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KSAB YEAR 11 Curriculum

KSAB YEAR 11 Curriculum Overview Subject Arabic A Arabic B Art Computing Design and Technology Drama English French Geography History Islamic A Islamic B Maths Music Physical Education Science Spanish

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KINGS’ SCHOOL AL BARSHA

CURRICULUM OVERVIEW

Subject: Arabic A

Purpose of Study

The purpose of the study of Arabic at Kings’ Al Barsha is to empower students with the skills and opportunities to communicate in Arabic globally and on their own doorstep. Ensuring that students have the ability to converse and interact in the language of the nation in which they reside, is a pertinent and exciting priority at Kings’. Opportunities for Arabic speakers in the professional world both internationally and locally are considerable and we aim to equip students for their future pathways.

Students will have the opportunity to fully appreciate the beauty of the Arabic language and its diversity of dialects across the Arab world. Continuity from Key Stage 2 is a key consideration, as is the ability to accommodate linguistic developments in the Arabic language. Students will learn about fascinating cultural heritage of the Arabic language and will enhance their understanding of poetry and literature widely appreciated throughout the Arab world. The rich, varied and expansive reach of the Arabian world forms a treasure chest of discovery for the enquiring student.

Social, cultural and historical contexts will be examined in tandem with linguistic foci and the challenges faced by parts of the Arab world today will be evaluated and considered. Aims

‫‪Most of the resources used in Key Stage 3 will be based on specifications made by the UAE Ministry of Education.‬‬ ‫‪We will adopt a range of National Curriculum strategies and approaches in the delivery of Arabic language teaching‬‬ ‫‪at Kings’.‬‬

‫‪Programme of Study‬‬ ‫‪Summer 1 & 2‬‬ ‫سيرة ذاتية ) دارنا الدمشقية(‪ ،‬نحو ) البدل(‪ .‬التحدث )دارنا‬

‫صة قصيرة ) نظارة طبسية( مريم السساعدي‪ ،‬النحو‬ ‫ق س‬ ‫)اسم التفضيل(‪ ،‬عمود صحفي )صديقي الهاتف(‪،‬‬

‫قصة من وجهة نظر(‪ ،‬الستماع ) إدارة الوقت وأهميته(‪،‬‬

‫عائشة سلطان‪ ،‬الكتابة إيجابسيات وسلبسيات التكنولوجيا‬ ‫ووسائل التواصل الجتماعي‪ ،‬النحو ) السنس ب(‪ ،‬حديث‬

‫انقطاع للتحضير للمتحانات النهائية‪.‬‬

‫عصي الدمع لبي فراس الحمداني(‪ ،‬نحو أفعال‬

‫الدمشقية(‪ ،‬قصة قصيرة ) ةغطاء الفراش(‪ ،‬الكتابة ) كتابة‬

‫نص معلوماتي) حضن الطبيعة (‪.‬‬

‫‪4‬‬

‫‪Spring 1 & 2‬‬

‫شريف ) مثل هذه المة مثل أربعة نفر(‪ ،‬شعر )أراك‬

‫‪Autumn 1 & 2‬‬ ‫نص نثري )تقنية السسرد والوصف في النثر(‪،‬‬ ‫صة قصيرة )حادثة(‪،‬‬ ‫شعر )المثسق ب العبدي(‪ ،‬ق س‬

‫صة‬ ‫نجي ب محفوظ‪ ،‬الكتابة )الشخصسية في ق س‬ ‫حادثة(‪ ،‬السنحو مراجعة )اسما الزمان والمكان(‪،‬‬

‫سيرة ذاتسية ) يوم العيد‪-‬الشيخ الدكتور سلطان بن‬ ‫محمد القاسمي(‪ ،‬الكتابة )كتابة ذكرى من أيام‬

‫المقاربة وارجاء والشروع(‪ ،‬قصة أخيرة )حتى آخر‬

‫الطفولة(‪ ،‬البلةغة )التشبيه التمثيلي(‪ ،‬امتحانات‬

‫رمق(‪ ،‬الستماع) ثلث عشرة عادة خطمأ(‪ ،‬النحو‬

‫الفصل الدراسي الول‪ ،‬مقال )الستهتار برهان‬

‫)النداء(‪ ،‬البلةغة ) التشبيه الضمني (‪.‬‬

‫السسمأم( سلمة موسى‪ ،‬الكتابة )هدفي في الحياة(‪،‬‬ ‫البلةغة ) الكناية(‪.‬‬

‫‪Year 11‬‬

Recommended sites

Further Reading

Edexcel Igcse Arabic 1st Language Student Book (Edexcel International GCSE)

.‫العصر الجاهلي شوقي ضيف‬

http://www.arabicstory.net/

.‫في التراث والشعر واللغة شوقي ضيف‬

‫الشوقيات لمحمد شوقي‬

‫ شوقي ضيف‬،‫تاريخ الد ب العربي‬ Specification

Ministry Books, http://qualifications.pearson.com/en/qualifications/edexcel-international-gcses-and-edexcelcertificates/international-gcse-arabic-as-1st-language-2009.html

KINGS’ SCHOOL AL BARSHA

CURRICULUM OVERVIEW

Subject: Arabic B

Purpose of Study

In the knowledge society of the 21st century, language competence and intercultural understanding are not optional extras, they are an essential part of being a citizen. Language skills are also vital in improving understanding between people here and in the wider world, and in supporting global citizenship by breaking down barriers of ignorance and suspicion between nations. Kings’ Al Barsha provides a learning environment which values and draws upon students’ background and interests. We aim to support different learning styles, build confidence and encourage independence. We believe that learning Arabic should be fun and stimulating for all our learners in order to cover the vocabulary and grammar of topics and build up fluency and sophistication in language use more naturally. We aim to provide an excellent context for developing insights into culture as well as higher order thinking skills such as analysis, comparison and interpretation. Arabic is compulsory at Key Stage 3 in the UAE and we see the range of ICT tools as having a valuable role to play in teaching and learning Arabic. This is because they represent an up-to-date and increasingly versatile resource and are central to the way young people learn, play and most of all communicate with each other.

Aims The Arabic Scheme of Work is based on the themes provided by the Ministry of Education and covers the same topic areas as other Modern Foreign Languages at Kings’ Al Barsha. The Arabic Programme aims to ensure that all pupils: ● ●

● ● ●

understand and respond to spoken and written language from a variety of authentic sources speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt discover and develop an appreciation of a range of writing in the language studied acquire an understanding of the Arabic Culture around them

Programme of Study 6

Year 11

Autumn 1 & 2

Spring 1 & 2

Summer 1 & 2

Future plans, education and work: Basic language of the internet, simple job advertisements, simple job applications and CV, school and college, work and work experience).

1. Media, travel and culture Music/film/reading Fashion/celebrities/religion Blogs/internet Holidays Accommodation Eating, food, drink

GCSE Arabic language exam revision and Assessment preparation (Reading, Listening and Writing).

2. Sport, leisure and work Hobbies/interests Sporting events Lifestyle choices Work experience/part-time jobs Product or service information).

Unit 2: Speaking in Arabic (27% of the total GCSE).

Throughout the year students will prepare a set of questions and answers for their speaking test.

Unit 1: Listening and Understanding in Arabic (23% of the total GCSE)

Unit 3: Reading and Understanding in Arabic (23% of the total GCSE). Unit 4: Writing in Arabic (27% of the total GCSE)

Recommended sites

http://qualifications.pearson.c om/content/dam/pdf/GCSE/Ar abic/2009/Specification %20and%20sample %20assessments/GCSE_in_Ar abic_Spec_2012.pdf

https://almasdar.oercommons.org

Further Reading

Arabic- English Word List for GCSE Arabic Companion by

Your Arabic Friend - A Textbook for GCSE, by Nomaan Mahir

http://arabalicious.com/secondar y-resources.html

Chawki Nacef

GCSE Specification

http://qualifications.pearson.com/content/dam/pdf/GCSE/Arabic/2009/Specification%20and %20sample%20assessments/GCSE_in_Arabic_Spec_2012.pdf

KINGSâ€™ SCHOOL AL BARSHA

CURRICULUM OVERVIEW

Subject: ART

Purpose of Study

Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education will engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth

of a nation.

Aims

The National Curriculum for Art aims to ensure that all pupils:

● ● ● ●

produce creative work, exploring their ideas and recording their experiences become proficient in drawing, painting, sculpture and other art, craft and design techniques evaluate and analyse creative works using the language of art, craft and design know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.

Programme of Study Year 11

Term 1

Term 2

Term 3

Students develop ideas towards a final piece for Project 2. This is done as the mock examination in December.

Students start Unit 2: the examination, which takes the form of another project, set by edexcel.

All 3 projects are exhibited for final internal assessment and external moderation in May.

Coursework 60% Exam 40%

Recommended sites

Further Reading

GCSE Specification

http://www.bbc.co.uk/educati on/subjects/z6hs34j

www.artchive.com www.moma.org www.tate.org.uk www.nga.gov www.nationalhgallery.org.uk

http://uk.phaidon.com/store/a rt/the-story-of-art9780714832470/

http://www.nsead.org/home/inde x.aspx

www.british-museum.ac.uk/ www.guggenheim.org www.newbritishartists.co.uk

http://qualifications.pearson.com/en/qualifications/edexcel-gcses/art-and-design-2016.html

KINGS’ SCHOOL AL BARSHA

CURRICULUM OVERVIEW

Subject: Computing

Purpose of Study

A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.

Aims

The national curriculum for computing aims to ensure that all pupils:

● ● ● ●

Can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation Can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems Are responsible, competent, confident and creative users of information and communication technology.

Programme of Study

Year 11

Autumn 1 & 2

Spring 1 & 2

Summer 1 & 2

Computer Science Programming

Computer Science Controlled Assessment

Computer Science Theory preparations

Students will begin preparations for their controlled assessment. Students will also sit a number of Mock Examinations.

Students will complete their controlled assessments under examination conditions. The Controlled assessment is conducted over 15 hours. It represents 25% of the GCSE.

Students will be working on getting prepared for the theoretical examination which represents 75% of the GCSE.

Recommended sites

https://pythonschool.net

https://www.youtube.com/watch ?v=6a0IU2feqgQ

http://www.bbc.co.uk/education/su bjects/z34k7ty https://www.youtube.com/watch? v=rWwpRy26wyI&list=PL04uZ7242 _M7jPOognTStvMItG-N-p7HK https://computerscienceuk.com/gcs e-2/6-a-day-revision/

Further Reading

My Revision Notes Edexcel GCSE Computer Science by Steve Cushing

Edexcel GCSE Computer Science Student Book by Steve Cushing

My Revision Notes Edexcel GCSE Computer Science by Steve Cushing

Publisher: Hodder Education

GCSE Specification

http://qualifications.pearson.com/en/qualifications/edexcel-gcses/computer-science-2016.html

KINGSâ€™ SCHOOL AL BARSHA

CURRICULUM OVERVIEW

Subject: Design and Technology

Purpose of Study

A high quality Design and Technology education is an inspiring, rigorous and practical. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and othersâ€™ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.

Aims

The national curriculum for design and technology aims to ensure that all pupils:

● ● ● ●

Develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world Build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users Critique, evaluate and test their ideas and products and the work of others Understand and apply the principles of nutrition and learn how to cook.

Programme of Study Autumn 1 & 2 Year 11

Spring 1 & 2

Summer 1 & 2

In Year 11 students will undertake a single design and make activity. This will be selected from a range of set tasks directed from the examination board. Students will submit a design folio (approx. 20 pages) with a supporting 3D prototype of their design solution to be assessed internally and then externally verified by AQA.

Assessment

Product Design comprises of two components assessing students design ability and associated knowledge and understanding alongside the skills to produce accurate and justified prototypes.

● ●

Recommended sites

The Controlled Assessment accounts for 60% of the final GCSE grade. The exam accounts for 40% of the final GCSE grade.

http://www.aqa.org.uk/subjects/design-and-technology/gcse/design-and-technology-productdesign-4555/past-papers-and-mark-schemes www.technologystudent.com http://www.bbc.co.uk/education/subjects/zybc87h

Further Reading

Google:

● ● ● ●

GCSE Specification

Year 11

GCSE product design notes AQA product Design Course theory areas from the specification to develop understanding of identified areas of development A level product design notes

http://filestore.aqa.org.uk/subjects/AQA-4555-W-SP-14.PDF

In Year 11 students will undertake a Scientific Food Investigation and Food Preparation Assessment as directed by AQA.

The Scientific Food Investigation requires students to undertake a 10 hour study with a focus on the working characteristics, function and chemical properties of ingredients. E.g. Investigate what type of flour is best for bread making. Students will be required to produce a 1500-2000 word report.

Within the Food Preparation Assessment students will be required to undertake a design task which will involve preparing, cooking and presenting ideas to meet the requirements of a design brief. Students will investigate the task, the skills required, plan and execute a final menu of 3 dishes. Students will develop their ability to analyses and evaluate food made and food from others. They will develop their ability to time plan and develop a working knowledge of HACCP.

Assessment

Food Preparation and Nutrition consists of three components assessing student’s Theoretical knowledge of food preparation and nutrition, Food Investigation and a Food preparation assessment.

● ● ●

The Theoretical Knowledge and Food Preparation and Nutrition exam accounts for 50% of the final GCSE grade. The Food Investigation Controlled assessment which is a written or electronic report (1,500– 2,000 words) including photographic evidence accounts for 15% of the final GCSE Grade. The Food Preparation Controlled Assessment which is a written or electronic portfolio including photographic evidence accounts for 35% of the final GCSE Grade.

Recommended sites

http://www.aqa.org.uk/subjects/food/gcse/food-preparation-and-nutrition-8585

Further Reading

Google:

● ●

BBC Good food – To develop practical skills AQA Food Preparation and Nutrition

Books:

AQA GCSE Food Preparation and Nutrition - Authors: Anita Tull, Garry Littlewood AQA GCSE Food Preparation and Nutrition - Authors: Alexis Rickus, Bev Saunder, Yvonne Mackey GCSE Specification

http://www.aqa.org.uk/subjects/food/gcse/food-preparation-and-nutrition-8585/introduction

KINGSâ€™ SCHOOL AL BARSHA

CURRICULUM OVERVIEW

Subject: Drama

Purpose of Study

A high quality Drama curriculum will equip students with the skills necessary to explore the world in which we live, through the use of dramatic strategies and conventions. Students investigate a variety of times and cultures, historical events and social issues whilst refining performance skills. The development of empathy, confidence, emotional intelligence, communication skills and social skills is at the core of learning through Drama. The emphasis at Key Stage 3 is placed strongly on process (exploration) and the fostering of reflective and evaluative practice. This continues into examined Drama at KS4 and 5 with the added dimension of theatre studies/theory and theatre making.

Aims

The students will become familiar with a specific range of explorative strategies required to study Drama. They will learn to see texts through the eyes of directors, designers and performers. Kingsâ€™ students will become adept at devising drama and theatre from given forms of stimuli as well as bringing plays and texts to life using the elements of drama and the drama medium. Students will improve transferable skills beneficial to their wider curriculum such as public speaking, confidence in communication and empathy and they will collaborate constantly and creatively.

Programme of Study

Year 11

Autumn 1 & 2

Spring 1 & 2

Summer 1 & 2

Devising Theatre/Assessment

Exploring Text 2 /Examination

Text in Performance 2

Students will again explore the value teacher-chosen stimulus and make a piece of theatre from a non-playtext starting point. Physical theatre techniques and non-naturalistic approaches will be reviewed and implemented. A range of

Students will explore a published substantial play text in-depth. Students will be expected to understand the complexities of the play from the perspectives of the director, designer and performer. Themes, issues, form and structure will be examined

Students will rehearse and develop performance work from a contrasting text to the one explored for the written examination. Students have the option of designing for the performance or acting and they can choose either or in both sections i.e. acting twice, 20

important practitioners will provide influence in the theatre making process and Digital Theatre will be used to evaluate the work of professionals. A progressive portfolio of supporting evidence is developed by the student.

together with character and plot. Preparation for written examination work will be practical and written and will serve the assessment for this area which is a written examination.

designing twice or one of each.

www.nationaltheatre.com www.complicite.com

www.digitaltheatre.com

www.franticassembly.com

www.digitaltheatre.com

Further Reading

The given text and texts which compliment it (such as texts by the same author and study guides of the text).

GCSE Specification

http://qualifications.pearson.com/en/qualifications/edexcel-gcses/drama-2016.html

Recommended sites

www.nationaltheatrelive.com

Texts and critiques of the relevant playwright and practitioners according to text selected.

KINGSâ€™ SCHOOL AL BARSHA

CURRICULUM OVERVIEW

Subject: English

Purpose of Study

A high quality English Literature and Language education will aim to deliver a diverse, exciting and rigorous English curriculum learning experience developed not only to extend students to achieve their absolute potential but to cultivate skills and approaches to teamwork, leadership and communication. Through studying a range of challenging texts, it is hoped that students will develop a love of literature that permeates into their lives outside of school and stays with them as a life-long passion.

Studying English encourages students to analyse and evaluate texts in depth, both independently and in groups, thus improving their readiness to engage with challenging concepts across the curriculum. Students will also cover a range of spoken language modules in both Key Stage 3 and 4. The disciplines of speaking and listening serve to develop exceptional young leaders by instilling confidence, developing interpersonal skills and furthering higher order thinking.

Aims The national curriculum for English aims to ensure that all pupils:

â—? â—?

develop an appreciation and love of reading, and read increasingly challenging material independently understand increasingly challenging texts

● ● ● ●

write accurately, fluently, effectively and at length for pleasure and information plan, draft, edit and proof-read consolidate and build on their knowledge of grammar and vocabulary speak confidently and effectively

Programme of Study Autumn 1 & 2

Spring 1 & 2

Summer 1 & 2

English Literature Coursework

An Inspector Calls by J. B. Priestley

Unseen texts, revision of writing skills and general exam revision

An analysis and comparison of 3 poems studied in class and 3 poems chosen by the student. Worth 40% of final English Literature IGCSE mark.

In depth analysis of the themes, characters, setting and plot of the play in preparation for the English Literature exam.

Recommended sites

http://www.bbc.co.uk/schools/ gcsebitesize/english_literature /

http://www.bbc.co.uk/schools/gc sebitesize/english_literature/dra mainspectorcalls/

http://www.bbc.co.uk/education/ subjects/zr9d7ty

Further Reading

Student Book: Edexcel IGCSE English Literature

CGP An Inspector Call; The Text Guide

Student Book: Edexcel IGCSE English for Specifications A and B

Year 11

General revision skills and exam techniques in preparation for the final exams.

Publisher: Pearson Publisher: Pearson GCSE

English Language IGCSE: http://qualifications.pearson.com/en/qualifications/edexcel-international-

Specification

gcses-and-edexcel-certificates/international-gcse-english-language-a-2011.html

English Literature IGCSE: http://qualifications.pearson.com/en/qualifications/edexcel-internationalgcses-and-edexcel-certificates/international-gcse-english-literature-2011.html

KINGSâ€™ SCHOOL AL BARSHA

CURRICULUM OVERVIEW

Subject: French

Purpose of Study

A high-quality languages education should foster pupilsâ€™ curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching

should provide the foundation for learning further languages, equipping pupils to study and work in other countries.

Aims

The national curriculum for languages aims to ensure that all pupils:

● ●

Programme of Study Autumn 1 & 2

Spring 1 & 2

Summer 1 & 2

Year 11

Holidays

The environment

Exam practice

Talking about a past holiday using a range of tenses and expressing likes and dislikes

Students will learn about how live a greener life

Paper 1 listening 25% Paper 2 reading and writing 50% Paper 3 speaking 25%

Speaking test preparation Exam practice

Speaking test practice Exam practice

Recommended sites

http://www.bbc.co.uk/educati on/subjects/zckw2hv

http://www.bbc.co.uk/education/ subjects/zr9d7ty

Further Reading

Edexcel IGCSE French Grammar workbook

Edexcel IGCSE French

Publisher: Edexcel GCSE Specification

(10 minutes)

Revision guide

Publisher: Edexcel

http://qualifications.pearson.com/en/qualifications/edexcel-gcses/French2016.html

KINGS’ SCHOOL AL BARSHA

CURRICULUM OVERVIEW

Subject: Geography

Purpose of Study

A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching will equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.

Aims

The national curriculum for geography aims to ensure that all pupils: ●

● ● ● ● ●

develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time are competent in the geographical skills needed to: collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS) communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

Programme of Study Autumn 1 & 2 Year 11

Recommended sites

● Unit 7: Food Production and industry ● Unit 8: Tourism ● Unit 9: Energy and Water ● Unit 10: Environmental risks of economic development

http://www.geographypods.co m/theme-3---economicdevelopment.html

Spring 1 & 2 ● Paper 2 preparation: Geographical Skills ● Preparation for Paper 4: Alternative to Coursework (worth 27.5% of overall grade)

Summer 1 & 2 Revision Paper 1, 2 & 4 exams (May 2017)

Compulsory 3 day residential fieldtrip (February) to practice field work techniques in order to sit the Paper 4 exam (worth 27.5% of the overall IGCSE exam)

http://www.geographypods.com/ig cse-examinations.html (Paper 1, 2 & 4 Exam Practice)

http://greenfieldgeography.wikispa ces.com/IGCSE+and+GCSE+Geogr aphy+Skills+%28Paper+2%29 (Paper 2 exam preparation and practice)

Excellent Geography Revision Sites: http://www.geographypods.com/ igcse-examinations.html (Paper 1, 2 & 4 Exam Practice) http://www.bbc.co.uk/education/ subjects/zkw76sg (KS4 Bitesize Geography - Overview of most topics)

https://www.youtube.com/watch? v=BAGuVOtnj6Y (Understanding OS Map Symbols) https://www.ordnancesurvey.co.uk /mapzone/map-skills (Practice Map Skills with Ordnance Survey) http://www.bbc.co.uk/education/to pics/z2y9wmn (Geographical Skills Revision - Paper 2)

http://greenfieldgeography.wikis paces.com/IGCSE+and+GCSE+G eography+Skills+ %28Paper+2%29 (Paper 2 exam preparation and practice)

http://www.bbc.co.uk/education/ topics/z2y9wmn (Geographical Skills Revision - Paper 2)

http://greenfieldgeography.wikispa ces.com/IGCSE+and+GCSE+Geogr aphy+Coursework+ %28Paper+4%29 (Paper 4 â€“ Alternative to Coursework exam paper preparation and practice) Further Reading

GCSE

GCSE Geography Complete Revision and Practise

Publisher: CGP https://www.cgpbooks.co.uk/S tudent/books_gcse_geography .book_GHS43

Publisher: CGP https://www.cgpbooks.co.uk/Stude nt/books_gcse_geography.book_G HS43

Publisher: CGP https://www.cgpbooks.co.uk/Stu dent/books_gcse_geography.boo k_GHS43

ISBN: 978 1 84146 374 2

http://www.cie.org.uk/programmes-and-qualifications/cambridge-igcse-geography-0460/ (Cambridge)

Specification

KINGS’ SCHOOL AL BARSHA

CURRICULUM OVERVIEW

Subject: History

Purpose of Study

A high-quality history education will help pupils gain a coherent knowledge and understanding of the past and how the modern world has come to take the shape it has. We aim to inspire pupils’ curiosity to know more about the past, whilst equipping pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time

Aims

The national curriculum for history aims to ensure that all pupils: ●

●

● ●

know and understand history as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped Britain as well as how Britain has influenced and been influenced by the wider world know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’ understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.

Programme of Study

Autumn 1 & 2

Spring 1 & 2

Summer 1 & 2

Year 11

Medicine Through Time: c. 1845- c. 1945

Germany: From democracy to dictatorship, 1919- 1945.

Recommended sites

http://www.bbc.co.uk/school s/gcsebitesize/history/shp/m odern/

http://www.bbc.co.uk/schools/gcsebitesize/history/mwh/germany/

Further Reading

Medicine & Health Through Time- an SHP project by Ian Dawson.

Hitler by Ian Kershaw

Publisher:Penguin Publisher: SHP The Richard Evans Nazi trilogy: The COming of the Third Reich; The Third Reich in Power; The Third Reich at War.

Publisher: Penguin

GCSE Specification

http://qualifications.pearson.com/en/qualifications/edexcel-international-gcses-and-edexcelcertificates/international-gcse-history-2011.coursematerials.html#filterQuery=category:PearsonUK:Category%2FSpecification-and-sample-assessments

‫‪KINGS’ SCHOOL AL BARSHA‬‬

‫‪CURRICULUM OVERVIEW‬‬

‫‪Subject: Islamic A‬‬

‫‪Purpose of Study‬‬

‫الغاية من دراسة المادة‬ ‫لمعرفة العلوم و المعارف الدينية التي يمحتاج اليها الطل ب في هذه المرمحلة العمرية وربطها بمحياته العصرية ومستجداتها على ضوء مبادئ الشريعة السلمية من الوسطية و‬ ‫التسامح واليجابية و المسؤولية الفردية و المجتمعية و الهتمام بالمهارات الدائية و العتناء بالقيم السلمية لبناء شخصية واعية متمسكة بدينها القائم على الخل ق لقوله صلى‬ ‫ا عليه وسلم‪) :‬إنما بعثت لتمم مكارم الخل ق( و البانية لوطنها والقائمة على التفكير البداعي المبتكر و الناقد بمحيث يمحصن نفسه من الفكار غير السوية و التقليد غير‬ ‫الرشيد‪.‬‬

‫‪37‬‬

‫‪Aims‬‬

‫الهدف من دراسة المادة‬ ‫تهدف مادة التربية السلمية في كينجز البرشاء أن تكون مادة شمولية مرتطة بمحياة الطال ب المدرسية بمحيث تكون مرتبة بمواده الدراسية الخرى مثل‪:‬‬ ‫ الرياضيات )مثل محسا ب الزكاة(‬‫ الجغرافيا ) خرائط المعارك مثل الوعي البيئي(‬‫ التاريخ )السيرة النبوية و تاريخ مكة‪ .‬المبراطورية الرومانية و الفارسية(‬‫ الفن )مثل الخط العربي السلمي(‬‫ العلوم ) خل ق ا عزوجل و تأثير المطر على الرض(‬‫‪Programme of Study‬‬

‫ممحتوى المنهاج‬ ‫نعتمد في تدريس التربية السلمية على الوثيقة الوطنية لدولة المارات العربية المتمحدة التي تسعى إلى صياغة شخصية توازن بين المعرفة الدينية والانشطة التعليمية من خلل‬ ‫تقديم المعارف والمهارات والمفاهيم اللزمة لهذه المرمحلة التعليمية محيث يقوم الطلبة بدراسة المادة على أساس ستة فروع‪:‬‬ ‫ القرآن الكريم و السنة النبوية‪.‬‬‫ قيم السلم وغاياته‪.‬‬‫ أمحكام السلم وآدابه‪.‬‬‫ السيرة النبوية‪.‬‬‫‪ -‬العقلية اليمانية‪.‬‬

‫‪38‬‬

‫ الهوية و النتماء‪.‬‬‫ النسان والكون‪.‬‬‫‪Summer 1 & 2‬‬

‫كتا ب الوزاة الجزء الثاني‪.‬‬

‫‪Spring 1 & 2‬‬

‫ستغطى المادة معالم التخطيط في سيرة الرسول ستغطى المادة سورة المحزا ب اليات )‪-1‬‬ ‫عليه السلم و القتداء بالنبي عليه السلم و منهج ‪ (8‬و العقل و النقل و العقود المالية في‬ ‫السلم في بناء السرة و أم سلمة رضي ا‬ ‫السل و غزوة المحزا ب و العجاز العلمي‬ ‫عنها‬ ‫في القرآن الكريم و أد ب المحوار و مصادر‬ ‫التشريع‬

‫كتا ب التربية السلمية للصف المحادي عشر من التعليم الساسي‬

‫‪39‬‬

‫‪Autumn 1 & 2‬‬ ‫‪Year 11‬‬

‫‪Further‬‬ ‫‪Reading‬‬

KINGS’ SCHOOL AL BARSHA

CURRICULUM OVERVIEW

Subject: Islamic B

Purpose of Study Islamic Education promotes the spiritual, moral, and cultural development of Muslim children in Kings Al Barsha. It also lays the foundation for students to prepare for responsibilities and experiences in later life.

Islamic Education is a compulsory subject for Muslim students to study at Key Stage 3. It aims to offer the same high level of teaching and learning as other subjects in order to enable Muslim students, regardless of ability and/or level of development to: ● ● ● ●

Acquire and develop both knowledge and understanding of Islam in an interesting and informative manner. Understand that Islam is a complete way of life. Enhance their spiritual, moral, cultural and social development through knowledge of the Qur’an and Sunnah. Develop a positive and tolerant attitude towards other people, respecting their right to hold different beliefs from their own, and live in a society of diverse religious beliefs. Foster a sense of pride in being Muslim.

Aims

The Key Stage 3 Islamic Education Programme of Study follows the UAE National Document and is based on the KHDA recommended ‘Learning Islam’ series of books. Students who attend Islamic Education lessons study Islam based on the following six strands:

● ● ● ● ● ●

Beliefs (i.e. 6 Pillars of Iman) Rulings and Worship (i.e. 5 Pillars of Islam) Qur’an and Hadeeth Seerah of the Prophet Muhammad (P.B.U.H) and Stories of the Prophets (A.S) Religious Practices and Lifestyles Islamic Values and Akhlaq (mannerisms)

Islamic Education at Kings’ Al Barsha aims to follow a themed topic of learning to be consistent with the whole school where possible. Curriculum links can be found with English (e.g. writing poetry), Maths (e.g. calculating zakat), Geography (e.g. environmental awareness), History (e.g. the life of the Prophet Muhammad (P.B.U.H) and other Prophets mentioned in the Qur’an), Art (e.g. Islamic calligraphy) and ICT (e.g. use of I-pads and computer suites).

Programme of Study

Year 11

Autumn 1 & 2

Spring 1 & 2

Summer 1 & 2

Major teachings in the Hadiths of the Prophet

The history and importance of the Hadiths

The period of rule of the Rightly Guided Caliphs and their importance as leaders

Two groups of passages are set for close study. These relate to:

Students will study:

• individual conduct

• the history of the compilation of the Hadiths

Students will study: • the main events of the rules of the four Caliphs

• life in the community. Students will study the teachings contained in each passage about what Muslims should believe and how they should act.

• the earliest collections • the main musnad and musannaf collections • the main compilers and their activities • the methods based on examination of the chain of transmitters (isnad) and the text (matn) of a Hadith to test the reliability of the Hadith • the main features of the six collections of Sunni Hadiths and the four collections of Shi‘a Hadiths • the major themes of the Hadiths as these are contained both in the passages set for special study and in other similar passages • their use in legal thinking, and their relationship with the Qur’an, consensus (ijma‘) and analogy (qiyas) • their significance in thought and action in Islam.

• their policies in maintaining and expanding the state • their approaches to leading the community • their main achievements • the main difficulties they encountered • their significance as examples of leadership • the importance of their rules as models for government today • their importance as examples for Muslim communities in their relations with other states. (Note that the lives and activities of the Caliphs during the Prophet’s lifetime are included in the Syllabus in Paper 1.)

Students will know the main events of the rules of the four Caliphs, and will explore the significance of these events for the early and later history of Islam. They will also understand the importance of their rules as examples for later times.

The Articles of Faith and the Pillars of Islam Students will study: • the Six Articles of Faith: • God, including what Muslims believe about him • angels, their nature and duties • books, their contents and purpose • prophets, their character and function • God’s predestination and decree, its meaning and significance • Resurrection and the last day, the main events and its significance. • Jihad in its range of meanings, physical, mental and spiritual. • the Five Pillars of Islam: • the declaration of faith, shahada, including the significance of what it contains • prayer, salat, including preparations, its performance and importance, congregational 43

prayers on Fridays and festivals, times of prayer, the place of prayer, private prayer, delayed prayer • alms-giving, zakat, how it is performed and its significance in the community • fasting, sawm, including the way it is observed, its significance and those exempted • pilgrimage, hajj, including the main observances involved and their significance. Pupils will know about each of these beliefs and observances, and will also understand their significance in the faith and action of individual Muslims and of Muslim communities.

Recommended sites

www.cie.org.uk/igcse http://www.quranexplorer.com/ quran/http://www.questionsoni slam.com/article/whatimportance-quran-how-can-

http://www.questionsonislam.co m/article/what-importancequran-how-can-you-describequran, https://en.wikipedia.org/wiki/Qu

http://www.questionsonislam.com /article/what-importance-quranhow-can-you-describe-quran, https://en.wikipedia.org/wiki/Qur an#Compilation

you-describe-quran, https://en.wikipedia.org/wiki/Q uran#Compilation

ran#Compilation

Further Reading

David R. Thomas and Mustafa Draper, Islamiyat, a core text for O Level, Karachi: Oxford University Press, Revised edition, ISBN 978-019-547904-1

IGCSE Specification

http://www.cie.org.uk/images/164416-2016-syllabus.pdf

KINGSâ€™ SCHOOL AL BARSHA

CURRICULUM OVERVIEW

Subject: Maths

Purpose of Study

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programme of study is organised into distinct domains, but pupils should build on key stage 2 and connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge in science, geography, computing and other subjects. The expectation is that the majority of pupils will move through the programme of study at broadly the same pace. However, decisions about progression should be based on the security of pupilsâ€™ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems. Those who are not sufficiently fluent should consolidate their understanding, including through additional practice, before moving on.

Aims

Working mathematically through the mathematics content, pupils will be taught to: ● ● ● ● ●

Develop fluency in order to consolidate their numerical and mathematical capability and extend their understanding of the number system and place value to include decimals, fractions, powers and roots. Select and use appropriate calculation strategies to solve increasingly complex problems and use algebra to generalise the structure of arithmetic. Reason mathematically to extend their understanding of the number system; make connections between number relationships, and their algebraic and graphical representations. Develop and extend and their knowledge of ratio and proportion in working with measures and geometry. Be resilient and be able to solve problems and evaluate the outcomes, including multi-step problems with an emphasis on financial Maths.

Programme of Study Autumn 1 & 2 Year 11

Spring 1 & 2

Summer 1 & 2

In Year 11, students take one of two possible routes:

Revisiting the main core content of the GCSE course. The topics revisited are influenced by analysis of previous year’s assessments. Students sit the GCSE exam at the end of Year 10, and begin an additional GCSE course, Further Maths GCSE.

Recommended sites

www.mangahigh.com

www.mymaths.co.uk

http://www.bbc.co.uk/education/s ubjects/z38pycw

Further Reading

Edexcel GCSE (9-1) Mathematics: Higher Student Book. Publisher: Pearson

AQA Certificate in Further Mathematics. Publisher: Hodder Education

GCSE Specification

Edexcel GCSE Mathematics (1-9), from 2015 http://qualifications.pearson.com/en/qualifications/edexcel-gcses/mathematics-2015.html

KINGSâ€™ SCHOOL AL BARSHA

CURRICULUM OVERVIEW

Subject: Music

Purpose of Study

Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.

Aims

The National Curriculum for music aims to ensure that all pupils:

● ●

●

Perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians Learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence Understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.

Programme of Study

Year 11

Autumn 1 & 2

Spring 1 & 2

Summer 1 & 2

Unit 3 – Listening and Appraising Music

GCSE Music exam revision

Students will undertake study and analysis of the set works for the listening exam from the following Areas of Study: 2 Twentieth Century Music and 3 - Popular Music.

Students will undertake study and analysis of the set works for the listening exam from the following Area of Study: 4 - World Music and will revisit set works from the Area of Study: 1 - Western Classical Music studied in Year 10.

Students will revisit all set works, explore effective music exam technique and complete past GCSE exam papers in preparation for their final listening exam (40% of final GCSE grade)

Unit 2 – Composing Music Students will refine and

complete composition 1 (15% of final GCSE grade)

Unit 1 – Performing Music Students will practise in their own time and with their instrumental/vocal teachers in preparation for their solo and ensemble recordings in term 2. They will complete practise recordings during class time.

Recommended sites

Further Reading

Unit 2 – Composing Music Students will refine and complete composition 2 (15% of final GCSE grade)

Unit 1 – Performing Music Students will complete their final solo and ensemble performance recordings (30% of final GCSE grade)

https://www.youtube.com/playl ist?list=PLC134878F04F4482D

http://www.bbc.co.uk/education/ subjects/zpf3cdm

http://www.musicalcontexts.co. uk/index_files/page0006.htm

http://www.thehazeleyacademy.c om/wpcontent/uploads/2014/05/MRTIGHTS-GCSE-Music-RevisionGuides.pdf

Edexcel GCSE Anthology of Music by John Arkell et al.

Edxcel GCSE Music Study Guide by Paul Terry

Publisher: Edexcel

Publisher: Rhinegold Publishing

https://drive.google.com/drive/fo lders/0B8keTdPcAd_2NGN3allSM FFmTkU

https://www.youtube.com/chann el/UC56N6a8RCp7cfUzqjojqb-g

GCSE Music Edexcel Areas of Study Revision Guide by CGP Books (A*-G course) Publisher: Coordination Group

Publications Ltd Edexcel GCSE Music Student Book by John Arkell et al. Publisher: Edexcel

Edexcel GCSE Music Revision Guide by Alan Charlton Publisher: Rhinegold Publishing

GCSE Specification

Year 11 (A*-G course): http://qualifications.pearson.com/content/dam/pdf/GCSE/Music/2009/Specification %20and%20sample%20assessments/GCSE_Music_Spec_2012.pdf

KINGSâ€™ SCHOOL AL BARSHA

CURRICULUM OVERVIEW

Subject: Physical Education

Purpose of Study

A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.

Aims

The National Curriculum for physical education aims to ensure that all students:

● ● ● ●

Develop competence to excel in a broad range of physical activities. Evaluate and improve their performance. Engage in competitive sports and activities. Lead healthy, active lives.

Programme of Study Autumn 1 & 2 Year 11

Recommended

Sport Psychology

Spring 1 & 2 Mental preparation for performance

Students will understand how important target setting is and why our mental psyche plays such a huge role when performing.

Students will cover types of feedback when performing and understand how this affects performance.

www.bbcbitesize.com

Summer 1 & 2 Exam preparation Students will take time to re-cap and retain all areas of the specification through various methods.

www.bbcbitesize.com 54

sites

http://www.s-cool.co.uk/gcse/pe http://www.scool.co.uk/gcse/pe

http://www.mypeexam.org/

http://www.s-cool.co.uk/gcse/pe http://www.mypeexam.org/

http://www.mypeexam.org/

Further Reading

GCSE Specification

Edexcel GCSE (9-1) PE Third Edition

Sue Hartigan

http://qualifications.pearson.com/content/dam/pdf/GCSE/Physical%20Education/2016/ Specification%20and%20sample%20assessments/gcse-pe-spec-accredited.pdf

KINGSâ€™ SCHOOL AL BARSHA

CURRICULUM OVERVIEW

Subject: Science

Purpose of Study

A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the worldâ€™s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.

Aims

The national curriculum for science aims to ensure that all pupils:

● ● ●

Develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics. Develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them. Are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future

Programme of Study Autumn 1 & 2

Spring 1 & 2

Summer 1 & 2

Students will examine:

Students will study:

Students will learn about:

Key concepts in Biology

Natural selection

Animal Co ordination

New

Cell and control

Exchange and transport

(9-1)

Genetics

Health and Disease Plant structure

Year 10 /11

Microscopes Cells Bacteria Enzymes and nutrition

Darwinian Evolution Disease and immunity Plant structure Photosynthesis

Ecosystems Hormones Menstrual cycle Insulin Heart and circulation

Genetics and DNA

Ionic Bonding

Cellular respiration

Meiosis

Acids and Alkalis

Ecosystems

Genes and inheritance

Mass Calculations

Abiotic factors

States of Matter

Ionic bonding

Water cycle

Atomic Structure

Ionic lattices

Carbon cycle

The Periodic Table

Covalent bonding

Nitrogen cycle

Separation techniques.

Molecular compounds

Electrolysis

Drinking water.

Acids and alkalis

Period Groups

Structure of the atom.

Bases and salts

Fuels

Isotopes

Mass and empirical formula calculations

Electrolysis

Electron configuration Motion Forces Conservation of Energy Vectors and scalars Distance time Velocity time Mass and weight Newtonâ€™s second law Newtonâ€™s Third law.

Waves Light (EM) Radioactivity Electromagnetic spectrum Atomic models Electrons and orbits Half life Dangers of radio activity

Reactivity Ores Oxides and reduction Trends in the periodic table Fuels and combustion Changes in the atmosphere Energy Electricity Electromagnetism Particle model

Energy efficiency

Energy work and power Electrical circuits resistance Current and electricity Transferring energy and efficiency Electromagnetism and transformers Particles and density energy calculations

Recommended sites

www.escience@kings.com

www.escience@kings.com KS4 BBC Bitesize

KS4 BBC Bitesize

Further Reading

Edexcel Combined science (91)

Edexcel Combined science (9-1)

Year 11

Students will study:

Students will be looking at:

Students will examine:

Old GCSE (A*E)

The Building Blocks of cells

Organisms and Energy

Common Systems

Cell organelles

Aerobic respiration

Reactions

DNAGenetic engineering

Photosynthesis

Quantitative chemistry

Mitosis and meiosis

Limiting factors

Nuclear Fission

Clones

Water transport in plants

Stem cells

Organisms and their environments

Benefits and drawbacks for using radioactive materials

Protein

Covalent compounds

Chemical reactions

manufacture

Periodic table

Quantitative Chemistry

Mutations

Motion and Forces

Radioactivity

Atoms/ ionic compounds

Momentum energy, work and power

Nuclear reactions

Static electricity Electrical currents

Half life Nuclear waste

Recommended sites

www.escience@kings.com

KS4 BBC Bitesize

Further Reading

Edexcel Additional Science Student book

New scientist magazine

GCSE Specification

https://qualifications.pearson.com/en/qualifications/edexcel-gcses/science-2011-mixed.html

KINGSâ€™ SCHOOL AL BARSHA

CURRICULUM OVERVIEW

Subject: Spanish

Purpose of Study Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.

Aims

The national curriculum for languages aims to ensure that all pupils:

● ●

Programme of Study

Year 11

Autumn 1 & 2

Spring 1 & 2

Summer 1 & 2

Holidays

The environment

Exam practice

Students will be talking about a past holiday using a range of tenses and expressing likes and dislikes

Students will learn about how live a greener life

Paper 1 listening 25%

Speaking test practice Exam practice

Paper 2 reading and writing 50% Paper 3 speaking (10 minutes) 25%

Speaking test preparation Exam practice

Recommended sites

http://www.bbc.co.uk/educatio n/subjects/zckw2hv

http://www.bbc.co.uk/education/ subjects/zr9d7ty

www.languagesonline.org

Further Reading

Edexcel IGCSE Spanish Grammar workbook

Edexcel IGCSE Spanish

Revision guide

Publisher: Edexcel

GCSE Specification

http://qualifications.pearson.com/en/qualifications/edexcel-gcses/Spanish2016.html