students will carefully examine the subjects and courses presented here. Should advice or support from the school be needed, we encourage you to contact us.




1) DATA COLLECTION In the Sixth Form every student is given a target grade in each subject and we check progress regularly. Each data collection will examine attendance and achievement both in terms of effort and target vs. actual grade. You will get the best results if you plan your work, organise your time wisely and aim for 100% attendance throughout the year.

If you have concerns in your subject areas talk to your subject teachers about your progress, assessments and discuss the way forward. You must take this responsibility yourself. Discuss the matter with AS Coordinator, who will have an up to date overview of your progress. They can advise you on ways to help yourself or put you in contact with people who can help you further.

If the subject teacher(s) and AS Coordinator agree to a subject being changed, the Head of Sixth will be informed and may wish to take the discussion further and Through our tracking system, student, parent, teacher then decide on the next action. Students may not change and pastoral staff can be sure of good communication to subjects without this consultation process. Attendance at help support progress and achievement. all lessons will be compulsory until a change of subject form has been signed by all parties.



Dropping an option is not considered to be the norm, and your acceptance into the Sixth Form was to study the All students will study traditional or applied subjects or subjects chosen and confirmed upon admission. a combination. Applied subjects will have a mixture of continual assessment and coursework and possibly If you reduce the number of your courses you may examinations. Traditional subjects will be mostly exam seriously be cutting down your future options as well as based. wasting time and effort. Exams will take place in May/June.



Please note: students should not assume they will be allowed to re-sit an examination. Advice will be given regarding ability, teaching and learning style, suitability and progression. With regards to the actual exams, avoid late night revision and get a good night‘s sleep. Get up early to check you 7) LEAVING THE SIXTH FORM have everything you need, hydrate your brain with water and wear clothes and shoes you feel comfortable in. The same process as with course change must be undertaken if a student wishes to leave the Sixth Form. All 5) TRANSITION TO AS leavers must complete a leavers form, a destinations form and return all books, resources and pay any debts Moving from IGCSE to AS-Level is a significant transition owing to the school and library. in more ways than one. Not only will you be at the top of the school, but your studies will also step up a notch too. It is vital that you move with the standards expected and show exceptional role model behaviour. The skills emphasis will change from description, language and understanding to a focus on your ability to analyse and evaluate. This will involve more work, therefore to ensure you fulfill your potential it is advised you organize your free time wisely.

6) STUDENTS WITH SPECIAL NEEDS If you are a student with special needs and are considering entry onto a Sixth Form course, the guidance and decision can only be made on the merits of every case that occurs.




CAREER GUIDANCE AND COUNSELLING The Gulf English School adopts a proactive strategy to support their students in Career Guidance. Professional guidance in career and subject choices is a vital necessity in this dynamic and thriving economy where demands are growing rapidly in an ever-increasingly qualified Qatari and international work force. The process is made more complicated in view of the various countries with different entry requirements, and within those countries, universities that have individual requirements. This guide is a starting point to assist you with information pertaining to the general study requirements of countries such as Qatar, USA, Canada, UK and Australia. The guide also comprises numerous requirements for tests that need to be done. It’s advisable to familiarise yourself with the different tests and reasons why they are necessary. There is far more to your university application than just the final school grades submission. Keep in mind that universities also hunt for good all rounders and students who can add value to the learning institution. Therefore, personal statements, achievements,



any form of experience and personal dissertations play a vital element in the acceptance process and give you a valuable edge against others applying for places. It is recommended that you read through the complete booklet and ensure you have full knowledge of what the learning institution offers and whether it fulfils both your needs and requirements. Start to plan from here. It is our role to help and support, but you are ultimately responsible to actively seek out the information you require. It requires you to plan ahead. To assist you, you will find useful planning schedules included.

Career counselling and guidance enables students to arrive at mature career decisions through knowledge of themselves, knowledge of careers and matching the above to the needs of the employment market. Please make use of the many career guidance opportunities that are mentioned here under: In addition the Careers guidance team provides a dedicated Universities Handbook that can be downloaded to help you complete university application process. • Naviance – Programme and Action Planner. • Annual Careers Fair of the school; • Field trips to the different Universities and Universities in Qatar. (Throughout the year, listen to announcements and consult notice boards); • Hosting guest speaker sessions where professionals from post-secondary institutions talk to students; • Visits from other international Universities worldwide; • Information to prepare students for the SATS, ACT TOEFL and IELTS tests; • UCAS registration to assist students who would prefer to study in the UK; • Common applications for USA applicants; • Career counselling for both individuals and groups. Topics included are study skills, exam preparation, organisation skills and time management strategies; using Naviance. • Deliver information and assisting students with work experience and job shadowing; • Develop Career Portfolios, which include test and grade results, personal essays, examples of student work, resumes etc; through Naviance, individual profile and action plan.

• Assist with individual career planning, preferably with parent’s involvement. The Careers and University Guidance Counsellors are available from Sundays through to Thursdays. Parents are also encouraged to actively take part in the student’s university application process • Arranging, together with the IB, AS, coordinator and CAS teacher; job shadowing, work placements and community based learning programs to allow students to directly experience workplace situations. • Obtaining of prospectuses and materials regarding University and College information. • Setting up and providing mock interviews in preparation for university, internships, and work interview




BTEC are recognised by a large number of universities across a wide range of industries.

AS levels are the traditional qualifications offered by schools and 6th Form colleges for 16-19 year olds. They’re highly valued by universities and employers and focus on academic subjects. The subjects you choose to study for AS level can help shape your future, so your choices are important. You don’t necessarily have to choose between maths/sciences or English/humanities – it’s fine to mix them. However, if you’re already focused on a particular career, this is a chance to start to specialise. What matters most is choosing subjects you will really enjoy. A/AS level involves much more in-depth study than IGCSE, and to do well you will need to do extra reading and become absorbed in your subjects. AS levels are mostly assessed by written exams, although there’s also some coursework in most subjects. In subjects like science and art, your child’s practical skills are also assessed.



If you are not fond of taking exams and find the pressure causes you to under-perform, a BTEC will allow you to undertake a number of units for which you will present evidence, based on real-life work and studies. This means you can demonstrate your skills and knowledge through a practical situation rather than sweating it out in an exam hall. You will be provided with personal guidance and support by your teacher, who will also help you meet deadlines and reach your full potential. AS levels and BTEC results are the gateway to most university and college courses.


REQUIREMENTS to the Sixth Form Before entering the Sixth Form students must have achieved 5 IGCSE A*-C or 3 IGCSE A*-C and 1 BTEC.

PROCEDURES • All students will have an individual meeting with a member of the Counseling and Careers Guidance Team to discuss their subject options. • The School will invite all students and parents of Year 11 to an Options Evening in January of each year. • Students will make initial option choices as to route and subjects by End of February. This must be accompanied by a letter of application written by the student. • Students will meet with Head of Sixth Form for interview before end of March. • Re-registration will only be allowed if the above criteria have been met. • All offers of placement on courses is reliant on students attaining the grades required in the final IGCSE examinationscourses can only be finalised after these exams. • Students choose their options in consultation with the AS Coordinator and Head of Sixth form based upon their I/ GCSE results and a letter is prepared and signed by the Coordinator and Parents. (A copy of the letter will be kept in the student’s file) • Students are given Two teaching weeks to ‘try out’ and to finalise their options. • Should they wish to change any of their choices during the first Two weeks of the course, a letter will be signed by the Coordinator and Parents – these will be their final choices and students will not be allowed to drop any of their subjects. (A copy of the letter will be kept in the student’s file)

• Absenteeism: if a student is absent from THREE lessons in a particular subject then the subject teacher / Head of Department will inform the Coordinator who will investigate the matter and interview the student. • Lateness to school and lessons: Subject teacher informs the Coordinator after THREE instances of lateness. The Coordinator will contact the parents. The records of all conversations and any letters issued to students will be kept on the student’s file. • Examination Entries: after the results of the Mock Examinations and after consultation with the subject teachers, the Coordinator will finalise subject examination entries in consultation with HODs and then pass it on to the Examinations Officer.

• If a parent requests a change in the agreed options during the first three weeks of the course, then a meeting between the Parents and Coordinator will take place. (A copy of the minutes will be kept in the student’s file).




ACADEMIC SUPPORT A huge element of further education is the independence and freedom that students have to learn and research, using their own initiative. However, the assistance of teachers and support staff is also still of great significance to the success of students. Many systems are in place to ensure you get the most out of your study in Sixth Form:

FIREFLY The VLE - an invaluable tool which has been set up to allow the members of GES access to resources, materials, information and news. The Sixth Form has its own section, which contains subject related content as well as general tips on essay writing and study.

121 Meetings - All students get together with the Career Guidance Counsellors, AS Coordinator and Head of Sixth Form at several points in the year to discuss academic progress and anything else relating to study and future plans. Additionally, students may want to approach one



of the Sixth Form team to discuss academic issues.

After School Sessions - many faculties hold regular after school sessions and clubs to go over subject content and enhance understanding and sense of a particular topic, theme or module.

Revision Guides - Guides and booklets are produced by departments for Sixth Formers.

LIFE IN THE SIXTH FORM COMMUNICATION It is vital that during induction week, students provide the Sixth Form team with personal contact details: both home and mobile numbers and email addresses. Important information, notices and announcements will be sent via email messages to school and personal addresses. ACADEMIC WORK AND TIME MANAGEMENT Work must come first. Students enter the Sixth Form to complete a programme of study. The first priority must be to complete this programme of study successfully. Any course in the Sixth Form represents a step up from that which the student was used to in Year 11. Advanced courses for instance, require the same amount of time spent outside of the lesson as they do inside of the lesson. Students will finish school by 1:50PM and it is the responsibility of the student to fit in this work between then and when they go to sleep, over a seven day week. Students will also receive some non-contact time, a time when there are no lessons. We strongly recommend that students use this time to complete the reading around the subject and set class work.

EXPECTATIONS When you accept a place in the Sixth Form, you automatically agree to accept the routines and obligations that go with it. We expect all our senior students to behave as worthy role models and leaders, therefore punctuality and a positive attitude is essential. The full set of expectations and Sixth Form contract will be signed upon offering you a place at GES. Make sure you read them thoroughly at the start of the year.





Students should not arrange any inappropriate engagements in school time, such as driving lessons, hair, There is a direct correlation between attendance and dentists or doctor’s appointments. progress on courses. At GES we monitor this closely in order to help each student attain her/his goals. Attendance at all timetabled lessons, including assemblies and all special study days is compulsory. Attendance figures are recorded electronically on each student‘s file and may be referred to when reference requests are made by educational institutions. Absenteeism, poor punctuality and truancy will be followed up. In the case of illness, we expect you or your parents/guardians to contact the school. We understand that during the year, students may need to visit universities and institutions for open days and/ or interviews. Please notify your tutor and teachers in advance and make sure you pick up any set work beforehand.



DRESS CODE The Sixth Form are role models and leaders in a uniformed school, so you should be setting an example to the younger students. The way you dress makes a statement about you and your attitude to your work. If you look smart, it sends a positive message and shows respect for your school, your fellow students and the staff. Here are some guidelines regarding appropriate dress. BOYS Your clothing should be smart and appropriate for the professional work place. Please do not wear your jeans/trousers very low on or below your hips. Underwear should not be visible. Smart shoes Smart trainers/Converse shoes/boots Trousers/Jackets: Smart tailored trousers Smart jackets Suits may be worn if desired Smart denim jeans: no rips or frayed hems Shirts/tops: Shirts with a collar - ties are optional Polo shirts Smart T shirts Jumpers/cardigans Thobs (national dress)

GIRLS Your clothing should be appropriate for the professional work place. Please do not wear revealing, see-through or skimpy clothes. Smart shoes – low to medium heels– no open toed/ sling back/backless styles Flat shoes Boots – flat/low to medium heel Smart trainers/Converse shoes Skirts, dresses, jackets, trousers and tops: Smart, tailored skirts and trousers Smart denim jeans: no rips or frayed hems Skirts are to be of an appropriate, decent length Jackets: smart and tailored Suits may be worn if desired Blouses/shirts/t-shirts: smart with no revealing necklines Jumpers/cardigans






ATTENDANCE ′Students will be expected to meet the rules set down by the Supreme Education Council and attend a minimum of 90% of the available teaching days on the course.′

MEETINGS The AS Coordinator is in regular contact with the subject teachers discussing students causing concern to eliminate problems early. • The AS Coordinator will meet with students to discuss any causes for concern. • The Coordinator will arrange meetings with parents to discuss students causing concern before bad habits are allowed to establish themselves. ATTENDANCE ON THE AS COURSE It is expected that every student will attend school regularly. Students will be expected to meet the rules set down by the Supreme Education Council and attend a minimum 90% of the available teaching days on the course. Parents will be contacted when students miss a significant number of lessons and warnings will be given if a student is at risk of breaking the regulations.



If a student is absent for more than 10% of the available teaching days without proper justification, he or she will be asked to leave the course and make alternative arrangements to sit the examinations. AS pupils are allowed with parental consent to leave the school in their free periods. If this trust is abused then this privilage will be taken away.



THE GULF ENGLISH SCHOOL HOW ARE STUDENT’S ASSESSED? Students will be set regular assignments which will be graded by teachers with realistic grades according to the courses they are taking. ′Most of the courses are assesed 100% by examination and the final grades are awarded by the external examination boards.′

They will be given a trial examination to help them improve their examination technique in the second half of the course. The final assessment will, of course, be by the external examination boards and the results will be available in August. GRADES AND MARKS Some tests may be assessed in marks or percentages but most of the tasks set by teachers will be given a grade which indicates what that piece of work would be given as part of an examination. Most of the courses are assessed 100% by examination and the final grades are awarded by the external examination boards. There are a minority of courses which include course work as a proportion of the marks. Teachers will make this clear in the subject course descriptions that follow.






English Language/Literature Mathematics Science Biology Science Physics Science Chemistry Arabic Business Studies Media Economics Psychology Art and Design General Studies BTEC Business BTEC Travel & Tourism

22 23 25 26 27 29 31 33 35 36 37 38 39 40





THE GULF ENGLISH SCHOOL Exam Board: Cambridge International Examination (CIE) One Year Course in Year 12 ASSESSMENT Successful AS English language students gain lifelong skills including: • the ability to write clearly and persuasively; • the ability to use appropriate styles and registers for different contexts; • the ability to analyse a variety of complex texts in different forms and styles; • an understanding of language use to informand persuade. The syllabus aims to develop: • A critical and informed response to writing in a range of forms, styles and contexts. • The interdependent skills of reading, analysis and communication. • Effective and appropriate communication.

CAREER OPPORTUNITIES Writer, interpreter, journalist, teacher and lots more.

′The course aims to encourage students to produce critical and informed responses to writing in a range of forms.′



Entry Requirements:

Grade B or above English as a Second Language (Extended). Strongly recommended to have a Grade C or above in IGCSE Literature (English).

Entry Requirements: Grade B or better in IGCSE Mathematics.

Exam Board: Edxcel Examination One Year Course in Year 12

This course is for those students who enjoy the challenges of mathematics and want an AS level, which is well respected by both universities and employers. AS Level Mathematics builds on the skills acquired at IGCSE level and can be attained by completing three modules. It is a study of two Core Maths modules and one Applied Maths module. The Applied Maths module provides the students with an opportunity to explore the ways in which data can be processed and represented. Within the options available of the applied modules, your child will be taught statistics. The Core modules (C1 and C2) are compulsory for all candidates and will include topics such as: Algebra Calculus and Trigonometry Coordinate Geometry Graphical Representations




ASSESSMENT Core Modules: All students must sit these compulsory modules at the end of the year C1 – AS Structured Questions (Duration: 1.5 hrs) Mark 33% C2 – AS Structured Questions (Duration: 1.5 hrs) Mark 34% Applied Modules: Students who chose Statistics will sit the S1 paper. S1 – AS Structured Questions (Duration: 1.5 hrs) Mark 33%

Career opportunities: Accounting Stock Market Teacher Architect Banking Engineering Financial Advisor



The Statistics (S1) module is recommended for those looking at a profession in Medical, Financial or Business environment, and will include topics such as: Descriptive statistics (Mean, Median, Mode, Box Plots, etc.) Probability Normal Distribution Correlation and Regression Overall the course would provide you with the numerical background for other subjects such as Biology, Business Studies and Physics.

Entry Requirements: Students must achieve a grade A*- C in the extended paper at IGCSE Biology

Edexcel Examinations COURSE CONTENT:

AS Biology places considerable emphasis on the understanding and use of scientific ideas and principles in a variety of situations, including those which are well known to the learner and those which are new to them. It is anticipated that programmes of study based on this syllabus will feature a variety of learning experiences designed to enhance the development of skills and comprehension. This approach will focus teachers and learners on development of transferable lifelong skills relevant to the increasingly technological environment in which people find themselves. It will also prepare candidates for an assessment that will, within familiar and unfamiliar contexts, test expertise, understanding and insight.

The syllabus includes Topic 1: Biological Molecules Topic 2: Cells, Viruses and Reproduction of Living Things Topic 3: Classification and Biodiversity Topic 4: Exchange and Transport

COURSE ASSESSMENT At the end of the course, students sit two examination papers. Paper 1: Multiple choice questions, short open, open response, calculation and extended writing questions. (1 hour 30 mins) 50% of total qualification. Paper 2: Multiple choice questions, short open, open response, calculation and extended writing questions. (1 hour 30 mins) 50% of total qualification. Career Opportunities: Students studying AS Biology will be able to study Biology in more depth in university. Students will also be able to apply for courses such as medicine, dentistry, biomedical sciences and physiotherapy.



THE GULF ENGLISH SCHOOL Edexcel Examinations Is a one year course examined in May/ June that builds on the skills acquired in Science at IGCSE. The course will foster creative thinking and problem-solving skills which are transferable to any future career path. The course is designed to give a thorough introduction to the study of Physics and scientific methods. Emphasise the understanding and application of scientific concepts and principles. The course enables candidates to become confident citizens in a technological world and to take an informed interest in matters of scientific importance. COURSE ASSESSMENT At the end of the course, students sit two examination papers. Paper 1: Multiple choice questions, short open, open response, calculation and extended writing questions. (1hour 30mins) 50%. Paper 2: Multiple choice questions, short open, open response, calculation and extended writing questions. (1hour 30 mins) 50% Paper 3: Advanced practical skills (2 hours) 23%. Career Opportunities: Student studying AS Physics will be able to study Physics in more depth in university. Students will also be able to apply for courses such as engineering, architecture and design.



Entry Requirements: Students must achieve a grade A*- C in the extended paper at IGCSE Physics. Grade C or above in IGCSE Maths is also strongly recommended.

COURSE CONTENT: The syllabus includes the study of the following areas: Core Principles: Working as a Physicist: Students develop their competence in manipulating quantities and their units, including making estimates. Mechanics: Be able to use the equations, draw and interpret graphs. Electric circuits: Describe ohmic behaviours and the variation of resistance with temperature. Simple conceptual models are used for the flow of charge in a circuit, for the operation of a photocell, and for the variation of resistance with temperature. Materials: Students study Stokes’s law, Hooke’s law, draw and interpret graphs. Waves and particulate nature of light: Understand the terms amplitude, frequency, period, speed and wavelength. Possible experiments include determining the refractive index of solids and liquids, measuring the focal length of a lens, and using models of structures to investigate stress concentrations.

Entry Requirements: Students must achieve a grade A*- C in the extended paper at IGCSE Chemistry. Grade C or above in IGCSE Maths is also strongly recommended.

Edexcel Examinations The aims of a course is to allow students to become confident citizens in a technological world, able to take or develop an informed interest in scientific matters, recognise the usefulness, and limitations, of scientific method and appreciate its applicability in other disciplines and in everyday life and be suitably prepared for employment and/ or further studies. The course aims to develop abilities and skills that are relevant to the study and practice of science, useful in everyday life, encourage the presentation of information and ideas appropriate for different audiences and purposes and develop self-motivation and the ability to work in a sustained fashion. COURSE CONTENT: The syllabus includes the study of the following areas: Atomic Structure and the Periodic Table, Bonding and Structure, Redox, Inorganic Chemistry and the Periodic Table, Formulae, Equations and Amounts of Substance, Organic Chemistry, Modern Analytical Techniques, Energetics, Kinetics, Equilibrium




Inorganic Chemistry: This includes the study of: The periodic table, group 2, group 17 and nitrogen and sulfur. Organic Chemistry and analysis: This includes the study of: Hydrocarbons, halogen derivatives, hydroxyl compounds, carbonyl compounds, carboxylic acids, and analytical techniques. ASSESSMENT COURSE ASSESSMENT: At the end of the course, students sit two examination papers. Paper 1: Multiple choice questions, short open, open response, calculation and extended writing questions. (1 hour 30 mins) 50% of total qualification. Paper 2: Mvultiple choice questions, short open, open response, calculation and extended writing questions. (1 hour 30 mins) 50% of total qualification.

Career Opportunities: Students studying AS Chemistry will be able to study Chemistry in more depth at university and study courses such as medicine, chemical engineering, and pharmacy



Entry Requirements: The students should pass in Arabic IGCSE to be able to success in this program Exam Board: Edexcel Examination

CONTENT SUMMARY The AS Arabic course concentrates on three major skills: Reading comprehension Students have to be trained to read many different kinds of Arabic texts in order to develop their Reading Skills. They will be set comprehension tasks in order to demonstrate their reading skills. The general topic areas are: Youth culture and concern. Life style: health and fitness The world around us. Education and employment. Writing Skills Students will write a 220-270 word essay, in Arabic, in response To a short Arabic-language stimulus and related bullet points. The assessment rewards learners for communicating relevant Information effectively as well as for the quality of the Arabic Language produced. Translation During the course, students will be taught how to translate various kinds of texts in Arabic into English. Students will be expected to improve accuracy and fluency during the course.




ASSESSMENT The assessment for this unit has three sections. Section a (35 marks) Students will need to understand, retrieve and convey information from a short series of different Arabic-language texts. They will be required to provide a mix of non-verbal and Arabic-language responses. A maximum of 30 marks will be available in accordance with an assessment-specific mark scheme. In addition, a maximum of five marks will be given for the vocalization of text produced in response to one of the questions. These marks will be awarded in accordance with the assessment Criteria in Section 1.4.

Career Opportunities: This program helps the student to find a job in many areas, including: Translator Journalist Arab satellite broadcaster Teacher



Section B (9 marks) Students will be assessed on their ability to transfer meaning from Arabic into English. They will be required to apply their knowledge of Arabic language, grammar and lexis to produce a short translation from Arabic into English. A maximum of 9 marks will be awarded in accordance with a translation-specific mark scheme. Section C (46 marks) Students will write a 220-270 word essay, in Arabic, in response to a short Arabic-language stimulus and related bullet points. The assessment rewards learners for communicating relevant information effectively as well as for the quality of the Arabic Language produced.

‘The course is intended to give students a detailed and interesting insight into why we have businessess and how they operate.’ How do the following comments make you feel? The secret to managing is to keep the guys who hate you away from the guys who are undecided. There are managers so preoccupied with their email messages that they never look up from their screens to see what’s happening in the non digital world.

Exam Board: Cambridge International Examination

COURSE ASSESSMENT At the end of the course, students sit two examination papers.

The most efficient way to produce anything is to bring together under one management as many as possible of the activities needed to turn out the product.

Course codes Paper 1 9609/12 Paper 2 9609/22 Both exams are 90 minutes.

People are definitely a company’s greatest asset. It doesn’t make any difference whether the product is cars or cosmetics. A company is only as good as the people it keeps.

These examinations not only test their knowledge and understanding, but also their analytical skills and ability to make sensible judgments and solve common problems found in the real world of business.

“Whenever there is a hard job to be done, I assign it to a lazy man; he is sure to find an easy way of doing it.” Welcome to the world of business studies, you cannot get away from it! The course is intended to give students a detailed and interesting insight into why we have businesses and how they operate. Business Studies is the study of the various ways in controlled, how people are employed, managed and paid, how goods are produced and sold, how goods and services are priced, and of how local, national and international governments and organisations help or hinder business.

Career Opportunities: Business Administration Accounting Finance Banking







Entry Requirements: Students must achieve Grade C or above in IGCSE English and/or Grade C or above in IGCSE Media

Course Requirements Grade C in GCSE English and/or Grade C in GCSE Media Studies You should also have a keen interest in varied forms of media and an awareness of current media news. Course content Media Studies is the combination of understanding and creating media. During the one year course you will learn different media theories and concepts to help you analyse various examples of the media we use in our everyday lives from radio, to films, to newspapers to social media. You will also be using these concepts and theories to make your own media. You will be set a brief and challenged to come up with your own original ideas, putting into practise technical and creative skill. The key theories you will learn and apply are Media Audiences, Language, Industries and Representations. You will be discussing and analysing these theories, trying to understand how the media creates messages, meanings and values within our culture. You will evaluate the impact the media has on social, historical, economic and political issues as well as your own identity. Assessment The course has 2 parts broken down into one exam and one piece of coursework. Exam – You will sit an exam paper at the end of year 12 where you are provided with an unseen media source. You will answer a variety of questions on the source applying the different media topics and concepts you have learnt throughout your study of the subject. There will be a range of multiple choice, short and extended answers. The exam is worth 70% of your final grade and will be externally marked. Coursework – you will create one piece of practical coursework, which counts for the remaining 30% of your final grade. You will be expected to carry out research, planning and an evaluation of your work as well as the practical elements itself. This will be internally assessed then externally moderated

Career Paths Where can a career in Media take me? Director Media Law Screen Writer Market Research Journalist Advertising Public Relations Producer Further Education To continue your studies of Media at University, you can enroll in such courses as: Film Making Advertising Photography Communication Theory Animation Journalism Public Relations



THE GULF ENGLISH SCHOOL Unit 1 – MEST1: Investigating Media 50% of AS – 2 Hour Written Examination 80 marks Consists of TWO sections: FOUR compulsory SHORT answer questions. Choice of ONE from TWO essays. This Unit will consist of the taught part of the course, externally marked and verified – based on material studied in class. Unit 2 – MEST2: Creating Media 50% of AS –Practical Unit 80 Marks Consists of TWO linked production pieces taken from TWO of the THREE media platforms studied in Unit 1. This also includes a 1500 word evaluation of the work. It is an INTERNALLY assessed, EXTERNALLY moderated unit. Career Opportunities Advertising Account Executive Broadcast Journalist Editorial Assistant Event Organiser Information Officer Magazine Journalist Television/Film/Video Producer



Entry Requirements Prior learning Candidates beginning this course are not expected to have studied Economics previously. COURSE CONTENT 1. 2. 3. 4. 5. 6. 7.

Basic economic ideas The price system and the theory of the firm Government intervention in the price system International trade Theory and measurement in the macro-economy Macroeconomic problems Macroeconomic policies

Successful Cambridge International AS and A Level candidates gain lifelong skills, including: • the ability to explain and analyse economic issues and arguments • the ability to evaluate economic information and organise, present and communicate ideas and judgements clearly • a sound foundation of economic ideas including an introduction to the price system and government intervention, international trade and exchange rates, the measurement of employment and inflation and the causes and consequences of inflation.

COURSE ASSESSMENT Examinations at the end of the year (May, June). 2 papers. Paper 1, 30 Multiple choice questions (40%). Paper 2, Data response and Structured essay (60%).

Career Opportunities Success in Cambridge International AS Level and A Level Economics is accepted by universities and employers as proof of essential knowledge and ability. Possible career opportunities include: · Banking · Economists · Financial analyst · Government policy analyst · Economic journalism




Exam board to be decided. There are patterns in the way humans think and behave. AS Psychology is an opportunity to learn about what motivates you and those around you. All of us are influenced by external agents, our behaviour sometimes controlled by factors beyond our control. You will have a chance to think about matters as diverse as how children learn to talk; what drives sales of designer handbags; why some sports teams are more successful than others; and why newspapers with red on the front cover sell more copies than ones with other colours. Skills gained: Critical thinking Argument and essay writing Career Opportunities: Counsellor, Child Psychologist, Clinical Psychologist, Educational Psychologist, Forensic Psychologist, Sports Psychologist.



Recommended Entry Requirements: 5 IGCSE’s A*-C

Course content will include topics such as: Biological rhythms and sleep, Perception, Relationships, Aggression, Eating behaviour, Gender, Intelligence and learning and Cognition and development. accordance with a translation-specific mark scheme.

Entry Requirements: GCSE Art- D or above BTEC Level 2- Merit or above Or personal interview with supporting art portfoli COURSE ASSESSMENT The course has 2 parts, unit 1 and unit 2. Unit 1 – Should be considered as coursework and is worth 60% of the overall mark. Part of the unit will help students produce elements of the portfolio requirements for VCU. Unit 2 Exam – External set exam paper, in which pupils have limited class time to prepare and sit a 10 hour creative exam. This is worth the remaining 40%. There are 4 key areas of how the work is assessed. All are worth 25% each: A01, A02, A03 and A04. Both units will be internally assessed and externally moderated. Career Paths Architect Urban Planner Art Dealer Art Critic Animator

Automotive Designer Cartoonist Sculptor Designer Fine Artist

Pearson Edexcel Fine Art (9FA0) Course content The aim of this course is to enable candidates to investigate and explore art media and ideas through both 2D and 3D. Students will experiment with a broad array of media and materials, this will expand their skills and understanding of the subject and their chosen topic. Pupils will also be more aware of future job prospects within the Art and Design industry. An interest, enthusiasm and enjoyment for the subject is essential, due to the rigorous and demanding elements of the course. Possible project titles include: VCU portfolio building: Creating a body of work which would be suitable for applying to VCU. Where Am I? Pupils consider future goals and achievements through printmaking. Not so still life: Improving observational skills, using a wide range of media and techniques. Further Education At University, they have been able to access courses such as Architecture Fine Art Art History Digital Arts and Computing




GENERAL STUDIES Exam Board: Cambridge International Examination (8004) COURSE CONTENT Cambridge International AS Level General Paper is accepted by universities and employers as proof of understanding and ability to communicate in English. The AS Level General Paper syllabus is multi-disciplinary, with subject matter drawn from across the curriculum. In broad terms, the syllabus encourages students to:

Entry Requirements:

Students should have at least a C in English as a second language as the course requires a certain amount of discursive writing. Students are also expected to read widely and have an interest in current affairs. Section 2: Science, including its history, philosophy, general principles and applications; environmental issues; mathematical topics

Possible areas for consideration might include: • Medical dilemmas and issues of research and ethics; concept of progress in science. • Be more aware of the breadth and complexity of the • Drug manufacture and provision. • Diet, health education. contemporary world. • Information and communications technology; the Internet • Develop thinking and reasoning skills, and maturity of Section 3: Literature and language, arts and crafts. thought. Possible areas for consideration might include: • Literature, biography, diary, science fiction. Language – heritage, tradition, dialect. • The global media – TV, radio, satellite; influence and controls; effects on lifestyle, culture and habits; cultural dilution and diversification; advertising; role models. • Censorship; privacy; the right to know; freedom of the press, etc. uses and abuses. Section 1: Historical, social, economic, political and • Traditional arts and crafts; creativity; national heritage/ philosophical topics preservation; effects of tourism. Possible areas for consideration might include: • Architecture; painting; fashion; photography; sculpture; • The role of history and war; terrorism. music; heritage. • The role of the individual in society – the family, marriage, peer pressure, class. • Education and welfare. • The importance and impact of tourism on a country – implications for the economy, employment, public transport, environmental concerns. • Achieve an understanding of (and ability in) the English language which enables them to express arguments, ideas and opinions in a reflective and academic manner. Although an awareness of the wider implications of particular issues will improve the quality of students learning, the AS Level General Paper is not a test of general knowledge.



Entry Requirements: 5 IGCSE’S including English, at Grade C or above. Excellent attendance on this course is compulsory due to the high level of coursework to be completed. Business studies covers all aspects of a business including finance, communication, law, purchasing, sales, customer service, advertising, staffing, location and product. This course gives a real and practical insight into the Business world and will include visits to Business organisations.

Pearson BTEC Level 3 National Certificate in Business COURSE STRUCTURE: Course includes 3 compulsory units: Unit 1 - The Business Environment Unit 2 - Business resources Unit 4 - Business Communication

COURSE ASSESSMENT 100% Coursework. Students are continually assessed throughout the course and build a portfolio of evidence to submit to exam board. ASSESSMENT METHODS: Assessment methods will include: Reports, presentations, role play, group discussion, blogs, information booklets, posters, web pages and leaflets.




5 IGCSE’S including English, at Grade C or above.

COURSE STRUCTURE: Course includes three units: Unit 1 - Investigating the Travel and Tourism Sector Unit 3 - The UK as a Destination Unit 4 - Customer Service in Travel and Tourism

Excellent attendance on this course is compulsory due to the high level of coursework to be completed. Travel and Tourism covers all aspects of the industry including the appeal factor of different destinations, the aim of and role of different organiations in the industry. The course gives a real and practical insight into the Travel and Tourism industry.

COURSE ASSESSMENT ASSESSMENT: Career Opportunities: Students can progress onto variety of Higher Education qualifications. It would be an ideal course for anyone wishing to gain a place on either a Foundation Degree in Travel & Tourism or Foundation Degree in Hospitality. Possible careers from the course would include working for the local tourism authority, events management, airport services management.



100% Coursework. Students are continually assessed throughout the course and build a portfolio of evidence to submit to exam board. ASSESSMENT METHODS: Assessment methods will include: Reports, presentations, role play, group discussion, blogs, information booklets, posters, webpages and leaflets.







UNIVERSITY OR COLLEGE Every university and college has different entry requirements. For instance, many American colleges will expect candidates to pass SAT examinations or TOEFL tests. The Gulf English School will provide opportunities to help our students to prepare for these extra qualifications. Our Counsellor or the AS Coordinator can give you advice about what qualifications you might need for particular colleges/universities or you can make enquiries yourself by visiting the website or reading the prospectuses of individual institutions.

ADMISSIONS REQUIREMENTS FOR UNIVERSITIES/COLLEGES IN QATAR • Academic Bridge Programme • Carnegie Mellon University • College of the North Atlantic • Qatar University • Georgetown University • VCU • North W estern University • Texas A&M • Weill Cornell Medical College • Stenden University



The Careers and Guidance Counsellor can assist you with information. However, for clear and comprehensive details, please contact the various institutions yourself and speak with their ADMISSION OFFICERS.

ATTENDANCE POLICY AND PROCEDURES ATTENDANCE “Children who attend The Gulf English School are expected to attend school for the full 180 days of the academic year, unless there is a good reason for absence.”

Effective schools convey their positive regard for regular attendance to parents, pupils and teachers. Children quickly pick up the message that their presence is important. Children who attend The Gulf English School are expected to attend school for the full 180 days of the academic year, unless there is a good reason for absence. There are two types of absence: • Authorized—where the school approves pupil’s absence • Unauthorized—where the school will not approve the absence of the student If a child is absent, parents should call the school on each day of the absence stating the reason. A note should also be sent on the day the child returns to school explaining the absence. If contact fails to be made by parents explaining their child’s absence, the school will call the student’s home on the third day of absence. Children with 100% attendance will be rewarded by the school with a certificate at an assembly at the end of the year. Children are expected to have an attendance record of at least 90%.



THE GULF ENGLISH SCHOOL ATTENDANCE POLICY AND PROCEDURES (CONT.) FAMILY HOLIDAYS DURING SCHOOL TIME Parents are strongly urged to avoid booking family holidays during term time. It is not educationally sound for pupils to miss a lot of school for sustained periods of time. This is most important at the beginning of the school year when academic expectations are laid out to children and it is also an important time for pupils to socialize with peers and get to know their new teachers. The Gulf English School will not accept any responsibility for any pupil who does not ‘settle in’ due to a late return to school because of an extended family holiday. Each application for leave of absence during term time will be considered individually, taking into account the pupils’ overall attendance and the reason for the holiday. Parents must present leave notices well before holidays are taken for this process to take place



There should be no unmarked sessions for any student. students a framework for developing independence in their mathematical learning by engaging in mathematical investigation and mathematical modelling.


4457 8777


4486 1256



Postal Address

PO Box 2440 Doha, Qatar

Student Support

4457 8705


4457 8704


4457 8714

Secondary School

4457 7777 ext 247

Secondary Nurse

4457 7777 ext 275

Dalia Baraka



THE GULF ENGLISH SCHOOL HOW TO FIND US AS Coordinator Ms Fiona Keery Deputy Head of Secondary, in charge of 6th Form, Mr Daniel Langfield


a arr







Al Maszhabiliya St


Dahl Al Hamam Roundabout






Landmark Shopping Mall

Al Maszhabiliya St

a St


Al M

Al Belwar St

Landmark Interchange

GES Infants School

Al-Garrafa St.

The Gulf English School

Arab League St


fa S



Al-Shamal Bridge


fa S



Al Markhiya St

Arab League St

Al-Garrafa Roundabout

Al-Garrafa TrafďŹ c Light

Al-Garrafa St.

Al Ittihad St

Slope Roundabout Al Luqta St

To Education City Qatar Foundation



Immigration Building Al Luqta St

Immigration interchange

Markhya Roundabout Al Luqta St

Al Luqta St

TV Roundabout

Year 12 AS Handbook Guide  

Year 12 AS Handbook for 2018 - 19

Year 12 AS Handbook Guide  

Year 12 AS Handbook for 2018 - 19