Founded in 1995, The British School of Bahrain has grown into its purpose-built campus in Hamala, on the Western edge of the Kingdom of Bahrain. With over90 nationalities represented in the student body, we are a truly international school focused on delivering an outstanding British curriculum. We are an accredited ‘British School Overseas’, verified by an outstanding inspection, as well as rated outstanding by the Bahrain Education and Training Quality Authority.
It gives me great pleasure to welcome you to BSB, and to give you a glimpse of what an outstanding BSB education looks like. We are incredibly proud of the personalised pathways that we offer to students, which reaches far beyond the subjects studied. Through the well rounded, whole-child education, which includes the development of key values, personal skills and collaboration, academic results are also enhanced. BSB has been proud to consistently achieve the best results in the country, which is the culmination of the dedication and support of our outstanding staff, as well as empowering our students to be independent, critical thinkers who thrive in the academic setting. We achieve this through a variety of pathways, enabling a diverse range of students to find a set of courses that provide them with the best preparation for their chosen university course and career, ensuring they are successful in that pathway.
There is a wealth of information in this guide, which combines with the guidance of teachers, families and independent research into future pathways. The choices students make for their GCSE/IGCSE/ BTEC Level 2 study represents the first opportunity to specialise in areas of expertise or interest, forging a future pathway into their chosen field. It is important that families take time to support their children in making these choices, so that they are happy, confident and able to thrive in their studies.
GCSEs are much more demanding than previous courses, and students must be prepared to put in a great deal of hard work to succeed. Extra reading at home, regular revision sessions from the start of Year 10, 100% completion rate of homework, and attention to detail in class and tests, are what distinguish those students who obtain top grades from the rest.
The transition into GCSEs is more than simply moving up a year group. You are entering a very different environment where your success is heavily dependent on how hard you are willing to work. For the first time, you will be taking a course where the results will stay with you for life. This does make your life more pressurised, particularly when you are trying to juggle a number of demanding courses and also continue to involve yourself in extracurricular and social activities. Your tutors will work closely with you on a daily basis, providing sound advice and helping you to manage your workload and commitments. The Head of Year 10 will step in when additional help is needed while, if you need it, our School Counsellor is dedicated full-time to your welfare.
Our experienced staff have immense experience in designing and delivering interesting programmes of study that strike the right balance between preparing students for the final exams, developing their understanding of a subject, and cultivating the skills necessary for the twenty-first century. You will find them supportive and dedicated; they will also hold students to the high standards that we, the school, have of them.
An innovative multi-faceted enrichment programme which aims to develop the skills and interests of all students throughout the Senior School, in order to ensure that they are successful when they enter their chosen university and careers.
A British School of Bahrain education is more than just the learning that occurs within its stimulating lessons. At the Schoolís heart is the development of a love of learning and the skills that make BSB students successful, not just at school, but when they graduate and begin their chosen career paths. Beyond BSB is part of this enriching provision and offers opportunities for every student to develop.
An essential part of the schoolís ethos is embedding a passion for study and independent enquiry, which are vital to permit all students to develop beyond the confines of the curriculum. These principles have shaped the Beyond BSB programme.
BSB MINI-MBA
GLOBAL BUSINESS ETIQUETTE SEMINARS
All students will complete the compulsory curriculum, optional curriculum and the Ministry of Education compulsory curriculum. In some circumstances, adjustments may be made on an individual level, to ensure success for every student.
IGCSE English Language
IGCSE English Literature
IGCSE Mathematics
IGCSE Biology
IGCSE Chemistry
IGCSE Physics
Arabic (delivered as an option subject)
Islamic studies
Bahrain Citizenship & History
Compulsory Curriculum MoE Curriculum
Subject choice 1 (*Arabic for those who require it)
Subject choice 2
Subject choice 3
Optional Curriculum
Students should not pick business and economics together as they are very
The General Certificate of Secondary Education (GCSE) is the secondary education qualification of choice for almost all schools and students in the UK. Each qualification is in a particular subject, and a student will take a number of them as their record of achievement throughout secondary school at the age of 16. The International General Certificate of Secondary Education ((I)GCSE) is equivalent to a GCSE, but is slightly more internationally minded and is very popular with schools outside of the UK. Whichever one you end up doing, you can be sure that they are, essentially, the same.
The Business and Technology Education Council was created in 1984, and offers further education qualifications at a number of levels. They are different to GCSEs as they are more coursework orientated and focus on ‘real-world’, practical experience of a subject rather than theory. That said, most BTECs are moving towards a combined coursework-and-exam framework.
At BSB we offer BTEC Sport and BTEC IT as alternatives to GCSE, providing a wider range of personlised options for students to be successful.
Please note that our courses require students to reach a certain level of knowledge and skills in Year 9, as well as demonstrate an excellent level of motivation for the subject. This is to ensure that they enroll in courses that are appropriate for their academic potential. Ultimately, the final decision as to whether students can enroll on a course rests with the school, and our judgement is based on vast experience with hundreds of students.
For all I/GCSE courses, extra fees are payable for entry to the exams. For BTEC courses, a registration fee is payable at the start of the course. Costs are expected to be approximately 400BHD.
Students will take an entrance assessment, which predicts future GCSE/IGCSE performance. Based on this, an offer will be made and potentially recommendations for best fit courses of study. Additionally, students complete a writing test, based on an IGCSE English Language examination question.
COMPULSORY SUBJECTS
SUBJECT
English Language
EXAM BOARD & COURSE CODE
Edexcel IGCSE (4EA1)
PATHWAY
English Literature
Edexcel IGCSE (4ET1)
Mathematics
Edexcel IGCSE (4MA1)
Students will sit Higher or Foundation tier examinations.
Biology
Chemistry
Physics
Combined Science
Edexcel IGCSE (4BI1)
Edexcel IGCSE (4CH1)
Edexcel IGCSE (4PH1)
Edexcel IGCSE (4SD0)
Global PerspectivesCambridge IGCSE (0457)
Most students will study all 3 sciences individually, achieving 3 IGCSEs. Some students may be identified and offered the combined science pathway instead, studying all three sciences but receiving 2 IGCSEs.
Offered to students who are not required to study Islamic Studies under the Ministry of Education guidelines.
Arabic First Language
Arabic Second Language
Art
Business Studies
Cambridge IGCSE (7180)
Cambridge IGCSE (0544)
Edexcel GCSE (1FA0)
Arabic is compulsory for all GCC passport holders. For certification purposes, some countries may require First Language IGCSE completion. Parents should check with their local Ministry before confirming which Arabic course to take.
Computer Science
Drama
Economics
French
Geography
History
ICT
Edexcel IGCSE (4BS1)
Edexcel GCSE (1CP2)
Cambridge IGCSE (0994)
Cambridge IGCSE (0987)
Edexcel IGCSE (4FR1)
Cambridge IGCSE (0976)
Cambridge IGCSE (0977)
Cambridge IGCSE (0983)
Fine Art endorsement
Practical performance makes up 60% of the course
Edexcel GCSE (1PE0)
Edexcel IGCSE (4SP1)
Psychology
Edexcel GCSE (1PS0)
Edexcel BTEC International
Level 2 Certificate
Edexcel BTEC International
Level 2 Certificate
The answer to this question is very personal, but some general guidelines may help you:
Try to choose subjects that interest you and that you have been good at;
Remember that you can take a blend of GCSEs and BTECs if you wish;
Discuss your choices with lots of people, but remember that this is your education and you should be the primary decision maker;
If you do not like the examination experience, consider BTECs as a viable option that will not prevent you from accessing a great course at a great university; Above all else, talk with your tutor, your Head of Year and if necessary, the bth form team. They are the professionals in the field, and not only do they know best, they genuinely have your best interests at heart too.
If you want to enjoy your time at the BSB, you need to do a lot more than simply study for your academic subjects. Our Year 10 and 11 students throw themselves into many fantastic extracurricular and social opportunities, from sporting to creative, charitable to musical, and everything else in between. Our expectation is that you will contribute to the school community, acting as a role model to younger students and contributing to the success of the school. We will provide opportunities for you to get involved, and encourage you to do so.
You are at the beginning of a five month process to choose your GCSE and BTEC subjects. The first stage is to continue your studies, work hard, and do as well as you possibly can in all of your subjects.
The options process begins with you starting to investigate the range of subjects on offer here at BSB. In Year 10 we offer sixteen optional courses of which you will take 3. The first thing is therefore to investigate all the courses to decide if they are right for you.
You will be asked to make a decision about the blend of subjects you wish to take. This will take place in March. Please note that we will not be able to satisfy everyone with the option blocks, and re- member that subjects that do not make the minimum number of students may not run. We will inform you if we feel that one or more of the subjects you have chosen may not run in August.
Read a wide range of texts fluently and with good understanding
Read critically and use knowledge gained from wide reading to inform and improve their own writing.
Write effectively and coherently using Standard English appropriately and improve their own writing.
Use grammar correctly, punctuate and spell accurately.
Acquire and apply a wide vocabulary alongside knowledge and understanding of grammatical termino.logy, and linguistic conventions for reading, writing and spoken language.
Develop skills to analyse how writers use linguistic and structural devices to achieve their effects.
Explore links and connections between writers’ ideas and perspectives.
Develop transactional writing skills for a variety of purposes and audiences.
Use spelling, punctuation and grammar accurately.
Develop imaginative writing skills to engage the reader.
Compulsory subject
Click here to view the course syllabus
Component
Component name
Assessment method
Non-fiction Texts and Transactional Writing
Examination
Weighting %
Duration of exam 1 2
Poetry and Prose Texts and Imaginative Writing
Coursework - 2 Pieces (Poetry and Prose - Reading) & (Imaginative Writing)
40 % (20 % Reading & 20 % Writing)
60% 2h 15m-
Engage with and develop the ability to read, unders to a wide range of literary texts from around the world.
To develop an appreciation of the ways in which wri literary effects.
To develop the skills needed for literary study.
To explore, through literature, the cultures of their own and other societies.
To find enjoyment in reading literature and understand its influence on individuals and societies.
Develop skills to analyse unseen poetry.
Develop skills to analyse how language, form, struc contextual factors can be used to create meanings and effects.
Develop skills to maintain a critical style and inf response. Develop comparison skills
The Pearson Edexcel International GCSE in Mathematics (Specification A) requires students to demonstrate application and understanding of the following:
Number
Use numerical skills in a purely mathematical way and in real-life situations.
Algebra
Use letters as equivalent to numbers and as variables.
Understand the distinction between expressions, equations and formulae.
Use algebra to set up and solve problems.
Demonstrate manipulative skills.
Construct and use graphs.
Statistics
Understand basic ideas of statistical averages.
Use a range of statistical techniques.
Use basic ideas of probability.
UnUse properties of angles.
Derstand a range of transformations.
Work within the metric system.
Understand ideas of space and shape.
Use ruler, compasses and protractor appropriately.
Students should be able to demonstrate problem-solving skills by translating problems in mathematical or non-mathematical contexts into a process or a series of mathematical processes.
Students should be able to demonstrate mathematical reasoning skills by:
Making deductions and drawing conclusions from mathematical information.
Constructing chains of reasoning.
Presenting arguments and proofs.
Interpreting and communicating information accurately.
Students will be continuously stretched and challenged and some may be given the opportunity to take on an additional qualification within their maths lesson.
Although a compulsory subject, there are two different papers which students could be entered for, Higher or Foundation.
In a Higher paper the highest possible grade is a 9 and the lowest possible grade a student can score is a 4; a lower score than that would result in a U grade. In Foundation the lowest grade is a 1, and the highest is a grade 5. These papers are designed to allow for all students to access the mathematics curriculum and achieve success.
Students and parents will be contacted at the end of the Mock exams in Year 11 to discuss the best options moving forward for the upcoming final examinations.
Compulsory subject
Click here to view the course syllabus
The nature and variety of living organisms.
Structures and functions in living organisms.
Reproduction and inheritance.
Ecology and the environment.
Use of biological resources.
Acquire knowledge and understanding of biological facts, terminology, concepts, principles and practical techniques.
Learn about unifying patterns and themes in biology and use them in new and changing situations. The aims will enable students to apply the principles and concepts of biology, including those related to the applications of biology, to different contexts.
Appreciate the practical nature of biology, developing experimental and investigative skills based on correct and safe laboratory techniques.
Analyse, interpret and evaluate data and experimental methods, drawing conclusions that are consistent with evidence from experimental activities and suggesting possible improvements and further investigations.
This course prepares students for more advanced courses in biology and for other courses that require knowledge of biology. ï
Compulsory subject
Click here to view the course syllabus
Principles of chemistry
Inorganic chemistry
Physical chemistry
Organic chemistry
Acquire knowledge and understanding of chemical facts, terminology, concepts, principles and practical techniques.
Learn about unifying patterns and themes in chemistry and use them in new and changing situations and apply the principles and concepts of chemistry, including those related to the applications of chemistry, to different contexts.
Appreciate the practical nature of chemistry, developing experimental and investigative skills based on correct and safe laboratory techniques.
Analyse, interpret and evaluate data and experimental methods, drawing conclusions that are consistent with evidence from experimental activities and suggesting possible improvements and further investigations.
Prepare for more advanced courses in chemistry and for other courses that require knowledge of chemistry.
Compulsory subject Click here to view the course syllabus
Forces and Motion
Electricity Waves
Energy Resources and Transfers
Solids Liquids and Gases
Magnetism and Electromagnetism
Radioactivity and Particles
Astrophysics
SKILLS AND UNDERSTANDING
Acquire knowledge and understanding of physical facts, terminology, concepts, principles and practical techniques.
Learn about unifying patterns and themes in physics and use them in new and changing situations and apply the principles and concepts of physics, including those related to the applications of physics, to different contexts.
Appreciate the practical nature of physics, developing experimental and investigative skills based on correct and safe laboratory techniques.
Analyse, interpret and evaluate data and experimental methods, drawing conclusions that are consistent with evidence from experimental activities and suggesting possible improvements and further investigations.
Prepare for more advanced courses in physics and for other courses that require knowledge of physics. ï
Compulsory subject
Click here to view the course syllabus
Component Biology Paper 1
Assessment method
Weighting %
Duration of exam
Availability
First assessment Marks
Content summary
Chemistry Paper 1
Externally assessedExternally assessedExternally assessed
Assessment
ïThe nature and variety of living organism
ïStructures and functions in
ïliving organism
ïReproduction and inheritance
ïEcology and the environment
ïUse of biological resources
ïPrinciples of chemistry
ïInorganic chemistry
ïPhysical chemistry
ïOrganic chemistry
ïForces and motion
ïElectricity
ïWaves
ïEnergy resources & energy transfers
ïSolids, liquids and gases
ïMagnetism & electromagnetism
ïRadioactivity and particles
ïAstrophysics
A combination of different question styles, including multiple-choice questions, shirt answer questions, calculations and extended open- response questions.
Students should be able to demonstrate problem-solv translating problems in mathematical or non-mathematical contexts into a process or a series of mathematical processe
Arts in society
Change in culture & communities
Climate change, energy & resources
Environment, pollution & conservation Development, trade & aid
Conflict & peace Digital world
Education for all Employment
Globalisation Health & wellbeing
Values & beliefs
Water, food & agriculture
Law & criminality
Media & communication Migration & urbanisation Political power & action
Poverty & inequality Social identity & inclusion
Sport and recreation
Technology, industry & innovation
Transport, travel& tourism
Arabic is compulsory for students with a GCC passport. Some countries will require First Language studies for national requirments of graduation.
Reading
To demonstrate understanding of words within extended texts.
To scan for and extract specific information.
To identify main and subordinate topics, summarise, paraphrase, re-express.
To show some sense of how writers achieve their effects.
To recognise and respond to simple linguistic devices including figurative language.
Writing:
To express thoughts, feelings and opinions in order to interest, inform or convince the reader.
To show some sense of audience.
To demonstrate adequate control of vocabulary, syntax & grammar.
To exercise care over punctuation and spelling.
To write accurate simple sentences.
To attempt a variety of sentence structures.
To recognise the need for paragraphing.
To use appropriate vocabulary.
The topic areas are: ï
Everyday Activities
Personal and Social Life
The World Around Us
The World of Work
The International World
ï The syllabus content is organised 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 & communities.
Skills and understanding
The aims of the syllabus outline the educational purposes of a course in a foreign language for the Cambridge IGCSE examination. They are not listed in order of priority.
Entry requirements
Working at the expected skills levels by the end of Year 9
Click here to view the course syllabus
This is an engaging and inspirational course of study that will enable students to manipulate and use the target language to comunicate effectively, confidently, independently and creatively in authentic situations, so that they have a solid basis from which to progress to A Level or employment. Students will also develop awareness and understanding of the culture and identity of the countries and communities where the target language is spoken.
The topic areas are:
Home and abroad
Education and employment
Personal life and relationships
The world around us
Social activities, fitness and health
Students will develop their ability to communicate confidently and coherently with native speakers in speech and writing, conveying what they want to say with increasing accuracy; deepen their knowledge about how language works and enrich their vocabulary in order for them to increase their independent use and understanding of extended language in a wide range of contexts; acquire new knowledge, skills and ways of Entry requirements
Listening Component name
Reading and Writing
This is an engaging and inspirational course of study that will enable students to manipulate and use the target language to comunicate effectively, confidently, independently and creatively in authentic situations, so that they have a solid basis from which to progress to A Level or employment. Students will also develop awareness and understanding of the culture and identity of the countries and communities where the target language is spoken.
The topic areas are:
Home and abroad
Education and employment
Personal life and relationships
The world around us
Social activities, fitness and health
Students will develop their ability to communicate confidently and coherently with native speakers in speech and writing, conveying what they want to say with increasing accuracy; deepen their knowledge about how language works and enrich their vocabulary in order for them to increase their independent use and understanding of extended language in a wide range of contexts; acquire new knowledge, skills and ways of thinking through the ability to understand and respond to a rich range of authentic spoken and written material, adapted and abridged, as appropriate, including literary texts.
Entry requirements
Working at the expected skills levels by the end of Year 9
Click here to view the course syllabus
Component name
Assessment method
Weighting %
Duration of exam
Listening
Did you know there are reasons why shopping malls are located where they are? Ever wondered about how Bahrain’s coastline is protected from the effects of climate change? What about how we protect and develop water resources for the future? These are some of the aspects we consider in iGCSE Geography!
Students of Geography will develop a ësense of placeí through looking at the world around them on a local, regional and global scale. Students will examine a range of natural and man-made environments, and study the processes which affected their development. They will also look at the ways in which people interact with their environment, and the opportunities and challenges an environment can present, thereby gaining a deeper insight into the different communities and cultures that exist around the world.
Geographical themes including:
ïHuman geography
ï Physical geography
ïEconomic geography
Geographical skills including:
Use and analysis of topographic maps
Interpretation and analysis of visual and written sources
Application of knowledge of geographical themes
Fieldwork skills ñ the practical application and investigation of Geographical concepts
Entry requirements
Working at the expected skills levels by the end of Year 9
IGCSEHistory students will learn abouttwentiethcentury international relations from the peace treaties which concluded World War One through to the beginning of World War Two, and how thesetwokey world events werelinked. From 1945, the end of World War Two, we examine the causes and effects of the Cold War.
Students will also study the rise of Hitler as the depth study; how did he come to prominence, why did people vote for him, how were people affected by Hitler’s actions? These are all questions we seek to answer in iGCSE History.
Understanding
IGCSEHistory students will learn abouttwentiethcentury international relations from the peace treaties which concluded World War One through to the beginning of World War Two, and how thesetwokey world events werelinked. From 1945, the end of World War Two, we examine the causes and effects of the Cold War.
Students will also study the rise of Hitler as the depth study; how did he come to prominence, why did people vote for him, how were people affected by Hitler’s actions? These are all questions we seek to answer in iGCSE History.
Skills
IGCSEHistory students will learn abouttwentiethcentury international relations from the peace treaties which concluded World War One through to the beginning of World War Two, and how thesetwokey world events werelinked. From 1945, the end of World War Two, we examine the causes and effects of the Cold War.
Entry requirements
Working at the expected skills levels by the end of Year 9
Click here to view the course syllabus
Component
Topics
Assessment method
Duration of exam 1 2
Weighting %
Development , Memory, Psychological problems, The brain & neuropsychology Social Influence
Written Examination
55% 98 marks 1 hr 45 mins
Research methods Language Criminal Psychology
Written Examination
45% 79 marks 1 hour 20 mins
The content studied in IGCSE will help prepare your child for further studies in a Business pathway (A-level or BTEC). By developing key investigative skills and building balanced judgements/arguments students can enhance their educational development, potentially, leading into other course such as
Investigating a small business Investigating a larger business
External exam (online)
1h 30m ( 80 marks)
Both papers will draw from all content studied over the two years.
Paper 1 ñ will focus on small businesses.
External exam (online)
50%
1h 30m (80 marks)
Both papers will draw from all content studied over the two years.
Paper 2 ñ will focus on larger multinational and global businesses
Paper 1 - Christianity and Buddhism
ï The basic economic problem
ï The allocation of resources
ï The individual as producer, consumer and borrower
• The private firm as producer and employer
ï The role of the Government in economy
ï Economic indicators
ï Developed and developing economies
ï International economic
Practical Relevance: Gain insights into the real-world economic principles
Analytical Skills: Develop critical thinking and analytical abilities
Global Perspective: Understand international economic issues
Career Opportunities: Open doors to diverse career paths in finance, business and policymaking.
Personal Finance: Learn essential skills for managing money and making sound financial
Entry requirements
Working at the expected skills levels in English and mathematics by the end of Year 9
Click here to view the course syllabus
Types and Components of Computer Systems
Input and Output Devices
Storage Devices and Media
Networks and Their Effects
Effects of Using ICT
ICT Applications
The Systems Life Cycle
Safety and Security
Audience Analysis and Communication
File Management
Efficient and responsible use of ICT tools. Understandin development.
P communication skills.
Spreadsheets
Web Authoring
Word Processing, multimedia presentation and graphi
The aims and objectives of this qualification are to enable students to:
What algorithms are; what they are used for and how they work; ability to interpret, amend and create algorithms.
The requirements for writing program code.
Binary representation, data representation, data st compression, encryption and databases.
Components of computer systems, ability to construc produce logic statements and read and pseudo-code.
Computer networks, the internet and the world wide
Emerging trends in computing technologies, the impa computing on individuals, society and the environme ethical, legal and ownership issues.
Entry requirements
Working at the expected skills levels in computing, mathematics and science by the end of Year 9
Click here to view the course syllabus
Develop knowledge and understanding of the fundamental principles and concepts of computer science.
Develop and apply computational thinking skills to analyse problems and design solutions across a range of contexts.
Gain practical experience of designing, writing, and testing computer programs that accomplish specific goals.
Develop the ability to reason, explain and evaluate computing solutions.
Develop awareness of current and emerging trends in computing technologies.
Develop awareness of the impact of computing on individuals, society and the environment, including ethical, legal and ownership issues.
Communicate computer science concepts and explain computational solutions clearly and concisely using appropriate terminology.
- 1CP2/01
of Computational Thinking - 1CP2/02
ï
This Qualification is design to support learners who want an introduction to the IT sector though applied learning. This is equivalent to one International GCSE.
Students will need to complete two units: Unit one is Mandatory and any one of the option units:
Unit 1 - Using IT to Support Information and Communication in Orginisations: This unit focuses on exploring how IT meets the needs of organisations, the students will also plan an information campaign for an identified organisation and produce an information campaign for an identified organisation.
One of these option units:
ï Unit 7 ñ Introduction to Website Development: focuses on investigate the features and uses of websites.
ï Unit 8 - Introduction to App Development: focuses on Development of Mobile Apps
ï Unit 9 - Introduction to Games Design: focuses on investigate the features Games design
Students will develop an appreciation of the creative process through practical responses, using a variety of two-dimensional and three-dimensional media, materials, techniques and processes. Students will explore critically how artists, craftspeople and designers from diverse cultures, times and societies have arrived at solutions
Non-examined assessment. Internally marked. Externally Moderated. Examined assessment. Internally marked. Externally Moderated.
ï
IGCSE Drama provides opportunities to develop pract performance, both as an individual and within a gro understand the artistic choices made by actors, dir presenting performances for an audience. They will theatrical styles and genres. Students will explore how to develop their own ideas in creating original drama.
The elements of practical drama.
How to work with extracts from published plays as an actor, director and designer.
How to devise, develop and structure their own original dramatic material from stimuli such as short titles, poems, pictures, songs, historical events and stories.
Performance Skills:
ï Solo performing
ï Ensemble performing
Composition Skills:
ï Developing musical ideas
ï Compositional techniques and strategies
ï Release your composition using technology
Appraising:
Listening to and analysing music in a variety of styles & contexts
ï Jazz and Blues
ï Western Classical music
ï Music from around the world
Entry requirements
Although students need to be performing at grade 3, they do not need to have ëpassedí this traditonal performance exam. Students should discuss their suitability with their music teacher who may be able to suggest alternative pathways for performance.
Click here to view the course syllabus
Assessment method
Weighting %
Duration of exam
PerformingComposingAppraising
Non-examined assessment. Internally marked. Externally Moderated. Non-examined assessment. Internally marked. Externally Moderated.
The students will study a variety of topics as outl
Health, fitness and well-being (physical, social and emotional benefits of sport and what is a balanced diet)
Applied anatomy and physiology (bones and muscles o and the effects that exercise has on the body)
Sports Psychology (classification of skills, the use of goal setting and mental preparation for sport)
Physical Training and data (components of fitness, how to optimise training to prevent injury, effective use of warm up)
Socio-cultural differences in sport (engagement patterns of different social groups and the commercialisation of sport)
Movement Analysis (Lever systems, planes and axes of motion)
Students will be practically assessed in three sports. (1 team, 1 individual and 1 team/individual sport). It is therefore crucial that students are able to compete at a high level in at least 3 sports in order to score highly in the practical performance section of the course.
Entry requirements
Working at the expected skills levels in physical education and science by the end of Year 9. Students should have a very keen interest in a variety of sports and represent the school and/or local teams in competitive sport due to the practical assessment of the course. Click here to view the course syllabus
Students will complete two units which are:
Students gain an understanding of the requirements of fitness testing and training, learn how to conduct a range of fitness tests for different components of fitness safely. Students will complete a variety of fitness tests and relate their findings to a player of the same age.
Students will consider how personal training programmes can be used to improve personal health and fitness. Students will design, create and review their own fitness training programme.
Students will study the rules, regulations, skills, techniques and tactics through participation and application of these in a team or an individual sport. Students will focus on one team sport and one individual sport, analysing the key requirements needed to be.
The Pearson BTEC International Level 2 Award in Sport has been developed in the sport and active leisure sector to:
ïGivefull-timelearnerstheopportunitytoenteremploymentinthesportand active leisure sector or to progress to Level 3 vocational qualifications.
ïProvideeducationandtrainingforsport,leisureandrecreation.
ïGivelearnerstheopportunitytodeveloparangeofskillsandtechniques,personal skillsandattributesessentialforsuccessfulperformanceinworkinglife.
Students should demonstrate a good attitude towards learning throughout Year 9
Click here to view the course syllabus