Sixth Form
Year 12 and 13
Prospectus and Options
1
Contents
WELCOME
3
STUDENT/STAFF COMMENTS
4
WHY CHOOSE QATAR INTERNATIONAL SCHOOL
5
CAREERS PROGRAMME
6
OPTIONS
7
PROCEDURE FOR CURRENT STUDENTS
8
PROCEDURE FOR EXTERNAL STUDENTS
9
CHOOSING YOUR OPTIONS
10
ACADEMIC SUBJECTS AS, A LEVEL AND INTERNATIONAL A LEVEL
11
Accounting AS/A Level
Applied ICT AS Level
Applied ICT A Level
Arabic AS
Arabic A Level
Art and Design AS Level
Art and Design A Level
Biology International AS Level
Biology International A Level
Business Studies AS/A Level
Chemistry International AS Level
Chemistry International A Level
Computer Science AS Level
Computer Science A Level
Design Technology AS Level
Design Technology A Level
Economics AS Level
Economics A Level
English Language AS/A Level
English Literature AS/A Level
French AS Level
French A Level
Geography AS Level
Geography A Level
History AS/A Level
Mathematics AS Level
Mathematics A Level
Physics International AS Level
Physics International A Level
12
13
14
15
16
17
18
20
21
22
23
24
25
27
28
30
31
32
33
34
35
36
37
38
39
41
42
44
45
2
WELCOME
In our Sixth form we offer students the opportunity to learn, in a friendly supportive
atmosphere and to succeed in an academically challenging environment. We have a proven
track record of achievement and our students are happy and successful.
We currently offer 17 AS and A Level courses and we believe there is something to suit
everyone. We have a firm grounding in the traditional A Level subjects, but are also keen to
meet the modern student's needs with courses such as ICT, Business, Technology and Art
and Design.
Qatar International School offers an extensive Extra Curricular programme including our
Flagship activities; MUN (Model United Nations), Charity Committee and the International
Award. Students can also become involved in sporting and house activities, student council or
apply to become a school prefect. We do emphasise to all students to ensure a balance with
their academic studies and any extra-curricular activities undertaken.
Our senior students at Qatar International School have a very important position in the school,
they are the role models for our younger students and thus we have high expectations of
them to lead by example.
The information here, we hope, will give you a flavour of what we have to offer and help you
make that important decision.
Head Girl and Head Boy
Hello everyone! Our names are Layla Jassim and Sherif Mostafa we are Head Girl and Boy at
QIS and have been part of the schools’ student body for the past decade. First of all, we’d
like to welcome you all to QIS and especially to Key Stage 5 (Years 12-13), where senior year
is spent in a whole new level of educational, fun and enthusiastic spirit. For all of you who are
coming into year 12 next year, all we can say is be prepared to face some new challenges
and always work hard no matter how difficult it may seem.
Mrs. A. McCambridge
Mr. A. Dunlop
Head of Progress KS5
Secondary Head Teacher
3
STUDENT COMMENTS
“Being in Sixth Form has taught me things that I’d never experienced before; things that will
be needed in University that I would have otherwise not known about. I can say now with
some confidence that I’m much more prepared for graduation and becoming a freshman at
University than I could have ever been last year.”
Mariam Al Hammadi Year 13
“Being a Sixth Former here in QIS is a wonderful experience, the atmosphere for teaching
and learning is advanced and meets every student’s needs. The students here are wonderful
exuberant people to be friends with and as a new student this year, I feel very welcomed.”
Muna Osman Year 13
“The atmosphere at QIS is just right for all students to engage in their studies. For example,
teachers are always there to help you out and resources are available to support you.”
Rami Chahine Year 11
STAFF COMMENTS
“Students at QIS have the use of the Learning Resource Centre and its facilities. There are
great opportunities for collaborative studies.”
Ms V. Smith Learning Resource Centre Manager
“Students should study at QIS because we have a team of dedicated teachers who are
prepared to go above and beyond to help students achieve their goals. Focus is put on
developing students into well rounded members of society who excel at thinking critically in
their everyday lives.”
Mr C. Perry Head of Physics
“At KS5 all pupils will look up to you and you will have more time to specialise in the subjects
you wish to take forward to university. Your time and people management will advance
greatly, as well as having another year to build closer relationships with the wonderful pupils
at Qatar International School.”
Mr M. Merrick Head of Maths
4
WHY CHOOSE
QATAR INTERNATIONAL SCHOOL
SIXTH FORM?
With lots of high-quality courses to choose from, plenty of extra-curricular activities, there has never been
a better time to join Qatar International School Sixth Form.
Qatar International School will help you to gain qualifications that will enable you to access further studies
and potential employment opportunities. With a 99% pass rate in our AS and A Level courses and over
50% at Grades A or B, our students confidently progress onto employment or to university.
With excellent careers support, over 80% apply to Higher Education. We have students applying to
Universities in 15 different countries including;
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UK being the most popular with a total of 188 courses
Qatar is the next most popular with 173 courses
Canada with 119 courses
USA with 75 courses
Emirates with 34 courses
Malaysia with 26 courses
Egypt with 16 courses
India with 11 courses
Jordan with 10 courses
Australia with 7 courses
Bahrain with 5 courses
Indonesia with 4 courses
Pakistan with 2 courses
Ukraine with 1 course and
Poland with 1 course
We have an ambitious group of students this year, with applications going to: Oxford, Cambridge and
Imperial College London in the UK; Stanford, University of California - Berkeley and Yale in the USA;
Universities of Toronto and Waterloo in Canada; and University of Melbourne (Australia). These
universities all have rankings within the top 10 in their countries rankings. Three of these universities are
ranked number 1 in their countries rankings.
5
Careers in Year 12 and 13
Careers Program
Career Education and Development at Qatar International School is supported by a qualified professional
career practitioner. Students in years 12 and 13 are provided with up-to-date information and career
development support in numerous ways. With a focus on supporting and preparing students in their
transition from high school to higher education or work.
Individual Career Counselling
Individual career counselling appointments may be made to provide intensive and targeted support where
needed. Parents and teachers may refer students for counselling, and students may also self-refer.
University Fair
Qatar International School runs their own University Fair, which is available to students in Years 11 – 13
and is usually held during September, allowing students access to a wealth of information about post
school pathways. University and College representatives are hosted from around the world, including
USA, UK, Canada, Australia and local Qatar universities to name a few. The Fair is a fantastic opportunity
for students to obtain firsthand career and course information delivered right to their own front door.
Workshops, Seminars and Industry Representative Visits
Throughout the year, various events will be held within the school which students are invited to attend.
Some examples of these events are; personal statement and resume writing workshops, information
sessions on applying to university, interview skills, and mock lectures arranged by universities,
volunteering, and visits from representatives in work areas of interest such as Finance, Health and
Engineering.
University Plan and Applications
Students are encouraged to think about their course preferences and university preparation the year
leading up to their transition and prepare a university plan. Although choices around which universities
and courses to apply for must be made by the student and their family, support is provided in relation to
compiling a university plan. Each student will also receive individual assistance with their university
applications to assist them through this daunting process.
Sara Miletic
Careers Guidance and School Counsellor
6
OPTIONS
Deciding where to study next is one of the most important decisions that you will ever make. The next
two years are essential to helping you build your future. This resource will, we hope, give you a flavour of
what we have to offer and help you to make that important decision.
While we expect you to work hard, we also ask you to get fully involved with the other aspects of Post 16
life, all of which you will see as you navigate through the prospectus and options guide.
It is important to emphasise that entry to Year 12 or 13 is not automatic. Students must meet the
minimum entry grades in their IGCSE/GCSE exam to enter that subject at the AS Level. This is normally
a grade B (C grades will be considered in certain cases).
Your option selections are important decisions. Your choices will be influenced by a combination of:

your natural abilities

your interests
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any ideas you might have regarding university education and future careers
The school will consider your choices in light of:

predicted and mock grades you have attained in your most recent school report

your behavioural, attendance and effort records during the GCSE / IGCSE course
Where the school feels students do not meet the above criteria and are not eligible for a place in Year 12
or 13 meetings will be held with the students and parents to discuss this.
External candidates will have to supply documentary evidence in support of the above.
It is vital you complete the preference form accurately as this will decide the timetable for Year 12 and 13.
You must number in order of preference and you must select subjects you are eligible for.
It is important to remember that subjects will only be conducted based on student interest, staffing
requirements and rooming. It is therefore vital that students select the subjects carefully to ensure all
options are available.
So, enjoy looking at what Qatar International School has to offer you. We look forward to receiving your
application.
7
Procedure for Current Students:
1. The options booklet and subject preference sheet for Year 12 or 13 entry is available in January
2. Attend the Open Evening on Monday 21st January from 1pm to 2pm to discuss with your child’s
class teachers their suitability for taking that subject at the AS/A level and talk to Heads of
Department regarding their subject
3. Return the options Preference Sheet with your child to their tutor for Year 11 students and
Year 12 students return your preference sheet to Mrs. McCambridge, by Thursday 27th of
February.
4. All students who meet the entry requirements for a subject can expect to have a place in that
subject, providing they maintain, or improve, on their predicted grades. In the unlikely event that
this is not possible the students affected will be notified individually
5. Any students who, based on their current results, do not have the grades for progression to Year
12 or 13 a meeting with their parents will be arranged to discuss their options
6. Fees will be required to be paid for Term 1 2014 by the due date on the invoice to confirm your
child’s place. If these are not paid by this date your child’s place will become vacant and may be
given to students on the entry waiting list
7. It is important to remember that entry to Year 12 or 13 is not automatic. As stated earlier, entry is
dependent on students meeting the minimum grade requirements as well as behaviour,
attendance and effort requirements
8. If a student’s final results do not meet the predicted grades on which a place was conditionally
offered we cannot guarantee entry to that subject, although alternatives may be appropriate
9. All conditional places are only valid until the Induction Day. Any student not in attendance at the
induction day will lose their reserved place and it may be given to another applicant
10. On their return to QIS in September students may be allowed to make changes to their options on
Induction Day. However, this will be dependent on grades, space and availability. After that date
they must stay with their options choices throughout the rest of the course.
8
Procedure for External Students:
Please note that due to a high number of internal students progressing to Year 12 in September 2014
it is likely QIS will have only limited spaces available.
1. Submit the Application Form and Options Preferences, as well as school reports from the last two
years (including predicted grades) to the School Office to be placed on a waiting list
2. The school will contact applicants if space is available, to arrange an Interview for entry to Year
12 or 13 in March/April
3. Option choices will not be able to be changed once they have been submitted at the above
interview
4. Submit your official IGCSE results when released in August to the school.
9
CHOOSING YOUR OPTIONS
The Options Preference Sheet is available on the school website or from the Main Reception at school.
Students will undertake four subjects in Year 12. However, when selecting they will select five subjects,
with the fifth being their reserve choice in case one of their first four is not available.
In addition to the four subjects, five periods a week will be used by the student for time in the Study
Rooms, the Common Room and special classes for Year 12 relating to University entrance preparation
and Community Service. In special cases we will consider students undertaking five subjects.
In Year 13 students will continue on with these choices but usually select only three to pursue to the full A
level.
10
ACADEMIC SUBJECTS – AS / A LEVELS
AS Levels
We are again offering a wide range of subjects at AS Level. See the following pages for a detailed outline
of each course that will be offered.
AS Levels are intensive one-year courses, only suitable for the academically most able students. There
is a significant step-up in the work rate expected of students, when compared with IGCSE’s, so it requires
a high level of motivation and organisation from the students.
For these reasons, a student will be expected to achieve an IGCSE grade of A* to B in subjects
relevant to that course if they are to be accepted onto an AS Level course. C grades may be considered
in certain subjects and situations, but will at the discretion of the staff and dependant on places available.
A Levels
In Year 13 we offer the full A level at QIS. This will give our Year 12 students the opportunity to continue
their chosen subjects into Year 13 to obtain a full A level. The full A level is a continuation of AS and as
such AS results count towards the full A level. Therefore, students generally need a C grade minimum at
AS to continue to the full A level.
By completing Year 13 students will have a greater chance of competing for places in top universities in
Qatar and throughout the world. Entry standards are continually rising for university entrance and in the
future many will not accept students who have not completed the full A level.
All AS subjects will be offered to the full A level in Year 13 subject to sufficient demand.
International A Levels
Edexcel has introduced the newly accredited International Advanced Level (IAL) qualification which will
still be taught and assessed by modules. This qualification is currently been recognised by many
universities all over the world. QIS will endeavour to offer the most conducive exam programme for the
success of its students and their futures.
11
ACCOUNTING – AS/A LEVEL
Cambridge International Examinations Board
What entry requirement do I need?
IGCSE Accounting A* - C.
Overview
Accounting is often described as 'the language of business.'
Accounting is a very useful AS level subject if you are considering a career in business. Studying
Accounting to AS is a very good foundation for any of the business courses you could study at University
but especially for degrees in Accounting, Finance, Business Studies and Business Management.
In addition, A level Accounting can be a useful qualification for those considering studying for the
professional exams of the Accounting bodies such as the Chartered Institute of Management
Accountants. If you are considering setting up your own business the skills and knowledge gained in this
course would prove extremely useful.
The Accounting course consists of both Financial Accounting and Management Accounting.
In Financial Accounting you will learn the techniques and accounting procedures used in business to
record financial transactions. You will be taught how to prepare the financial accounts of a variety of
different kinds of business organisations. In addition, you will learn about the rules and regulations that
Accountants have to follow when preparing accounts.
In Management Accounting you will learn decision making skills and how to interpret financial data. Your
interpretation of accounting data will enable you to make decisions about possible courses of action for
the business and to choose between alternative business strategies.
A Level Accounting
Students, if they wish, can follow a staged assessment route to the Advanced Level (A Level) in Year 13
by taking the AS qualification in Year 12.
Subject to satisfactory performance in the AS (A-C grade) such candidates are then only required to take
the final part of the A Level assessment.
12
APPLIED ICT – AS LEVEL
What entry requirement do I need?
IGCSE ICT A* - C.
Advanced Subsidiary ICT
All Single Award Advanced GCE qualifications in this suite comprise six equally-weighted units and
contain an Advanced Subsidiary subset of three AS units. The AS is the first half of a GCE course and
contributes 50 per cent of the total Advanced GCE marks.
Who is the course for?
The AS GCE (3-unit) provides an opportunity for learners to develop further as ICT end-users. End-users
are those who use ICT, typically desktop applications, on a daily basis in a work role to enhance personal
productivity, facilitate communication, enable collaborative working etc.
Each unit also has either an end-user or a practitioner focus. Practitioner-focused units require learners to
demonstrate their ability to work with clients and end-users and produce products or services for
someone else to use. In contrast, user-focused units assume that learners are using ICT for their own
purposes and are not necessarily using ICT to produce something for someone else to use.
Units
The three units covered are
Unit 1 – The Information Age (Moderated Coursework)
The unit is a mixture of practical ICT activities – to do with designing and producing an e-book (a
publication designed to be read on-screen) – and theory involving looking at different aspects of
life in the Information Age. The first half of the scheme of work focuses on the theory and the
second on the practical activities.
Unit 2 – The Digital Economy (Moderated Coursework)
The unit is a mixture of practical ICT activities – to do with extracting useful information from data
– and theory involving looking at the design of transactional websites and the back office
processes that take place when on online purchase is made. A major part of this unit is the
building and testing of a database.
Unit 3 – The Knowledge Worker (External Exam – 2 ½ hours)
The unit is externally assessed and the examination will be based on a scenario and a model
which will be supplied. Candidates will have access to the model and the scenario up to 3
working weeks prior to the exam, however no notes are allowed in the exam and the candidates
must be supplied with a clean model.
There are minimum pre-requisites for entry into the Applied ICT (AS)
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APPLIED ICT – A LEVEL
This course is the second year of the A-Level course and follows on from the 3 unit AS level studied in
Year 12. Candidates must have successfully completed the AS level in Applied ICT to progress onto the
Advanced GCE in Applied ICT.
Entry requirements
AS IT A* - D
Units
The additional 3 units studied are:
Unit 7 – Using Database Software (External Exam – 10 hours)
In this unit you will develop your knowledge of, and skills in using databases further. You will
learn the principles of data modelling and database design as well as using relational database
software to build a working database system capable of storing large quantities of data.
Unit 8 – Managing ICT projects (Moderated Coursework)
This unit will introduce you to some formal project management tools and methods. You will be
able to put into practice what you have learnt from previous units studied by setting up and
running a small-scale software project.
Unit 10 – Using Multimedia software (Moderated Coursework)
In this unit you will increase your understanding of the features and possibilities of tools and
techniques required to produce well designed multimedia products that communicate you ideas
effectively. Your work for this unit will culminate in the design, development and testing of an
interactive multimedia product for a specified target audience.
For more information on the Applied ICT GCE AS, visit the website at http://ict.edexcel.org.uk/home/.
14
ARABIC – AS LEVEL
Syllabus details: Edexcel 6AR01
Aims of the subject:
1-
Develop understanding of the written forms of
the language from a variety of registers.
2-
Communicate confidently, clearly and
imaginatively in the language through the
written word, using increasingly accurate,
complex and varied language.
3-
Develop critical insights into, and contact with,
the contemporary society, cultural background
and heritage of countries or communities
where the language is spoken.
4-
Develop positive attitudes to learning
languages.
5-
Provides a suitable foundation for further study
and/or practical use of the language.
6-
Provides a coherent, satisfying and worthwhile
course of study for students who do not
progress to further study in the subject.
7-
Provides a sufficient basis for the further study
of the language at degree level of equivalent.
:‫أهــــداف المــــــادة‬
‫ تنمية قدرات التالميذ على فهم النصوص المكتوبة باللغة‬-1
.‫العربية المطروحة بأنماط مختلفة‬
،‫ والتواصل مع اآلخرين بثقة‬، ‫ القدرة على التعبير عن النفس‬-2
.‫وبعبارات سليمة ودقيقة‬
‫ والقدرة على التواصل‬، ‫ تنمية الخلفية الثقافية لدى الطالب‬-3
.‫والمعرفة بالتراث والمجتمع‬
.‫ وأهمية تعلمها‬، ‫ رفع مستوى احساس الطالب باللغة‬-4
‫ في‬، ‫ الكمال دراسات أعلى‬، ‫ تمنح التلميذ مستوى مناسب‬-5
.‫مجاالت مختلفة مع االستخدام العملي للغة‬
‫ تمنح مستوى قيم ومرضي للذين ال يرغبون في دراسات أعلى‬-6
.‫في هذه المادة‬
‫ الكمال دراسته في اللغة العربية‬، ‫ تمنح التلميذ مستوى جيد‬-7
.‫على مستوى جامعي أوما يعادله‬
Knowledge, understanding and skills:
Students will learn to:
1-
23-
Explore and develop understanding of the
contemporary society, cultural background and
heritage of the countries whose language is
being studied.
Read and respond to a variety of written texts
from authentic sources.
Demonstrate flexibility when communicating in
writing.
4-
Use appropriate registers in written texts.
5-
Manipulate the language accurately to organize
facts and ideas, and to present explanations,
opinions and information in writing.
6-
Understand and apply the grammatical system
and a rage of structures as listed in the
specification.
7-
Transfer meaning from the Arabic language into
English and vice/versa.
- : ‫المعلومات والمهارات المكتسبة‬
:‫سوف يتعلم الطالب ما يلي‬
. ‫ بحث وتطوير طريقة فهم الطالب لثقافة المجتمع وتراثه‬-1
‫ ثم‬، ‫ أن يكون التلميذ قادرا ً على فهم النصوص المقدمة له‬-2
.‫اإلجابة على األسئلة المصاحبة لها‬
‫ أن يكون قادرا ً على التعبير عن أفكاره ومشاعره وآرائه‬-3
. ‫بأساليب الكتابة المختلفة‬
.‫ القدرة على إستخدام أنماط الكتابة المختلفة‬-4
‫ التمكن من أساسيات اللغة بشكل يمكنه من تنظيم األفكار‬-5
.‫والحقائق وعرضها كتابيا ً بأسلوب جيد‬
‫ فهم وتطبيق قواعد اللغة من حيث تركيب الجمل واستخدام‬-6
. ‫ وغيرها‬.... ‫عالمات الترقيم‬
‫ ترجمة المعلومات ومعانيها من اللغة العربية إلى اإلنجليزية‬-7
. ‫والعكس بالعكس‬
15
ARABIC A LEVEL
Syllabus details: Edexcel 6AR01
Aims of the subject
The course is designed to build on students’ prior
knowledge, understanding and skills, and to promote
the skills of reading and writing in the development of
linguistic competence in the target language.
Day to day matters
Food, diet and health.
Transport, travel and tourism.
Current affairs and media.
Society
Relationships, family, the generations and youth
concerns.
Social issues, law and justice.
Leisure and the arts.
The working world
Education, training and employment.
Business and industry.
Information technology.
The environment and citizenship
Energy, pollution and environment.
Politics and citizenship.
Campaigning organisations and charities.
The international context
Customs, traditions, beliefs and religions.
World wide problems.
16
ART AND DESIGN – AS LEVEL
This Art and Design Syllabus is designed for students who wish to extend and develop their studies in this
subject.
Most of the work is expected to be practical so that candidates will develop their abilities of observation,
sensitivity, skill, personal expression and imagination. The course should stimulate interest, enjoyment
and personal enrichment as well as providing an introduction to artistic exploration and design thinking.
The Advanced Subsidiary course falls into two separate components. Coursework is undertaken and
pursued over two terms resulting in a finished piece of work with extensive preparation, which displays
the student’s ability to research and develop an idea in some depth. The coursework project should be
the candidate’s individual response to one area of study and should include evidence of development of
ideas and experimentation with media. This accounts for 40% of the course.
The final 60% of the course is a controlled test externally set by C.I.E and marked by the board in the
U.K. The questions and stimuli set will be broad and flexible and include landscapes, interiors, abstract
effects and clothes and packaging. The assessment of this unit will be a 15 hour controlled test.
This Art and Design syllabus is designed for those candidates who wish to extend and develop their
studies in this subject.
Most of the work is expected to be practical or studio-based so that candidates will develop their abilities
of observation and analysis of the visual world, sensitivity, skill, personal expression and imagination.
They should also learn to relate their skills to an enhanced knowledge of their own and other cultures,
past and present, and an appreciation of design problems.
The course should stimulate interest, enjoyment and personal enrichment as well as providing an
introduction to artistic exploration and design thinking.
Candidates will be expected to demonstrate their ability to select and communicate information relevant
to an idea, subject or theme and evaluate this in a systematic way and to make critical judgments and
show a developing appreciation and cultural awareness through personal ideas and images.
17
ART AND DESIGN – A LEVEL
This Art and Design syllabus is designed for those candidates who wish to extend and develop their
studies in this subject.
Most of the work is expected to be practical or studio-based so that candidates will develop their abilities
of observation and analysis of the visual world, sensitivity, skill, personal expression and imagination.
They should also learn to relate their skills to an enhanced knowledge of their own and other cultures,
past and present, and an appreciation design problems.
The course should stimulate interest, enjoyment and personal enrichment as well as providing an
introduction to artistic exploration and design thinking.
Candidates will be expected to demonstrate their ability to select and communicate information relevant
to an idea, subject or theme and evaluate this in a systematic and to make critical judgments and show a
developing appreciation and cultural awareness through personal ideas and images.
Scheme of assessment for Advanced Level
Candidates will be required to submit work for Components 1, 2, 3 and 4 and will need to reach a certain
aggregate mark in the subject as a whole, in order to qualify for the Advanced Level award.
Candidates who wish to follow a staged assessment route to A Level should take the AS qualification first
(Components 1 and 2). They are then only required to take Components 3 and 4.
Candidates will be required to submit work for Components 1 and 2 and will need to reach a certain
aggregate mark in the subject as a whole, in order to qualify for the Advanced Subsidiary award.
I would seriously suggest that candidates who have not achieved at least a C grade at AS level would find
the A level components beyond their capabilities and that they would struggle to achieve a satisfactory
result.
Candidates will be expected to demonstrate their ability to select and communicate information relevant
to an idea, subject or theme and evaluate this in a systematic and to make critical judgments and show a
developing appreciation and cultural awareness through personal ideas and images.
Component 3: Coursework
The intention of this component is to allow candidates to pursue a field of study in research, development
and realisation in depth. Unlike Component 2, as much emphasis will be placed on the resolution of the
final piece as on the development of ideas and the use of processes.
Candidates must submit one coursework project plus a folder of supporting work (maximum size A1,
maximum ten sheets) and a sketchbook.
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1. The coursework project can be either two or three-dimensional and is defined as ‘anything
produced from the conception to the completion of the final item’. The coursework project should
be the candidate’s individual response presented in whichever one are of study is considered
appropriate for the realisation of his/her ideas.
2. The folder of supporting work must be selective and should show research, recording,
development and critical evaluation undertaken during the study. It should include: source
material, evidence of the development of ideas into personal solutions, experiments with media
and processes by the inclusion of trail samples, the documentation of historical, contemporary
and cultural influences on the candidate’s work. The folder of supporting work should not exceed
A1 in size and may contain up to ten sheets of mounted work or the equivalent.
3. The sketchbook should consist of personal recordings over the period of the course whether
relating to direct observation, the use of processes or visits to sites, workshops and exhibitions.
The sketchbook should not be used as a scrapbook for brochures or any photocopied material
from secondary sources. The assessment of this component will be carried out by the centre. A
sample of work will be required at CIE for moderation purposes.
Component 4: Related Study
Candidates will produce a detailed study of any aspect of the visual arts that relates to their work for
Component 2 or Component 3: Coursework. The relationship of the study to Component 2 or Component
3: Coursework should be defined as an enquiry into historical or contemporary practice that focuses on
one or more of the following:
1. the use of processes and use of materials in the same area of study (e.g. Painting, Graphics,
Photography, Textiles);
2. the use of similar sources for research (e.g. animals or human forms, the environment, natural or
man-made objects);
3. the exploration of similar themes (e.g. movement architecture, atmosphere, symbolism).
The presentation of the study may take any format that is appropriate. If a balance of visual and written
analysis is presented it should not exceed 3500 words. Alternatively, a carefully structured sequence of
annotated drawings, paintings, photographs, prints or three-dimensional objects may be presented in any
appropriate format. An introduction, a conclusion and a bibliography are expected to be included in each
type of presentation (no more than 3500 words, maximum size A1).
Whichever format a candidate chooses, he/she should submit an outline proposal listing:

intentions

the relationship of the investigation to Component 2 or Component 3: Coursework

details of research undertaken (such as the sites, workshops, museums and exhibitions visited)

bibliography
This component will be externally marked by CIE.
19
BIOLOGY – INTERNATIONAL AS LEVEL
Entry requirements
Minimum grade B in IGCSE Biology. Students that have IGCSE Chemistry at grade C or better will able
to access the AS Biology course content more easily.
Pupils wishing to sit all three sciences at AS level should carefully consider the demanding nature of
these courses. A pupil without A*/A grades in all three sciences at IGCSE is likely to struggle.
The main objectives of the AS Level Biology course are; 
To develop an interest in, and enthusiasm for, biology including the developing an interest in
further study and careers in the subject.

To appreciate how society makes decisions about biology-related issues and how biology
contributes to the success of the economy and society.

To develop and demonstrate a deeper appreciation of the skills, knowledge and understanding of
How Science Works.

To develop essential knowledge and understanding of different areas of biology and how they
relate to each other.
There are three externally examined units. A brief outline of the objectives for each unit is given below.
Unit 1 – (Written Paper – 40%)







Structure and function of carbohydrates, lipids and proteins; enzyme action
Structure and properties of cell membranes; passive and active transport
Structure and role of DNA and RNA
Replication; protein synthesis
Monohybrid inheritance
Gene mutations
Principles of gene therapy; social and ethical issues.
Unit 2 – (Written Paper – 40%)









Cell structure and ultrastructure of eukaryote and prokaryote cells; cell specialisation
The role of meiosis
Genotype and environmental influence
Stem cell research and its implications
Biodiversity, adaptations and natural selection
Principles of taxonomy
Plant cell structure
Transport of water in plants
Uses of plant products
Unit 3 – (Alternative to Practical Written Paper – 20%)
This will assess students practical and research skills. There is no separate subject content for this unit.
20
BIOLOGY – INTERNATIONAL A LEVEL
The A Level course builds on the knowledge and skills learned at AS level.
Entry requirements
Minimum grade D in AS Biology
Unit 4 – The Natural Environment and Species Survival
(Written paper – 40%)







Photosynthesis; energy transfer within ecosystems
Evidence for global warming
Evolution through natural selection and speciation
Nutrient recycling
DNA profiling and PCR
Structure of bacteria and viruses
Infectious diseases (e.g. AIDS and TB) and immunology
Unit 5 – Energy, Exercise and Coordination
(Written paper – 40%)









ATP, Glycolysis, anaerobic/aerobic respiration
Control and functioning of the heart; ventilation and cardiac output
Homeostasis
The nervous system
Impact of exercise on the body, and improving performance
Hormonal coordination
Brain structure and development
Imbalances in brain chemicals
Human Genome Project
Unit 6 – Practical Biology and Investigative Skills
There is no separate subject content for this unit. Students will be assessed on their understanding of
experimental investigative techniques and tools used to analyse data and arrive at conclusions. The work
will be linked to the content of the full course and must reflect the standard expected at Advanced GCE
level. (Written paper – 20%)
21
BUSINESS STUDIES – AS/A LEVEL
Cambridge International Examinations Board
Advanced Subsidiary Level (AS Level)
What entry requirement do I need?
IGCSE Business Studies Grade A* - C.
What skills and interests do I need?
 An interest in business related issues.
 An ability to learn key business terms.
 The skills to analyse and evaluate issues and question concepts.
What will I be doing during the course?
This course introduces students to the operation of modern business enterprises. Each feature of a
firm is studied with particular emphasis placed on the ability to analyse how firms are affected in different
business situations. Topics covered include marketing strategy, segmentation, modern production
techniques, motivation and management. The course also covers a range of accounting related
issues, such as cash flow forecasting, profit and loss accounts and break even analysis. Finally the
external influences on firms are also studied and these include topics such as exchange rates, social
and political changes and legislation.
The subject attempts to examine the behaviour and tactics of different firms, encouraging students to
adapt their learning and understanding according to the business context given. The skill in this course is
therefore to be able to analyse different business scenarios and apply the theory learned in the
classroom. For instance:




How has the Sony Corporation been affected by new entrants into the games console market?
To what extent can Tesco let customers and pressure groups influence its objectives?
How does The Body Shop Company motivate its franchisees?
Assess the impact of a rise in interest rates on the Next clothing retailing chain.
Where does this course lead?
Many students elect to continue studying Business Studies at A Level (see below) or go on to university,
studying it in either the pure form, or through some variation. Courses ranging from Economics,
Management, Retailing, E-business, Enterprise, Finance, Accountancy, Law and Administration all
heavily draw on the concepts taught in AS Business Studies.
A Level Business Studies
Students, if they wish, can follow a staged assessment route to the Advanced Level (A Level) in Year 13
by taking the AS qualification in Year 12.
Subject to satisfactory performance in the AS (A-C grade) such candidates are then only required to take
the final part of the A Level assessment.
22
CHEMISTRY – INTERNATIONAL AS LEVEL
In Year 12 the separate sciences are taught, leading to the AS level qualifications in Biology, Chemistry
and Physics.
Entry requirements
Minimum grade B in IGCSE Chemistry. Pupils with a grade A in IGCSE mathematics will be able to
access the course content much more easily.
Pupils wishing to sit all three sciences at AS level should carefully consider the demanding nature of
these courses. A pupil without A*/A grades in all three sciences at IGCSE is likely to struggle.
Course Content
The main objectives of the AS Level chemistry course are; 
Developing and using practical techniques to investigate chemistry

Observing and using trends in the behaviour of substances

Solving chemical problems using concepts

Studying the application of chemistry in selected fields, together with their social and economic
aspects.

Solving chemical problems using mathematical techniques
There are 6 externally marked module exams. A brief outline of the learning objectives is listed below; -
Unit 1 – (Written paper 6CH01 – 75 minutes – 40%)
 Formulae, equation and amounts of substance.
 Energetics, Atomic Structure and the Periodic Table.
 Bonding and an introduction to Organic Chemistry alkanes and alkenes.
Unit 2 – (Written paper 6CH02 –75 minutes – 40%)






Shapes of molecules and ions.
Intermediate bonding and polarity including intermolecular forces.
Redox and the Periodic Table –groups 2 and 7.
Kinetics and Chemical equilibria.
Organic Chemistry –alcohols and halogen alkanes including mechanisms of organic reactions.
Physical Chemistry including Mass Spectra and IR.
Unit 3 – Chemistry Laboratory Skills 1 (International centres only)
(Alternative to practical – 20%)
23
CHEMISTRY – INTERNATIONAL A LEVEL
Entry requirements
Minimum grade D in AS Chemistry
Unit 4 – Kinetics, equilibria and organics are covered
A written examination of 1 hour 40 minutes, consisting of three sections A, B & C. A is an objective test
section which aims to cover large portions of the specification. Section B has short and long answer
questions and includes evaluating practical problems. Finally section C is the extended answer section of
the specification.
4.1 How chemists work
4.2 Assessment information
4.3 How fast? -rates
4.4 How far? -entropy
4.5 Equilibria
4.6 Application of rates and equilibria
4.7 Acid/base equilibria
4.8 Further organic chemistry
4.9 Spectroscopy and chromatography
Unit 5 – Transition metals chemistry and organic chemistry
Like unit 4 the written examination is 1 hour 40 minutes long, consisting of three sections A, B & C. A is
an objective test section which aims to cover large portions of the specification. Section B has short and
long answer questions and includes evaluating practical problems. Finally section C is the extended
answer section of the specification.
5.1 Chemists in action
5.2 Assessment information
5.3 Redox and the chemistry of transition metals
5.4 Organic chemistry –arenes, nitrogen compounds and synthesis
Unit 6 –Chemistry Laboratory skills II (Alternative to practical)
Unit 6 – This consists of a written examination only on the practical sessions that have been covered in
units 4 & 5. It is 20% of the A2 or 10% of the A-level.
24
COMPUTER SCIENCE – AS LEVEL
Entry requirements
IGCSE ICT A* - C
Changes to the curriculum
There have been a few changes to the ‘Computing’ course for 2014/15. Most notably, the course name
has changed to ‘Computer Science’. There are also a few changes to individual modules too.
Why Choose Computing?
This syllabus is designed to give greater flexibility both to teachers and to candidates. It is envisaged that
candidates will use the skills and knowledge of computing acquired through this course in one of three
ways:
 To provide a general understanding and perspective of the use of computer technology and
systems, which will inform their decisions and support their participation in an increasingly
technologically dependent society

To provide the necessary skills and knowledge to seek employment in areas that utilise
computing

To develop their knowledge and understanding of computing through entry to higher education,
where this qualification will provide a useful foundation for further study of computing or more
specialist aspects of computing.
Section 1: Theory Fundamentals
Section 1 is the foundation for all subsequent sections. It provides candidates with an understanding of
the core aspects of computer systems, which is developed and enhanced in subsequent sections.
1.1 Information representation
1.1.1 Number representation
1.1.2 Images
1.1.3 Sound
1.1.4 Video
1.1.5 Compression techniques
1.2 Communication and Internet technologies
1.2.1 Networks
1.2.2 IP addressing
1.2.3 Client- and server-side scripting
1.3 Hardware
1.3.1 Input, output and storage devices
1.3.2 Main memory
1.3.3 Logic gates and logic circuits
1.4 Processor fundamentals
1.4.1 CPU architecture
1.4.2 The fetch-execute cycle
1.4.3 The processor’s instruction set
1.4.4 Assembly language
1.5 System software
1.5.1 Operating system
1.5.2 Utility programs
1.5.3 Library programs
1.5.4 Language translators
1.6 Security, privacy and data integrity
1.6.1 Data security
1.6.2 Data integrity
1.7 Ethics and ownership
1.7.1 Ethics
1.7.2 Ownership
1.8 Database and data modelling
1.8.1 Database Management Systems (DBMS)
1.8.2 Relational database modelling
1.8.3 Data Definition Language (DDL) and Data
Manipulation Language (DML)
25
Section 2: Fundamental Problem Solving and Programming
Section 2 requires candidates to familiarize themselves with the techniques necessary to solve problems
using a computer and specifically using programming to implement algorithmic solutions. To that end the
topics covered will be:





The need to design a solution before attempting to implement it
Procedural programming techniques which include the basic constructs of sequence, selection
and
Iteration; the importance and use of data types and data structures
Common syntax and key instructions of procedural languages
The application of these techniques in program writing and the testing and running of these
solutions.
This section provides candidates with an understanding of the techniques required for programming
through a study of the following topics:
2.1 Algorithm design and problem-solving
2.1.1 Algorithms
2.1.2 Structure chart
2.1.3 Corrective maintenance
2.1.4 Adaptive maintenance
2.2 Data representation
2.2.1 Data types
2.2.2 Arrays
2.2.3 Files
2.3 Programming
2.3.1 Programming basics
2.3.2 Transferable skills
2.3.3 Selection
2.3.4 Iteration
2.3.5 Built-in functions
2.3.6 Structured programming
2.4 Software development
2.4.1 Programming
2.4.2 Program testing
2.4.3 Testing strategies
26
COMPUTER SCIENCE – A LEVELLLABUS CONTENT
Entry requirements
AS Computing A* - D
Section 3: Systems software mechanisms, machine architecture,
Database theory, programming paradigms and integrated
information systems
Section 3 provides candidates with further opportunity to extend the skills, knowledge and
understanding of computing concepts gained in Section 1, to a range of applications in which
computer systems are used.
The content includes:
 The functions of operating systems

The functions and purposes of translators

Computer architectures and the fetch-execute cycle

Data representation, data structures and data manipulation

Programming paradigms

Databases

Simulation and real-time processing

Common network environments, connectivity and security issues
Recommended prior knowledge
Candidates should have studied Section 1.
Section 4: Computing Project
Section 4 requires candidates to identify a well-defined user-driven problem, involving a thirdparty user, and to generate a solution. This is done using software tools chosen by the candidate
and may include a programming language, an appropriate applications package or other
software. Work on the project should begin in parallel with work on Section 3.
The project is a substantial piece of work requiring analysis and design over an extended period
of time, which is organised, evaluated and presented in a report. Candidates choose, in
conjunction with their teacher, a well-defined user-driven problem which enables them to
demonstrate their skills in analysis, design and software development, including programming,
testing, installation, documentation and evaluation. Problems should be selected that allow
candidates to demonstrate their programming skills. Projects should be chosen to demonstrate
the integrative aspects of the work and should avoid needless repetition of the demonstration of a
given skill. Each candidate must submit a report on their piece of work, supported by evidence of
software development including programming and testing.
27
DESIGN TECHNOLOGY – AS LEVEL (PRODUCT DESIGN)
Entry requirements: IGCSE Graphic Products or Resistant Materials A* - B. (C grades will be
considered only on presentation of student portfolio, evidencing skills)
Design Technology is taken as an option by AS level students in Year 12 and is designed to be
either a complementary subject to Mathematics, Physics, Art and design, or a contrasting subject
with English, History, Geography and Modern Languages. Students can continue into Year 13
and study A level Design Technology on the successful completion of Year 12.
Edexcel’s GCE in Design and Technology: Product Design seeks to develop students’
knowledge, understanding, skills and application for designing products. Product design
encompasses a wide range of design disciplines but is firmly rooted in the skills required to
design and make high quality products. Products that are fit for purpose, satisfy wants and needs,
enhance our day-today lives and, most importantly, give students the opportunity to demonstrate
their design and technology capabilities.
Curriculum
Edexcel A/AS GCE in Design and Technology (Product Design). GR08 and GR09
Progression and Prior Learning
Students should have a broad academic background and should have undertaken a course that
provides a solid foundation for AS GCE Product Design work. The Design Technology GCSE or
IGCSE would provide a suitable basis. Students should have a strong interest in designing,
modelling, making and evaluating products or systems and an interest in the processes and
products of design and technological activity. The project work is student lead and the ability to
develop and communicate a range of imaginative ideas, using a range of media and good ICT
skill are very important
AS (Advanced Subsidiary)
There are two units of assessment, one unit is assessed by internal marking and external
moderation and one unit is externally assessed by examination.
Units of Assessment
Unit 1: Product Development
Internal assessment
Coursework project
60% AS
30%% of Advanced GCE
Unit 2: Knowledge and Understanding of
Product Design
External assessment
1 hour 30min examination
40% AS
20% of Advanced GCE
Assessment for Unit 1: Product Development
Unit
1
Level
AS
Component
Coursework Project
Mark allocation
90 marks
Title of coursework – Portfolio of Creative Skills (Graphic Products)
28
Students will produce one portfolio with three distinct sections which will demonstrate their
creativity and flair when investigating, designing and making product(s)
Internally assessed
60% of the qualification



Section 1 is Product Analysis
Section 2 is Product Design
Section 3 is Product Manufacture
Students are given the opportunity to show their skills in each of the above areas. Each section
can be treated as an independent area of study
The unit results in a folder which must be submitted on A3 paper and should be about 26 to 30
pages long.
Assessment for Unit 2: Knowledge and understanding of product design
Unit
2



Level
AS
Component
Examination paper
Time
1 hour 30 mins
Mark allocation
30 marks
There will be a one and a half hour examination paper
The paper will be a question and answer booklet
The examination will be available in the summer of each examination series
In School and at Home Subject Support
During lessons students will receive one to one feedback of their progress.
Students have access to the department at all times.
Students may use the computer facilities at any time, upon request; even if there is a class
present.
(Students should ask the teacher in advance, as a courtesy)
29
DESIGN TECHNOLOGY – A LEVEL (PRODUCT DESIGN)
A Level
There are two units of assessment, one unit is externally assessed by examination and one unit
is assessed by internal marking and external moderation.
Units of Assessment
Unit 3: Further study of product design
Internal assessment
Development of sections 1-3
30% of Advanced GCE
External Moderation
90 Marks ( 30 marks per section)
Additional folder of 25 - 30 A3 Design Sheets
Unit 4 – A2 compulsory unit
Title of coursework – Commercial Design (Graphic Products) students are given the
opportunity to apply the skills they have acquired and developed throughout this course of study,
and to design and make a product of their choice that complies with the requirements of a
graphics project.
Internally assessed
60% of the qualification
Assessment for Unit 3: Further Study of Product Design
Unit
4



Level
A
Component
Examination paper
Time
1 hour 30 mins
Mark allocation
30 marks
There will be a one and a half hour examination paper.
The paper will be a question and answer booklet.
The examination will be available in the summer of each examination series.
The aims of the full curriculum are to encourage students to:

Develop and sustain their own innovation, creativity and Design and Technology
capability, to recognize constraints and to produce high quality products

Develop a critical understanding of the influences of the processes, products, design and
technological activity from a historical perspective and in current practice

Apply essential knowledge, understanding and skills of design production processes to a
range of technological activities and develop an understanding of industrial practices

Use Information and Communication Technology (ICT) to enhance their design and
technological capability

Develop an understanding of health and safety, to develop their moral, ethical, social and
cultural awareness inherent in design and technological activity and to develop critical
evaluation skills in technical, aesthetic, economic, environmental, social and cultural
contexts

Develop as discerning consumers able to make informed choices

Develop positive attitudes of cooperation and citizenship and work collaboratively
30
ECONOMICS – AS/A LEVEL
Cambridge International Examinations Board
Advanced Subsidiary Level (AS Level)
What entry requirement do I need?
IGCSE Economics Grade A* - C.
Why do Economics?
Economics is a social science involving the study of people and their activities relating to
production, consumption and exchange. The study covers the behaviour of individuals, their work
decisions of what to produce, where to locate and how to market, and the activities of
Government. A thorough study is also made of major economic issues, i.e. unemployment,
inflation, budget deficits, trade imbalances and economic growth.
The course is designed to give students a sound understanding of economics, and the ability to
use knowledge, skills and understanding appropriately in the context of individual countries and
the global economy.
So where does Economics lead?
An understanding of economic issues and effects is a basis for the study of both commerce and
society. From the planning of marketing decisions through to developing the Third World,
Economics affects us all. It also forms a core component of numerous university courses.
Economics plays an important part in all decision-making of individuals, businesses and
governments. Therefore, the real importance of Economics is at the very basis of planning and
implementing major social or business decisions.
How does Economics Differ from Business Studies?
Economics is a social science that attempts to explain how the actions and decisions of firms,
consumers, workers and governments affect the operation of the economy. It plays a huge role
in our daily lives; it has links to international affairs and politics, and is a subject that is often
debated and discussed. It requires a fair deal of analysis and includes topics such as supply and
demand, growth, inflation, globalisation and exchange rates.
Business studies is concerned with the actions and decisions taken by the owners or managers
of business organisations, and focuses on topics such as operational strategy, management,
production, marketing, investment, accounting and finance. Business studies students will also
have to cover some Economics, as it affects how businesses operate in their external
environments.
AS Economics
This challenging and interesting course is for students who enjoy debating, logical thinking, and
are interested in political and economic events. Economics has two main disciplines: microeconomics and macro-economics.
The AS course will enable you to develop knowledge, critical understanding, and skills in
analysing and evaluating economic and business situations. The course combines the economic
theory involved in macro and micro-economics with the analysis of business situations. This
keeps the course up-to-date and relevant whilst still calling upon detailed economic and business
theory.
31
A Level Economics
Students, if they wish, can follow a staged assessment route to the Advanced Level in Year 13
after taking the AS qualification in Year 12.
Subject to satisfactory performance in the AS (A – C grade) such candidates are then only
required to take the final part of the A Level assessment.
Entry Requirements
A*-C in AS Economics
32
ENGLISH LANGUAGE – AS / A LEVEL
What entry requirement do I need?
IGCSE English Language Grade A* - C.
The CIE English Language examination which has historically been only an AS qualification, but
for the first time for the 2014/15 academic year, there is the possibility of continuing onto a full AL
in the second year of study.
The Cambridge International AS/A Level Examination
The Cambridge English AS and A Level courses looks at refining skills associated with the more
practical aspects of English usage, enabling students to achieve greater fluency, accuracy and
confidence in the language as it is spoken and written, thereby also improving their
communication skills. Students will learn how to improve their use of English in a variety of
situations, understanding how to read texts and other source materials, and how to extract
information, initiate conversations and respond to questions both orally and in writing.
The aim of the syllabus is to encourage:

a critical and informed response to writing in a range of forms, styles and contexts

The interdependent skills of reading analysis and communication in English

Effective and appropriate communication.

A firm foundation for further study of language and linguistics.
Throughout the duration of the course students will be required to demonstrate:

Ability to read with understanding written material in a variety of forms and to comment
on effectiveness

Knowledge and understanding of the key features of English language

Ability to write clearly accurately and effectively for a particular purpose or audience
Scheme of assessment
Year 12:
Paper 1 - Passages. 2 hour exam (50% of the final AS mark/ 25% of the full A Level)
Paper 2 - Writing. 2 hour exam (50% of the final AS mark/ 25% of the full A Level).
Year 13:
Paper 3 – Text Analysis. 2 hours 15 minutes exam (25% of the full A Level)
Paper 4 – Language Topics. 2 hours 15 minutes exam (25% of the full A Level)
33
ENGLISH LITERATURE AS/A LEVEL
What entry requirement do I need?
IGCSE English Literature Grade A* - C.
Students following the Cambridge A and AS Level English syllabus will study a range of texts in
the three main forms: prose, poetry and drama.
Set texts are offered from a wide range of different periods and cultures.
Students will develop skills of reading and analysis of texts, and are encouraged to undertake
wider reading to aid understanding of the texts studied. They will learn skills of effective and
appropriate communication including the ability to discuss the critical context of texts.
In Year 12, Advanced Subsidiary (AS) candidates take:
Paper 3:
Poetry and Prose 2 hrs 50%
Paper 4:
Drama 2 hrs 50%
In Year 13, Advanced (A Level) candidates take:
Paper 5:
Shakespeare and other pre-20th Century Texts 2 hrs 25%
and either
Paper 6:
or
Paper 7:
or
Paper 8:
20th Century Texts 2 hrs 25%
Comment and Appreciation 2 hrs 25%
Coursework 25%
34
FRENCH – AS LEVEL
Entry Requirement: Students will normally be expected to have at least a Grade B at IGCSE
Foreign Language French.
Course followed: Edexcel Advanced Subsidiary GCE in French
The AS-level is seen as not only a separate examination but also as a step on the way to a full
A-level. It is intended to be a one-year course, comprising 2 units, the stepping stone to a full Alevel, which is comprised of a total of 4 units.
The syllabuses place great emphasis on oral work and personal research. Students will,
therefore, finish the course with a high degree of competency in the spoken language and will
be well-prepared for the sort of investigative personal work which they will have to do at
university.
The course comprises the following units:
Unit 1 Spoken Expression and Response in French
Conversing in French on a general topic area which the students will have chosen in advance.
Students will be expected to offer appropriate information and opinions and take part in a
dialogue in French dealing with the general topic and related subtopics.
Unit 2 Understanding and Written Response in French
Understanding and conveying understanding of French language texts and recordings, with
answers mainly in French. Students will also have to write a short essay in French based on a
printed French stimulus.
General Topic Areas:




Youth Culture and concerns
Lifestyle, health and fitness
The world around us: travel, tourism, environmental issues and the French-speaking
world
Education and employment
Assessment
Unit 1
8 - 10 minutes (2 sections)
30% of AS marks
15% of A-level
Unit 2
2 hours 30 minutes (3 sections)
70% of AS marks
35% of A-level
35
FRENCH – A LEVEL
Entry requirement: Candidates will normally be expected to have gained passing grades in
Edexcel AS units 1 and 2.
The course comprises the following units:
Unit 3 Understanding and Spoken Response in French
Demonstrating the effectiveness of their French-language skills by presenting and being able to
discuss an opinion of their own. Students will outline their stance on their chosen topic and then
defend and justify their opinions. They will also have to take part in a discussion of some further
points initiated by the teacher/examiner.
Unit 4 Research, Understanding and Written Response in French
Translating a short written passage effectively from English to French and writing 2 Frenchlanguage essays using appropriate grammar and syntax. One will be in response to a choice of
questions, linked to the general topic areas and the other will be based on research, showing
knowledge of the society and/or culture of a French-language country.
Topic Areas:
The same general topic areas as for AS, plus

Customs, traditions, beliefs and religions

National and international events: past, present and future

Literature and the arts
Assessment
Unit 3
11 - 13 minutes
35% of A2 marks
17.5% of total GCE marks
Unit 4
2 hours 30 minutes
65% of A2 marks
32.5% of total GCE marks
36
GEOGRAPHY – AS/A LEVEL
What entry requirement do I need?
IGCSE Geography Grade A* - C.
Aims
The aims of the Edexcel Advanced Level GCE in Geography are to:
-
develop and apply their understanding of geographical concepts and processes to
understand and interpret our changing world
-
develop their awareness of the complexity of interactions within and between societies,
economies, cultures and environments at scales from local to global
-
develop as global citizens who recognise the challenges of sustainability and the
implications for their own and others’ lives
-
improve as critical and reflective learners aware of the importance of attitudes and values,
including their own
-
become adept in the use and application of skills and new technologies through their
geographical studies both in and outside the classroom
-
be inspired by the world around them, and gain enjoyment and satisfaction from their
geographical studies and understand their relevance.
Year 12 (AS Level)
Unit 1: Global Challenges
Topic 1: World at Risk
Topic 2: Going Global
Assessment: 1 hour and 30 minutes.
Unit 2: Geographical Investigations
Topic 2: Crowded Coasts
Topic 4: Rebranding Places
Assessment: 1 hour and 15 minutes.
37
Year 13 (A Level)
Unit 3: Contested Planet
Topic 1: Energy Security
Topic 2: Water Conflicts
Topic 3: Biodiversity Under Threat
Topic 4: Superpower Geographies
Topic 5: Bridging the Development Gap
Topic 6: The Technological Fix?
Assessment: 2 hours and 30 minutes...
Unit 4: Geographical research
Option 1: Tectonic Activity and Hazards
or
Option 2: Cold Environments — Landscapes and Change
or
Option 4: The World of Cultural Diversity
Assessment: 1 hour and 30 minutes.
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HISTORY – AS/A LEVEL
What entry requirement do I need?
IGCSE History Grade A* - C.
Studying History trains students to think and write clearly, to organize and interpret evidence, and
to confront complex issues in informed and insightful ways. Pupils will be able to develop
transferable skills, which are respected by universities and employers alike. History students
enter a variety of professions, including law, business, finance, journalism, politics, academia and
teaching.
‘Well-qualified History graduates from Cambridge have no difficulty in getting
good jobs in a very wide range of occupations - in business and finance, in
public administration, in journalism and broadcasting, in teaching at a number
of levels, or in research-based careers of various kinds. History is not as
obviously vocational as some courses, but it combines an excellent training in
vital skills with a high degree of interest and enjoyment.’
Aims
The aims of the Edexcel Advanced Subsidiary and Advanced GCE in History are to encourage
students to:

develop their interest in and enthusiasm for history and an understanding of its intrinsic
value and significance

acquire an understanding of different identities within society and an appreciation of
social, cultural, religious and ethnic diversity through the study of aspects of British and
non-British history

build on their understanding of the past through experiencing a broad and balanced
course of study improve as effective and independent learners and as critical and
reflective thinkers with curious and enquiring minds

develop the ability to ask relevant and significant questions about the past and to
research them acquire an understanding of the nature of historical study, for example that
history is concerned with judgements based on available evidence and that historical
judgements may be provisional

develop their use and understanding of historical terms, concepts and skills make links
and draw comparisons within and/or across different periods and aspects of the past

organise and communicate their historical knowledge and understanding in different
ways, arguing a case and reaching substantiated judgements.
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Year 12 (AS Level)
Unit 1: Historical Themes in Breadth
Option D: A World Divided: Communism and Democracy in the 20th Century
D4 Stalin’s Russia, 1924-53
D5 Pursuing Life and Liberty: Equality in the USA, 1945-68.
Assessment: Written examination: 1 hour 20 minutes
Unit 2: British History Depth Study
C1 The Experience of Warfare in Britain: Crimea, Boer and the First World War, 1854-1929
Assessment: Written examination: 1 hour 20 minutes.
Year 13 (A Level)
Unit 3: Depth Studies and Associated Historical Controversies
Option E: War and Peace: 20th Century International Relations
E2 A World Divided: Superpower Relations, 1944-90
Assessment: Written examination: 2 hours.
Unit 4: Historical Enquiry
CW43 The Middle East and the Arab- Israeli Conflict, c1900-2001
Assessment: Coursework Assignment 4000 words
40
MATHEMATICS – AS LEVEL
Progression and prior learning
Before commencing AS Maths, students are required to have achieved a Grade B or better at
IGCSE level, and to have studied all the material in the ‘Extended’ course. In addition, students
will be expected to be able to use the material listed below whenever it is required.

The arithmetic of integers (including HCF and LCM), fractions and Real Numbers

The laws of indices for positive integer exponents

Solution of problems involving ratio and proportion ( including similar triangles, and links
between lengths, areas, and volumes of similar figures)

Elementary algebra (including multiplying out brackets, factorising quadratics with integer
coefficients and the difference of two squares, and the solution of simultaneous equations
by eliminating a variable)

Changing the subject of a simple formula or equation

The equation y = mx + c for a straight line, gradient and intercept

The distance between two points in 2-D with given coordinates

Solution of triangles using trigonometry, including the sine and cosine rules

The following properties of a circle
o
The angle in a semicircle
o
The perpendicular from the centre to a chord bisects the chord
o
The perpendicularity of radius and tangent
Course Outline
Students are required to take one compulsory unit and one optional unit. The percentage
weighting of each unit is written below.
The compulsory unit is:
C12 Pure Mathematics
(66.7% of AS, 33.3% of AL)
The optional units are:
M1 Mechanics or
S1 Statistics
(33.3% of AS, 16.7% of AL)
Each unit is tested in an end of year examination set by Edexcel. Further details may be found
on their website: www.edexcel.org.uk
41
MATHEMATICS – A LEVEL
Progression and Prior Learning
Before commencing A2 Maths, students are required to have achieved a Grade C or better at AS
level in Year 12 and at least a grade B in IGCSE Extended Mathematics.
Aims of the Mathematics Subject Specification
The Mathematics units undertaken have been designed to produce a course which will
encourage students to:
a) develop their understanding of mathematics and mathematical processes in a way that
promotes confidence and fosters enjoyment
b) develop abilities to reason logically and recognise incorrect reasoning, to generalise and
to construct mathematical proofs
c) extend their range of mathematical skills and techniques and use them in more difficult,
unstructured problems
d) develop an understanding of coherence and progression in mathematics and of how
different areas of mathematics can be connected
e) recognise how a situation may be represented mathematically and understand the
relationship between ‘real world’ problems and standard and other mathematical models
and how these can be refined and improved
f)
use mathematics as an effective means of communication
g) read and comprehend mathematical arguments and articles concerning applications of
mathematics
h) acquire the skills needed to use technology such as calculators and computers
effectively, recognise when such use may be inappropriate and be aware of it’s
limitations
i)
develop an awareness of the relevance of mathematics to other fields of study, to the
world of work and society in general
j)
take increasing responsibility for their own learning and the evaluation of their own
mathematical development.
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Course Outline
Students are required to complete one compulsory and one optional unit. These units will
develop from work undertaken in Year 12 and will be:
The compulsory unit is:
C34 Mathematics (This is compulsory and is worth 33.3% of AL)
Algebra and functions; sequences and series; trigonometry; exponentials and ogarithms;
coordinate geometry in the (x, y) plane; differentiation; integration; numerical methods; vectors.
The optional units available to students depend on the optional unit studied in Year 12.
M2 Mechanics (This is optional and is worth 16.7% of AL)
Kinematics of a particle moving in a straight line or plane; centres of mass; work and energy;
collisions; statics of rigid bodies
Students, who studied the Mechanics Unit M1 in Year 12, will study M2 in Year 13 or may choose
to study S1.
S2 Statistics (This is optional and is worth 16.7% of AL)
The Binomial and Poisson Distributions; continuous random variables; continuous distributions;
samples; hypothesis tests
Students, who studied the Statistics Unit S1 in Year 12, will study S2 in Year 13 or may choose to
study M1
Successful completion of these units, in conjunction with the units completed in Year 12, will lead
to the award of an International A Level in Mathematics.
Each unit is tested in an end of year examination set by Edexcel. Further details may be found
on their website: www.edexcel.org.uk
43
PHYSICS – INTERNATIONAL AS LEVEL
Entry requirements
A minimum grade B in IGCSE Physics. Students will also need a grade B or better in Maths and
English to access the material fully.
Pupils wishing to sit all three sciences at AS level should carefully consider the demanding nature
of these courses. A pupil without A*/A grades in all three sciences at IGCSE is likely to struggle.
The course
As with all AS levels, Physics can be cashed in as a ‘stand alone’ qualification or study can
continue to A2 level with the AS grade contributing 50% to the final grade.
AS Physics has three modular units, each with an 80 minute written exam. They are:Unit 1 Physics on the go.
This follows on directly from IGCSE work and covers motion, forces, energy, power, fluid flow,
viscosity and material properties.
Unit 2 Physics at work
This is related to medical physics, music and space technology and covers wave theory including
standing waves, refraction, polarisation, diffraction and light; there is also a section on electricity
including circuits, resistivity, thermistors, e.m.f. and internal resistance.
Unit 3 Exploring Physics, Alternative to practical
Students will be tested on the practical skills developed and the experimental techniques
understood during the study of units 1 and 2.
44
PHYSICS – INTERNATIONAL A LEVEL
Entry requirements
A minimum grade D in AS Physics.
The course
A2 Physics has three modular units, tested over 80 minutes in a similar fashion to AS; they are:
Unit 4 Physics on the move
This is related to transport and communications and covers momentum, circular motion, electric
and magnetic fields and particle physics.
Unit 5 Physics from creation to collapse
This involves the study of thermal energy, nuclear decay, oscillations, astrophysics and
cosmology.
Unit 6 Experimental physics, Alternative to practical
Students will be tested on further practical skills developed in units 1 and 2 and on their
knowledge and understanding of experimental procedures and techniques studied in units 4 and
5.
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Qatar International School