Grade 9–12 Student Guide to Planning a Future Career by Misk Schools

Assessment Glossary

Misk Schools Diploma

Unpacking the Misk Schools Diploma that all students graduate with.

Curriculum Map

Exploring the curriculum studied by all students at Misk Schools.

Assessment Journey

Exploring the assessments that are administered throughout the students’ schooling.

Key Milestones

A breakdown of each term in the final four years of the Misk Schools Transcript.

Additional Subjects

An explanation of the process to register for additional subjects, based on acceleration of studies.

Core Curriculum and Options

An outline of all the core and optional subjects that are available in Grade 9 and 10 (IGCSE), and the electives available for Grade 11 and 12 (A-levels).

Personas

A detailed description of the recommended study paths for each future pathway.

University Majors

Unpacking the entry requirements for some of the best universities locally and abroad.

High Performance Learning

An understanding of the philosophy underpinning student success at Misk Schools.

Grades 9 and 10 Core Curriculum

Detailed subject briefs for each mandatory IGCSE.

Grades 9 and 10 Option Choices

Detailed subject briefs for each optional IGCSE.

Grades 11 and 12 A-level Subjects

Detailed subject briefs for each available A-level.

Grades 11 and 12 BTEC Subjects

Detailed subject briefs for each available BTEC.

Entry Requirements

The prerequisite entry criteria for each A-level subject.

Assessment Glossary

Tool

CEM BASE

CEM InCAS

is it?

Baseline and end-of year-assessment for early years

Baseline and end-of-year assessment for primary years students

Baseline and end-of-year assessments in English, Maths and Science for students in Grade 2 to Grade 8

Cognitive Ability Test for all students from Grade 2 to Grade 12

A comprehensive assessment to measure students’ reading age and numeracy levels

National assessments which are used to benchmark Misk Schools with all other schools in the Kingdom

An award in Team Management from the Chartered Management Institute in the UK

Higher Project Qualification which is awarded at the conclusion of submitting a written project at the end of Grade 10

Extended Projeect Qualification which is awarded at the conclusion of submitting an extensive written project at the end of Grade 12

Advanced levels which are awarded at the conclusion of senior school studies in Grade 12 for successfully completing external examinations in three or more subjects

Business and Technology Education Council awards that are recognised as specialist work-related qualifications

General Aptitude Test to support the entrance into Saudi Universities

Mathematics and Science test to support the entrance into Saudi Universities

International English Language Testing System - exam to test the proficiency of English language speakers

Scholastic Aptitude Test for college admissions in the United States

Highly desirable and necessary for Misk Schools Diploma

Yes - Accepted at Saudi Universities only

- Mainly US

Misk Schools Diploma

Misk Schools Diploma – Delivering on the Vision

The Misk Schools Diploma prepares students to fulfil our vision of being a top school for leadership by 2030, empowering them to serve both their nation and the world. It is validated by Cambridge University Press and Assessment.

IGCSEs A-levels

Olympiads SAT

IELTS

BTEC

Misk Foundation

Distinct Programme

CMI Diploma Level 2 and 3

CCAP

Enterprise Projects Service Activity

Community Service

HPQ EPQ

Social Studies

Islamic Studies

Arabic Qudrat/Tahsili

Misk Schools Diploma – Focus Areas

Academic Core

• International Pathways: IGCSEs (Grades 9 and 10), A-level or BTEC (Grades 11 and 12), accredited for Cambridge International and Pearson Edexcel exams.

• Competitive Edge: Participation in local and international Olympiads/competitions.

• University Admissions: Preparation for applications to US, UK, KSA and global universities.

Leadership Core

• Goal: Empower students with competencies and confidence to lead with purpose.

• Partnerships: Collaborations with prestigious organisations like Misk Foundation and Chartered Management Institute.

• Integrated: Positive, principled leadership learning and coaching woven into all aspects of school life.

Internship Core

• Type: Grade 9 and 11 students (male and female) are offered work experience, community service, or volunteering internships.

• Mentorship: Individual mentors guide students in setting personal and career goals.

• Personalised: Goals inform placements which are customised, relevant and hands-on.

National Identity Core

• MoE Framework: Curriculum covers Social Studies, Islamic Studies, and Arabic Language.

• Character Development: Strengthens national character, fostering citizenship and ethical decision-making.

• Communication: Enhances Arabic communication skills.

Curriculum Map

Senior Schools

Grades 11 and 12

A-levels/BTEC, (AP) and National Identity Subjects

Internship leading to EPQ

Lead with Purpose

Senior Schools

Grades 9 and 10

International GCSEs and National Identity Subjects

Internship leading to HPQ

Middle Schools

Grades 7 and 8

Cambridge International Lower Secondary Framework and National Identity Subjects

Upper Primary Schools

Grades 4 to 6

Cambridge International Primary/Lower Secondary Framework and National Identity Subjects

Lower Primary Schools

Grades 1 to 3

Cambridge International Primary Framework and National Identity Subjects

Kindergarten

KG1, KG2 and KG3

Cambridge International Early Years Programme and National Identity Subjects

Misk Schools High Performance Learning MSHPL

Assessment Journey

Misk Schools Assessment Journey

Senior Schools: Grades 11 and 12

• A-levels (e)

• BTEC (e)

• GL Assessments - CAT4, PASS (e)

• Arabic Benchmark Test (e)

• Extended Project Qualification (EPQ) (e)

• KSA University Admissions ExamsQudrat/Tahsili (e) International English Language Testing System (IELTS) (e)

• Scholastic Aptitude Test (SAT) (e) Tracked Formative/Summative Assessments (i)

Middle Schools: Grades 7 and 8

• Early entry IGCSE (e)

• GL Assessments - CAT4, Progress tests, PASS (e)

• Arabic Benchmark Test (e) NAFS Assessment (e)

• Youth Chinese Test (e)

• Tracked Formative/Summative Assessments (i)

Senior Schools: Grades 9 and 10

• IGCSE - Early entry, modular and linear (e)

• GL Assessments - CAT4, PASS (e)

• Arabic Benchmark Test (e)

• NAFS Assessment (e)

• Higher Project Qualification (HPQ) (e)

• Chartered Management Institute (CMI) Level 2 Team Management (e)

• Tracked Formative/Summative Assessments (i)

Upper Primary Schools: Grades 4 to 6

• GL Assessments - CAT4, Progress tests, PASS (e)

• STAR Assessment (e)

• Arabic Benchmark Test (e)

• NAFS Assessment (e)

• Tracked Formative/Summative Assessments (i)

Lower Primary Schools: Grades 1 to 3

• CEM Primary Insights (e)

• GL Assessments - CAT4, Progress tests, PASS (e)

• STAR Assessment (e) Arabic Benchmark Test (e)

• NAFS Assessment (e)

• Tracked Formative/Summative Assessments (i)

Kindergarten: KG1, KG2 and KG3

• CEM BASE (e) and Primary Insights (e)

• Read Write Inc (e)

• Tracked Formative/Summative Assessments (i)

Key Milestones

• Term 1 All students complete survey to explore future career/university pathways.

• Term 2 Options evening to learn about the Grade 9-12 curriculum and begin meeting with Careers Counsellor.

• Term 3 Finalise subjects for Grade 9.

• Term 1 Meet with Careers Counsellor; understand Qudrat and Tahsili exams; submit Misk Distinct programme applications.

• Term 2 Decide A-level options; revise for external exams.

• Term 3 Take IGCSE exams; take Qudrat practice; A-level tasters.

• Term 1 Take SAT; submissions for UK medical degrees and Oxbridge (15th October UCAS deadline); Common App registration (1st September); UCAS registration (1st September); meet Careers Counsellor; predicted grades.

• Term 2 Submit UK destinations (25th January UCAS deadline); submit US destinations January/February via Common App.

• Term 3 Take A2 final exams.

• Term 1 Finalise IGCSE optional subjects; learn about studying in the Kingdom, or in the US, the UK or elsewhere.

• Term 2 Meet with Careers Counsellor and explore university destinations.

• Term 3 Take early entry IGCSE exams.

• Term 1 Engage in career-related CCAP pursuits; retake IGCSE Maths/English (if applicable).

• Term 2 Draft university essay/personal statement.

• Term 3 Take AS examinations; take IELTS; take early entry SAT; take Tahsili practice; complete university essays/personal statement; top destinations selected.

Additional Subjects

At Misk Schools, we recognise that all students learn and progress at different rates, and that academic standards vary. We recommend that the majority of students follow our guidelines for the number of IGCSEs and A-levels that they take.

However we understand that in particular circumstances, students may wish to study additional qualifications including Further Pure Mathematics IGCSE, A-level Further Maths and A-level Thinking Skills. Please note that these are aspirational options and are not required for most university courses.

Students who wish to apply to be considered for these additional courses must:

Be high achievers in the area(s) in which they wish to accelerate (grade 8 or 9 at the end of Grade 8)

Show reasonable performance in Maths, Science and English (grade 6+ at the end of Grade 8)

Have achieved above average internal assessment and diagnostic assessment results

Demonstrate social and emotional maturity

To discuss the possibility of additional subjects, please arrange an appointment with your child’s class teacher. Decisions will be made using the information available at the end of Grade 8 for IGCSE and Grade 10 for A-levels

Determining social and emotional readiness will be based on:

Observation of interactions with peers over a reasonable time period Anecdotal evidence from teachers and parents The student’s level of motivation

Core Curriculum and Options

Grades 9 and 10 International GCSEs

Mandatory subjects:

• English (First or Second Language)

• Arabic (First or Second Language)

• Maths

• Biology

• Chemistry

• Physics

Plus additional one subject choice:

Computer Science; ICT; Design and Technology; Business Studies; Economics; Global Perspectives; Art and Design; Music; PE; Chinese; Further Pure Mathematics.

Seven IGCSEs

Note: To enter Grade 11, students need a minimum of five IGCSEs at Grade 5 or above, along with subject-specific criteria

Grades 11 and 12 A-levels

Choose three options from:

• English Language; English Literature; Arabic; Mathematics; Further Mathematics; Physics; Chemistry; Biology; Computer Science; ICT; Economics; Business Studies; Media Studies; PE; Drama and Theatre; Art and Design; Thinking Skills.

Pearson BTEC (worth three A-levels) in: Engineering; Sports Management; Information Technology or Business. Three A-levels. Or:

Tahsili and Qudrat

Qudrat and Tahsili

In Saudi Arabia, the Qudrat and Tahsili Assessments are standardised tests that play a crucial role in the university admissions process. Here's a breakdown of each assessment and why they are important:

Qudrat Assessment: Tahsili Assessment:

• The Qudrat Assessment is designed to evaluate a student’s intellectual abilities in mathematics, geometry, algebra, and data analysis, as well as semantic relations, linguistic structures, and comprehension.

• It assesses critical thinking, problem-solving abilities, and academic potential, providing universities with insight into a student's readiness for higher education.

• The Qudrat Assessment helps universities gauge the academic capabilities of applicants and compare them fairly across different regions and educational backgrounds.

• It serves as a standardised measure to ensure consistency and fairness in the admissions process, allowing universities to select candidates based on merit and academic competence.

• The Tahsili Assessment focuses on evaluating a student's knowledge and proficiency in specific subject areas relevant to their chosen field of study.

• It tests the student's understanding of subjects such as Mathematics, Sciences, Humanities, and vocational skills, depending on the programme applied for.

• The Tahsili Assessment helps universities assess whether applicants possess the requisite knowledge and skills required to succeed in their chosen academic disciplines.

• It allows universities to tailor admissions decisions to the specific academic requirements of each programme, ensuring that admitted students have the necessary foundation to excel in their studies.

Importance for Applications to Universities in Saudi Arabia:

• Both the Qudrat and Tahsili Assessments are integral components of the university admissions process in Saudi Arabia.

• They provide universities with standardised measures to evaluate the academic readiness and potential of applicants.

• By assessing students' aptitude, skills, and subject knowledge, these assessments help ensure that admitted students are well-prepared to thrive in their chosen fields of study.

• Additionally, they contribute to the fairness and transparency of the admissions process by providing a standardised framework for evaluating candidates from diverse educational backgrounds.

• Ultimately, the Qudrat and Tahsili Assessments help universities select candidates who demonstrate the highest levels of academic competence and potential, contributing to the overall quality of higher education in Saudi Arabia.

Generally, to gain admission to top universities in KSA, students typically aim for high scores of 90 or above in both the Tahsili and Qudrat exams. However, specific score requirements may differ between universities and programmes and the average score for some top universities can be as high as 95+.

KSA universities usually require a weighted score, which is often calculated in the following way: 40% for the General Aptitude Test (Qudrat) score + 30% for the Achievement Test (Tahsili) score + 30% for the high school score. However, this will be vary based on the university.

For top universities in KSA, it's common for admission to be competitive, and students often strive to achieve high scores in both their high school diploma (Tahsili) and the university entrance exam (Qudrat) to increase their chances of acceptance.

It's essential for students aspiring to enter top universities in KSA to research the admission requirements of their chosen universities and programmes carefully, as these requirements can vary and may include additional criteria beyond exam scores, such as interviews or portfolios for certain programmes.

A helpful website is the Unified Electronic Admission Portal For Students which can be accessed using this link

IELTS

The International English Language Testing System (IELTS) is one of the most widely recognised English language proficiency tests globally. It assesses the language ability of individuals who aim to study, work, or migrate in English-speaking countries.

1. Purpose: The primary purpose of the IELTS exam is to measure the English language proficiency of non-native English speakers. It is commonly used for:

• Academic purposes: for those applying to study at universities or other educational institutions where English is the medium of instruction.

• General Training purposes: for those seeking to migrate to English-speaking countries or for employment opportunities.

2. Format: The IELTS exam consists of four sections that evaluate different language skills:

• Listening: This section assesses your ability to understand spoken English. It includes four recorded monologues and conversations, and you'll have to answer a series of questions based on what you hear.

• Reading: In this section, you'll read passages of text and answer questions to test your comprehension skills. The texts are taken from books, newspapers, magazines, and online resources.

• Writing: There are two tasks in the writing section:

• Task 1: Academic – You'll be given a visual representation (eg, a graph, chart, or diagram) and asked to describe and explain the information presented.

• Task 1: General Training – You'll be asked to write a letter in response to a given situation.

• Task 2: In both Academic and General Training, you'll need to write an essay in response to a point of view, argument, or problem.

• Speaking: This section is a face-to-face interview with a certified examiner. It assesses your spoken English skills, including pronunciation, fluency, vocabulary, and grammar. The speaking test is divided into three parts: introduction and interview, a short speech, and a discussion.

3. Scoring: The scoring system for the IELTS exam ranges from 0 to 9. Each section (Listening, Reading, Writing, Speaking) is scored individually, and then an overall band score is calculated based on the average of these scores. Different institutions and organisations have different score requirements, so it's essential to check the specific requirements of the institution or purpose for which you're taking the test.

4. Test Versions: There are two versions of the IELTS exam: Academic and General Training. The Academic version is typically for those planning to study at the undergraduate or postgraduate level, while the General Training version is usually for those migrating to English-speaking countries or seeking employment and training opportunities.

5. The score required to enter top universities varies depending on the institution, the country, the specific programme, and sometimes even the department within the university. Generally, top universities tend to have higher English language proficiency requirements, especially for international students.

For undergraduate programmes, top universities may require an IELTS band score of around 6.5 to 7.5 or higher, with each section (Listening, Reading, Writing, Speaking) meeting a minimum score requirement. Some highly competitive programmes or universities may have even higher score requirements.

Allocation of Time

Misk Schools is a proud Saudi International school with a clear mission to enable our students’ entry into leading universities in Saudi Arabia and the world.

With that in mind, our curriculum is designed to balance the needs of both the national and international assessment requirements.

We do this by carefully managing students’ time so that they cover the requirements of the curricula they follow.

Tahsili - Science

Tahsili - Maths

What is the difference between A-level and BTECs?

A-Levels

More academic and classroom-based

Cover a broad range of academic subjects

Provide a broader academic base, suitable if unsure of future path

Can be more flexible if you want to switch direction

Assessed mainly through exams

Majority of universities accept A-levels

Generally, open more options for university courses

BTECs

More vocational and practical

Include a lot more practical and hands-on learning

More focused on a particular career path

Specific in focus, less flexible

Assessed through a mix of coursework and exams

Most Universities accept BTEC with high awards (Distinctions), however, not the highly academic universities

Requires careful consideration of subject choice for specific course entry requirements

Personas

Recommended courses of study based on career aspirations. These are guidelines only and other combinations are possible.

Engineering

IGCSEs A-levels BTEC

• English

• Mathematics*

• Biology

• Physics

• Chemistry

• Arabic Design and Technology OR Computer Science (depending on engineering specialisation)

Optional IGCSEs

• Mathematics,

• Physics,

• One other A-level, either:

- Chemistry (for Chemical Engineering)

- Computer Science (for Computer Engineers)

KSA - IELTS, Tahsili and Qudrat

UK - IELTS, interview

Engineering Level 3

Extended Diploma (Need to achieve a Distinction average)

USA - IELTS, SAT, interview, and extracurricular activities in engineering field

*Further Mathematics (Additional Subject if Maths Higher is completed in 1 year)

Health and Medicine

IGCSEs A-levels

• English

• Mathematics*

• Biology

• Physics

• Chemistry

• Arabic Economics

Optional IGCSEs

• Mathematics

• Biology

• Chemistry

KSA - IELTS, Tahsili and Qudrat, Written entry exam, possible interview

UK - (Must be 18 at time of graduation) - IELTS, UCAT, Interview

USA - IELTS, SAT, MCAT, Interview, and extracurricular activities in medical field

*Further Mathematics (Additional Subject if Maths Higher is completed in 1 year)

Business and Management

IGCSEs

• English

• Mathematics*

• Biology

• Physics

• Chemistry

• Arabic

Optional IGCSEs

Business Studies or Economics

A-levels

• Mathematics

• Economics

• A Science from - Chemistry - Physics - Biology

BTEC

Business Level 3

Extended Diploma (Need to achieve a Distinction average)

KSA - IELTS, Tahsili and Qudrat

UK - IELTS

USA - IELTS, SAT and extracurricular activities in business management field

*Further Mathematics (Additional Subject if Maths Higher is completed in 1 year)

Art

IGCSEs

• English

• Mathematics

• Biology

• Physics

• Chemistry

• Arabic

Optional IGCSEs

Art and Design

KSA - IELTS, Tahsili and Qudrat

UK - IELTS

USA - IELTS, SAT and extracurricular activities in the arts field or

A-levels

• Art and Design

• Languages are desirable

Law

IGCSEs

• English

• Mathematics

• Biology

• Physics

• Chemistry

• Arabic

Optional IGCSEs

Business Studies/Economics

KSA - IELTS, Tahsili and Qudrat

UK - IELTS, interview

A-levels

• Business Studies/Economics

• Languages are desirable

USA - IELTS, SAT, interview and extracurricular activities in legal field

Computer Science

IGCSEs

• English

• Mathematics

• Biology

• Physics

• Chemistry

• Arabic

Optional IGCSEs

Information and Communication Technology/Computer Science

KSA - IELTS, Tahsili and Qudrat

UK - IELTS

A-levels

• Mathematics

• Computer Science

• A science:

- Chemistry

- Physics

- Biology

BTEC

Information

Technology Level 3

Extended Diploma (Need to achieve a Distinction average) or

USA - IELTS, SAT and extracurricular activities in computing field

Architecture and Construction

IGCSEs

• English

• Mathematics

• Biology

• Physics

• Chemistry

• Arabic

Optional IGCSEs

Design and Technology/Art and Design

KSA - IELTS, Tahsili and Qudrat

UK - IELTS

A-levels

• Mathematics

• Design and Technology/Art and Design

• A science: - Chemistry - Physics - Biology

USA - IELTS, SAT and extracurricular activities in architecture and construction field

Tourism

IGCSEs

• English

• Mathematics

• Biology

• Physics

• Chemistry

• Arabic

Optional IGCSEs

Business Studies/Economics

KSA - IELTS, Tahsili and Qudrat

UK - IELTS

A-levels

• Business Studies

• Economics

• Mathematics (desirable)

USA - IELTS, SAT and extracurricular activities in tourism field

Education and Training

IGCSEs

• English

• Mathematics

• Biology

• Physics

• Chemistry

• Arabic Business Studies/Economics

Optional IGCSEs

KSA - IELTS, Tahsili and Qudrat

UK - IELTS, interview

A-levels

• One Subject related to teaching specialisation

• Proficiency in English or Arabic

• Proficiency in Mathematics

USA - IELTS, SAT and extracurricular activities in education field

University Majors

King Abdulaziz University

KSA Universities (to study Medicine)

AlFaisal University

One of the following:

A-level Mathematics

A-level Physics

Required: A-level Biology A-level Chemistry C C

A-level Computer Science

King Saud University

Two subjects in A2-level related to selected major (For Medicine, Pharmacy, and Science: Biology and Chemistry)

Two subjects in AS-level related to selected major (For Medicine, Pharmacy, and Science: Biology and Chemistry)

Any four subjects at GCSE level

Applications are only accepted from Saudi Nationals

The average high school grade should not be less than 90% (we will help with calculating this for you)

Acceptance is based on the following: The applicant must pass a personal interview covering:

• Grade in the capabilities exam (30%)

Grade in the cumulative exam (40%)

• Grade in high schools (30%)

• Grade in the interview

• The applicant’s vision and desire to join the field

The applicant’s communication skills

• The applicant’s physical and psychological ability to join the field

The interview questions will be scored on a 10-point scale

KSA Universities (to study Engineering)

King Fahd University of Petroleum and Minerals

a- Finish GCSE 8 subjects

b- Finish 5 GCSE subjects and 1 A level subjects

Finish 5 GCSE subjects and 2 AS level subjects

Minimum accepted grade will be B

Prince Sultan University

Finish GCSE 8 subjects

Finish 5 GCSE subjects and 1 A level subjects

c- Finish 5 GCSE subjects and 2 AS level subjects

The average grade for each subject should not be less than C or 4 in the IGCSE exam, and not less than D in AS-level and A-level

US Universities (A-levels to AP Credits)

Stanford University

Entry Requirements

Students currently enrolled in the British education system must have a school official send us their GCSE results and predicted A-level marks for consideration. Generally, students applying to Stanford from the British education system will have taken at least three full A-level courses (though they may not have taken the final examinations).

Students should be scoring three A* to be considered for Stanford.

Matriculation Chart

UC - University of California, Berkeley

Entry Requirements

You must complete at least five IGCSE/GCSE/GCE O-levels, and at least three academic GCE A-level exams to be considered for admission. Report your subjects and grades (if available) on the International Exams page of the application, under the Test Scores tab (step 4 of 5). If you sat for the same subject more than once, you must report the grades earned from each sitting.

UK Universities (to study Business)

UCL - University College London

Grades AAA

Subjects

Science or Social Sciences preferred. Please note the IGCSE requirements below if you are not taking A-level Mathematics.

GCSEs

English Language at grade B or 6 and Mathematics at grade C or 5. Mathematics at grade A or 7 required if not offered at A-level.

UCL - University College London Grades AAA

Subjects

Science or Social Sciences preferred. Please note the IGCSE requirements below if you are not taking A-level Mathematics.

GCSEs

English Language at grade B or 6 and Mathematics at grade C or 5. Mathematics at grade A or 7 required if not offered at A-level.

Cambridge

Entry Requirements

A*A*A

87% of successful applicants have A*A*A*

86% of successful applicants took Economics and Further Mathematics

Oxford

Entry Requirements

A*AA including Mathematics at Grade A or above Students must sit the paper-based Thinking Skills Assessment: Section 1 as part of their application

UK Universities (to study Economics)

High Performance Learning

The High Performance Learner Profile

We passionately believe that every single child can achieve academic success and live a life full of opportunity and fulfilment, regardless of their starting point. Learning is a science, and after many years of research into how people think and learn, we now know that what was always perceived as impossible is now possible: there are no restrictions on learning.

So, by removing the barriers to achievement, we are reimagining education for a new world with our rigorous, systematic, and holistic approach to teaching and learning – a unique evidence-based philosophy and framework that empowers every child.

And when ambitious school leaders work with us to harness our philosophy of Empowerment – driven by what we know about how children learn – they create world-class schools and equip each child with advanced cognitive skills and the essential values, attitudes, and attributes they will need for lifelong success.

Helix of Successful Learning

How we think

Advanced Cognitive Performance Characteristics (ACPS)

META-THINKING

Meta-cognition

Self-regulation

Strategy-planning

Intellectual conﬁdence

LINKING

Generalisation

Connection ﬁnding

Big picture thinking

Abstraction

Imagination

Seeing alternative perspectives

ANALYSING

Critical or logical thinking

Precision

Complex and multi-step problem solving

CREATING

Intellectual playfulness

Flexible Thinking

Fluent thinking

Originality

Evolutionary and revolutionary thinking

REALISING

The ability to knowingly use a wide range of thinking approaches and to transfer knowledge from one circumstance to other

The ability to monitor, evaluate and self-correct

The ability to approach new learning experiences by actively attempting to connect it to existing knowledge or concepts and hence determine an appropriate way to think about the work

The ability to articulate personal views based on evidence

The ability to see how what is happening in this instance could be extrapolated to other similar situations

The ability to use connections from past experiences to seek possible generalisations

The ability to work with big ideas and holistic concepts

The ability to move from concrete to abstract very quickly

The ability to represent the problem and its categorisation in relation to more extensive and interconnected prior knowledge

The ability to take on the views of others and deal with complexity and ambiguity

The ability to deduct, hypothesise, reason, seek supporting evidence

The ability to work effectively within the rules of a domain

The ability to break down a task, decide on a suitable approach, and then act

The ability to recognise rules and bend them to create valid but new forms

The ability to abandon one idea for a superior one or generate multiple solutions

The ability to generate ideas

The ability to conceive something entirely new

The ability to create new ideas through building on existing ideas or diverting from them

The

© Deborah Eyre ACPs

Values Attitudes and Attributes (VAAs)

EMPATHETIC

Collaborative

Concerned for society

Conﬁdent

AGILE

Enquiring

Creative and enterprising

Open-minded

Risk-taking

HARD WORKING

Practice

Perseverance

Resilience

The ability to seek out opportunities to receive responses to your work; present your own views and ideas clearly and concisely; listen to the views of others; be willing and able to work in teams; take a variety of roles and be able to evaluate your own ideas and contributions.

The ability to know the contribution you can make to society for the beneﬁt of those less fortunate; demonstrate citizenship and a sense of community ethos and recognise differences as well as similarities between people and peoples; be aware of your own and others’ cultural heritage and sensitive to the ethical and moral issues raised by their studies.

The ability to develop a belief in your knowledge, understanding and action; recognise when you need to change your beliefs based upon additional information or the arguments of others; deal with new challenges and situations, including when this places them under stress.

The ability to be curious; be willing to work alone; be proactive; keen to learn; show enterprise; think independently; challenge assumptions and require evidence for assertions; actively control your own learning; move on from the absorption of knowledge and procedures to develop your own views and solutions.

The ability to be open-minded and ﬂexible in your thought processes; demonstrate a willingness to innovate and invent new and multiple solutions to a problem or situation; adapt your approach according to need; surprise and show originality in your work, developing a personal style; be resourceful when presented with challenging tasks and problems, using your initiative to ﬁnd solutions.

The ability to take an objective view of different ideas and beliefs; become more receptive to other ideas and beliefs based on the arguments of others; change ideas should there be compelling evidence to do so.

The ability to demonstrate conﬁdence; experiment with novel ideas and effects; speculate willingly; work in unfamiliar contexts; avoid coming to premature conclusions; tolerate uncertainty

The ability to train and prepare through repetition of the same processes in order to become more proﬁcient.

The ability to keep going and not give up; face obstacles and difﬁculties but never give up; persist in effort; work diligently and work systematically; not be satisﬁed until high quality, appropriate precision and the desired outcome are achieved.

The ability to overcome setbacks; remain conﬁdent, focused, ﬂexible and optimistic; help others to move forward in the face of adversity

Grades 9 and 10 Core Curriculum

IGCSE in Mathematics

Description of Course

To succeed in Mathematics IGCSE, students need strong problem-solving skills. They will be required to develop confidence in using and applying the skills necessary to work mathematically, building on the content covered in KS3. Students will need to show they can think through more complex problems and break them into smaller tasks.

The course covers the following six strands:

• Number

• Algebra

• Ratio, Proportion & Rates of Change

• Geometry & Measure

• Statistics

• Probability

Assessment

All the assessment of IGCSE Mathematics is via external examinations through two papers, each equally weighted.

There is a choice between Foundation and Higher tier papers. Each student will be entered for the level that best suits their ability.

After Grade 10, try...

• A-level Mathematics

• A-level Further Mathematics

Career Ideas

All employers and most universities require a minimum level of a grade 5 in Mathematics. Success in Mathematics opens the most doors in chosen career paths. It is used daily in all careers.

IGCSE in Arabic Language

Description of Course

Arabic Foreign Language: The subject content is organised in five broad topic areas (A–E below). These provide contexts for the acquisition of vocabulary and the study of grammar and structures. The study of these topic areas enables students to gain an insight into countries and communities where Arabic is spoken. The five topic areas are:

A. Everyday activities

B. Personal and social life

C. The world around us

D. The world of work

E. The international world

Arabic First Language: The Cambridge IGCSE First Language Arabic syllabus is designed for students whose first language is Arabic. This First Language syllabus develops learners' ability to communicate clearly, accurately and effectively. They learn how to employ a wide-ranging vocabulary, use correct grammar, spelling and punctuation, develop a personal style and an awareness of the audience being addressed.

Learners are also encouraged to read widely, both for their own enjoyment and in order to develop an appreciation of how writers achieve their effects. The syllabus complements other areas of study by encouraging skills of more general application.

Assessment

IGCSE Arabic Foreign Language is 75% externally examined and 25% internally assessed:

• Paper 1 – Candidates listen to a number of recordings and answer multiple-choice and matching questions. Listening exam: 50 minutes (25% of IGCSE)

• Paper 2 – Candidates read a number of texts and answer multiple-choice and matching questions as well as questions requiring short answers. Reading/Writing exam: one hour (25% of IGCSE)

• Paper 3 – Candidates complete one role play and conversations on two topics. Internally assessed speaking exam: 10 minutes (25% of IGCSE)

• Paper 4 – Candidates complete one form-filling task, one directed writing task and one task in the format of an email/letter or an article/blog. Writing exam: one hour (25% of IGCSE)

IGCSE Arabic First Language is 100% externally examined:

• Paper 1 – Structured and extended writing questions. Questions will be based on Arabic passages. Reading/Writing exam: two hours (50% of IGCSE)

• Paper 2 – Two composition tasks. Written exam: two hours (50% of IGCSE)

After Grade 10, try...

A-level Arabic

Career Ideas

Arabic IGCSE is an essential qualification for any job or further education course within the Kingdom of Saudi Arabia.

IGCSE in English Language

(Second and First Language)

Description of Course

Reading: Students should read a wide range of texts fluently and with good understanding, enjoying and appreciating a variety of languages. They should also read critically and use knowledge gained from wide reading to inform and improve their own writing.

Writing: Students should write accurately and effectively, using Standard English appropriately; work with information and with ideas in language, by developing skills of evaluation, analysis, use and inference. They should also listen to, understand and use spoken language effectively, and acquire and apply a wide vocabulary, alongside a knowledge and understanding of grammatical terminology and linguistic conventions.

Spoken Language: Students will be able to formulate, clarify and express ideas; adapt speech to a widening range of circumstances and demands; listen, understand and respond appropriately to others; use the vocabulary and grammar of spoken Standard English. This will not count towards the overall qualification.

All students will sit either IGCSE English as a Second Language or IGCSE English First Language. Each student will be entered for exams most suited to their proficiency in English.

English as a Second Language

The Pearson Edexcel International GCSE in English as a Second Language is a linear qualification. All units must be taken at the end of the course of study.

The content features a relevant, engaging and updated range of topics to ensure that it is accessible to all learners.

Assessment

The assessment is 100% external and designed in a single tier covering the whole range of grades 9 to 1 where 9 is the highest grade. Reading skills are assessed in Paper 1. Listening skills are assessed in Paper 2. Writing skills are assessed in Paper 3. Speaking skills are assessed in Paper 4.

English First Language

The Pearson Edexcel International GCSE in English Language (Specification A) comprises one mandatory component and a choice of an additional examined or non-examined assessment. It is a linear qualification and all components must be taken at the end of the course of study.

Students must complete Component 1, plus either Component 2 or Component 3. At Misk Schools, students complete Components 1 and 3.

Component 1

Non-fiction Texts and Transactional Writing 60% of the final mark

Content overview

• The contemporary non-fiction texts from Part 1 of the Pearson Edexcel International GCSE English Anthology.

• Develop skills to analyse how writers use linguistic and structural devices to achieve their effects.

• Explore links and connections between writers’ ideas and perspectives.

• Develop transactional writing skills for a variety of purposes and audiences.

• Use spelling, punctuation and grammar accurately.

Assessment

Section A: Reading – a mixture of short- and long-answer questions related to a non-fiction text from Part 1 of the Pearson Edexcel International GCSE English Anthology and one previously unseen extract.

Total of 45 marks.

Section B: Transactional Writing – one 45-mark writing task, from a choice of two involving a given audience, form or purpose. Candidates will be provided with the anthology text in the examination.

Component 3

Internally assessed and externally moderated 60 marks

40% of the total International GCSE

Content overview

• The poetry and prose texts from Part 2 of the Pearson Edexcel International GCSE English Anthology.

• Develop skills to analyse how writers use linguistic and structural devices to achieve their effects.

• Develop imaginative writing skills to engage the reader.

• Use spelling, punctuation and grammar accurately.

Assessment

Assignment A: Poetry and prose texts – one 30-mark essay question based on any three poetry or prose texts from Part 2 of the Pearson Edexcel International GCSE English Anthology. At least one poetry text and one prose text must be discussed in the assignment.

Assignment B: Imaginative writing – one 30-mark imaginative writing task.

After Grade 10, try...

• A-level English Language

• A-level Media Studies

• Any other Level 3 course

Career Ideas

English IGCSE is an essential qualification for any job or further education course. All employers and most universities require a minimum level of a grade 5 in English.

IGCSE in Biology

Description of Course

The Edexcel International GCSE in Biology enables students to:

• learn about the unifying patterns and themes of biology

• acquire knowledge and understanding of biological facts, concepts and principles and the skills needed to use them in new and changing situations

• appreciate the practical nature of biology, developing experimental and investigative skills based on correct and safe laboratory techniques

• appreciate the importance of accurate experimental work and reporting as scientific methods

• sustain and develop an enjoyment of, and interest in, the study of living organisms

• evaluate, in terms of their biological knowledge and understanding, the benefits and drawbacks of real-life applications of science, including their everyday, industrial and environmental aspects

• select, organise and present information clearly and logically, using appropriate scientific terms and conventions

• prepare for more advanced biology courses and for other courses which require them to know biology.

Content Summary

Assesses core content. Questions may come from any topic area across the specification:

• The Nature and Variety of Living Organisms

• Structures and Functions in Living Organisms

• Reproduction and Inheritance

• Ecology and the Environment

• Use of Biological Resources

Assessment

• The paper is assessed through a two-hour written examination paper set and marked by Pearson.

• The total number of marks is 110.

• A mixture of different question styles, including multiple-choice questions, short-answer questions, calculations and extended open-response questions.

• A calculator may be used in the examinations.

After Grade 10, try...

Students can progress from this qualification to:

• dvanced Subsidiary, for example in Biology

• Advanced Level, for example in Biology

• GCE Advanced Subsidiary, for example in Biology

• GCE Advanced Level, for example in Biology

• employment, for example in a science-based industry where an apprenticeship may be available.

Career Ideas

Doctor, Biochemist, Engineer, Forensic Scientist, Nurse, Pharmacist, Biochemical Engineer, Botanist, Research Scientist, Agriculture, Ecology, Farming, Landscaping, Personal Training, Sports and Fitness, Physiotherapist, Dietitian and more.

IGCSE in Chemistry

Description of Course

The aims and objectives of this qualification are to enable students to: learn about unifying patterns and themes in chemistry and use them in new and changing situations acquire knowledge and understanding of chemical facts, terminology, concepts, principles and practical techniques apply the principles and concepts of chemistry, including those related to the applications of chemistry, to different contexts

• evaluate chemical information, making judgements on the basis of this information

• appreciate the practical nature of chemistry, developing experimental and investigative skills based on correct and safe laboratory techniques

• analyse, interpret and evaluate data and experimental methods, drawing conclusions that are consistent with evidence from experimental activities and suggesting possible improvements and further investigations

• recognise the importance of accurate experimental work and reporting scientific methods in chemistry

• select, organise and present relevant information clearly and logically using appropriate vocabulary, definitions and conventions develop a logical approach to problem solving in a wider context

• select and apply appropriate areas of mathematics relevant to chemistry as set out under each topic

• prepare for more advanced courses in chemistry and for other courses that require knowledge of chemistry.

Assessment

• The paper is assessed through a two-hour written examination paper set and marked by Pearson.

• The total number of marks is 110.

• A mixture of different question styles, including multiple-choice questions, short-answer questions, calculations and extended open-response questions.

• A calculator may be used in the examinations.

After Grade 10, try...

Students can progress from this qualification to:

• Advanced Subsidiary, for example in Chemistry

• Advanced Level, for example in Chemistry

• GCE Advanced Subsidiary, for example in Chemistry

• GCE Advanced Level, for example in Chemistry

• employment, for example in a science-based industry where an apprenticeship may be available.

Career Ideas

Chemical Engineer, Pharmacist, Chemist, Forensic Scientist, Nanotechnology, Chemistry Teacher, Data Science, Doctor, Engineering, Environmental Science, Food Scientist, Government Agencies, Laboratory Technician, Toxicologist and more.

IGCSE in Physics

Description of Course

The aims and objectives of this qualification are to enable students to:

• learn about unifying patterns and themes in physics and use them in new and changing situations

• acquire knowledge and understanding of physical facts, terminology, concepts, principles and practical techniques

• apply the principles and concepts of physics, including those related to the applications of physics, to different contexts

• evaluate physical information, making judgements based on this information

• appreciate the practical nature of physics, developing experimental and investigative skills based on correct and safe laboratory techniques

• recognise the importance of accurate experimental work and reporting scientific methods in physics

• select, organise and present relevant information clearly and logically using appropriate vocabulary, definitions and conventions

• develop a logical approach to problem solving in a wider context

• select and apply appropriate areas of mathematics relevant to physics as set out under each topic

• prepare for more advanced physics courses and for other courses that require knowledge of physics.

Assessment

• The paper is assessed through a two-hour written examination paper set and marked by Pearson.

• The total number of marks is 110.

• A mixture of different question styles, including multiple-choice questions, short-answer questions, calculations and extended open-response questions.

• A calculator may be used in the examinations.

After Grade 10, try...

Students can progress from this qualification to:

• Advanced Subsidiary Level, for example in Physics

• Advanced Level, for example in Physics

• GCE Advanced Subsidiary Level, for example in Physics

• GCE Advanced Level, for example in Physics

• employment, for example in a science-based industry where an apprenticeship may be available.

Career Ideas

Astronomer, Biophysicist, Geophysicist, Software Engineer, Engineer, Consultant, Teacher, Meteorologist, Aerospace Engineer, Aeronautical Engineer, Clinical Scientist, Sound Engineer and more.

Islamic Studies

Description of Course

The Islamic Studies MoE curriculum focuses on Tafseer, Hadith, Fiqh and al Tawhid.

The Pedagogy of teaching Islamic Studies is project-based learning which helps students understand how their faith both supports and encourages creativity, exploration and innovation.

By adopting an interdisciplinary approach, we encourage students to connect their learning with other subjects, resulting in a more comprehensive, contextualised understanding and a broader perspective.

Finally, by making Islamic values and ethics the foundation for exploring and developing solutions for global issues in the 21st century, we equip learners with the skills they need to make ethical evaluations of challenges, opportunities and endeavours.

Assessment

The Islamic Studies course is 100% internally assessed.

This includes a range of internal formative and summative assessments to measure students' understanding of Islamic content studied in this course.

Social Studies

Description of Course

The Social Studies MoE curriculum aims to strengthen the national character of students, helping them to acquire civic competencies represented in knowledge and skills, and to learn the values and principles of Saudi Arabia so they can become effective citizens.

The Social Studies course is 100% internally assessed.

This includes a range of internal formative and summative assessments to measure students' understanding of the history, law and customs of Saudi Arabia. Assessment

Grades 9 and 10 Option Choices

All students will have further option choices from the option pool

IGCSE in

Description of Course

The ICT course is designed to allow students to still learn about software and technology, without the explicit technicalities of the Computer Science course. As such, it is accessible to all students.

Students will learn about topics ranging from digital devices and connectivity, safe and responsible practice, and understand the impact of the internet on the way that organisations do business. They will also be encouraged to practise using software applications effectively.

Assessment

IGCSE ICT is 100% externally examined.

• Paper 1 – The examination comprises a mixture of multiple-choice, short and long answer questions. One hour 30 minutes (50% of IGCSE)

• Paper 2 – The examination comprises one practical assignment. Three hours (50% of IGCSE)

After Grade 10, try...

Students who complete a IGCSE in ICT and wish to continue on to an A-level course in computing may wish to do so, depending on their level of success in ICT.

Career Ideas

Computer Games Tester, E-learning Developer, Forensic Computer Analyst, IT Service Engineer, Software Developer.

IGCSE in Design and Technology

Description of Course

The IGCSE in Design Technology is High Performance Learning (HPL) at its finest and a real world subject that achieves a high level of design literacy by enabling students to develop critical thinking, linking innovation and creativity skills which they can then apply in a practical context. While designing may take various forms, it will involve the selective application of knowledge within an ethical framework. Design and Technology enables students to understand and apply iterative design processes through which they explore, create and evaluate a range of outcomes.

By studying Design and Technology, Students will be able to build up their creativity, critical thinking, problem solving, planning, and evaluation skills. Since many projects are done via group work, students will also gain communication and teamwork skills. Design and technology goes well with art, but also science and technology subjects, including physics, mathematics, chemistry and IT. When it comes to the sciences, having knowledge of how physical and chemical processes work can come in handy when designing different products, including food!

As students progress through this course, they may be given the opportunity to focus on specific aspects of the subject such as product design, food technology, engineering, systems and control, electronics, textiles and graphics. However, at its core is creativity and imagination. Students learn to design and make products that solve genuine, relevant problems within different contexts whilst considering their own and others’ needs, wants and values.

Assessment: Overview

IGCSE Design and Technology is 50% externally examined and 50% internally assessed.

• Component 1: Written Examinations – The exam paper consists of two written exam sections. Section A is assessed on the core content Product Design and Section B is assessed on the material category the students have chosen: One hour 45 minutes combined time (50% of IGCSE mark)

• Component 2: Non-examined project – Students will undertake a project based on a solution to a contextual design problem or need (50% of IGCSE). This folderwork is externally moderated and is a comprehensive document that reflects their Design and Make journey while creating their product solution.

After Grade 10, try...

Students can progress from this qualification to:

• A-level in Design and Technology

• employment, eg in a design- or technology-based, or engineering industry where an Apprenticeship may be available.

Career Ideas

Mechanical, Industrial, Civil, Robotics, or Systems Engineer. Graphics, Product, Sound, Interior, Video Game Designer. Architect or Draftsman/woman.

IGCSE in Business Studies

Description of Course

After studying this IGCSE, students will have an insight into how businesses operate, including how to set up one of their own. It is a very diverse and broad options choice as it enables students to explore a wide range of different topics including:

• marketing, advertising, development of products, setting the best price etc

• recruitment, how businesses get the right staff and keep them working well

• business structures, including the different ways to set up a business

• finance, how businesses get the money to set up and operate and how they make a profit

• business operations, how businesses produce the things we buy

• influences on businesses, including the economy.

As a result of this, Business Studies students develop a number of different skills such as critical thinking, creativity, financial awareness and team building.

This subject is incredibly popular and students really appreciate how they can make immediate links between theory and the real world.

Assessment

IGCSE Business Studies is 100% externally examined:

• Paper 1: Investigating Small Business – The paper consists of multiple-choice, short-answer, data response, and open-ended questions: One hour 30 minutes (50% of IGCSE)

• Paper 2: Investigating Large Business – This paper consists of a mixture of multiple-choice, short-answer, data response, and open-ended questions (50% of IGCSE)

After Grade 10, try...

The skills learnt through Business Studies will equip students to take on a number of A-level courses including Business, Maths, Accounting, Economics, ICT and Politics.

Career Ideas

There are a huge number of careers options open to Business students, such as:

• project management

• human resource management

• accountancy

• entrepreneurship - starting and running a business

• marketing

• law.

IGCSE in Economics

Description of Course

IGCSE Economics is not just a theory-based subject; it is about real life. Economics equips students with the skills and confidence to explore how consumers, producers and governments interact in markets nationally and internationally.

It provides a well-rounded introduction to this subject and an excellent foundation for advanced study in Economics. The subject is highly respected and well suited to students with an inquisitive mindset.

By learning how to use economic data from a range of sources, such as tables, charts and graphs, students acquire the skills to make informed judgements and to communicate in a clear and concise way. By learning how to explain and evaluate economic problems and possible solutions, students acquire a way of thinking as economists. They develop a sharper understanding of how governments and businesses make decisions.

Entry Requirement

Maths grade 5, English grade 5. Class size is limited so only the highest performing applicants will be accepted onto the Economics course.

This is a two-year course which is divided into two modules:

• In Unit 1 students will start by learning about the basic economic problem –the idea that resources are scarce meaning consumers, firms and governments have to make choices. Making these choices creates the issue of opportunity cost. Microeconomics is the study of individual markets. Students will learn about the supply and demand model and how changes in the economy will affect supply, demand, price and quantity. The model will help to explain why prices rise and fall.

• In Unit 2 students explore macroeconomics, looking at all the markets combined in a country. Students will look at their own country and other countries’ economies. Students will look at the different objectives that governments are concerned about. These include trying to achieve:

• low inflation

• low unemployment

• increases in economic growth

• surpluses or equilibrium on the current account of the balance of payments

• redistribution of income

• environmental protection.

Assessment

• Unit 1: Written Examination – one hour 30 minutes (50% of IGCSE)

• Unit 2: Written Examination – one hour 30 minutes (50% of IGCSE)

After Grade 10, try...

A-level Business Studies, Maths, Accounting, Economics, Geography, Politics.

Career Ideas

Students can choose from a wide variety of degree courses including Business, Economics, Marketing, Law, Politics, Events Management and Finance.

Economics graduates have gone on to successful careers in areas including accountancy and professional services, finance and banking, and government. Other popular avenues include journalism and the media, charities, consultancy, the civil service, finance, marketing and PR, social work, teaching, and the law.

IGCSE in Global Perspectives

Description of Course

Meeting government ministers, organising a local river clean-up project and writing to the United Nations about climate change are just some of the activities learners are pursuing through the IGCSE Global Perspectives course.

IGCSE Global Perspectives is a groundbreaking and stimulating course that stretches across traditional subject boundaries and develops transferable skills. It is both cross-curricular and skills-based and taps into the way learners of today enjoy learning, including teamwork, presentations, projects, and working with other learners around the world. The emphasis is on developing the ability to think critically about a range of global issues where there is always more than one point of view.

IGCSE Global Perspectives is 65% externally examined and 35% internally assessed:

Component 1 – Candidates answer four compulsory questions based on a range of sources. Sources will present a global issue from a range of perspectives, personal, local and/or national, global, and will be drawn from a list of eight topics. Written exam: One hour 15 minutes (35% of IGCSE)

Component 2 – Candidates research one topic area of personal, local and/or national and global significance and submit a report based on their research. The title is devised by candidates themselves. The report must be 1500 to 2000 words and written in continuous prose. Internally set and externally marked individual report (30% of IGCSE)

Component 3 – Candidates devise and develop a collaborative project into an aspect of one topic. The Team Project comprises two elements: - Team Element: Working in a team, candidates produce one Outcome and one Explanation as a Collaboration. The Explanation must be 200 to 300 words - Personal Element: Candidates each write a Reflective Paper on their research, contribution and personal learning. The paper must be 750 to 1000 words and is an internally assessed project (35% of IGCSE)

After Grade 10, try...

A-level Global Perspectives

Career Ideas

Students who study Global Perspectives will have the opportunity to enter into a variety of exciting employment opportunities later in life, including ministerial work, public service and public health.

IGCSE in Art and Design

Description of Course

The Cambridge IGCSE in Art and Design has been designed to offer a broad choice of media and approaches so that candidates can produce a personal response and schools can play to their strengths in terms of staff expertise and interests.

The broad areas of study are:

• painting and related media

• printmaking

• three-dimensional design

• photography, digital and lens-based media

• graphic communication

• textiles and fashion.

Candidates can respond to either of the two components using any of the media above.

The aims are to enable students to develop:

• an ability to record from direct observation and personal experience

• an ability to identify and solve problems in visual and/or other forms

• creativity, visual awareness, critical and cultural understanding

• an imaginative, creative and personal response

• confidence, enthusiasm, and a sense of achievement in the practice of art and design

• growing independence in the refinement and development of ideas and personal outcomes

• engagement and experimentation with a range of media, materials and techniques, including new media and technologies, where appropriate

• experience of working in relevant frameworks and exploration of manipulative skills necessary to form, compose and communicate in two and/or three dimensions

• a working vocabulary relevant to the subject and an interest in, and a critical awareness of, other practitioners, environments and cultures

• investigative, analytical, experimental, interpretative, practical, technical and expressive skills which aid effective and independent learning.

Learners may use either traditional media or new media or a combination of both, providing all assessment objectives are met.

Candidates are encouraged to produce a variety of creative responses through exploration with a range of materials, processes, and techniques. They are expected to identify and research a particular aspect of art and design, carry out relevant exploration of media, materials, techniques and appropriate processes, document and evaluate ideas and concepts against intentions as the work progresses and develop these into a cohesive final outcome.

Assessment

Component 1 – Coursework is 50% of the course and worth 100 marks. Candidates research, develop and realise a project from one area of study in the subject content from a theme set by the teacher.

There are two parts to the coursework: 1. a portfolio and 2. a final outcome.

The portfolio can be up to four sheets of A2. Candidates may use both sides of the paper. The portfolio is externally assessed

Component 2 – Externally Set Assignment is 50% of the IGCSE, worth 100 marks. It is completed with an eight-hour exam. Candidates respond to one starting point set by Cambridge International. Candidates may produce work from the same area of study as Component 1, but they do not have to.

There are two parts to the assignment: 1. supporting studies, and 2. a final outcome, produced during a supervised test of eight hours’ total duration.

The supporting studies can be up to two sheets of A2. Candidates may use both sides of the paper. The exam-based component is externally assessed.

There are four assessment objectives (AOs) for both components:

AO1 Record: Record ideas, observations, and insights relevant to intentions as work progresses.

AO2 Explore: Explore and select appropriate resources, media, materials, techniques, and processes.

AO3 Develop: Develop ideas through investigation, demonstrating critical understanding.

AO4 Present: Present a personal and coherent response that realises intentions and demonstrates an understanding of visual language.

Each objective has a weighting of 25%.

After Grade 10, try...

• A-level Art and Design

• Art School/College portfolio course

Career Ideas

Depending on the areas of study focused on, students can continue into further education at an Art College/School, or secure employment at an internship level in the creative industries. Examples of pathways are Advertising, Animation, Architecture, Beauty and Make-up, Brand Management, Costume and Theatre

Design, Exhibition and Events Design, Fashion Design and Textiles, Fine Arts, Games Design, Graphic Design, Interior Design, Jewellery Design, Marketing and Communication, Merchandising, Multimedia Design, Painting and Illustration, Print and Production, Product and Industrial Design, Retail and Display, TV and Film-Making, Web and App design.

IGCSE in Music

Description of Course

When studying the IGCSE Music syllabus, learners listen to, perform and compose music, encouraging aesthetic and emotional development, self-discipline and, importantly, creativity. As a result, candidates enhance their appreciation and enjoyment of music, an achievement that forms an ideal foundation for future study and enhances life-long musical enjoyment.

Candidates study music of all styles within several areas of study, through which candidates experience a rich mixture of music from different traditions, times and places. They will explore musical elements, musical language and musical contexts through specific pieces of music and genres, whilst developing essential appraisal skills.

Entry Requirement

40% of the final IGCSE grade is performance on an instrument or voice. Each candidate must already be engaged in instrumental lessons or be prepared to start instrumental lessons straight away. The expectation is that students have these lessons outside of designated teaching time and will be required to practise their instrument/voice a minimum of 20 minutes a day, five times a week.

Assessment

Component 1 – Listening and appraisal

An external listening examination. Candidates answer questions based on pieces of music that they listen to. (40% of the final IGCSE grade)

Component 2 – Performing

Two prepared performances (sing or play) of the candidate’s own choice. One individual performance and one ensemble performance.

Internally assessed, externally moderated. (30% of the final IGCSE grade)

Component 3 – Composing

Two contrasted compositions written for different instruments and /or voices, which must be recorded.

One composition must be notated using staff notation, in the form of a complete score.

Internally assessed, externally moderated. (30% of the final IGCSE grade)

After Grade 10, try...

• A-level Music

• BTEC Music, Music production

• Conservatoire / Music college

Career Ideas

Musician, Instrumental Technician, Composer, Conductor, Arts Administrator, Music Therapist, Sound Engineer, Entertainer, Events Coordinator, Musical Director, Lyricist, Music Producer, Music Teacher, Sound Engineer, Sound Technician, DJ, Music Arranger, Music Critic.

IGCSE in Physical Education

Description of Course

The Physical Education (PE) IGCSE syllabus provides candidates with an opportunity to study both the practical and theoretical aspects of Physical Education.

It is designed to foster enjoyment in physical activity. The knowledge gained should enable candidates to develop an appreciation of the principles, practices and training that underpin improved performance, better health and well-being.

Candidates will study all of the following four topics:

1. Anatomy and Physiology

2. Health, Fitness and Training

3. Skills Acquisition and Psychology

4. Social, Cultural and Ethical Influences.

Assessment

All candidates take two components:

Component 1: Theory exam – one hour 45 minutes. Combination of short and structured questions. Externally assessed (50% of IGCSE)

Component 2: Coursework – Candidates undertake four physical activities from at least two different categories. Internally assessed and externally moderated (50% of IGCSE)

After Grade 10, try…

• BTEC in Sport

• A-level PE

It may also be useful to those studying qualifications in Sport, Nutrition and Exercise.

Career Ideas

Aerobics Instructor, Fitness Instructor, Personal Trainer, Strength and Conditioning Coach, Teacher, Physiotherapist, Sports Scientist, Sports Technology Development, Notational Analysis.

IGCSE in Chinese

Description of Course

IGCSE Chinese is a challenging two-year course aimed at developing language skills in a variety of contexts. It prepares students for further language study at A-level and beyond.

The content is relevant, engaging and up to date. It covers five topics:

1. Home and Abroad

2. Education and Employment

3. Personal Life and Relationships

4. The World Around Us

5. Social Activities, Fitness and Health.

Assessment

The IGCSE in Chinese consists of three externally examined papers. All papers are taken at the end of the course of study.

Paper 1: Listening

Seven questions, which are a combination of multiple-choice, multiple-matching, note-taking and gap-fill questions. All five topic areas are assessed (30 minutes plus five minutes reading time, 25% of IGCSE)

Paper 2: Reading and Writing

Section A, Reading: Five questions, which are a combination of multiple-choice, note-taking, gap-fill and short-answer questions.

Section B, Writing: There are two open-response writing tasks, each linked to a topic area. There is also a question involving translation of four sentences into Chinese. All four sentences are linked to one topic area (one hour 45 minutes, 50% of IGCSE)

Paper 3: Speaking

The examination is made up of three tasks. Students will present and answer questions on a picture that is related to one of the topic areas. They will also discuss two different topics, chosen at random (eight to ten minutes, 25% of IGCSE)

After Grade 10, try...

Students will develop the skills they need to progress successfully onto further study at Level 3, for example A-level Chinese.

IGCSE in Further Pure Mathematics

Description of Course

The International GCSE in Further Pure Mathematics is relevant and engaging, emphasising the importance of further pure mathematics at International GCSE Level. Constructed to extend knowledge of the further pure mathematics topics in the specifications for the Pearson Edexcel International GCSE in Mathematics (Specification A) (Higher Tier) and the Pearson Edexcel International GCSE in Mathematics (Specification B).

Assessment

The Pearson Edexcel International GCSE in Further Pure Mathematics is a linear qualification. It consists of two examinations available at Higher Tier only, designed to be accessible to students from grades 9–4 using varying question-style approaches and the introduction of a formulae sheet in the written examinations. Both papers are two hours and must be taken in the same series at the end of the course of study.

IGCSE in Computer Science

Description of Course

This exciting IGCSE provides an excellent opportunity to investigate how computers work, how they are used and to develop computer programming skills. Students also do some fascinating in-depth research, learn about computers from their core components and write computer code in languages such as Python. The course develops critical thinking, analysis and problem solving skills, covering the following:

• Understand and apply the fundamental principles and concepts of Computer Science, including abstraction, decomposition, logic, algorithms, and data representation.

• Analyse problems in computational terms through practical experience of solving such problems including designing, writing and debugging programs.

• Think creatively, innovatively, analytically, logically and critically.

• Understand the components that make up digital systems, and how they communicate with one another and with other systems.

• Understand the impacts of digital technology to the individual and to wider society.

• Apply mathematical skills relevant to Computer Science.

Entry Requirement

Maths grade 6, English grade 5. Class size will be limited so only the highest performing applicants will be accepted onto the course.

Assessment

There are two main components to the IGCSE Computer Science qualification:

Computer systems:

• Systems architecture; memory, storage; wired and wireless networks; network topologies, protocols and layers; system security; system software; ethical, legal, cultural and environmental concerns. One hour 30 minutes, written paper (50% of the total IGCSE)

Computational thinking, algorithms and programming:

• Algorithms; programming techniques; producing robust programs; computational logic; translators and facilities of languages; data representation.

One hour 30 minutes, written paper (50% of the total IGCSE)

The course is 100% exam based.

After Grade 10, try...

The course provides excellent preparation for higher study and employment in the field of Computer Science. The increasing importance of information technologies means there will be a growing demand for professionals who are qualified in this area. Students who have taken an IGCSE in Computing and who then progress to study the subject at A-level or university will have an advantage over their colleagues who are picking up the subject at these levels.

Grades 11 and 12 A-level Subjects

A-level English Language

Description of Course

Pearson Edexcel Advanced Subsidiary in English Language

This qualification consists of two externally-examined units. The Advanced Subsidiary is the first half of the Advanced Level qualification and consists of two AS units, Units 1 and 2. This qualification may be awarded as a discrete qualification or may contribute 50 per cent towards the Advanced Level qualification.

Pearson Edexcel Advanced Level in English Language

This qualification consists of four externally-examined units. The Advanced Level consists of the two AS units (Units 1 and 2) plus two A2 units (Units 3 and 4). Students wishing to take the Advanced Level must, therefore, complete all four units.

Key qualification features

• A focus on how language is used to construct identity.

• Study of how other languages have affected the development of English and how English has developed outside of the British Isles.

• Students create their own texts. One on unseen source texts linked to a single topic and one where they are given a genre and then choose their own audience, purpose and context.

• Carry out an independent research topic.

Assessment

Four exams assessed across the two year period:

AS Unit 1: Language: Context and identity

• Externally assessed written examination: one hour 45 minutes

• 25% of the total A-level

AS Unit 2: Language in Transition

• Externally assessed written examination: one hour 45 minutes

• 25% of the total A-level

A2 Unit 3: Crafting Language (writing)

• Externally assessed written examination: two hours

• 25% of the total A-level

A2 Unit 4: Investigating Language

• Externally assessed written examination: two hours

• 25% of the total A-level

Career Ideas

Completing an English Language A-Level opens up a world of exciting career opportunities. The skills acquired through the study of the English language are highly valued in various sectors, including journalism, publishing, education, marketing, and public relations.

A-level English Literature

Description of Course

Pearson Edexcel Advanced Subsidiary in English Literature

This qualification consists of two externally examined units. The Advanced Subsidiary is the first half of the Advanced Level qualification and consists of two AS units, Units 1 and 2. This qualification may be awarded as a discrete qualifictation or may contribute 50 per cent towards the Advanced Level qualification.

Pearson Edexcel Advanced Level in English Literature

This qualification consists of four externally examined units. The Advanced Level consists of the two AS units (Units 1 and 2) plus two A2 units (Units 3 and 4). Students wishing to take the Advanced Level must, therefore, complete all four units.

Key qualification features

• A choice of two drama texts, one pre-1900 and one post-1900.

• Study of a selection of post-2000 poems as well as a one post-2000 novel.

• Unseen questions on post-1900 poetry and one prose theme from a choice of Growing up, Colonisation and After, Science and Society and Women and Society.

• The study of one pre-1900 literary poetry movement.

• Study of a Shakespearean play from a choice of Hamlet, King Lear, Measure for Measure and The Taming of the Shrew.

Assessment

Four exams assessed across the two year period:

AS Unit 1: Post-2000 Poetry and Prose

• Externally assessed written examination: two hours

• 25% of the total A-level

AS Unit 2: Drama

• Externally assessed written examination: two hours

• 25% of the total A-level

A2 Unit 3: Poetry and prose

• Externally assessed written examination: two hours

• 25% of the total A-level

A2 Unit 4: Shakespeare and Pre-1900 Poetry

• Externally assessed written examination: two hours

• 25% of the total A-level

Career Ideas

A-level English LIterature is a gold-standard of attainments for most UK and US universities and allows access to a wide range of courses and career options.

A-level Mathematics

Description of Course

Advanced Level (A-level) Mathematics is the essential transferable component across all science, engineering, and technology based subjects. A-level Mathematics is a demanding subject and students cannot start the A-level course unless they have followed the IGCSE Higher Tier course and gained grade 7 or better in the subject as it is considerably more demanding than at IGCSE level, and contains a lot of algebra.

Mathematics A-level contains both Pure and Applied Mathematics (Mechanics and Statistics). Pure Mathematics includes calculus and more advanced algebra and trigonometry while Mechanics is based initially on Newton’s laws of motion and includes both statistics – the study of forces on stationary bodies, and dynamics – and bodies in motion. Many of the Mechanics topics are studied, from a different perspective, in the Physics A-level course. The Statistics units aim to help students select appropriate statistical techniques for handling data.

The course develops highly valued transferable skills including:

• analytical thinking – clarity of thought, attention to detail, ability to follow complex reasoning, ability to understand and construct logical arguments

• communication – ability to answer questions clearly and to communicate an argument precisely and logically, both orally and in written form

• investigative competencies – knowing where and how to find information

• learning skills – ability to understand difficult concepts and apply them to a problem

• problem solving – being able to present a solution clearly, take a flexible approach, tackle a problem with confidence and appreciate when to seek help

• self management – thorough approaches to work, time management, ability to work independently, determination.

The qualification requires students to complete six modules of mathematics.فف Four are pure mathematics and the other two are usually statistics and mechanics. Each module has equal weighting and each module needs to be passed to achieve the qualification. These modules will each be assessed by a 90-minute exam. Assessment

Career Pathways

Entering university with a good mathematics qualification can lead to a career as a doctor, engineer, cryptanalyst, actuary, meteorologist, forensic investigator, computer games designer and so much more.

A-level Further Mathematics

Description of Course

Further Mathematics at A-level provides deeper grounding in, and greater conceptual understanding of, both Pure and Applied Mathematics by introducing students to such topics as complex numbers, matrix algebra, differential equations, Taylor series and others. This Pearson Edexcel Level 3 Advanced GCE in Further Mathematics builds on the skills, knowledge and understanding set out in the whole GCSE subject content for mathematics and the subject content for the Pearson Edexcel Level 3 Advanced Subsidiary and Advanced GCE Mathematics qualifications. Assessments are designed to reward students for demonstrating the ability to provide responses that draw together different areas of their knowledge, skills and understanding from across the full course of study for the AS further mathematics qualification and also from across the AS Mathematics qualification. Problem solving, proof and mathematical modelling are assessed in further mathematics in the context of the wider knowledge which students taking A-level Further Mathematics will have studied.

Assessment

The Pearson Edexcel Level 3 Advanced GCE in Further Mathematics consists of four externally-examined papers. Students must take Paper 1 and Paper 2, the two mandatory Core Pure papers, and two optional papers. Students are permitted to take more than the two optional papers if they want to extend their course of study.

Each paper is a one hour and 30-minute written examination, representing 25% of the qualification (75 marks).

Career Ideas

Through the study of A-level Further Mathematics there are many career pathways which are available to students including going on to university to study for a degree in Mathematics, Dentistry, Medicine, Sciences, Engineering, Architecture, Accountancy, Project Management, Optometry, Sports Science and more.

A-level Chemistry

Description of Course

A-level Chemistry is a rigorous, challenging and ultimately rewarding course that develops students’ scientific skills and knowledge. Following on from IGCSE Science or Chemistry, the content of this specification includes the fundamental key concepts of chemistry needed for progression into higher education and employment. The specification also enables motivating contemporary chemistry context to be included in the programme. It is designed to motivate students, by allowing them to study aspects of chemistry that are often in the media and affect their lives.

Students will be expected to demonstrate and apply the knowledge, understanding and skills described in the content, using them to analyse, interpret and evaluate a range of scientific information, ideas and evidence.

To demonstrate their knowledge, students should be able to undertake a range of activities, including the ability to recall, describe and define as appropriate. To demonstrate their understanding, students should be able to explain ideas and to use their knowledge to apply, analyse, interpret and evaluate, as appropriate. Core practicals will be assessed through examination. There are opportunities for students to develop mathematical skills throughout the content. They are required to apply the skills to relevant chemistry contexts.

Assessment

Paper 1 – Unit 1: Structure, Bonding and Introduction to Organic Chemistry 20% of the total qualification.

• Assessment is one hour 30 minutes.

• The paper consists of 80 marks.

Paper 2 – Unit 2: Energetics, Group Chemistry, Halogenoalkanes and Alcohols 20% of the total qualification.

• Assessment is one hour 30 minutes.

• The paper consists of 80 marks.

Paper 3 – Unit 3: Practical Skills in Chemistry I 10% of the total qualification.

• Assessment is one hour 20 minutes.

• The paper consists of 50 marks.

Paper 4 – Unit 4: Rates, Equilibria and further Organic Chemistry

20% of the total qualification

• Assessment is one hour 45 minutes.

• The paper consists of 90 marks.

Paper 5 – Unit 5:Transition Metals and Organic Nitrogen Chemistry

20% of the total qualification.

• Assessment is one hour 45 minutes.

• The paper consists of 90 marks.

Paper 6 – Unit 6: Practical Skills in Chemistry II 10% of the total qualification.

• Assessment is one hour 20 minutes.

• The paper consists of 50 marks.

Career Pathways

A-level Chemistry can be the first step in helping students realise their ambitions of achieving an exciting job role. Chemistry helps us to understand the world in which we live and underpins a wide range of science-based degree courses and careers. Success with A-level Chemistry will prepare students for a future in chemistry, pharmacy, pharmacology, chemical engineering, biochemistry, biomedical sciences, medicine, dentistry and more.

A-level Biology

Description of Course

Biology is the science of life. The material in Biology A-level has relevance to all of our lives and can be practically applied. Students will study a wide range of exciting topics, ranging from molecular biology to the study of ecosystems, and from microorganisms to mammoths. Biology is a challenging, rewarding course from which students will come away with a critical awareness of current social and environmental issues, an understanding and respect for living things, analytical, evaluative and synoptic skills, as well as practical skills, including the ability to plan and manipulate data.

Students will be expected to demonstrate and apply the knowledge, understanding and skills described in the content using them to analyse, interpret and evaluate a range of scientific information, ideas and evidence.

To demonstrate their knowledge, students should be able to undertake a range of activities, including the ability to recall, describe and define, as appropriate. To demonstrate their understanding, students should be able to explain ideas and to use their knowledge to apply, analyse, interpret and evaluate, as appropriate. There are opportunities for students to develop mathematical skills throughout the content, and apply those that are relevant to biology.

Assessment

Paper 1 – Unit 1: Molecules, Diet,Transport and Health 20% of the total qualification.

• Assessment is one hour 30 minutes.

• The paper consists of 80 marks.

Paper 2 – Unit 2: Cells, Development, Biodiversity and Conservation 20% of the total qualification.

• Assessment is one hour 30 minutes.

• The paper consists of 80 marks.

Paper 3 – Unit 3: Practical Skills in Biology 10% of the total qualification.

• Assessment is one hour 20 minutes.

• The paper consists of 50 marks.

Paper 4 – Unit 4: Energy, Environment, Microbiology and Immunity 20% of the total qualification.

• Assessment is one hour 45 minutes.

• The paper consists of 90 marks.

Paper 5 – Unit 5: Respiration, International Environment, Coordination and Gene Technology 20% of the total qualification.

• Assessment is one hour 45 minutes.

• The paper consists of 90 marks.

Paper 6 – Unit 6: Practical Skills in Biology II 10% of the total qualification.

• Assessment is one hour 20 minutes.

• The paper consists of 50 marks.

Career Pathways

Careers directly related to biology include medical professions, pharmacy, physiotherapy, biomedical engineering, research science (life sciences), microbiology, marine biology, conservation, and ecology, environmental management, food science, agricultural engineering and zoology.The transferable skills developed would also be useful in a diverse range of careers including law, business analysis and psychology. Biology is a requirement for some Psychology degrees.

A-level Physics

Description of Course

A-level Physics is a challenging and interesting subject which helps students understand the world and the universe around them. This course develops essential scientific knowledge and understanding, establishing sound links between theory and experiment. Studying Physics not only provides a broad training in skills that are highly valued and well rewarded by employers, it also keeps options open.

Core practicals will be assessed through examination. There are opportunities for students to develop mathematical skills throughout the content. They are required to apply the skills to relevant Physics contexts.

Assessment

The Pearson Edexcel A-level in Physics consists of six externally examined papers and the Science Practical Endorsement. Students are expected to carry out the 16 core practical experiments that are identified in the topics.

Paper 1 – Unit 1: Mechanics and Materials 20% of the total qualification.

• Assessment is one hour 30 minutes.

• The paper consists of 80 marks.

Paper 2 – Unit 2:Waves and Electricity 20% of the total qualification.

• Assessment is one hour 30 minutes.

• The paper consists of 80 marks.

Paper 3 – Unit 3: Practical Skills in Physics I 10% of the total qualification.

• Assessment is one hour 20 minutes.

• The paper consists of 50 marks.

Paper 4 – Unit 4: Further Mechanics, Fields and Particles 20% of the total qualification.

• Assessment is one hour 45 minutes.

• The paper consists of 90 marks.

Paper 5 – Unit 2 and Unit 5:Thermodynamics, Radiation, Oscillations and Cosmology

20% of the total qualification.

• Assessment is one hour 45 minutes.

• The paper consists of 90 marks.

Paper 6 – Unit 3: Practical Skills in Physics II 10% of the total qualification.

• Assessment is one hour 20 minutes.

• The paper consists of 50 marks.

Career Pathways

Many physics students go on to further study at university. Some choose to continue with physics, studying a physics degree or specialising in fields like engineering, theoretical physics, astrophysics or geophysics. Others choose related subjects like chemistry, biology or maths – but physics also opens pathways to subjects like design.

A-level Computer Science

Description of Course

Cambridge International A-level in Computer Science encourages learners to meet the needs of higher education courses in computer science as well as of 21st-century digital employers. It encourages students to think creatively, through applying practical programming solutions, demonstrating that they are effective users of technology.

Learners develop computational thinking and programming skills to solve computer science problems. Cambridge International A-level Computer Science will help learners develop a range of skills such as thinking creatively, analytically, logically and critically. They will also be able to appreciate the ethical issues that arise from current and emerging computing technologies.

The aims of this course are to enable students to develop:

• computational thinking skills

• an understanding of the main principles of solving problems using computers

• an understanding of the component parts of computer systems and how they interrelate, including software, data, hardware, communication and people

• an understanding of the different methods of communication and the functionality of networks and the internet

• the skills necessary to apply this understanding to develop computer-based solutions to problems.

Assessment

Students will take Units 1 and 2 for the qualification at the end of Grade 11, then Units 3 and 4 for the full A-level at the end of Grade 12. Each paper is equally weighted at 25% of the A-level, and all are written papers.

Paper 1: Theory Fundamentals

Information representation, communication and internet technologies, hardware, processor fundamentals, system software, security and data integrity, ethics and ownership, database and data modelling.

Paper 2: Fundamental Problem-solving and Programming Skills Algorithm design and problem-solving, data representation, programming, software development.

Paper 3: Advanced Theory

Data representation, communication and internet technologies, hardware and virtual machines, system software, security, artificial intelligence (AI).

Paper 4: Practical Computational thinking and problem-solving, further programming.

Career Pathways

Computer Science is an in-demand career right now, with employment opportunities projected to grow 15% from 2019 to 2029, according to the US Bureau of Labour Statistics (BLS). This is much faster than the average for all careers. As the need for new and improved technology continues to grow, the demand for computer scientists will as well. Some areas of growth in the industry include data collection and data mining services, cybersecurity and software efficiency.

Computer Science graduates can expect to have a whole range of career pathways open to them including: software engineering or specialist, web designer or developer, IT consultant, computer analyst, CAS technician, application analyst or developer, game developer, data scientist, web content manager, games designer or developer and app designer or developer.

A-level Economics

Description of Course

Cambridge International Economics teaches students how to explain, analyse and evaluate economic information.The world is undergoing a fundamental shift in how we live, work and interact with each other. Learning Key fundamental economic concepts will help students understand and navigate this new world in addition to giving the solid foundation for the future.

The syllabus covers a range of fundamental 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. Students also study the theory of the firm, market failure,macroeconomic theory and policy,and economic growth and development.

Key concepts for the A-level Economics Course include:

Scarcity and Choice: The fundamental problem in economics is that resources are scarce and wants are unlimited, so there is always a choice required between competing uses for the resources and an opportunity cost in making this choice.

The Margin and Decision-Making: In economic theory, decision making by consumers, firms and governments is based on choices at the margin. For example, firms will produce up to the point where the revenue generated by an extra unit of output is equal to the cost of producing it. However, economic decision making can be based on facts, theory, effectiveness, priorities/objectives and values/ethical judgements.

Equilibrium and Disequilibrium: Individual markets and the economy as a whole are always moving into and out of equilibrium,constantly altering the allocation of resources.

The Role Of Government and The Issues Of Equality and Equity: There is trade-off between, on one side,freedom for firms and individuals in unregulated markets and, on the other, greater social equality and equity through government regulation of individuals and markets.

Assessment

Students sit four examinations to assess their knowledge and understanding of the subject.The course is modular, meaning students will get the opportunity to sit assessments in four units, to contribute to the student’s final grade.

Multiple choice

One hour, 30 marks

• 30 multiple-choice questions

• Externally assessed 17% of the A-level

Data Response and Essays

Two hours, 60 marks

• Section A: one data response question (20 marks)

• Section B: one essay from a choice of two focusing mainly on microeconomics. There are two parts to each essay question (20 marks)

Section C: one essay from a choice of two focusing mainly on macroeconomics; there are two parts to each essay question (20 marks)

• Externally assessed 33% of the A-level

• Multiple choice

• One hour 15 minutes, 30 marks

30 multiple-choice questions

• Questions are based on the A-level subject content

• Externally assessed 17% of the A-level

• Data Response and Essays

• Two hours, 60 marks

• Section A: one data response question (20 marks)

Section B: one essay from a choice of two focusing mainly on microeconomics; the essay questions are unstructured with no parts (20 marks)

• Section C: one essay from a choice of two focusing mainly on macroeconomics; the essay questions are unstructured with no parts (20 marks)

• Questions are based on the A-level subject content

• Externally assessed 33% of the A-level

Career Pathways

Studying economics opens up many employment pathways for students regardless of the industry they decide to work in. There are a myriad of opportunities for highly numerate economics graduates who will tackle some of the challenges that face humankind in fields such as health economics, transport economics, development economics and many others.

Common career paths for economics students range from investment analysts, banking, actuarial science, public sector roles, academia and a host of other opportunities. An economics qualification prepares students to be versatile, regardless of the job they end up doing.

A-level Business Studies

Description of Course

Business Studies at A-level enables students to understand and appreciate the nature and scope of business, and the role it plays in society. It encourages students to examine the process of decision-making in a dynamic and changing business environment and to develop critical understanding of business organisations. They learn about business and its environment, human resource management, marketing, operations management and finance and accounting. The Cambridge International A-level also helps students learn how to develop a business strategy.

The key concepts for the A-level Business Studies course are:

Change: Change is the only constant. New enterprises and opportunities are created in response to change in the external environment. Change can also happen within a business, leading to success when change is handled correctly.

Context: Context is the basis for every business decision. What might be a suitable solution in one situation may be unsuitable in another. Businesses must understand and research their context to be able to make good decisions.

Decision-making: Decision-making affects all levels in a business. Stakeholders in businesses use their knowledge, apply it to a scenario, analyse the data, evaluate the arguments and then come to a decision.

Innovation: Innovation enables a business to re-invent itself and stay ahead of the competition. The business world is dynamic and companies must seek to innovate through product development, more efficient processes and finding better ways to do business.

Strategy: Strategy is about knowing where you are, where you want to get to and how you are going to get there. Being able to analyse a business situation, make choices given relevant data and then implement this effectively is key to running a successful business.

Assessment

Students sit four examinations to assess their knowledge and understanding of the subject. The course is modular, meaning students will get the opportunity to sit assessments in four units, to contribute to the student’s final grade.

• One hour 15 minutes, 40 marks

• Section A: four short answer questions There are two parts to the first three questions

Section B: one essay from a choice of two There are two parts to each essay

• Externally assessed 20% of the A-level

• One hour 30 minutes, 60 marks

• Two data response questions. There are six parts to each question

Externally assessed 30% of the A-level

One hour 45 minutes, 60 marks Five questions based on a case study There are three parts to Question 3 and two parts to Question 4

• Questions are based on the A-level subject content

• Externally assessed 30% of the A-level

One hour 15 minutes, 40 marks Two essay questions based on a case study

• Questions are based on the A-level subject content

• Externally assessed 20% of the A-level

Career Pathways

An A-level Business Studies qualification is an excellent way of developing transferable skills needed to work in a variety of sectors. In addition to this, studying the subject allows students to work on a range of topical business issues and be part of teams that help to bring about innovative solutions to current problems.

Careers after studying business include the usual roles in marketing, finance and HR. However studying the subject also opens you up for roles in lobbying, actuarial work, investment banking, management analyst and project management.

Paper 1: Business Concepts 1

Paper 2: Business Concepts 2

Paper 3: Business Decision-Making

Paper 4: Business Strategy

A-level Media Studies

Description of Course

Students will analyse and comment on:

Language: This is how the media communicate meanings through their forms, codes, conventions and techniques.

Representation: How the media construct the social world including the portrayal of ideas, individuals and groups.

Industry: How and why media texts are produced, distributed and circulated.

Audience: How audiences are constructed and addressed by media texts and how audiences interpret and respond to media texts.

Assessment

Component One: Foundation Portfolio. 25% of A-level. Internally assessed, externally moderated.

Students will produce a media product which includes digital evidence of the process of their work and a creative critical reflection. Candidates work either individually or as part of a group to complete this coursework.

Component Two: Media texts and contexts exam. 25% of A-level. Eternally assessed, two hours.

Students will answer a question on (a) media texts, based on an unseen moving image extract and (b) media contexts.

Component Three: Advanced Portfolio. 25% of A-level. Internally assessed, externally moderated.

Students produce a campaign of media products, digital evidence of the process of their work and reflect upon their finished products in the form of an evaluative essay of about 1000 words. Candidates work either individually or as part of a group to complete this coursework. Internally assessed and externally moderated.

Component Four: Critical perspectives exam. 25% of the A-level. Externally assessed.

Students will answer questions on media debates and media ecology.

Career Ideas

This A-level is recognised by universities and employers as proof of knowledge and understanding of the media and its role in our daily lives. Learners develop a set of transferable skills, including how to think critically about mediated information, understanding its rhetorical qualities, and being aware of the significance of its conditions of production and reception. Learners will also be able to practise this skill to communicate their own ideas in a variety of forms. These skills can be applied across a wide range of subjects and equip learners well for progression to higher education or directly into employment.

A-level Arabic

Description of Course

Structure: The Pearson Edexcel Advanced Level in Arabic is a modular qualification.

Content: The content is relevant, engaging and up to date. Topics relate to the interests of students studying Arabic for purposes of communication, for example in study and leisure situations. Contexts and settings will be those that students are likely to encounter, for example school, the media. Culturally sensitive and authentic reading texts are used throughout.

Assessment

Unit 1: Understanding and Written Response

• Externally assessed

• Written examination: two hours 30 minutes

• Availability: January and June

• 80 marks

Unit 2: Writing and Research

• Externally assessed

• Written examination: three hours

• Availability: January and June

• 80 marks

Career Pathways

A Pearson A-level in a language provides a suitable foundation for the study of languages or related courses in higher education.

A-level IT

Description of Course

The Advanced Subsidiary is the first half of the Advanced Level qualification and consists of two A2 units: Unit 1 and Unit 2. This qualification may be awarded as a discrete qualification or may contribute 50 percent to the Advanced Level qualification.

In A2 Unit 1, students will study all the following topics:

• Topic 1: Hardware and Software

• Topic 2: Networks

• Topic 3: The Online Environment

• Topic 4: IT Systems

• Topic 5: Data and Databases

• Topic 6: Wider Issues

In A2 Unit 2, students will study all the following topics:

• Topic 7: Understanding the Functionality of HTML

• Topic 8: Understanding the Functionality of CSS

• Topic 9: Understanding the Functions of Javascript

• Topic 10: Designing Web Pages

• Topic 11: The Semantic Web

The Advanced Level consists of the two A2 units (Unit 1 and Unit 2) plus two A2 units: Units 3 and 4. Students wishing to take the Advanced Level must, therefore, complete all four units.

In A2 Unit 3, students will study all the following topics:

• Topic 12: Manipulating Data

• Topic 13: Enabling Technologies

• Topic 14: Using IT Systems in Organisations

• Topic 15: Systems Development

• Topic 16: Emerging Technologies

In A2 Unit 4, students will study all the following topics:

• Topic 17: Use of Features of Database Solutions

• Topic 18: Relational Database Concepts

• Topic 19: Database Solutions

Assessment

A2 Unit 1:

• This paper may include multiple-choice, short open-response, open-response and extended open-response questions.

• All four assessment objectives are assessed.

• Candidates must answer all questions.

A2 Unit 2:

• This paper consists of theoretical and practical questions and may include short open-response, open-response and extended open-response questions.

• Data files will be provided for some questions. Some responses will be written, others will involve the submission of files.

• All four assessment objectives are assessed.

• Each candidate will need access to a computer during the examination.

• Candidates must answer all questions.

A2 Unit 3:

• This paper may include short open-response, open-response and extended open-response questions.

• All four assessment objectives are assessed.

• Candidates must answer all questions.

A2 Unit 4:

• This paper consists of practical and theoretical questions and may include short open-response, open-response and extended open-response questions.

• Data files will be provided for some questions.

• All responses will be submitted using a word-processed candidate evidence template.

• All four assessment objectives are assessed.

• Each candidate will need access to a computer during the examination.

• Candidates must answer all questions.

Career Ideas

IT Manager, Web Developer, IT Security Specialist, Computer Programmer, System Analyst, Network Engineer, Software Engineer, Database Administrator, Data Scientist, Computer Scientist.

A-level Thinking Skills

Description of Course

The Thinking Skills subject content is divided into two parts, Problem Solving and Critical Thinking. The subject content is the same for AS and A-level. The difference between AS-level and A-level is determined by the demand of the assessment tasks.

Problem Solving

The Problem Solving content is presented in four areas:

• organise information

• process information

• analyse data

• consider wider problems.

Problem Solving is about making use of the information available to deduce further information, draw conclusions and make choices and decisions. Very often problems will involve numerical information, but problem solving is not a test of mathematics. Only basic numeracy is expected, although these numeracy skills are a vital part of the toolkit for solving many problems. Confidence in working with numerical information and performing mental arithmetic is therefore important for developing efficient problem-solving skills, but the focus of the syllabus is to develop the problem-solving skills themselves.

Students are expected to have basic numeracy skills, including understanding of percentages, ratio and proportion. They should also understand the simple statistical measures of mean, median and mode, and be able to represent the chances of something happening in precise numerical terms (ie as a fraction, decimal or percentage). Simple algebraic skills can be a very powerful tool for problem solving, particularly for more complex problems. These skills include the ability to represent and manipulate information, and relationships between pieces of information, concisely and efficiently. However, these algebraic skills will never be assessed directly; the focus of the syllabus is on developing the student’s ability to make valid problem-solving insights and deductions, whether they make use of these tools or not.

Critical Thinking

The Critical Thinking content is presented in four areas:

• evaluate and use evidence

• analyse reasoning

• evaluate reasoning

• construct reasoning.

Critical Thinking is about judging the value or usefulness of evidence, and understanding how sound arguments are constructed. Students will encounter a broad variety of topics, often reflecting real-world situations or subjects of debate. Although a student’s own thinking about a topic sometimes makes a valuable contribution to their critical thinking – for example, when constructing an argument – knowledge of the topics themselves will never be assessed directly.

As in the real world, some topics may be controversial, and students may have pre-existing feelings about them. However, the focus of the syllabus is on the student’s ability to demonstrate critical thinking skills, and not on whether one point of view is morally superior to another. Students should develop the skills to accurately judge evidence and argument by the relevant criteria, draw logical conclusions and suggest plausible explanations, and construct persuasive arguments with clear structure that make valid use of the evidence available.

Assessment

Paper 1

Problem Solving – one hour 30 minutes

50 marks

Compulsory questions based on a variety of scenarios

Assesses Problem Solving subject content.

Externally assessed 50% of the AS-level 25% of the A-level

Paper 2

Critical Thinking – one hour 45 minutes

50 marks

Five compulsory questions based on multiple sources of evidence.

Assesses Critical Thinking subject content.

Externally assessed – 50% of the AS-level, 25% of the A-level

Paper 3

Problem Analysis and Solution – two hours

50 marks

Four compulsory questions, each based on a scenario

Assesses Problem Solving subject content

Externally assessed – 25% of the A-level

Paper 4

Applied Reasoning – one hour 45 minutes

50 marks

Four compulsory questions based on multiple documents

Assesses Critical Thinking subject content

Externally assessed – 25% of the A-level

Career Ideas

Whilst this course is useful when applying for philosophical awards at university, studying A-level Thinking Skills is crucial for applying to Oxford university.

A-level Drama and Theatre

Description of Course

By studying A-level Drama and Theatre, students are engaged through creativity, focusing on practical work which reflects 21st-century theatre practice and developing skills that will support progression to further study of drama and wide range of other subjects.

Assessment

Component 1: Devising. Non-examination coursework and practical assessment worth 40% of the qualification.

Students will:

• devise an original performance piece

• use one key extract from a performance text and a theatre practitioner as stimuli

• internally assessed and externally moderated consisting of:

1) a portfolio (60 marks)

2) the devised performance/design realisation (20 marks).

Component 2: Text in Performance. Non-examination assessment worth 20% of the qualification.

Students will develop:

• group performance/design realisation of one key extract from a performance text (36 marks)

• a monologue or dialogue performance/design realisation from one key extract from a different performance text (24 marks)

• externally assessed by a visiting examiner.

Component 3: Theatre Makers in Practice.This is a written examination of two hours 30 minutes and is externally assessed, worth 40% of the final grade. Students will be examined on:

Section A: Live Theatre Evaluation

• Students answer one extended response question from a choice of two, requiring them to analyse and evaluate a live theatre performance they have seen in light of a given statement.

• Students are allowed to bring in theatre evaluation notes of up to a maximum of 500 words.

Section B: Page to Stage: Realising a Performance Text

• Students answer two extended response questions based on an unseen extract from the performance text they have studied.

• Students will demonstrate how they, as theatre makers, intend to realise the extract in performance.

• Students answer from the perspective of a performer and a designer.

• Performance texts for this section are not allowed in the examination as the extracts will be provided.

Section C: Interpreting a Performance Text

• Students will answer one extended response question from a choice of two based on an unseen named section from their chosen performance text.

• Students will demonstrate how their reimagined production concept will communicate ideas to a contemporary audience.

• Students will also need to outline how the work of their chosen theatre practitioner has influenced their overall production concept, and demonstrate an awareness of the performance text in its original performance conditions.

Career Pathways

Drama and Theatre develops transferable skills for progression from A-level. Students will develop skills including, but not limited to, collaboration, communication and an understanding of how to amend and refine work in order to make a smooth transition to their next level of study or employment.

A-level Physical Education

Description of Course

The Cambridge A-level Physical Education syllabus is both practical and theoretical. As well as fostering enjoyment in physical activity, it will encourage students to develop an understanding of the interaction between theory and practice by focusing on the performer and performance.

Students learn about anatomy and physiology, movement skills and contemporary studies. This provides a firm foundation for the further advanced study of exercise, physiology, psychology of sport performance and the study of the Olympic Games from a global perspective.

The aims of a course based on this syllabus are:

• to provide a knowledge and understanding of the conceptual basis, structure and function of a selection of physical education activities

• to develop understanding and problem-solving skills (interpretation and evaluation)

• to develop planning and practical skills for effective performance

• to foster an ability to relate practice to theory, and theory to practice • to develop an understanding of the physiological, socio-cultural and psychological factors which influence physical education

• to provide an experience which is valuable, both as a means of personal development and as a foundation for employment or more advanced study.

In addition, the syllabus aims to encourage candidates:

• to develop the capacity to think critically about the relationships between the different factors influencing performance

• to develop a capacity to explain global trends in physical education and sport.

Written paper (two hours 30 minutes) Three compulsory questions

Coursework

Centre-based assessment

Written paper (two hours 30 minutes)

Three compulsory questions

Coursework

Centre-based assessment

This A-level provides an excellent grounding for students intending to pursue careers in teaching and coaching, sports development, the leisure industry, recreational management and professional sport.

A-level Art and Design

Description of Course

The Cambridge International A-level Art and Design syllabus considers expression and communication. Learners gain an understanding of visual perception and aesthetic experience, and the ways in which art and design creates a language of its own.

The four areas of study candidates can select for any the component are:

• Fine Art: painting, drawing, sculpture, photography, printmaking, mixed media, experimental – assemblage/construction.

• Graphic Communication: illustration, printmaking, packaging design, branding, advertising, signage, typography.

• Three-dimensional Design: sculpture, ceramics, product design, interior and exterior architecture, interior design, environmental design, set design, jewellery and fashion accessories.

• Textiles and Fashion: fashion design and/or illustration, costume design, constructed textiles, screen printing, batik, digital-printed textiles, surface pattern.

Most of the work for this syllabus is practical or studio-based, so that learners can develop their abilities of observation and analysis of the visual world, sensitivity, skill, personal expression and imagination. They also learn how to relate their skills to an enhanced knowledge of their own cultures, past and present, as well as an appreciation of practical design problems.

The scheme of work is conducted using various art and design approaches, materials and processes. Key concepts within this – communication, creativity, intention, materials and processes, critical reflection, research and context –are essential ideas that help students develop a deep understanding of their subject and make links between different aspects.

The skills all candidates must develop are:

• the ability to record their own experiences and observations from first-hand and secondary resources, as well as personal research

• the ability to collect, record and respond to visual information using a range of techniques

• the skill to select, give context to and organise the information they collect in a coherent way

• the ability to effectively use a wide range of resources and use the information to develop their practice

• the ability to make personal investigations

• the application of a range of skills to produce art and design work

• a critical awareness of their work in a contextual framework and the ability to review it based on their own, and others’ opinions

• the ability to reflect, refine and adapt.

Assessment

Component 1: Coursework. 100 marks. Candidates research, develop and realise a project from one area of study in the syllabus content. Externally assessed, 25% of the A-level.

There are two parts to the coursework:

• a portfolio

• a final outcome.

Component 2: Externally Set Assignment. 15 hours, 100 marks. Candidates choose one starting point to develop into a personal response. Externally assessed, 25% of the A-level.

There are two parts to the assignment:

• supporting studies, created during the preparation period

• a final outcome, produced during a supervised test of 15 hours total duration.

Component 3: Personal Investigation. 100 marks (weighted to 200 marks). Candidates investigate a theme, idea, concept or process that is personal to them. The practical work and written analysis must form an integrated submission. Externally assessed, 50% of the A-level.

There are two parts to the investigation:

• practical work

• written analysis (1000 to 1500 words).

Grades 11 and 12 BTEC Subjects

BTEC Engineering

Why is this course for me?

Engineers work hard to help and improve the world that we live in. Engineering provides students with the knowledge and skills to understand the problems that we face and to develop solutions. Whether you want to be a mechanical engineer working on ways to increase energy efficiency, or an electrical engineer identifying ways to harness the ocean waves for electricity, the Misk Schools engineering programme is the place for you.

What will I study?

All students will study the core engineering modules including:

• mechanical principles

• delivery of engineering processes safely as a team

• product design and manufacture in engineering

• microcontroller systems

• calculus to solve engineering problems.

Additionally students will be able to choose modules to allow for specialisation in the following engineering disciplines:

• aeronautical engineering

• electrical/electronic engineering

• general engineering

• mechatronic engineering

• mechanical engineering.

Qualification size and assessment

• Level 3 Diploma requires students to complete 720 guided learning hours (GLH) and is equivalent to two A-levels.

• Level 3 Extended Diploma requires students to complete 1080 guided learning hours (GLH) and is equivalent to three A-levels.

• Level 3 Diploma and Level 3 Extended Diploma are both assessed through internal set assignments and internal coursework.

BTEC Information Technology

Why is this course for me?

Have you ever wondered how money transfers occur, how mobile applications are developed, or how information is stored in the cloud? Would you like to develop the next innovative technology that has a global impact? If so, then the BTEC in Information Technology may be the professional pathway for you.

What will I study?

All students will study the core information technology modules including:

• information technology systems

• website development

• cybersecurity and incident management.

Additionally students will be able to choose modules to allow for specialisation including:

• programming

• data modelling

• mobile app development

• computer game development

• cloud storage and collaboration tools.

Qualification size and assessment

• Level 3 Diploma requires students to complete 720 guided learning hours (GLH) and is equivalent to two IA-levels.

• Level 3 Extended Diploa requires students to complete 1080 guided learning hours (GLH) and is equivalent to three A-levels.

• Level 3 Diploma and Level 3 Extended Diploma are both assessed through internal set assignments and internal coursework.

BTEC Business

Why is this course for me?

The business studies pathway is a great option for any student who would like to develop a broad business education. Skills in the area of accounting, merchandising, promotions, marketing, branding, and international logistics will be developed. Students also have the opportunity to specialise their qualification in the area of enterprise and entrepreneurship.

What will I study?

All students will study the core business modules including:

• business finance

• marketing campaigns

• principles of management

• business decision making.

Additionally students will be able to choose modules to allow for specialisation including:

• enterprise and entrepreneurship

• general business studies.

Qualification size and assessment

• Level 3 Diploma requires students to complete 720 guided learning hours (GLH) and is equivalent to two A-levels.

• Level 3 Extended Diploma requires students to complete 1080 guided learning hours (GLH) and is equivalent to three A-levels.

• Level 3 Diploma and Level 3 Extended Diploma are both assessed through internal set assignments and internal coursework.

BTEC Sports Management

Why is this course for me?

This multidisciplinary course is a great opportunity for students who are passionate about sports and business. Students will have the opportunity to develop skills in business, entrepreneurship, and marketing as well as examining topics such as sports development, sports tourism and sports science. This course is suitable for students who would like a career in sports governance.

What will I study?

All students will study the core sports management modules including:

• health, well-being, and sport

• business in sport

• sports tourism

• marketing communications

• sports journalism.

Additionally students will be able to choose modules to allow for specialisation including:

• sports psychology

• performance analysis

• talent identification and development

• sports nutrition

• anatomy and physiology.

Qualification size and assessment

• Level 3 Diploma requires students to complete 720 guided learning hours (GLH) and is equivalent to two A-levels.

• Level 3 Extended Diploma requires students to complete 1080 guided learning hours (GLH) and is equivalent to three A-levels.

• Level 3 Diploma and Level 3 Extended Diploma are both assessed through internal set assignments and internal coursework.

Entry Requirements

Subject

A-level Economics

A-level Business Studies

A-level Media Studies

A-level PE

A-level Drama and Theatre

A-level Art and Design

Extended Project Qualification

Entry Requirement to Succeed

IGCSE Mathematics at grade 6+

Five IGCSEs at 5+

IGCSE English First Language at grade 6+, OR IGCSE English Second Language at grade 7+, plus English Head of Department interview

Five IGCSEs at grade 5+

IGCSE English First Language at grade 6+, OR IGCSE English Second Language at grade 7+, plus English Head of Department interview

Five IGCSEs at grade 5+

BTEC Extended Diploma (equivalent to THREE A-levels, studied alone)

Extended Diploma in

Information Technology

Extended Diploma in Business

Extended Diploma in Engineering

Extended Diploma in Sports Management

Five IGCSEs at grade 5+

Subject

Entry Requirement to Succeed

A-levels (must choose THREE from this list)

A-level English Language

A-level English Literature

A-level Arabic

A-level Mathematics

A-level Physics

A-level Chemistry

A-level Biology

A-level Computer Science

A-level ICT

IGCSE English First Language at a grade 6+, plus English Head of Department interview

IGCSE English First Language at grade 6+, and an IGCSE English Literature qualification at grade 6+, plus Head of Department interview

IGCSE Arabic First Language at grade B+

IGCSE Mathematics at grade 7+, plus a Mathematics Head of Department interview

IGCSE Physics at grade 7+, and IGCSE Mathematics at grade 6+

IGCSE Chemistry at grade 7+

IGCSE Physics at grade 7+, IGCSE Chemistry at grade 7+, completion of Biology Summer Programme, plus Science Head of Department interview

IGCSE Computer Science at grade 7+

IGCSE Computer Science at grade 6+

A Final Word...

It is our responsibility to guide and support each student on their personal journey towards securing a place at their university of choice.

The Misk Schools Diploma has been designed to achieve this, and to produce aspiring young leaders who are not only ready for undergraduate life, but also eager and prepared to make a positive impact both on their nation and the world.

miskschools.edu.sa

Grade 9–12 Student Guide to Planning a Future Career

Contents

Assessment Glossary

Misk Schools Diploma

Misk Schools Diploma – Delivering on the Vision

Misk Schools Diploma – Focus Areas

Academic Core

Leadership Core

Internship Core

National Identity Core

Curriculum Map

Curriculum Map

Lead with Purpose

Misk Schools High Performance Learning MSHPL

Assessment Journey

Misk Schools Assessment Journey

Senior Schools: Grades 11 and 12

Senior Schools: Grades 9 and 10

Upper Primary Schools: Grades 4 to 6

Lower Primary Schools: Grades 1 to 3

Kindergarten: KG1, KG2 and KG3

Key Milestones

Additional Subjects

Core Curriculum and Options

Grades 9 and 10 International GCSEs

Grades 11 and 12 A-levels

Qudrat and Tahsili

Qudrat Assessment: Tahsili Assessment:

IELTS

Allocation of Time

What is the difference between A-level and BTECs?

A-Levels

BTECs

Personas

Engineering

IGCSEs A-levels BTEC

Health and Medicine

IGCSEs A-levels

Business and Management

IGCSEs

A-levels

Art

IGCSEs

A-levels

Law

IGCSEs

A-levels

Computer Science

IGCSEs

A-levels

Architecture and Construction

IGCSEs

A-levels

Tourism

Education and Training

IGCSEs

Optional IGCSEs

A-levels

University Majors

KSA Universities (to study Medicine)

High Performance Learning

The High Performance Learner Profile

Helix of Successful Learning

How we think

Advanced Cognitive Performance Characteristics (ACPS)

META-THINKING

Values Attitudes and Attributes (VAAs)

Collaborative

Concerned for society

AGILE

Enquiring

Grades 9 and 10 Core Curriculum

IGCSE in Mathematics

IGCSE in Arabic Language

IGCSE in English Language

IGCSE in Biology

Description of Course

IGCSE in Chemistry

Description of Course

IGCSE in Physics