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GCSE PROSPECTUS

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INDEX

GCSE Prospectus 3

Arabic (First Language) 8

Arabic (Foreign language) 10

English Language 12

English Literature 13

English (Second Language) 14

Mathematics 15

Biology 17

Chemistry 18

Physics 19

Art 20

Business 21

BTEC Sport 23

Computer Science 24

Drama and Theatre 26

Economics 27

French 29

Geography 30

History 31

ICT 32

Music 34

Physical Education 36

Psychology 38

Spanish 39

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GCSE PROSPECTUS

This prospectus provides information that will help you understand why studying GCSEs and/or BTECs at the British School of Bahrain is the best choice for you, and guide you in making some important subject choices for the two years ahead of you. The two years ahead of you are crucial steps in your journey towards Sixth Form, university, and beyond, and making intelligent, informed decisions is essential. If you have any questions that cannot be answered by this prospectus, then we will be very happy to answer them personally.

THE BRITISH SCHOOL OF BAHRAIN

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 over 70 nationalities represented in the student body, we are a truly international school focused on delivering an outstanding British curriculum. In our last inspection conducted by the Bahrain Quality Assurance Authority, the BSB yet again received a rating of ‘Outstanding’, the highest award possible.

“An outstanding school where students come first.”

Our vision is:

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IN YEARS 10 AND 11 AT THE BSB, YOU WILL: • Be welcomed into our supportive, vibrant community by your peers and our Heads of Year;• Pursue a programme of study that consists of a blend of core (compulsory) and optional subjects, delivered by an experienced and responsive

staff;• Choose from a wide range of subjects, while also having the opportunity to engage in a variety of extra-curricular activities;• Develop a range of skills essential for life in the twenty-first century, particularly time management, teamwork and leadership skills;

CURRICULUM CHOICES:You will need to choose which courses you wish to study. You can use the information in this booklet; consider your interests and strengths; take into account the advice of your teachers; and discuss your preferred courses with your family and friends. It is important that, as an individual, you also carry out independent research into Sixth Form, university and employment, because choices you make this year may determine what you can and cannot study later in life. The choices you make impact on your future, so it is vital that you play the leading role in planning them; but of course, the BSB will provide you with a great deal of advice and assistance. Please note that many of our courses require you to reach a certain level of knowledge and skills in Year 9: this is to ensure that you do not enrol on a GCSE course and later regret it, as you find it difficult to cope with its demands. Ultimately, the final decision as to whether you can enrol on a course rests with the school, and our judgment is based on vast experience with hundreds of students. Please also note that there is a minimum number of students require for a course to run.

All students take English, Mathematics, and Triple Award Science (what we call ‘Core’ subjects). On top of this, students can choose three optional subjects from a wide range of options. The options at the BSB allow students to follow paths that interest them, while still maintaining a decent breadth of subjects. Most BSB students will obtain eight or nine GCSEs or equivalent, though seven or more is normally what universities will look for (of course, A-levels or equivalent are more important for determining acceptance onto a university degree course).

TEACHING AND LEARNING AT GCSE LEVELGCSEs 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. If you expect the teachers to tell you all of the answers, you will be disappointed!

That said, our experienced staff body have immense experience 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 you to the high standards that we, the school, have of them. One thing we are very proud of is the excellent relationship that our students and staff have throughout these important two years.

YEARS 10 AND 11 AT THE BSB

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PASTORAL CAREThe 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.

PROGRESS REVIEWS AND INTERVENTIONEvery BSB student regularly reviews their progress with subject teachers, and after the cycle tests will have dedicated time for reflection on their work, and improvement of it. The Head of Year oversees this process, being kept aware of any academic issues that arise and putting in place relevant, effective intervention for students who need a little more support. In most cases, however, students respond to feedback, develop their subject knowledge and understanding of the exams they will face, and improve throughout the one or two year courses they take. Grade cards and narrative reports ensure that you and your parents can see your progress, and your parents will also have opportunities to speak face to face with your teachers at parent evenings. However, our door is always open to you and your family should you wish to speak about a particular concern; simply contact the Head of Year in the first instance to arrange a meeting.

GCSE ENTRY REQUIREMENTSAll students take the Core subjects (English, Maths and Triple Award Science) and so there are no entry requirements. However, based on your results in Year 9, or the results of your entrance test, you will be placed into a ‘Set’ - a class with students of similar ability - so that the teacher can design a challenging programme of study for you. In other subjects, there are often entry requirements because history has taught us that taking students onto GCSE courses, when they did not have the required knowledge and skills, has been problematic. You will find these entry requirements in this booklet. If you are entering Year 10 from a different school, we will help you select the right subjects based on information that your current school will provide us.

WHAT ARE GCSE AND (I)GCSE COURSES?

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.

GCSES, (I)GCSES AND BTECS

YEARS 10 AND 11 AT THE BSB

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WHAT ARE BTEC COURSES?The Business and Technology Education Council was created in 1984, and offers further education qualifications at a number of levels. They are different to A-Levels 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. The BSB offers qualifications at Levels 2 and 3; in the Sixth Form, Level 3 qualifications are on offer. In January 2018, over one-quarter of university students in the UK had taken one or more BTEC qualifications. BTEC courses may be offered at Subsidiary Level, where they are equivalent to one A-Level; at Diploma Level, where they involve more depth and breadth of work, and are equivalent to two A-Levels; and Extended Level, where they are equivalent to three A-Levels.

Many UK university accepts students with BTEC Level 3 qualifications, depending on the course they wish to take, and the qualification is also recognised by a growing number of international higher education institutions. The BSB has had extraordinary success helping BTEC-pathway students gain access to excellent degree courses at universities such as the Universities of Essex and Kent in the UK, Bahrain Polytechnic, and the University of Manitoba in Canada.

SO WHICH OPTIONS SHOULD I TAKE?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 teachers, your Head of Year and if necessary, the university counsellor. They are the professionals in the field, and

not only do they know best, they genuinely have your best interests at heart too.

GCSES, (I)GCSES AND BTECS

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MAKING THE MOST OF YOUR TIME AT THE BSB IIf 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.

WHAT HAPPENS BETWEEN NOW AND AUGUST NEXT YEAR?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. In December the school holds an option evening for students and parents, during which we answer additional questions about the courses and explain the options process for the rest of the year. In January we will hold a Year 9 ‘GCSE week’ where you will get to experience real GCSE and BTEC lessons and start thinking about whether the subject could be for you. Soon after, there will be an parents evening where you and your parents can find out more about the courses. In February you will be required to state your preferred GCSE and BTEC subjects; this information will help the school to staff each subject with qualified teachers, and create suitable option blocks, but your choice will not be considered a binding decision.

Once the school has created suitable option blocks, 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 remember 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.

A FINAL WORD

WHO SHOULD I CONTACT IF I HAVE FURTHER QUESTIONS?

Head of Year 9: Ms Naomi Gay gayn@thebsbh.com

University Counsellor: Ms Sally Milnes milness@thebsbh.com

Assistant Head teacher for Upper School: Mr Daniel McHugh mchughd@thebsbh.com

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Arabic (First Language)Exam board: CambridgeSyllabus code: 7184Entry requirements: ‘Working at’ the expected skills levels by the end of Year 9.

WHAT WILL STUDENTS LEARN?1: Reading: demonstrate understanding of words within extended texts.• Scan for and extract specific information.• Identify main and subordinate topics, summarise, paraphrase, re-express• Show some sense of how writers achieve their effects.• Recognise and respond to simple linguistic devices including figurative language.2: Writing:express thoughts, feelings and opinions in order to interest, inform or convince the reader.• Show some sense of audience.• Demonstrate adequate control of vocabulary, syntax and grammar.• Exercise care over punctuation and spelling.• Write accurate simple sentences.• Attempt a variety of sentence structures.• Recognise the need for paragraphing.• Use appropriate vocabulary.

SKILLS AND UNDERSTANDING1- Reading: Students are assessed on their ability to: A/ understand and collate explicit meanings B /understand, explain and collate implicit meanings and attitudes C/ select, analyse and evaluate what is relevant to specific purposes D/ understand how writers achieve effects.2 - Writing: Students are assessed on their ability to: A/ articulate experience and express what is thought, felt and imagined B/ order and present facts, ideas and opinions C/ understand and use a range of appropriate vocabulary D/ use language and register appropriate to audience and context E/ make accurate and effective use of paragraphs, grammatical structures, sentences, punctuation and spelling.

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COMPONENT 1 2

Component name Paper 1 - Reading Paper 2 - Writing

Assessment method Exam Exam

Weighting % 50 50

Duration of exam 2h 2h

Arabic (First Language)

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Arabic (Foreign Language)Exam board: CambridgeSyllabus code: 0544Entry requirements: No entry criteria

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a

WHAT WILL STUDENTS LEARN?The syllabus content is organised around five broad Topic areas which provide contexts for the acquisitionof vocabulary and the study of grammar and structures. Through the study of these Topic areas, candidatesgain 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.

SKILLS AND UNDERSTANDINGThe 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.This syllabus aims to:

• develop the ability to communicate effectively using the target language• offer insights into the culture and civilisation of countries where the language is spoken• encourage fuller integration into the local community, where relevant• develop awareness of the nature of language and language learning• encourage positive attitudes towards speakers of other languages and a sympathetic approach to other cultures and civilisations• provide enjoyment and intellectual stimulation• develop transferable skills (e.g. analysis, memorising, drawing of inferences) to complement other areas of the curriculum• form a sound base of the skills, language and attitudes required for progression to work or further study, either in the target language or

another subject area.

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Arabic (Foreign Language)2

a

COMPONENT 1 2 3

Component name

Paper 2 Reading Candidates read a number of texts and answer questions

testingcomprehension.

Paper 3 Speaking* Candidates complete two role plays,

a topic presentation/conversation and a

general conversation.Internally assessed/externally

moderated

Paper 4 Writing Candidates respond in the target

language to three tasks.

Assessment method Exam Exam Exam

Weighting % 33 33 33

Duration of exam 1h 15 min 1h

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English LanguageExam board: EdexcelSyllabus code: 4EA1Entry requirements: Core

WHAT WILL STUDENTS LEARN?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• Use grammar correctly, punctuate and spell accurately.• Acquire and apply a wide vocabulary alongside knowledge and understanding of grammatical terminology, and linguistic conventions for

reading, writing and spoken language.

SKILLS AND UNDERSTANDINGDevelop 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.

COMPONENT 1 2

Component nameComponent 1 -

Non - fiction Texts andTransactional Writing

Component 3 -Poetry and Prose Texts and

Imaginative Writing

Assessment method ExamCoursework - 2 pieces (Poetry and

Prose - Reading) & (Imaginative Writing)

Weighting % 40 40(20 Reading & 20 Writing)

Duration of exam 2h 15m

e

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English LiteratureExam board: EdexcelSyllabus code: 4ET1Entry requirements: Core

WHAT WILL STUDENTS LEARN?• engage with and develop the ability to read, understand and respond to a wide range of literary texts from around the world • to develop an appreciation of the ways in which writers achieve their 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.SKILLS AND UNDERSTANDINGDevelop 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

SKILLS AND UNDERSTANDINGDevelop skills to analyse unseen poetry.Develop skills to analyse how language, form, structure and contextual factors can be used to create meanings and effects. Develop skills to maintain a critical style and informed personal response. Develop comparison skills..

COMPONENT 1 2

Component name Component 1 - Poetryand Modern Prose

Component 3 - Modern Dramaand Literary Heritage Texts

Assessment method ExamCoursework - 2 pieces (Modern Drama and a Literary Heritage

Text)

Weighting % 60 40 (20 Modern Drama & 20 Heritage Text)

Duration of exam 2h

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English as a Second LanguageExam board: EdexcelSyllabus code: 4ES1Entry requirements: Core

WHAT WILL STUDENTS LEARN?

READING AND WRITING SKILLSReading Passages will be taken from a variety of sources, including fiction, and may include factual information, explanation, opinions and biographical writing. Part 1 – Skimming and scanning skills.Part 2 – Read for both gist and detail. Part 3 – Read for both gist and detail, follow a line of argument or discussion, and identify attitudes and opinions in the text. Part 6 – Read for details to be included in the summary writing (see Writing section below).

WRITINGPart 4 – Short piece of writing in response to a given situation. The writing can take the form of a letter, email or postcard and students may have to both provide information and ask for required information. Part 5 – Factual piece of writing based on own knowledge and interests. The writing can take the form of a report or article. Part 6 – Respond to one or two short texts, approximately 500 words in total, and produce a summary for a given purpose and reader.

LISTENING SKILLSPart 1 – Listening to short extracts; identifying the item, place or event being described. Part 2 – Listening for detailed information. Part 3 – Following a discussion or argument; identifying attitude and opinions of speakers; following instructions. Part 4 – Listening to a complex argument or discussion; understanding the overall message; identifying attitudes and opinion..

COMPONENT 1 2

Component name Component 1 - Reading and Writing Component 2 - Listening

Assessment method Exam Exam

Weighting % 66.6 33.3

Duration of exam 2h 50m

e2

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MathematicsExam board: EdexcelSyllabus code: 4MA1Entry requirements: Core

WHAT WILL STUDENTS LEARN?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. Geometry• Use properties of angles.• Understand a range of transformations.• Work within the metric system.• Understand ideas of space and shape.• Use ruler, compasses and protractor appropriately.

STATISTICS• Understand basic ideas of statistical averages.• Use a range of statistical techniques.• Use basic ideas of probability.

SKILLS AND UNDERSTANDINGStudents 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.

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Mathematics

COMPONENT 1 2

Component name Paper 1 Paper 2

Assessment method Examination Examination

Weighting % 50 50

Duration of exam 2h 2h

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Biology (Core subject)

Exam board: EdexcelSyllabus code: 4BI1Entry requirements: All students take Triple Science and actually begin some of their course in Year 9. Students who struggle with the workload of Triple Science may be able to reduce their workload to the equivalent of two GCSE grades, in Year 11.

WHAT WILL STUDENTS LEARN?1. The nature and variety of living organisms2. Structures and functions in living organisms3. Reproduction and inheritance4. Ecology and the environment5. Use of biological resources

SKILLS AND UNDERSTANDING• 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.

COMPONENT 1 2

Component name Paper 1 Paper 2

Assessment method Exam Exam

Weighting % 61.1 38.9

Duration of exam 2h 1h 15m

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ChemistryExam board: EdexcelSyllabus code: 4CH1Entry requirements: All students take Triple Science and actually begin some of their course in Year 9. Students who struggle with the workload of Triple Science may be able to reduce their workload to the equivalent of two GCSE grades, in Year 11.

WHAT WILL STUDENTS LEARN?Students will learn about the following topics:Unit 1- Principles of chemistry; Inorganic chemistryUnit 2 - Physical chemistry; Organic chemistry

SKILLS AND UNDERSTANDING• 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.

COMPONENT 1 2

Component name Chemistry Paper 1 Chemistry Paper 2

Assessment method Exam Exam

Weighting % 61.1 38.9

Duration of exam 2h 1h 15m

(Core subject)

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PhysicsExam board: EdexcelSyllabus code: 4PH1Entry requirements: All students take Triple Science and actually begin some of their course in Year 9. Students who struggle with the workload of Triple Science may be able to reduce their workload to the equivalent of two GCSE grades, in Year 11.

WHAT WILL STUDENTS LEARN?

Forces and Motion, Electricity, Waves, Energy Resources and Transfers, Solids Liquids and Gases, Magnetism and Electromagnetism, Radioactivity and Particles, Astrophysics.

SKILLS AND UNDERSTANDINGCritical thinking; problem solving; analysis: reasoning; interpretation, decision making.

COMPONENT 1 2

Component name Physics Paper 1 Physics Paper 2

Assessment method Examination Examination

Weighting % 61.10 38.90

Duration of exam 2h 1h 15m

(Core subject)

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ArtExam board: EdexcelSyllabus code: 1FA0Entry requirements: Working at’ the expected skills levels by the end of Year 9.

COMPONENT 1 2

Component name COMPONENT 1 COMPONENT 2

Assessment method Exam Exam

Weighting % 60 40

Duration of exam N/A 10h

WHAT WILL STUDENTS LEARN?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 and communicate meaning through formal elements. Students should use this knowledge to develop new ideas, recording observations and creating outcomes which fully realise their personal intentions. Students will base their work around the four main learning objectives, Contextual Studies, development and experimenting, recording observations and final outcomes.

SKILLS AND UNDERSTANDINGStudents will develop a practical knowledge and understand of:• The use of formal elements and visually communicate through a variety of approaches.• The use of observational skills to record from sources and communicate ideas.• Characteristics of media and materials such as wet and dry, malleable and digital.• Properties of colour and light such as hue, tiny, saturation and tone.• The effects and creative potential of combining and manipulating different two-dimensional and three-dimensional materials and media.• The use of digital and/or non-digital applications.

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Business StudiesExam board: EdexcelSyllabus code: 1BS0Entry requirements: Students should have an average attitude to learning grade in all subjects of 2 or better during the course of Year 9.

WHAT WILL STUDENTS LEARN?

Theme 1 Investigating small businessTopic 1.1 Enterprise and entrepreneurshipTopic 1.2 Spotting a business opportunityTopic 1.3 Putting a business idea into practiceTopic 1.4 Making the business effectiveTopic 1.5 Understanding external influences on business

Theme 2 Building a businessTopic 2.1 Growing the businessTopic 2.2 Making marketing decisionsTopic 2.3 Making operational decisionsTopic 2.4 Making financial decisionsTopic 2.5 Making human resource decisions

SKILLS AND UNDERSTANDINGThe aims and objectives of this qualification are to enable students to:know and understand business concepts, business terminology, business objectives, the integrated nature of business activity and the impact of business on individuals and wider societyapply knowledge and understanding to contemporary business issues and to different types and sizes of businesses in local, national and global contexts develop as enterprising individuals with the ability to think commercially and creatively to demonstrate business acumen, and draw on evidence to make informed business decisions and solve business problems develop as effective and independent students, and as critical and reflective thinkers with enquiring minds use an enquiring, critical approach to make informed judgements investigate and analyse real business opportunities and issues to construct well-argued, well-evidenced, balanced and structured arguments, demonstrating their depth and breadth of understanding of business develop and apply.

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Business Studies

COMPONENT 1 2

Component name Paper 1:Investigating small business

Paper 2:Building a business

Assessment method Exam Exam

Weighting % 50 50

Duration of exam 1h 30m 1h 30m

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BTEC SportExam board: EdexcelSyllabus code: 500/6644/4Entry requirements: Students should have an average attitude to learning grade in PE of at least 2 during the course of Year 9. In addition to this, it is strongly advised that students take part or have a strong interest in sport outside of school for a club or team to be successful on this course.

WHAT WILL STUDENTS LEARN?Students will complete two units which are:

Unit 1 - Fitness testing and trainingThis unit focuses on fitness and lifestyle factors that affect sporting performance. The student will also assess their own fitness level in addition to exploring the psychological factors that influence sports training and performance

Unit 2 - Practical sportThis unit focuses on practical demonstrations of skills, techniques and tactics in sport in addition to being able to describe and explain the rules and regulations of different sports. Students will also analyse the importance of officials in addition to producing a scouting report to analyse a sporting performance of their choice

SKILLS AND UNDERSTANDINGThe Pearson BTEC International Level 2 Certificate, Extended Certificate and Diploma qualifications in Sport have been developed in the sport and active leisure sector to:

• give full-time learners the opportunity to enter employment in the sport and active leisure sector or to progress to Level 3 vocational qualifications

• provide education and training for sport, leisure and recreation employees • give opportunities for sport, leisure and recreation employees to achieve a Level 2 vocationally specific qualification • give learners the opportunity to develop a range of skills and techniques, personal skills and attributes essential for successful performance in

working life.

COMPONENT 1 2

Component name Unit 1 - Fitness Testing and Training Unit 2 - Practical Sport

Assessment method Coursework Coursework

Weighting % 50 50

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Computer ScienceExam board: EdexcelSyllabus code: 1CP1Entry requirements: Working at’ the expected skills levels by the end of Year 9.

WHAT WILL STUDENTS LEARN?• 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 storage and compression, encryption and databases.• Components of computer systems, ability to construct truth tables, produce logic statements and read and pseudo-code.• Computer networks, the internet and the world wide web.• Emerging trends in computing technologies, the impact of computing on individuals, society and the environment, including ethical, legal and

ownership issues.

SKILLS AND UNDERSTANDINGThis qualification allows students too:• 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.

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Computer Science

COMPONENT 1 2

Component name Component 1: Principles ofComputer Systems

Component 2: Application ofComputational Thinking.

Assessment method Exam Exam

Weighting % 50 50

Duration of exam 1h 40m 2h

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DramaExam board: CambridgeSyllabus code: 0994Entry requirements: No reqirement entry, although ‘Working at’ in English would be an advantage.

WHAT WILL STUDENTS LEARN?Cambridge IGCSE Drama is accepted by universities and employers as proof of knowledge andunderstanding of both the theory and practical application of drama.Through practical and theoretical study, the Cambridge IGCSE Drama syllabus encourages students to understand and enjoy drama by:

• developing their performance skills, both individually and in groups• understanding the role of actor, director and designer in creating a piece of theatre• considering ways in which ideas and feelings can be communicated to an audience• discovering the performance possibilities of plays and other dramatic stimuli• devising dramatic material of their own.

SKILLS AND UNDERSTANDINGEnable candidates to understand the role of actor, director and designer in creating a piece of theatre; develop candidates’ acting skills, both individually and in groups; enable candidates to develop their skills in devising original drama; help candidates communicate feelings and ideas to an audience; foster understanding of the performance process and enable candidates to evaluate the various stages of that process; encourage enjoyment of drama.

COMPONENT 1 2

Component name

Component 1:Section A (30 marks)Section B (25 marks)Section C (25 marks)

Component 2:Practical work

One individual pieceTwo group pieces

Assessment method Written exam Coursework

Weighting % 40 60

Duration of exam 2h 30m 35m

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EconomicsExam board: CambridgeSyllabus code: 0987Entry requirements: Students must have an ATL average of at least 2.5. Students should also be working at or above Y9 in maths.

WHAT WILL STUDENTS LEARN?1. Basic economic problem2. The allocation of resources3. The individual as producer, consumer and borrower4. The private firm as producer and employer 5. Role of the Government in economy 6. Economic indicators 7. Developed and developing economies8. International economics

SKILLS AND UNDERSTANDINGThe aims are to:• Develop knowledge and understanding of economic terminology, principles and theories.• Develop basic economic numeracy and literacy and their ability to handle simple data including graphs and diagrams.• Develop ability to use the tools of economic analysis in particular situatiions.• Identify and discriminate between differing sources of information and how to distinguish between facts and value judgements in economic

issues.• Use economic skills (with reference to individuals, groups and organisations) to understand better the world in which they live.• Understand the economies of developed and developing nations and the relationships between them.

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Economics

COMPONENT 1 2

Component name Paper 1 - Multiple choice Paper 2 - Structured questions

Assessment method Exam Exam

Weighting % 30 70

Duration of exam 45m 2h 15m

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FrenchExam board: EdexcelSyllabus code: 1FR0Entry requirements: Working at’ the expected skills levels by the end of Year 9.

f

WHAT WILL STUDENTS LEARN?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 course will cover the following topics:• Identity and culture• Local area, holiday and travel• School• Future aspirations, study and work• International and global dimension.

SKILLS AND UNDERSTANDINGStudents 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.

COMPONENT 1 2 3 4

Component nameListening and

understanding in French

Speaking in FrenchReading and

understanding in French

Writing in French

Assessment method Exam Exam Exam Exam

Weighting % 25 25 25 25

Duration of exam 45m

Total 22 - 24 minutes:10 - 12 minutes plus 12

minutes preparation time

1h 1h 20m

30

GeographyExam board: CambridgeSyllabus code: 0976Entry requirements: Students should have an average attitude to learning grade in Humanities of 2 or better during the course of Year 9. The course includes a residential field work element which is important for coursework; Estimated additional cost 700BD

WHAT WILL STUDENTS LEARN?Geographical themes including Population, Settlement, Earthquakes and Volcanoes, Coastal Processes

SKILLS AND UNDERSTANDINGUnderstanding; Students will develop a ‘sense of place’ 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. Skills;Skills development includes the application, interpretation and analysis of geographical information, e.g. maps, diagrams, graphs, tables, photographs and pictorial material all linked to the understanding gained.

COMPONENT 1 2 3

Component name Geographical Themes Geographical Skills Coursework

Assessment method Exam Exam Coursework

Weighting % 45 28 27.5

Duration of exam 1h 45m 1h 30m

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HistoryExam board: CambridgeSyllabus code: 0977Entry requirements: Working at’ the expected skills levels by the end of Year 9.

WHAT WILL STUDENTS LEARN?Twentieth century international relations since 1919 (core content) and one depth study on South Africa 1940-1994.

SKILLS AND UNDERSTANDINGUnderstanding; Students need to have the ability to understand modern historical topics that will build upon and foster new historical perspectives; students will also need to understand how to use this knowledge to create a detailed answer which indicates their depth of understanding. Skills; students will need to develop source analysis skills for paper 2 including nature, origin and purpose. Students will need to make inferences, be detailed and reliable with note taking. Paper 1 and 4 require extended writing skills.

COMPONENT 1 2 3

Component name Paper 1 Paper 2 Coursework

Assessment method Exam Exam Exam

Weighting % 40 33 27

Duration of exam 2h 2h

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ICTExam board: EdexcelSyllabus code: 4IT1Entry requirements: No specific level but end of year attainment for Computing, English and Maths will be taken into consideration.

WHAT WILL STUDENTS LEARN?The aims and objectives of this qualification are to enable students to: • explore how digital technology impacts on the lives of individuals, organisations and society • learn about current and emerging digital technologies and the issues raised by their use in a range of contexts by individuals and organisations • develop awareness of the risks that are inherent in using ICT and the features of safe, secure and responsible practice • broaden and enhance their ICT skills and capability • work with a range of digital tools and techniques to produce effective ICT solutions in a range of contexts • learn how to reflect critically on their own and others’ use of ICT and how to adopt safe, secure and responsible practice.

Topics to be covered:• Digital Devices• Connectivity• Operating Online• Online Goods and Services

Students will also learn to use the following software effectively:• word processing• database management• spreadsheet• web authoring• presentation (multimedia)• graphics.

SKILLS AND UNDERSTANDINGStudents will: • gain knowledge and understanding of Information and Communication Technology • develop skills to apply knowledge and understanding to produce ICT-based solutions • develop skills of analysis and evaluation, making reasoned judgements and presenting conclusions.• develop skills in spreadsheets, word processing, presentation software and databases.

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ICT

COMPONENT 1 2

Component name Paper 1 Paper 2: Practical Paper

Assessment method Examination Examination

Weighting % 50 50

Duration of exam 1h 30m 3h

34

MusicExam board: EdexcelSyllabus code: 1MU0Entry requirements: All students willing to work towards a minimum grade 4 in one instrument by the time of the performance exam in March 2021 are welcome.

WHAT WILL STUDENTS LEARN?PERFORMANCE SKILLS• Solo performing• Ensemble performing• Approaches to performingCOMPOSITION SKILLS• Developing musical ideas• Compositional techniques and strategies• Ensuring technical control and coherence• Methods of notating composition scoresAPPRAISING• Musical elements, musical contexts and musical language• Areas of study:• Instrumental Music 1700–1820• Vocal Music• Music for Stage and Screen• Fusions

SKILLS AND UNDERSTANDINGThe aims and objectives of this qualification are to enable students to:

• develop performing skills individually and in groups to communicate musically with fluency and control of the resources used.• develop composing skills to organise musical ideas and make use of appropriate resources.• recognise links between the integrated activities of performing, composing and appraising and how this informs the development of music.• broaden musical experience and interests, develop imagination and foster creativity.• recognise contrasting genres, styles and traditions of music, and develop some awareness of musical chronology.

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COMPONENT 1 2 3

Component name Component 1: Performing

Component 2: Composing

Component 3: Appraising

Assessment method

Non-examined assessment.

Internally marked. Externally Moderated.

Non-examined assessment.

Internally marked. Externally Moderated.

Exam

Weighting % 30 30 40

Duration of exam N/A N/A 1h 45m

Music

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Physical EducationExam board: EdexcelSyllabus code: 1PE0Entry requirements: Students should have an average attitude to learning grade in PE of at least 2.5 during the course of Year 9. In addition to this, it is strongly advised that students take part in regular sport outside of school for a club or team to be successful on this course.

WHAT WILL STUDENTS LEARN?The students will study a variety of topics as outlined below: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 of the body 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 also play and be practically assessed in three sports of their choice (1 Team, 1 individual and 1 team/individual sport) in addition to completing a practical fitness unit regarding how they can improve their fitness over a period of time.

SKILLS AND UNDERSTANDINGInformation processing: This course prepares you for a career either in professional sport or the general world of work where you will need to condense information into an understandable way.

Practical applicaton: You will use a variety of methods to investigate each area of study such as analysising your own sporting performance using video and statistics. You will not just be learning about each topic in a classroom.

Statistical Analysis: You will interpret performance data to investigate the strengths and weaknesses of your own fitness performance

Knowledge and understanding: You will focus on and be able to explain key concepts precisely

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Physical Education

COMPONENT 1 2 3 4

Component name Fitness and Body Systems

Health and Performance Practical performance Personal Exercise

Programme

Assessment method Exam Exam Practical Coursework

Weighting % 32 25 37 6

Duration of exam 1h 45m 1h 15m N/A N/A

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PsychologyExam board: AQASyllabus code: 8182Entry requirements: Good score in EOY exam for both English and maths compulsury.

WHAT WILL STUDENTS LEARN?Memory and cognition• Memory• Perception• Development• Research Methods

Social Context and Behaviour • Social Influence • Language Thought and Communication• Brain and Neuropsychology• Psychological Problems

SKILLS AND UNDERSTANDING• Use specialist vocabulary, psychological concepts, terminology and convention to engage in the process of psychological enquiry.• Acquire knowledge and understanding of psychology, developing an understanding of self and others, and how psychological understanding

can help to explain everyday social phenomena.• Understand how psychological research is conducted, including the role of scientific method and data analysis.• Present information, develop arguments and draw conclusions through a critical approach to psychological evidence, developing as reflective

thinkers.• Develop an understanding of the relationship between psychology and personal, moral, social and cultural issues, and develop an

understanding of ethical issues in psychology.

COMPONENT 1 2

Component name Paper 1:Cognition and Behaviour

Paper 2:Social Context and Behaviour

Assessment method Written Examination Written Examination

Weighting % 50 50

Duration of exam 1h 45m 1h 45m

39

SpanishExam board: EdexcelSyllabus code: 1SP0Entry requirements: ‘Working at’ the expected skills levels by the end of Year 9.

WHAT WILL STUDENTS LEARN?

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 course will cover the following topics:

• Identity and culture• Local area, holiday and travel• School• Future aspirations, study and work• International and global dimension.

SKILLS AND UNDERSTANDINGStudents 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.

s

40

COMPONENT 1 2 3 4

Component nameListening and

understandingin Spanish

Speaking in SpanishReading and

understandingin Spanish

Writing in Spanish

Assessment method Exam Exam Exam Exam

Weighting % 25 25 25 25

Duration of exam 45m

Total 22-24 minutes:10-12 minutes

plus 12 minutes preparation time

1h 1h 20m

Spanish s

41

British School of Bahrain

BritishSchoolBahrain

Thebsbh

www.britishschoolbahrain.com

Admissions: +973 1761 0944

admissions@thebsbh.com

42

GCSEPROSPECTUS

The school wishes to thank the Sixth Form Media Committee for the photographs contained in this booklet: Suad Ismaeel (Head of Media Committee); Edward

Erhunmwunsee (Head of Media Committee); Lina Al Ammari; Yousif Al Radhi; Abdulla Kaiksow; Yayha Al Mozani; Zaid Haddad; Bianca Govind; Layan Tayim; Tess Jannah; Larisa D’silva; Yasmeen

Ahmed; Lulwa Al Abdulla; Golnar Zulfy; Tushar Java; and Ghazlan Qamber.