TCSI POST16 Booklet

Contents Welcome to The City School International

3

Extend your Post 16 education at TCSI

5

The Post 16 Curriculum

8

Important notes regarding the Post 16 Curriculum

10

TCSI Post 16 Future Leaders Enrichment Programme (FLEP)

11

Gaining entry to Post 16

15

Year 12 Option Groupings

19

Subject Specific Admission Requirements

20

Subjects of study available at TCSI

22-64

Application Forms

65

Post 16 Community Contract

70

Arabic & Islamic Forms

71-73

2

Welcome to The City School International Dubai The City School International is one of the established and successful international schools in Dubai. The school was initially founded in 1978. The City School International has grown from strength to strength over the years and has a well-proven track record of success in both academic and extra-curricular activities.

At Post 16, (Years 12) a range of courses are offered to prepare students for higher and further education, training and employment. We expect all students to select four AS courses for Year 12 and encourage students to continue through to Year 13 to study four subjects or at least three subjects at A2. This will equip them to make choices from a wide range of universities and education providers, as well as preparing them for future employment.

The Post 16 Curriculum is enriched by a robust Future Leader Enrichment Programme, academic and careers education and a programme of learning that develops 21st century skills. The school is an approved center for international examination board CAIE (Cambridge Assessment International Education). The school also gained a Fellowship status, a prestigious award for continuing excellence in examination results, with CAIE.

The City School International is aspiring to offer for the first time AS Level Programme to its students as well as those other students who are interested to study at TCSI. We do understand that a large percentage of our students in the past have carried on to higher education, even though we were unable to offer the A Level Programme. The most common pathways chosen are UK, Canadian, American, Australian and UAE universities. Students will be guided through the various application procedures in school. Information sessions will be conducted throughout the year by TCSI guidance staff as well as visiting guest speakers from various local and international institutions. An annual Careers Fair will be organised at the school campus, which will give students a further opportunity to meet with and discuss future options/plans with representatives from local and international universities.

The City School International will endeavor to offer a unique international learning experience for students. Its education programme maintains a holistic perspective and is based on the principles of

Integrity,

Compassion,

Innovation,

Leadership 3

and

Global

Citizenship.

The City School International Education TCSI Systems, manage a growing network of quality international schools, providing high standards of education to children from around the world. High service standards and a strong quality assurance programme are the hallmarks of TCSI systems. With decades of experience TCSI has the expertise to provide a variety of curriculum including the National Curriculum for England.

TCSI has the desire, passion and capability to unlock the potential of students. Five core principles form the foundation of TCSI educational programmes, designed to guide students to reach their full all round potential.

TCSI Core Values Integrity

Compassion

We are honest in all our interactions We demonstrate fairness in our judgment and actions We gain our reputation by adhering to the highest ethical standards and conduct

We fulfil commitments and promises We understand the circumstances and viewpoints of others We find positive ways to contribute to the broader community

Innovation

Leadership

We embrace change as an opportunity We question existing ideas and bring forth our own We have a passion for continuous improvement and creativity

We strive for excellence in all that we do We communicate actively and openly We demonstrate problem solving and decision making

Global Citizenship We believe in the inherent dignity of all people We honour the uniqueness of each individual and embrace diverse cultural backgrounds We value and appreciate diversity

4

Extend Your Post 16 Education at TCSI There are many reasons for extending your education beyond 16: •

The desire to continue into Higher Education

•

Improving qualifications already obtained

•

To gain a wider range of experiences prior to committing yourself to a job or full time course of vocational study.

Whatever your reasons, think things through, establish what has motivated you and set yourself a clear, realistic target you can aim for. You may wish to speak to your Learning Manager (Form Tutor / Class Teacher) or other professionals at school about your plans so that they may get involved in helping you to make the most appropriate choices that will set you on the right path.

What’s on offer at TCSI Dubai?

The Post 16 community is an integral part of the school and you will have many opportunities to play a full part in school life. As an older member of a community you have a lot to offer the younger members of the school; your experience, your abilities, your example and your time. How you decide to get involved and to what extent will depend upon you, but simply by establishing a mature presence in the school you will influence the attitudes and expectations of younger students.

There is a very distinctive ethos of respect for the maturity of Post 16 students. We aim to respect the choice which has been made to continue studying and to forge a new relationship between students and teachers based on a partnership in learning. We give considerable responsibility to our students and in return expect an adult approach to their work and looking after their working environment.

There are also considerable opportunities for broadening your experience and developing important skills and qualities through the wide range of extra-curricular opportunities which you will find described in this booklet.

5

Here are some important features of our Post 16 provision: •

Quality teaching and results

•

Build excellent links with Higher Education establishments around the World. The school will look to organize ‘Annual Careers Fair’ that gives students and universities the opportunity to meet and speak about future academic and career plans.

•

A refreshed, robust and extremely successful Student Leadership Programme

•

A Community Service programme that is certificated (space)

Expectations of Post 16 students at TCSI Dubai TCSI, Dubai gives you an opportunity to choose the subjects that you want to study; whether as a preparation for further education or to gain the qualifications that you need in order to embark on the employment of your choice. It also gives you time to investigate more individual methods of study both in school and out of school, as you will be studying fewer subjects in Post 16. Your timetable will include HSS time (Health and Social Studies) and Community Service time.

Study at Post 16 is going to be very demanding at the AS Level. The challenges it brings to you are equally as satisfying as it provides an opportunity to explore your own interests within subject areas as well as meeting the requirements of public examinations. It is expected that for each hour of instruction in class time you devote another hour out of class time to reviewing the subject matter.

You are required to show a mature attitude to your studies and the extra opportunities open to you.

Getting involved will ensure that you leave the school with the skills you need to be successful in your future

You will be allocated a Learning Manager who will help in guiding you through your time with us.

Their work is coordinated by the Head of Year 12. Learning Managers work with you in a variety of ways and act as a pivotal contact for you in school, such as registration, community based activities and a guiding hand in applications and other formal processes. Ultimately, the motivation and drive to excel and succeed must come from within.

6

Post 16 students play an important part in the life of the school and through your presence, and more obviously, by participating in positions of leadership; organizing clubs and societies for younger members of the school, you are expected to lead by example.

You are required to adhere to the Post 16 dress code and respect the need for rules and responsibilities. Doing so will ensure that the Post 16 community maintain the high status that it has set within and outside of the school.

The Post 16 community is all about achieving in personal and social development in addition to academic success. Teaching is even more of a partnership between students and staff. Community Service is a compulsory part of the programme and is a very important aspect of school life.

Attendance and punctuality are taken very seriously at TCSI and relate directly to additional benefits; such as excursions, references and leadership opportunities. Whilst you study within the Post 16 community your teachers and the Post 16 team will create a picture of you. This picture will be developed by observing your progress, attitude and the relationships that you develop with staff and peers. We are often asked for references for onward study or employment and will be asked to comment on all of the above including attendance and punctuality. We therefore expect you to attend regularly and be on time for the school day and all lessons.

7

The Post 16 Curriculum Students are required to select four AS levels in Year 12 and may drop one for Year 13, if they wish to. Full guidance will be given to students that need help in choosing their subjects. External examinations in most subjects will take place during May/June for Year 12. It is important to remember that all courses offered are from CAIE, UK.

To be compliant to the Ministry of Education requirements, it is mandatory for all students to complete Arabic studies in Year 12, this applies to both Arab and Non-Arab students.

Selecting the right course of study •

Before you consider which subjects to select, research a range of university and career options so that the subjects you select satisfy the entry requirements

•

You are advised to use our new online Career product called: Fast Tomato to assist you with subject selection as well as university and career options. This tool is a Morrisby product, a UK based organization that helps students explore many different career opportunities. Students will have the latest academic and career information available especially when choosing IGCSE and AS Level subjects.

•

Think about which subjects are prerequisites for further study or your career path

•

Ensure that you have the correct number and combination of AS, A level to satisfy any university or career requirements prior to application

•

Think about which subjects you enjoy now but also consider new subjects you haven’t experienced

before but which sound interesting.

•

Prioritize your subjects in order of interest and value to you

•

Decide how you are going to organize your subjects across the two years.

By getting the best grades possible at IGCSE you will ensure you have a wide range of options available at Post 16.

8

Arabic B for non-Arabs (Ministry) Course Outline: The syllabus content is organized around five broad Topic areas which provide contexts for the acquisition of vocabulary and the study of grammar and structures. Through the study of these Topic areas, candidates gain insight into target language countries and communities. The Topic areas are: •

Everyday activities

•

Personal and social life

•

The world around us

•

The world of work

•

The international world.

Course Aims: The specific aim of the course is to enable students to: •

Communicate accurately, appropriately and effectively in writing.

•

Understand and respond appropriately to what they read.

•

Enjoy and appreciate the variety of language.

The course duration is one lesson per week and it will be conducted during the school hours. At the end of the course, the students will have a ministry exam and a certificate will be issued for them. The students later can get the certificate attested and use it for university applications.

Assessment Summary Teachers will assess the progress each student makes during these classes to identify if further support is required. Progress will be monitored and updates will be provided to both parents and students to ensure success.

9

The exam will consist of one paper divided into two parts: Reading

Writing

Percentage

50%

50%

Marks

50 Marks

50 Marks

Type of the questions

Structured and extended writing questions Questions will be based on Arabic passages

Two composition tasks

Important Notes regarding the Post 16 Curriculum Select one subject from each option block, to make a total of four subjects.

If a course is undersubscribed (less than 10 students selecting it), the course will be removed from the blocks and those students selecting that course will be contacted to select their options again.

Additionally, to the curriculum subjects chosen students will also have to meet the following Ministry of Education criteria: •

Arabic is compulsory for all students.

•

Islamic studies are compulsory for Muslims.

•

Moral Education is compulsory for all students.

•

To be able to gain the Ministry of Education High School Equivalency Certificate (needed if intending to study in the UAE or if attested certificates are required for further education in another country students must complete a minimum of 2 full A level subjects by the end of Year 13.

For the High School Equivalency Certificate, it is also compulsory that students complete Year 13, therefore, we do advise all students to complete full studies including Year 13 – please note if you are intending to leave after Year 12 we will require a waiver to state that you are aware that you would not qualify for the MOE certificate.

10

TCSI Post 16 Future Leaders Enrichment Programme (FLEP) The TCSI Post 16 Future Leaders Enrichment Programme is a dynamic pastoral programme that is an integral part of the Post 16 curriculum. Every Post 16 student develops personal skills and attributes through the completion of a variety of Community Service activities across the Lower, Middle and Senior schools as well as outside of school. This valuable addition to the Post 16 curriculum is monitored and certificated by the school. Exactly what is selected will depend upon the AS level choices, personal interests and what lends itself best to a particular career pathway.

Students

are

left

to

make

their

own

decisions

about

their

area

of

focus.

Working Plan: •

Students can pick up any 2 (or more) optional enrichment options from above, while mandatory options (in red) will remain the compulsory for all.

•

Student will have to record the number of hours training took place in ‘Evidence Sheet’ later signed

by Class Teacher, Training Instructor and Head of Post16.

•

Teacher Training program will take place to ensure all programs take place according to the requirement of enrichment program.

11

The Community Service Programme has developed greatly since its inception, particularly in the area of activities offered and the way it is successfully led with the assistance of the students. As the program is run for students by students it offers many opportunities for all those wanting to take an active leadership role within the school. Its success is also due to the cooperation and feedback from the students and staff who are regularly surveyed for their feedback and ideas on how it can be improved.

Induction/Orientation: Making a successful start to Post 16 Post 16 students will take part in an induction programme at the start of the term. Attendance is compulsory for all and is extremely important for new students joining TCSI.

This interactive programme will focus on developing the necessary skills required for a successful transition into the Post 16 community, particularly if you are a student joining us from a different school. Concepts such as team building, target setting, research techniques, critical thinking and self-management will be explored. This induction is also an excellent way for students to interact with one another, get to know their learning manager and become familiar with the expectations of student life in the Post 16 community.

Careers and Higher Education Guidance Higher Education choices are discussed from an early point in Year 11 and 12. This is done to establish the importance of AS level subject choices.

TCSI has strong links with Universities. Guests from visiting universities are invited to school to give presentations on a variety of aspects of university life such as how to apply and life on campus. The destination of all students is important and so our programme of support for students is strong and targeted at preparation for both University and the work-place. The school continues to develop students’ ability to be prepared for Higher Education in many different ways, including;

12

✓ Experts in both Careers and Higher Education brief students on the range of opportunities will be made available to them and the process of application. ✓ All students receive an interview with a member of the Post 16 team which helps inform decision making. ✓ Representatives of various jobs and companies in the local community will be invited in to deliver seminars outlining the demands and requirements of their area of work. ✓ Visits to local Higher Education fairs will be arranged to stimulate ideas and test out options. ✓ Students will be trained in writing CVs, application forms and in interview skills. ✓ Mock interviews will be carried out for work and university applicants. ✓ An experienced and dedicated team oversees the applications of all students and writes positive, detailed references.

13

Higher Education Application Support The Careers Counsellor provides support to all senior students collaboratively with Head of Year and Learning Managers, irrespective of which country they are applying to study in.

The Universities and Colleges Admissions Service (UCAS) is a central organization that processes applications for the majority of courses in the UK. Their website www.ucas.com provides detailed information

about

courses

and

institutions

in

the

UK.

There

is

a

parent

section

www.ucas.com/parents where parents can become more familiar with the application process and can sign up for bulletins from UCAS, which provide news and information, as well as important deadlines.

Students are supported by a dedicated Careers Counsellor with all applications processes.

Students are encouraged to begin the application process early, with the first stage being to choose a subject area/specific course to study. The course search section of the UCAS website will help to narrow the options and help to make your decision.

UCAS applications are carried out online and candidates are required to pay a fee. Students are supported and guided through this application procedure in school but are encouraged to carry out their own personal research with their parents in order to make informed decisions.

Learning Manager Support and Guidance The Learning Manager is the focal point for resolving any anxieties or concerns on the part of students, parents or teachers. Learning Managers see all students twice a day for a morning registration and form time; which enables close monitoring of attendance and a strong supportive relationship to develop. Learning Managers also meet with all students regularly through the year for personal progress reviews in which the focus is on academic performance and determining helpful targets and strategies for improvement.

14

Further Opportunities at TCSI Sports Students who wish to continue their sporting participation have the opportunity of both on-site and off-site activities, in competitive teams and for fitness and recreation. Our school teams compete successfully at the highest level and individual students have represented us in regional events.

You will have the option of continuing core PE lessons in your Complementary Studies time.

The post 16 students will have a timetabled session of sport in the week and will be expected to actively participate in this, studies have shown that exercise helps students to feel less stressed and to perform better. The sport session will be flexible to suit a range of different requirements.

Debate, Public Speaking, Model United Nations and Journalism TCSI has a very strong successful tradition in these arenas, and this is something the school wants to build upon further. Students with a talent for writing or speaking have no shortage of opportunities for the development and practice of their skills. Post 16 students will play a pivotal role in assisting in the production of the school newsletter and yearbook, as well as the organization of major school events.

Post 16 Student Council and Leadership Body opportunities Involvement in this committee gives students an opportunity to discuss issues that are of concern to them and play a role in helping positive change to take place. The committee meets regularly, planning upcoming social events and other extra-curricular activities. The Post 16 Student Council work as a team; helping to shape the future of their growing community.

There are significant opportunities for students to develop their leadership capacity and capabilities.

At TCSI, there are a number of leadership roles that students can engage with and are encouraged, as a senior student in the school, to lead by example by role modeling excellent behaviour and attitudes.

15

Gaining Entry to Post 16 In order to make the right decisions about subjects of study, you need support from many people; subject staff, the Year 11 team and Post 16 team, family and friends. You will need to research thoroughly, looking into university access requirements prior to selecting courses of study.

All application forms are provided in this document. All you need to do is print them out, complete and submit them to the Post 16 team / Ms. Zahra, no sooner the results are published, gaining support along the way.

You will find that most of the Science, Business, Humanities and BTEC subject combinations are available in our option blocks. There are four option blocks, the student will have to choose one from the available four blocks. Equally, it is possible that certain courses may not run if numbers are insufficient. A minimum of ten (5) students are required for running the subjects.

The Post 16 team will be drawn from our current pool of Learning Managers and leaders, including the student body. Those chosen will have prior experience of the needs of Post 16 students and how best to support them.

Detailed on the next few pages are the admissions criteria that all applicants need to meet in order to secure a place on courses of study. It is also important to understand that subjects cannot be moved from one option block to another. When selecting options, you need to ask yourself the following three questions; 1.

Have I achieved / Am I on target to achieve the required IGCSE grade to access the courses I want to study?

2.

Are the subjects I want to study in separate blocks?

3.

Are there 4 subjects that I will dedicate myself to?

If the answer to these questions is ‘yes’, you are well on the path towards making a successful application to TCSI Post 16. If the answer is no, you may need to seek some further advice.

16

Interview and receiving a ‘TCSI Conditional Offer’ All TCSI applications as well as external applications will receive a conditional offer after they will be interviewed, immediately after the IGCSE results in August 2020.

All applicants will be interviewed by a member of the Post 16 team, made up of Learning Managers and the leadership body. If successful at interview, you may receive a ‘TCSI Conditional Offer’.

Students will only be interviewed if they have paid the registration fees.

Sample taken from a Conditional Offer letter If you attain the grades you require to be able to accept this offer, you must contact and inform the school within five days of the results being released, in order to avail the conditional offer. You will need to supply proof of achievement to the school but you will not need to attend school for an interview and your place will be secured for the courses that you have selected. You will need to pay the relevant fees within three days of contacting the school about your results or your application will be rejected. If you have not contacted the school by the allotted date your conditional offer will expire and you will need to begin the application process again.

All students who do not attain the grades required by the school to access courses will unfortunately be declined a seat.

Criteria for admissions to Year 12 are as follows: • A minimum of 5 A*-B grades (a minimum of a B in the subjects the student intends to study at AS level must be achieved: also see Subject Admission Requirements page) • IGCSE passes at A*-D with a C-grade in English.

• Fully completed Post 16 Application Form, including a reference letter from the school / Learning Manger • A thorough interview with the Principal/ Post 16 team • A Post 16 contract signed by the student and parents committing to positive behaviour and regular attendance.

17

What to do when you receive your IGCSE results Places in Post 16 at TCSI are limited so it is important to secure your place within 5 days of receiving your results or you may miss the opportunity to study at TCSI. 1.

If you achieved the entry requirements for the subjects you selected at interview; contact the school admissions department by e-mail to confirm your place (subject to receiving a conditional offer letter from the school).

2.

If you did not achieve the grades required, you must contact the school and attend an interview straight away to discuss what options are available to you.

For further information please contact or visit the School and speak to: TCSI Section Head for Sixth Form, Ms. Qirat Shaheen

18

Year 12 Option Groupings 2021-2022 Option 1

Option 2

Option 3

Option 4

Business Studies (CAIE 9609)

Economics (CAIE 9708)

Accounting (CAIE 9706)

ICT (CAIE 9626) Mathematics

Biology (CAIE 9700)

Chemistry (CAIE 9701)

Physics (CAIE 9702)

(Core, Mechanics & Statistics)

Computer Science (CAIE 9618)

Psychology (CAIE 9990)

English Language (CAIE 9093)

Business Studies (BTEC)

Sociology (CAIE 9699)

English Literature (CAIE 9695)

Sports (BTEC)

Applied Science (BTEC)

(CAIE 9709)

Important notes: 1. Students are required to select one subject from each block.

2. CAIE does not allow the combination of Computer Science & IT. 3. Every course given above has requirement of minimum 5 students. If in case any course has been opted by less than 5 students, that course will be removed, and students will be requested to choose another subject from the same block.

4. Arabic is compulsory for all students. Arab students will do Arabic A (special Arabic), whereas non-Arab’s will do Arabic B. 5. Islamic is compulsory for all Muslim students. Arab Students will do Islamic A, whereas nonArab’s will do Islamic B. 6. Moral Education is also a compulsory for Year 12 students.

7. Students choosing science subjects are recommended to choose Business Studies BTEC, while students with commerce or humanities are recommended for Science BTEC. 8. BTEC courses are offered by Pearson Education. It is well recognized in UK and US as well.

UAE Ministry of Education is now attesting its certificate, with no additional cost.

19

Subject Specific Admission Requirements To gain access to a course, you should be attaining/predicted the following grades:

SUBJECTS

Year 12 Entry Grade

ADDITIONAL COMMENTS

Biology

A or B

Minimum B grade in Biology and IGCSE.

Chemistry

A or B

Minimum B grade in Chemistry and IGCSE.

Physics

A or B

Minimum B grade in Physics and IGCSE.

Accounting

B

Minimum A grade in Math’s if Accounting has not been studied at IGCSE.

Business Studies

B

Minimum A grade in Math’s if Business Studies has not been studied at IGCSE.

Economics

B

Minimum A grade in Math’s if Economics has not been studied in IGCSE. Minimum B in ICT. If IGCSE ICT, or

Information Technology

equivalent has not been completed, applicant B

requires a B grade in English first language and Math’s.

Computer Science

A* or A

Mathematics

A* or A

Minimum A grade in ICT at IGCSE.

Minimum A grade in Math’s at IGCSE.

20

A or B

Minimum B grade in Psychology or B in Biology/ English Language if Psychology has not been studied at IGCSE.

Sociology

A or B

Minimum B grade in Sociology or B in English Language if Sociology has not been studied at IGCSE.

English Language

A or B

Minimum B grade in English as a 2nd Language at IGCSE.

English Literature

A* or A

Minimum A in English as a 1st Language or Minimum A* grade in English as a 2nd Language at IGCSE if English as 1st Language has not been studied at IGCSE.

Business (BTEC)

B or C

Minimum C grade in Business Studies or C in English Language or Mathematics if Business Studies has not been studied at IGCSE.

Psychology

Applied Science (BTEC)

Sports (BTEC)

Minimum C grade in any Science subject or C in English Language or Environmental Management if Science has not been studied at IGCSE.

B or C

Minimum A in internal grade (to be signed by teacher in reference form) for Physical Education if Sports has not been studied at IGCSE.

A* or A

21

Biology (CAIE 9700) Course Outline Cambridge International AS & A Level Biology develops a set of transferable skills including handling data, practical problem-solving, and applying the scientific method. Learners develop relevant attitudes, such as concern for accuracy and precision, objectivity, integrity, enquiry, initiative, and inventiveness. They acquire the essential scientific skills required for progression to further studies or employment.

Key Concepts The key concepts for Cambridge International AS & A Level Biology are: ✓ Cells as the units of life A cell is the basic unit of life and all organisms are composed of one or more cells. There are two fundamental types of cell: prokaryotic and eukaryotic. Understanding how cells work provides an insight into the fundamental processes of all living organisms. ✓ Biochemical processes Cells are dynamic structures within which the chemistry of life takes place. Biochemistry and molecular biology help to explain how and why cells function as they do. ✓ DNA, the molecule of heredity Cells contain the molecule of heredity, DNA. DNA is essential for the continuity and evolution of life by allowing genetic information to be stored accurately, to be copied to daughter cells, to be passed from one generation to the next and for the controlled production of proteins. Rare errors in the accurate copying of DNA known as mutations result in genetic variation and are essential for evolution. ✓ Natural selection Natural selection acts on genetic variation and is the major mechanism in evolution, including speciation. Natural selection results in the accumulation of beneficial genetic mutations within populations and explains how populations can adapt to meet the demands of changing environments.

22

✓ Organisms in their environment All organisms interact with their biotic and abiotic environment. Studying these interactions allows biologists to understand better the effect of human activities on ecosystems, to develop more effective strategies to conserve biodiversity and to predict more accurately the future implications for humans of changes in the natural world. ✓ Observation and experiment The different fields of biology are intertwined and cannot be studied in isolation. Observation, enquiry, experimentation, and fieldwork are fundamental to biology, allowing relevant evidence to be collected and considered as a basis on which to build new models and theories. Such models and theories are further tested by experimentation and observation in a cyclical process of feedback and refinement, allowing the development of robust and evidence-based conceptual understandings.

Assessment Summary For The City School International AS and A Level Biology, candidates follow a staged assessment route by taking Papers 1, 2 and 3 (for The City School International AS Level qualification) in one series, then Paper 4 & 5 (for The City School International A Level qualification) in a later series.

Weighting AS

A

Component Level Level Paper 1 (Multiple Choice)

1hour 15 minutes

31% 15.5%

40 marks 40 multiple-choice questions Questions are based on the AS Level syllabus content

Paper 2 (Structured Questions)

1 hour 15 minutes

60 marks Structured questions Questions are based on the AS Level syllabus content.

23

46%

23%

Paper 3 (Advanced Practical Skills)

2 hours

23% 11.5%

40 marks Practical work and structured questions Questions are based on the experimental skills in the Practical assessment section of the syllabus. The context of the questions may be outside the syllabus content.

Paper 4 (Advanced)

2 hours

------ 38.5%

100 marks Structured questions Questions are based on the A Level syllabus content; knowledge of material from the AS Level syllabus content will be required.

Paper 5 (Planning, Analysis and Evaluation)

1 hour 15 minutes ------ 11.5%

30 marks Candidates answer two compulsory questions.

Questions are based on the experimental skills in the Practical assessment section of the syllabus. The context of the questions may be outside the syllabus content.

Career and University Pathways A level biology help students to enter in University undergraduate course to learn anatomy, biophysics, cell and molecular biology, computational biology, ecology and evolution, environmental biology, forensic biology, genetics, marine biology, microbiology, molecular biosciences, natural science, neurobiology, physiology, zoology and many others.

24

Chemistry (CAIE 9701) Course Outline Cambridge International AS & A Level Chemistry develops a set of transferable skills including handling data, practical problem-solving and applying the scientific method. Learners develop relevant attitudes, such as concern for accuracy and precision, objectivity, integrity, enquiry, initiative and inventiveness. They acquire the essential scientific skills required for progression to further studies or employment.

Key Concepts The key concepts identified below, carefully introduced and developed, will help to underpin the course you will teach. You may identify additional key concepts which will also enrich teaching and learning. The key concepts for Cambridge International AS & A Level Chemistry are: ✓ Atoms and forces Matter is built from atoms interacting and bonding through electrostatic forces. The structure of matter affects its physical and chemical properties and influences how substances react chemically. ✓ Experiments and evidence Chemists use evidence gained from observations and experiments to build models and theories of the structure and reactivity of materials. Theories are tested by further experiments and an appreciation of accuracy and reliability is gained. ✓ Patterns in chemical behaviour and reactions Patterns in chemical behaviour can be identified and used to predict the properties of substances. By applying these patterns, useful new substances can be designed, and synthetic routes created.

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✓ Chemical bonds The understanding of how chemical bonds are made and broken by the movement of electrons allows us to predict patterns of reactivity. Appreciation of the strength of chemical bonds leads to the understanding of a material’s properties and its uses. ✓ Energy changes The energy changes that take place during chemical reactions can be used to predict the extent, feasibility and rate of such reactions. An understanding is gained of why and how chemical reactions happen.

Assessment Summary For The City School International AS and A Level Chemistry, candidates follow a staged assessment route by taking Papers 1, 2 and 3 (for The City School International AS Level qualification) in one series, then Paper 4 & 5 (for The City School International A Level qualification) in a later series.

Weighting Component Paper 1 (Multiple Choice)

AS A level level 1hour 15 minutes

31% 15.5%

40 marks 40 multiple-choice questions Questions are based on the AS Level syllabus content

Paper 2 (Structured Questions)

1 hour 15 minutes

46%

23%

60 marks Structured questions Questions are based on the AS Level syllabus content.

Paper 3 (Advanced Practical Skills)

2 hours

40 marks Practical work and structured questions Questions are based on the experimental skills in the Practical assessment section of the syllabus. The context of the questions may be outside the syllabus content.

26

23% 11.5%

Paper 4 (Advanced) 2 hours

------ 38.5%

100 marks Structured questions Questions are based on the A Level syllabus content; knowledge of material from the AS Level syllabus content will be required.

Paper 5 (Planning, Analysis and Evaluation) 1 hour 15 minutes

------ 11.5%

30 marks Candidates answer two compulsory questions.

Questions are based on the experimental skills in the Practical assessment section of the syllabus. The context of the questions may be outside the syllabus content.

Career and University Pathways A level chemistry is a great background for employment in research, environmental regulation, teaching, commerce and industry. The growing prospects are in excellent demand for chemist, Industrial research chemists, Research & development scientists, environmental scientists, synthetic chemists, medicinal chemists, analytical chemists, climate scientists, hazardous waste consultants, laboratory managers, quality assurance manager and University or secondary school lecturer.

27

Physics (CAIE 9702) Course Outline Cambridge International AS & A Level Physics develops a set of transferable skills including handling data, practical problem-solving, and applying the scientific method. Learners develop relevant attitudes, such as concern for accuracy and precision, objectivity, integrity, enquiry, initiative, and inventiveness. They acquire the essential scientific skills required for progression to further studies or employment.

Key Concepts The key concepts identified below, carefully introduced and developed, will help to underpin the course you will teach. You may identify additional key concepts which will also enrich teaching and learning.

The key concepts for Cambridge International AS & A Level Physics are: ✓ Models of physical systems Physics is the science that seeks to understand the behaviour of the Universe. The development of models of physical systems is central to physics. Models simplify, explain, and predict how physical systems behave. ✓ Testing predictions against evidence Physical models are usually based on prior observations, and their predictions are tested to check that they are consistent with the behaviour of the real world. This testing requires evidence, often obtained from experiments. ✓ Mathematics as a language, and problem-solving tool Mathematics is integral to physics, as it is the language that is used to express physical principles and models. It is also a tool to analyse theoretical models, solve quantitative problems and produce predictions. ✓ Matter, energy and waves Everything in the Universe comprises matter and/or energy. Waves are a key mechanism for the transfer of energy and are essential to many modern applications of physics.

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✓ Forces and fields The way that matter and energy interact is through forces and fields. The behaviour of the Universe is governed by fundamental forces with different magnitudes that interact over different distances. Physics involves study of these interactions across distances ranging from the very small (quantum and particle physics) to the very large (astronomy and cosmology).

Assessment Summary For The City School International AS and A Level Physics, candidates follow a staged assessment route by taking Papers 1, 2 and 3 (for The City School International AS Level qualification) in one series, then Paper 4 & 5 (for The City School International A Level qualification) in a later series.

Weighting AS

A

Component Paper 1 (Multiple Choice) 1hour 15 minutes

Level Level 31% 15.5%

40 marks 40 multiple-choice questions Questions are based on the AS Level syllabus content

Paper 2 (Structured Questions) 1 hour 15 minutes

46%

23%

60 marks Structured questions Questions are based on the AS Level syllabus content.

Paper 3 (Advanced Practical Skills) 2 hours 40 marks Practical work and structured questions Questions are based on the experimental skills in the Practical assessment section of the syllabus. The context of the questions may be outside the syllabus content.

29

23% 11.5%

Paper 4 (Advanced) 2 hours

------ 38.5%

100 marks Structured questions Questions are based on the A Level syllabus content; knowledge of material from the AS Level syllabus content will be required.

Paper 5 (Planning, Analysis and Evaluation) 1 hour 15 minutes

------ 11.5%

30 marks Candidates answer two compulsory questions.

Questions are based on the experimental skills in the Practical assessment section of the syllabus. The context of the questions may be outside the syllabus content.

Career and University Pathways A level Physics student can choose their further studies at Universities as astrophysics, mathematical physics, thermodynamics, nanotechnology and become future engineers, physicists and much more. With a Bachelor of Science degree in Physics or Engineering physics, students can pursue careers in research and development, science, engineering, education, medicine, law, business, and the military.

30

Accounting (CAIE 9706) Course Outline The specific aim of the course is to develop a critical and analytical approach to examining and evaluating accounting policies and practices and develop skills of communication, analysis, interpretation and presentation of both qualitative and quantitative accounting information.

Key concepts The key concepts on which this syllabus is built are set out below. These key concepts can help teachers think about how to approach each syllabus topic in order to encourage learners to make links between topics and develop a deep overall understanding of the subject. ✓ A true and fair view Financial statements are designed to give a true and fair view of the business to internal and external stakeholders. ✓ Duality (double entry) Duality (double entry) in accounting recognises that every financial transaction has a double (or dual) effect on the position of a business as recorded in the accounts. ✓ Consistency Consistency in the treatment of financial transactions enables the performance of a business to be compared meaningfully over different time periods. ✓ Business entity A business is a separate legal entity from the owner of a business. The accounting records must relate only to the business and not to the personal assets and spending of the owner.

✓

Money measurement Financial accounts only include transactions that can be expressed in terms of money. For example, the purchase of raw material is recorded in the accounts whereas staff creativity is not.

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Assessment Summary For The City School International AS and A Level Accounting, candidates follow a staged assessment route by taking Papers 1 and 2 (for The City School International AS Level qualification) in one series, then Paper 3 (for The City School International A Level qualification) in a later series.

Weighting Component AS

A

Level Level Paper 1 (Multiple Choice)

1hour

30%

15%

70%

35%

__

50%

30 multiple choice questions based on the AS Level syllabus content 30 marks Paper 2 (Structured Questions)

1 hour 30 minutes

Four structured questions on the AS Level syllabus content Question 1 on financial accounting (30 marks) Questions 2 and 3 on financial accounting (2 × 15 marks) Question 4 on cost and management accounting (30 marks) Total 90 marks Paper 3 (Structured Questions)

3 hours

Paper 3 tests the additional content for the A Level, but also requires a knowledge and understanding of the AS Level content.

Section A: Four structured questions on financial accounting (4 × 25 marks) Section B: Two structured questions on cost and management accounting (2 × 25 marks) Total 150 marks Career and University Pathways A level Accounting provides a sound base for students who seek careers in Accounting such as BBA, MBA. Success in this subject can also lead to further studies in Accounting such as Management Accounting, Financial Accounting, Chartered Accountancy, Financial Analyst, Cost Accountant and other Business-related Projects. Many students also choose careers in banking, management, insurance or industry. Other accounting careers for you include internal auditing, tax preparation and planning or management accounting.

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Business Studies (CAIE 9609) Course Outline Students develop an understanding and appreciation of the nature and scope of business and its role in society whilst examining the various types of business organization. As well as investigating the process of decision-making in business, the course aims to develop the student’s own skills in terms of analysis of problems, interpretation of data and communication. A keen interest in the business world and an enthusiasm and willingness to read around the subject are essential.

Key concepts The key concepts on which this syllabus is built are set out below. ✓ Change is the only constant. Exciting new enterprises are often created in response to economic, cultural or technological changes. Existing businesses must adapt to change if they are to survive and grow. ✓ Management is relevant to every person in a business. Good leadership, strong motivation in workers, effective systems and clear communication are hallmarks of successful businesses. ✓ Customer focus means a business will design and produce goods and services that people want to buy. Customers provide the revenue which sustains a business. Successful businesses really understand their customers and strive to provide products that their customers love. ✓ 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’. ✓ Creating value is the core reason why any organisation exists. Effective organisations aim to maximise stakeholder value. For most businesses this will be about maximising shareholder value, but social enterprises will also have other, non-financial, aims. Stakeholders also need to measure the value that is created.

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✓ Strategy is about knowing where you are, where you want to get to and how you are going to get there. Managers need to think about, decide on and put into action major long term plans – such as buying another business, entering a new market or developing a new technology.

Assessment Summary For The City School International AS and A Level candidate follow a staged route taking Papers 1 and 2 (for The City School International AS Level qualification) in one series, then Paper 3 (for The City School International A Level qualification) in a later series.

Weighting Component AS

A

Level Level Paper 1 Short answer and essay

1 hour 15 minutes

Section A: Four short answer questions (20 marks)

20%

10%

20%

10%

60%

30%

--

50%

Section B: One essay from a choice of three questions (20 marks) Based on the AS Level syllabus content 40 marks

Paper 2 Data response

1 hour 30 minutes

Two data response questions based on AS Level syllabus content 60 marks

Paper 3 Case study

3 hours

Five questions and one essay (from a choice of two) based on a case study.

Based on the additional A Level syllabus content and assumes knowledge and understanding of the AS Level syllabus content 100 marks 34

Career and University Pathways Students with A Level Business Studies have access to a wide range of possible career and higher education opportunities. You learn and use a variety of transferable skills throughout the course.

These include the important business skills of decision making and planning. You can start a career in business armed with an excellent knowledge of how businesses operate. You may choose a range of professional and business careers including leisure management, financial service, retailing, marketing, public service management and human resource management. The course would also be of interest to those that have ambitions to start their own business at some stage in their lives.

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Economics (CAIE 9708) Course Outline Students learn to understand and interpret economic information and explain contemporary events and familiar phenomena with relevant economic principles and apply them in real-life situations.

Students who choose to study Economics are expected to be interested in world affairs and should remain abreast of world and local news. Levels of learning range from learning basic definitions of concepts to fully applying theoretical concepts to real-life situations and events.

Key concepts The key concepts on which this syllabus is built are set out below. ✓ 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. ✓ The margin and change Decision-making by individuals, firms and governments is based on choices at the margin; that is, once behaviour has been optimised, any change will be detrimental as long as conditions remain the same. ✓ Equilibrium and efficiency Prices are set by markets, are always moving in to and out of equilibrium, and can be both efficient and inefficient in different ways and over different time periods. ✓ Regulation and equity There is a trade-off between, on the one hand, freedom for firms and individuals in unregulated markets and, on the other hand, greater social equality and equity through the government regulation of individuals and markets. ✓ Progress and development Economics studies how societies can progress in measurable money terms and develop in a wider more normative sense.

36

Assessment Summary Students sit an external examination. For TCSI AS and A Level Economics, candidates follow a staged assessment route by taking Papers 1 and 2 in one series, then Papers 3 and 4 (for the A Level qualification) in a later series.

Weighting Component

AS level

A level

40%

20%

30% 30%

15% 15%

---

15%

--

10% 25%

Paper 1 Multiple Choice 1 hour 30 multiple choice questions based on the AS Level syllabus content 30 marks Paper 2 Data Response and Essay 1 hour 30 minutes Section A: one data response question (20 marks) Section B: one structured essay from a choice of three (20 marks) Based on the AS Level syllabus content 40 marks Paper 3 Multiple Choice 1 hour 15 minutes 30 multiple choice questions based on the A Level syllabus content 30 marks Paper 4 Data Response and Essays 2 hours 15 minutes Section A: one data response question (20 marks) Section B: two essays from a choice of six (50 marks) Based on the A Level syllabus content 70 marks

Career and University Pathways

An Economics degree develops a very useful contribution of attributes: mathematical ability and literacy. The course will promote the important skills of decision-making and problem solving.

Careers paths may include a professional economist, a banker, an administrative manager, an entrepreneur, a public relations officer and a financial journalist.

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Information Technology (CAIE 9626) Course Outline Information Technology (IT) is the application of technology to process information. In a world where IT is constantly changing, individuals increasingly need technological and information literacy skills that include the ability to gather, process and manipulate data.

Key concepts The key concepts for Cambridge International AS & A Level Information Technology are: ✓ Impact of IT The application of technology to process information impacts all aspects of our lives. The enormity of the impact can be seen in industry and commerce, transport, leisure, medicine, in the workplace and the home. Communications using technologies have made the world seem smaller. ✓ Hardware and software Hardware and software interact with each other in an IT system. It is important to understand how these work, and how they work together with each other and with us in our environment. ✓ Networks Computer systems can be connected together to form networks allowing them to share data and resources. The central role networks play in the internet, mobile and wireless applications and cloud computing has rapidly increased the demand for network capacity and performance. ✓ The internet The internet is a global communications network that uses standardised communications protocols to allow computers worldwide to connect and share information in many different forms. The impact of the internet on our lives is profound. While the services the internet supports can provide huge benefits to society, they have also introduced issues, for example security of data.

38

✓ System life cycle Information systems are developed within a planned cycle of stages that cover the initial development of the system and continue through to its scheduled updating or redevelopment. ✓ New technologies As the information industry changes so rapidly, it is important to keep track of new and emerging technologies and consider how they might affect everyday life.

Assessment Summary Students sit an external examination for ICT. For TCSI AS and A Level ICT, candidates follow a staged assessment route by taking Papers 1 and 2 in one series, then Papers 3 and 4 (for the A Level qualification) in a later series.

Weighting Component

Paper 1 Theory

AS level

A level

50%

25%

50%

25%

1hour 45 minutes

70 marks Questions are based on sections 1–11 of the subject content. Candidates answer all questions on the paper.

Paper 2 Practical

2 hours 30 minutes

90 marks The tasks in this practical paper test sections 8–11 of the subject content.

Candidates apply knowledge and understanding from sections 1–7 of the subject content. All tasks are compulsory. Candidates select the most appropriate software and must use the most efficient methods to solve each task.

39

Paper 3 Advanced Theory

1hour 45 minutes

70 marks Questions are based on sections 12–20 of the subject content. Sections 1– 11 are assumed knowledge and understanding. Candidates answer all

---

25%

--

25%

questions on the paper.

Paper 4 Advanced Practical

2hours 30 minutes

90 marks The tasks in this practical paper test sections 17–20 of the subject content.

The paper includes tasks from sections 8–10 within a problem-solving context. Candidates apply knowledge and understanding of all subject content. All tasks are compulsory. Candidates select the most appropriate software and must use the most efficient methods to solve each task.

Career and University Pathways

ICT programs may prepare scholars for careers in the business world by teaching them to effectively solve problems related to information and communication technologies. ICT professionals commonly have knowledge of computer networks, software, telecommunications, databases, programming and much more. A course in ICT prepares graduates for many potential jobs with corporations, small businesses, schools and other organizations.

40

Computer Science (CAIE 9618) Course Outline Cambridge International AS & A Level Computer Science encourages learners to meet the needs of Higher Education courses in computer science as well as twenty-first century digital employers. It encourages learners to think creatively, through applying practical programming solutions, demonstrating that they are effective users of technology.

Key concepts The key concepts identified below, carefully introduced and developed, will help to underpin the course you will teach. You may identify additional key concepts which will also enrich teaching and learning.

The key concepts for Cambridge International AS & A Level Computer Science are: ✓ Computational thinking Computational thinking is a set of fundamental skills that help produce a solution to a problem.

Skills such as abstraction, decomposition and algorithmic thinking are used to study a problem and design a solution that can be implemented. This may involve using a range of technologies and programming languages. ✓ Programming paradigms A programming paradigm is a way of thinking about or approaching problems. There are many different programming styles that can be used, which are suited to unique functions, tools and specific situations. An understanding of programming paradigms is essential to ensure they are used appropriately, when designing and building programs. ✓ Communication Communication is a core requirement of computer systems. It includes the ability to transfer data from one device or component to another and an understanding of the rules and methods that are used in this data transfer. Communication could range from the internal transfer of data within a computer system, to the transfer of a video across the internet. ✓ Computer architecture and hardware Computer architecture is the design of the internal operation of a computer system. It includes the rules that dictate how components and data are organised, how data are communicated 41

between components, to allow hardware to function. There is a range of architectures, with different components and rules, that are appropriate for different scenarios. All computers comprise of a combination of hardware components, ranging from internal components, such as the Central Processing Unit (CPU) and main memory, to peripherals. To produce effective and efficient programs to run on hardware, it is important to understand how the components work independently and together to produce a system that can be used. Hardware needs software to be able to perform a task. Software allows hardware to become functional. This enables the user to communicate with the hardware to perform tasks. ✓ Data representation and structures Computers use binary and understanding how a binary number can be interpreted in many different ways is important. Programming requires an understanding of how data can be organised for efficient access and/or transfer.

Assessment Summary The two assessment objectives in Computer Science are knowledge and understand and problem solving skills. Students sit an external examination for Computer Science. For TCSI AS and A Level Computer Science, candidates follow a staged assessment route by taking Papers 1 and 2 in one series, then Papers 3 and 4 (for the A Level qualification) in a later series.

Weighting Component

Paper 1 Theory Fundamentals

AS level

A level

50%

25%

50%

25%

1hour 30 minutes

75 marks Paper 1 will assess sections 1 to 8 of the syllabus content. Written paper.

Externally assessed. Candidates answer all questions.

Paper 2 Fundamental Problem-solving and Programming Skills 2 hours 75 marks Paper 2 will assess sections 9 to 12 of the syllabus content. Candidates will need to write answers in pseudocode. Written paper. Externally assessed.

Candidates answer all questions.

42

Paper 3 Advanced Theory

1hour 30 minutes

75 marks Paper 3 will assess sections 13 to 20 of the syllabus content. Written paper.

---

25%

--

25%

Externally assessed. Candidates answer all questions.

Paper 4 Advanced Practical

2hours 30 minutes

75 marks Paper 4 will assess sections 19 to 20 of the syllabus content. Candidates will submit complete program code and evidence of testing. Candidates will be required to use either Java, VB.NET or Python programming languages.

Externally assessed. Candidates answer all questions on a computer without internet or email facility.

Career and University Pathways

Students with Computer Science A levels can further apply for admissions in Digital Management, Engineering in Computer Science, Computer Science with Business application, Software Development and Entrepreneurship and Software Engineering.

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Mathematics (CAIE 9709) Course Outline Mathematics develops a set of transferable skills. These include the skill of working with mathematical information, as well as the ability to think logically and independently, consider accuracy, model situations mathematically, analyze results and reflect on findings. Learners can apply these skills across a wide range of subjects and the skills equip them well for progression to higher education or directly into employment.

Key Concepts The key concepts for Cambridge International AS & A Level Mathematics are: ✓ Problem solving Mathematics is fundamentally problem solving and representing systems and models in different ways. These include: o Algebra: this is an essential tool which supports and expresses mathematical reasoning and provides a means to generalise across a number of contexts. – Geometrical techniques: algebraic representations also describe a spatial relationship, which gives us a new way to understand a situation. o Calculus: this is a fundamental element which describes change in dynamic situations and underlines the links between functions and graphs. o Mechanical models: these explain and predict how particles and objects move or remain stable under the influence of forces. o Statistical methods: these are used to quantify and model aspects of the world around us. Probability theory predicts how chance events might proceed, and whether assumptions about chance are justified by evidence. ✓ Communication Mathematical proof and reasoning is expressed using algebra and notation so that others can follow each line of reasoning and confirm its completeness and accuracy. Mathematical notation is universal. Each solution is structured, but proof and problem solving also invite creative and original thinking.

44

✓ Mathematical modelling Mathematical modelling can be applied to many different situations and problems, leading to predictions and solutions. A variety of mathematical content areas and techniques may be required to create the model. Once the model has been created and applied, the results can be interpreted to give predictions and information about the real world.

Assessment Summary The Cambridge International A Level Mathematics qualification offers two different options: • Route 1: Pure Mathematics, Mechanics and Probability & Statistics (Papers 1, 3, 4 and 5) or • Route 2: Pure Mathematics and Probability & Statistics (Papers 1, 3, 5 and 6).

Important Note: At TCSI, we recommend science stream students who are planning to take admission in Engineering courses in future to take route 1. While students with combination of business stream subjects are recommended to take route 2.

Route 1 (Science Stream): Students follow a staged assessment route by taking Papers 1 and 5 in one series, then Papers 3 and 4 (for the A Level qualification) in a later series.

Component Paper 1

Pure Mathematics 1

AS level

A level

60%

30%

40%

20%

---

30%

---

20%

1 hour 50 minutes

75 marks 10 to 12 structured questions based on the Pure Mathematics 1 subject content Written examination Paper 5

Probability & Statistics 1

1 hour 15 minutes

50 marks 6 to 8 structured questions based on the Probability & Statistics 1 subject content Written examination Paper 3

Pure Mathematics 3

1 hour 50 minutes

75 marks 9 to 11 structured questions based on the Pure Mathematics 3 subject content Written examination Paper 4

Mechanics

1 hour 15 minutes

50 marks 6 to 8 structured questions based on the Mechanics subject content Written examination 45

Route 2 (Business Stream): Students follow a staged assessment route by taking Papers 1 and 5 in one series, then Papers 3 and 6 (for the A Level qualification) in a later series.

Component Paper 1

Pure Mathematics 1

AS level

A level

60%

30%

40%

20%

---

30%

---

20%

1 hour 50 minutes

75 marks 10 to 12 structured questions based on the Pure Mathematics 1 subject content Written examination Paper 5

Probability & Statistics 1

1 hour 15 minutes

50 marks 6 to 8 structured questions based on the Probability & Statistics 1 subject content Written examination Paper 3

Pure Mathematics 3

1 hour 50 minutes

75 marks 9 to 11 structured questions based on the Pure Mathematics 3 subject content Written examination Paper 6

Probability & Statistics 2

1 hour 15 minutes

50 marks 6 to 8 structured questions based on the Probability & Statistics 2 subject content Written examination

Career and University Pathways

Every year thousands of students with Cambridge International AS & A Levels gain places at leading universities worldwide. Cambridge International AS & A Levels are accepted across 195 countries.

They are valued by top universities around the world including those in the UK, US (including Ivy League universities), Europe, Australia, Canada and New Zealand. Students with mathematical skills learnt at AS & A level can choose courses relevant to engineering, research analyst, education and work in Government sector, Firms and Banks.

46

Psychology (CAIE 9990) Course Outline This syllabus aims to encourage an interest in and appreciation of psychology through an exploration of the ways in which psychology is conducted. This exploration includes: • a review of a number of important research studies • an opportunity to look at the ways in which psychology has been applied

Key concepts The key concepts on which this syllabus is built are set out below. ✓ Nature versus nurture The nature–nurture debate is a crucial discussion running through all aspects of psychology in order to explain behaviour. Behaviours could be seen as resulting from innate, genetic factors (nature) or behaviours could be explained in terms of the environmental influences that begin to shape us from the moment of conception (nurture). The focus of contemporary psychology is to consider the relative contributions of each influence. ✓ Ethics in psychological research The need for ethical research constrains the investigation of some topics, or the use of some research techniques. Our approach to ethics has changed over time, so some of the earlier studies that were the basis of the discipline are now no longer acceptable. Ethics must be considered when designing a psychological investigation to ensure that data is gathered without compromising the wellbeing of the participant(s). ✓ Choice of psychological research methods Psychologists have to carefully choose the research method they use in terms of the information they wish to gather. Every research method, whether quantitative or qualitative, has strengths and weaknesses, and the psychologist must evaluate how the method they have chosen supports the validity and reliability of their specific investigation and contributes to the wider body of psychological research. ✓ No one view in psychology is definitive Psychological theories are developed by posing hypotheses which are then tested through research. The research will be influenced by the psychological approach of the researcher and 47

the time and context they are working in. A single topic is likely to be studied in more than one psychological approach, and each approach has its own assumptions, strengths and weaknesses. These different explanations can work together or be in opposition, so psychologists have to balance the evidence for each explanation. ✓ Relevance of psychology in contemporary society Psychology is now used to underpin many aspects of our lives – it is used in organising businesses, in planning our shops and homes, in treating medical conditions and to improve how we learn. Every study is undertaken with a specific purpose in mind which can then be applied in everyday life – whether it is improving our lives in general, understanding how groups of people behave or treating a disorder. By understanding psychology we can improve how we live our lives and society in general.

Assessment Summary For Cambridge International AS and A Level Psychology, students take a staged assessment route by taking Papers 1 and 2 (for Cambridge International AS Level qualification) in one examination series, then Papers 3 and 4 (for the Cambridge International A Level qualification) in a later examination series Weighting Component Paper 1 Approaches, issues and debates

AS level

A level

50%

25%

50%

25%

1 hour 30 minutes

Candidates answer all questions. Short answer questions and an essay question, based on core studies. Candidates answer each question in the spaces provided on the question paper.

60 marks Paper 2 Research methods

1 hour 30 minutes

Candidates answer all questions.

Section A: Short answer questions, some based on the core studies (22 marks).

Section B: Scenario-based questions (24 marks).

Section C: A design-based question divided into two parts (14 marks).

Candidates answer each question in the spaces provided on the question paper.

60 marks 48

Paper 3 Specialist options: theory

1 hour 30 minutes

Candidates answer two questions from two specialist options. Each specialist option is out of 30 marks.

Question 1: The question is divided into three parts (12 marks).

---

25%

---

25%

Question 2: Structured essay-based question divided into two parts (18 marks).

60 marks Paper 4 Specialist options: application 1 hour 30 minutes Candidates answer questions from two specialist options.

Section A: Candidates answer two questions from a choice of four (30 marks). Each of these questions is based on stimulus material and is divided into four parts.

Section B: Candidates answer one design-based question from a choice of four (18 marks). Each question is divided into two parts.

Section C: Candidates answer one essay question from a choice of four (12 marks).

60 marks

Career and University Pathways Cambridge International A Level Psychology provides a suitable foundation for the study of Psychology or related courses in higher education. Equally it is suitable for learners intending to pursue careers or further study in social sciences, or as part of a course of general education. With a psychology degree, you're well placed to pursue careers in both arts and scientific fields, depending on your personal interests. There are many options within public and private healthcare, education, mental health support, social work, therapy and counseling.

49

Sociology (CAIE 9699) Course Outline Cambridge International AS & A Level Sociology encourages learners to think sociologically about contemporary social, cultural and political issues. The syllabus provides opportunities to explore key concepts and debates that underpin the discipline of sociology and to develop the skills of interpretation, application, analysis and evaluation while studying a range of stimulating topics and realworld issues.

Key concepts The key concepts identified below, carefully introduced and developed, will help to underpin the course you will teach. You may identify additional key concepts which will also enrich teaching and learning.

The key concepts for Cambridge International AS & A Level Sociology are: ✓ Inequality and opportunity Inequality has a major influence on people’s opportunities and life choices. Sociologists study the different forms of inequality (age, ethnicity, gender, class), seeking to understand why inequality exists and how it affects different sections of society. ✓ Power, control and resistance Power is important in understanding how order and control are achieved in society. There are many different theories about who holds power and how power is used to shape human behaviour. Sociologists are also interested in the ways people oppose and resist the exercise of power. ✓ Social change and development Understanding how societies have changed and developed helps sociologists to make sense of the way people live today. The change from traditional society to modern industrial society is particularly important. The terms ‘modernity’ and ‘post-modernity’ are used to reflect on this transition and on contemporary issues, such as how societies are affected by globalisation and the digital revolution in technology.

50

✓ Socialisation, culture and identity Sociologists believe that people learn how they are expected to behave through socialisation.

The norms and values learned through socialisation may vary between cultures, impacting on social identity. The study of different social identities is central to contemporary sociology. ✓ Structure and human agency A central debate in sociology concerns the relationship between the individual and society: is behaviour shaped by wider social forces or is the social world shaped by the actions of individuals? Structural theories focus on how people’s behaviour is constrained by social systems and institutions. Action theories emphasise how individuals establish meaning through social interaction and how this impacts on the behaviour of social groups and institutions.

Assessment Summary For Cambridge International AS and A Level Sociology, students take a staged assessment route by taking Papers 1 and 2 (for Cambridge International AS Level qualification) in one examination series, then Papers 3 and 4 (for the Cambridge International A Level qualification) in a later examination series Weighting Component Paper 1

AS level

A level

50%

25%

50%

25%

Socialisation, identity and methods of research 1 hour 30 minutes

60 marks Candidates answer four questions.

Section A: three compulsory questions Section B: one essay (26 marks) from a choice of two

Paper 2

The Family

1 hour 30 minutes

60 marks Candidates answer four questions.

Section A: three compulsory questions Section B: one essay (26 marks) from a choice of two

51

Paper 3

Education

1 hour 15 minutes

50 marks Candidates answer four compulsory questions.

---

20%

---

30%

Question 4 is an essay (26 marks).

Paper 4

Globalisation, Media and Religion

1 hour 45 minutes

70 marks Candidates answer two essay questions (35 marks each).

Section A: Globalisation Section B: Media Section C: Religion Each section has two essay questions. Candidates select one question from two different sections.

Career and University Pathways Cambridge International A Level Sociology provides a foundation for the study of sociology or related courses in higher education. Equally it is suitable as part of a course of general education. Most popular careers include Advice worker, Community development worker, further education teacher, Higher education lecturer, International aid/development worker, Policy officer, Secondary school teacher and Social researcher.

52

English Language (CAIE 9093) Course Outline Cambridge International AS & A Level English Language develops a set of transferable skills. These include critical analysis; constructing arguments; presenting knowledge and understanding; and writing English in a balanced, articulate and fluent manner. Learners can apply these skills across a wide range of subjects and real-world situations. These skills will also equip them well for progression to higher education or directly into employment.

Key concepts The key concepts for Cambridge International AS & A Level English Language are: ✓ Text and context A text can be defined as a single, coherent unit of language, from the briefest spoken utterance to a book published across several volumes. However, no text exists without context; students of English language must always consider how a text’s meaning is informed by the circumstances not only of its production, but also of its communication and reception. ✓ Meaning and style The study of English language involves developing a range of strategies for exploring the complex ways in which different linguistic elements come together to create meaning. Whether producing their own texts or analysing texts produced by others, students of English language must consider how choices regarding form, structure and language also interact to create a distinctive style. ✓ Audience Students of English language must learn to identify and analyse the strategies writers and speakers use to communicate with their intended audience(s). Likewise, they must be able to predict, recognise and analyse the various responses these strategies might elicit.

53

✓ Creativity Whether writing artfully for a specified purpose and audience, reading deeply between the lines of a challenging text, or developing strategies for acquiring the language in the first place, users of the English language must demonstrate creativity in a range of forms and contexts. ✓ Diversity Constantly subject to a range of influences – whether personal, social, geographical or otherwise – the English language exists in a range of competing and overlapping forms at any given moment. This extraordinary diversity offers a rich opportunity for analysis, comparison and exploration. ✓ Change The phonological, morphological, semantic, syntactic and other aspects of the English language are liable to change over time. Students of English language must analyse these changes and explore in detail the factors that drive them.

Assessment Summary For Cambridge International AS and A Level English Language, students take a staged assessment route by taking Papers 1 and 2 (for Cambridge International AS Level qualification) in one examination series, then Papers 3 and 4 (for the Cambridge International A Level qualification) in a later examination series

Weighting Component Paper 1

Reading

AS level

A level

50%

25%

50%

25%

2 hours 15 minutes

50 marks Candidates answer two compulsory questions: Question 1 in Section A, and Question 2 in Section B. Paper 2

Writing

2 hours

50 marks Candidates answer two questions: one compulsory question from Section A, and one question from a choice of three in Section B.

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Paper 3

Language Analysis

2 hours 15 minutes

50 marks Candidates answer two compulsory questions: Question 1 in Section A, and Question 2 in Section B. Paper 4

Language Topics

---

25%

---

25%

2 hours 15 minutes

50 marks Candidates answer two compulsory questions each on a separate topic area: Question 1 in Section A, and Question 2 in Section B.

Career and University Pathways English language at A level can help students to enter Universities at undergraduate level to become Social Media Manager, Technical Writer, Public Relations Specialist, Lawyer, Grant Writer, Librarian, Editor, Content Manager and Human Resources Specialist.

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English Literature (CAIE 9695) Course Outline Cambridge International AS & A Level Literature in English develops a set of transferable skills. These include critical analysis, constructing arguments and presenting knowledge and understanding in a balanced, articulate and fluent manner. Learners of Literature in English will be well-equipped for progression to higher education or directly into employment; finding that the skills needed will support them in a wide range of subjects and real-world situations.

The key concepts for Cambridge International AS & A Level Literature in English are: ✓ Language Exploring the variety and use of language in literary texts. Identifying literary techniques and explaining how their use contributes to a reader’s analysis and understanding of the text. ✓ Form Considering the ways in which writers use – or depart from – conventions of literary forms of prose, poetry and drama and how those inform meaning and effects. ✓ Structure When analysed in reading: the organisation of a text or passage, its shape and development and how this contributes to the readers’ understanding of its meaning and effects. When used in writing: the construction of a relevant and supported argument appropriate to the question. ✓ Genre Exploring the characteristics of different text types: for example, tragedy, comedy and satire. ✓ Context Exploring the relationship between a text and its historical, social and cultural backgrounds and the ways in which this can illuminate the reading of a text. In response to unseen texts, considering the ways in which a text’s meaning is shaped by conventions of form alongside those of language and style.

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✓ Style Analysing the ways in which choices regarding form, structure and language interact to create a distinctive style, for different forms and genres.

Interpretation At AS Level: Evaluating and explaining different ideas within a text. At A Level: Evaluating and explaining different ideas within a text and using different critical readings to explore an understanding of texts and to help support literary arguments.

Assessment Summary For Cambridge International AS and A Level English Literature, students take a staged assessment route by taking Papers 1 and 2 (for Cambridge International AS Level qualification) in one examination series, then Papers 3 and 4 (for the Cambridge International A Level qualification) in a later examination series

Weighting Component Paper 1

Drama and Poetry

AS level

A level

50%

25%

50%

25%

---

25%

2 hours

50 marks Candidates answer two questions: one question from Section A: Drama and one question from Section B: Poetry.

Paper 2

Prose and Unseen

2 hours

50 marks Candidates answer two questions: one question from Section A: Prose and one question from Section B: Unseen.

Paper 3

Shakespeare and Drama

2 hours

50 marks Candidates answer two questions: one question from Section A: Shakespeare and one question from Section B: Drama.

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Paper 4

Pre- and Post-1900 Poetry and Prose

2 hours

50 marks Candidates answer two questions: one question from Section A: Pre-1900 Poetry and Prose, and one question from Section B: Post-1900

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25%

Poetry and Prose. Candidates respond to both a poetry and a prose text.

Career and University Pathways English degree graduates learn very strong communication and written skills through the A levels course. This help them to set their career paths at university level to become editor, journalist, proof reader and majority of them work in Media related fields.

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Pearson BTEC International Level 3 Subsidiary Diploma in Business Course Outline

Assessment Assessment is designed to fit the purpose and objective of the qualification. It includes a range of assessment types and styles suited to vocational qualifications in the sector.

All assessment is internal but some mandatory units have extra controls on assessment and are assessed using Pearson Set Assignments. Additionally, some units are synoptic. Set assignment units Some mandatory units in the qualifications are assessed using a set assignment.

Each assessment is set by Pearson and may need to be taken under controlled conditions before it is marked by teachers. Set assignment units are subject to external standards verification processes common to all BTEC units.

By setting an assignment for some units, we can ensure that all learners take the same assessment for a specific unit. Learners are permitted to re sit set assignment units during their programme.

Note: Set assignments are available from September each year and are valid for one year only.

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Qualification Structure Mandatory units There are two mandatory units, one internal and one set assignment unit. Learners must complete and achieve a Pass or above in these mandatory units.

Optional units Learners must complete additional units totaling at least 180 GLH. Some combinations of optional units may result in an additional 30 GLH being taken.

Grading for units and qualifications Units are assessed using a grading scale of Distinction (D), Merit (M), Pass (P) and Unclassified (U).

All mandatory and optional units contribute proportionately to the overall qualification grade, for example a unit of 120 GLH will contribute double that of a 60 GLH unit.

Certification and results Once a learner has completed all the required components for a qualification, the centre can claim certification for the learner, provided that quality assurance has been successfully completed.

Career and University Pathways The qualifications are recognised by higher education providers as contributing to meeting admission requirements to many relevant courses, for example: • BSc (Hons) in Business and Management • BA (Hons) in Business and Finance • BA (Hons) in Business with Human Resource Management • BA (Hons) and BSc (Hons) in Business Studies • BSc (Hons) in International Management • BSc (Hons) or BA (Hons) in Marketing • BSc (Hons) in Retail Management.

After this qualification, learners can also progress directly into employment, however it is likely that many will do so via higher study. Areas of employment include junior business roles in marketing, administration, finance, financial services, procurement, events management, human resources, and other related areas in the business sector.

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Pearson BTEC International Level 3 Subsidiary Diploma in Sport Course Outline

Assessment Assessment is designed to fit the purpose and objective of the qualification. It includes a range of assessment types and styles suited to vocational qualifications in the sector.

All assessment is internal but some mandatory units have extra controls on assessment and are assessed using Pearson Set Assignments. Additionally, some units are synoptic. Set assignment units Some mandatory units in the qualifications are assessed using a set assignment.

Each assessment is set by Pearson and may need to be taken under controlled conditions before it is marked by teachers. Set assignment units are subject to external standards verification processes common to all BTEC units.

By setting an assignment for some units, we can ensure that all learners take the same assessment for a specific unit. Learners are permitted to re sit set assignment units during their programme.

Note: Set assignments are available from September each year and are valid for one year only.

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Qualification Structure Mandatory units There is one mandatory unit. Learners must complete and achieve a Pass or above in the mandatory unit.

Optional units Learners must complete optional units totalling at least 270 GLH. Grading for units and qualifications Units are assessed using a grading scale of Distinction (D), Merit (M), Pass (P) and Unclassified (U).

All mandatory and optional units contribute proportionately to the overall qualification grade, for example a unit of 120 GLH will contribute double that of a 60 GLH unit.

Certification and results Once a learner has completed all the required components for a qualification, the centre can claim certification for the learner, provided that quality assurance has been successfully completed.

Career and University Pathways These qualifications support progression to job opportunities in the sports industries at a variety of levels. Examples of job roles available in sports areas include: • physical education instructor • assistant coach. Jobs available in fitness and personal training areas include: • gym instructor • personal trainer.

Jobs available in sports coaching and development areas include community coach, sport-specific school coach, club sports coach. Jobs available in sports business and management areas include sports administrative assistant and sports agent.

Jobs available in sports facilities operations and management areas include leisure assistant, leisure duty manager, sport facilities manager.

After achieving these qualifications, while learners can progress directly to entry-level assistant coaching roles, it is likely that many will do so via higher study. These qualifications are recognised by higher-education providers as contributing to meeting admission requirements to many relevant courses in a variety of areas of the sport sector, for example: BA (Hons) in Sports Coaching and Development, BA (Hons) in Sports Management, BA (Hons) in Sport and Physical Education, BA (Hons) in Health and Fitness, BA (Hons) in Diet, Fitness and Wellbeing, BA (Hons) Sports Business Management, BA (Hons) Stadium and Sports Facility Management, BSc in Community Sports Coaching and BSc in Sports, Physical Education and Teaching Science.

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Pearson BTEC International Level 3 Subsidiary Diploma in Applied Science Course Outline

Assessment Assessment is designed to fit the purpose and objective of the qualification. It includes a range of assessment types and styles suited to vocational qualifications in the sector.

All assessment is internal but some mandatory units have extra controls on assessment and are assessed using Pearson Set Assignments. Additionally, some units are synoptic. Set assignment units Some mandatory units in the qualifications are assessed using a set assignment.

Each assessment is set by Pearson and may need to be taken under controlled conditions before it is marked by teachers. Set assignment units are subject to external standards verification processes common to all BTEC units.

By setting an assignment for some units, we can ensure that all learners take the same assessment for a specific unit. Learners are permitted to re sit set assignment units during their programme.

Note: Set assignments are available from September each year and are valid for one year only.

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Qualification Structure Mandatory units There are three mandatory units, which are all set assignment units. Learners must complete and achieve a Pass or above in all mandatory units.

Optional units Learners must complete optional units to a minimum value of 180 GLH.

Grading for units and qualifications Units are assessed using a grading scale of Distinction (D), Merit (M), Pass (P) and Unclassified (U).

All mandatory and optional units contribute proportionately to the overall qualification grade, for example a unit of 120 GLH will contribute double that of a 60 GLH unit.

Certification and results Once a learner has completed all the required components for a qualification, the centre can claim certification for the learner, provided that quality assurance has been successfully completed.

Career and University Pathways

This qualification supports progression to job opportunities in the science industry at a variety of levels.

Jobs available in these areas include Chemical Technician, Biomedical Scientist, Clinical Scientist and Environmental Scientist.

After achieving this qualification, while learners can progress directly to entry-level science roles, it is likely that many will do so via higher study. This qualification is recognised by higher-education institutions as fully meeting admission requirements to many relevant courses in a variety of areas of the science sector, for example: BSc (Hons) in Chemistry with Analytical Science, BSc (Hons) in Bioscience, BSc (Hons) in Environmental Science and Higher National Diploma (HND) in Applied Science.

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Application Forms In order to make your application to Post 16, you will need to print-out the following pages (application form) and complete them using black or blue pen. Please keep all of these pages together and in the correct order.

Applications will not be accepted if they contain errors and corrections. Should you make a mistake, please start again with a fresh form.

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Photo

Post 16 2021-22 Application form Year 12 Personal Details: NAME (as in passport):

Date of Birth:

Gender:

Name of Present School: Parents Details: NAME (as in passport): Email Address:

Contact Number:

NAME (as in passport): Email Address:

Contact Number:

Subjects being taken at IGCSE: Subject

Predicted Grade

Teacher Signature

Subject

1

6

2

7

3

8

4

9

5

10

Year 12 Options Selection: Option Choice Option 1

Subject (Minimum 4)

Option 2 Option 3 Option 4

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Predicted Grade

Teacher Signature

Note: - All students must complete 4 subjects. Please be aware that some subjects may not run if there are insufficient numbers of students to make the course viable.

Please fill out the following sections in as much detail as possible: Interests in and out of school (e.g. involvement with clubs, teams, groups/drama, music, sports, as well as individual interests)

Any positions or responsibility in your previous school (e.g. prefect, sports captain, student council)

Any awards received / qualifications gained (e.g. school prizes, music exams)

What career plans do you have?

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Any other information you wish the school to be aware of:

Please Note: •

All students need to complete the application form accurately.

•

All students need to have a completed confidential reference form.

•

TCSI / External candidates must send this reference form and option choices to the school along with the application form.

•

TCSI students can seek their references from their current class teachers.

•

You will see that there are also letters within the post 16 booklet for Arabic/Islamic studies. Please ensure that you have read these carefully and they are signed and returned as part of your application.

•

Letters and the signed Post 16 contract MUST be completed and signed before an interview can take place.

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Reference Form Internal Candidates (TCSI Candidates) Dear Learning Manager, please comment on the student’s attitude towards his/her IGCSE studies, contribution to school life and their ability to cope with an A Level programme as well as punctuality and attendance. Your accurate view of the student will be highly appreciated in a way for us to come to a decision.

External Candidates Please attach a reference to your application form, this must be on school headed paper with your school stamp.

Signature of Teacher: Name: Position:

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Post 16 Community Contract 2021-2022 Student’s Name: ______________________________

Form: ___________________

We understand that my son/daughter____________________ has accepted a place at The City School International Post 16 Community subject to the following requirements being met at all times.

____________________________ shall: •

Attend all school lessons and other activities within their Post 16 timetable regularly and punctually

•

Be present for every registration session and shall attend assemblies as required

•

Use any non-timetabled time for individual private study in allocated areas (Common Room/Library)

•

Not leave the school site during lesson time unless previously agreed and discussed with the Head of Secondary respectively and in consultation with parents

•

Wherever possible make routine appointments with the doctor, dentist etc. outside of school hours.

•

Adhere to the Post 16 Dress Code by being smart and presentable at all times

•

Meet all deadlines set for homework and coursework for all subjects

•

At all times set a good example to the younger students in the school

•

Behave in an exemplary manner in accordance with the school’s Code of Behaviour

•

Respect his/her surroundings and recognize the right of other students to study in peace

•

Notify the Learning Managers / Head of Sixth Form respectively in case of absence

•

Will use any study lessons effectively and be at the correct designated place

•

Will complete the required community service hours during the designated days and complete the log book

I/We agree that_____________ shall meet the above requirements at all times and understand that failure to do so will result in a meeting to discuss her/his continuing education at The City School International Post 16 Community.

We have also read and understand the requirements and expectations of the courses being opted for.

Signed_________________ (Parent)

Signed_______________________(Student)

Parent’s Name_______________________

Date_________________________

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In this section please complete the form which is appropriate to you and return it along with the application form.

Dear Principal, Re: Year 12 Arabic I am writing to request the withdrawal of my son / daughter ____________________(Name), from his / her Arabic lessons in Year 12. My son / daughter will not study in the UAE or an Arabic University in the region after completion of his/her Year 12, therefore, I believe these lessons will not be required to complete his/her studies or affect his/her future work or career prospects. I understand that should my son/daughter wish to study or work in the UAE in the future or my home country requires the MOE attestation, in such cases to obtain a High School Completion Equivalency Certificate, the Ministry may require an attested certificate proving the study of Arabic in Year 12.

I understand that The City School International, Dubai cannot issue such a certificate if a student has not undertaken this study. I, the parent, take full responsibility and accountability in such circumstance.

Please withdraw my son/daughter from the Arabic lesson lists as of now.

Yours sincerely, Full Name of Parents/Guardian: _____________________________________ Parents Signature: ___________________________________________________ Parent’s Mobile number: _______________________________________________ Students Mobile Number: ______________________________________________ Parents Email Address: ________________________________________________

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Dear Principal, Re: Year 12 Arabic

Please read and sign the letter below and return it along with the application form.

I am writing to confirm I understand that Arabic is a compulsory subject for all Arab & Non- Arab students in Year 12.

I agree that my son / daughter ___________________________________________ will be regularly attending all Arabic classes at The City School International, Dubai. Failure to attend 95% of all Arabic lessons and sit the required examinations means the school cannot issue a school leaving certificate that includes Arabic. Therefore, the various ministries may not attest their school leaving certificate which means my son / daughter may not be able to continue further studies in the UAE, or at a number of Arabic universities in the Middle East region. It may also mean they are not eligible to work in the UAE or obtain an MOE High School Completion Equivalency.

Name of Parents/Guardian: _________________________________________________ Parents Signature: ____________________Parent’s Mobile number: _____________ Students Mobile Number: ______________________________________________ Parents Email Address: ________________________________________________

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Dear Parents, Re Year 12 Islamic Studies

Please read and sign the letter below and return it along with the application form.

I am writing to confirm I understand that Islamic Studies is a compulsory subject for all Muslim students in Year 12.

I agree that my son / daughter ___________________________________________ will be regularly attending all Islamic Studies classes at The City School International, Dubai. Failure to attend 95% of all Islamic Studies lessons and sit the required examinations means the school cannot issue a school leaving certificate that includes Islamic Studies. Therefore, the various ministries may not attest their school leaving certificate which means your son / daughter may not be able to continue further studies in the UAE, or at a number of Arabic universities in the Middle East region. It may also mean they are not eligible to work in the UAE or obtain an MOE High School Completion Equivalency.

Name of Parents/Guardian: _________________________________________ Parents Signature: ________________________________________________ Parent’s Mobile number: ____________________________________________ Students Mobile Number: ___________________________________________ Parents Email Address: ____________________________________________

For further details on course content please speak to the relevant Faculty Leader or simply go online and research your courses for yourself. Each course specification number is given on the subject

page.

The

examination

board

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website

is:

www.cie.org.

The City School International, Dubai Plot # 416-1297, Nadd-Al-Hamar, 1212 Dubai, United Arab Emirates Email: info@tcsidxb.ae Contact: 04 2899722

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