Sixth Form Options Booklet - Mesaieed

Mesaieed International School

Sixth Form

Options Booklet

Academic Year Entry 2020-21

Our vision is for our students to be high achieving, healthy happy individuals, well

prepared to take their place as global citizens and leaders of the future.

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Sixth Form Options Booklet 2020

Contents:

Introductory Information

Examination Boards

AS and A Level Courses

Admissions Criteria for entry into the Sixth Form

How to calculate my APS

Specific Subject Criteria

MIS Course Pathways

Advice to students

Advice to parents

Summary of subjects available to study

Descriptions and information on each subject

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Introductory Information

As Year 11 students are nearing the end of Key Stage 4 (Years 10 & 11) courses of

study at Mesiaeed International School (MIS), it essential for students to consider what

their next step will be in their educational journey. At MIS we offer a rich and balanced

curriculum for students at Key stage 5 in our Sixth Form. Sixth Form represents Years

12 and 13 and is the transition point after which students enter higher education or

work.

All Year 11 students need to apply to stay on in the Sixth Form, and there is a

formalised application process for courses at MIS.

This booklet is designed to help students and parents make informed and correct option

choices ready for future study.

The movement from IGCSE to AS/ A Level is a very important step in a young person’s

education as the choices made for AS/A level courses will have a direct impact on their

post Sixth Form pathways. The range of subjects at KS5 ‘narrows’ even further than at

KS4, allowing students to specialise in certain academic fields and to study subjects to

a greater depth. Once a student KS5 course are completed they have the option to

continue to degree courses at universities.

Every University and country have their own requirements for degree level studies and

different universities accept students onto courses with varying AS/A level grades. It is

therefore very important that before making AS/A level choices at KS5, students and

parents research what is required for further study beyond Year 12 or 13 at MIS.

AS and A Level Courses

AS (Advanced Subsidiary) and A (Advanced) Levels are internationally benchmarked

qualifications providing excellent preparation for university education. AS and A Level

qualification are widely recognized and valued by universities and employers alike.

A level course and broken up into AS in Year 12 and A2 in Year 12 the sum of which

represent a full A level qualification. Most courses can be done as a standalone at AS

level, which are examined at the end of the first year. For further information please

consult the relevant Head of Faculty.

BTEC level 3 Courses

BTEC level 3 Courses are courses equivalent to AS/ A levels. BTEC level 3 courses

differ from traditionally AS/A levels and are more vocationally focused and prepare

students to go to work or progress on to higher education.

Examination Boards

The AS, A level examination courses and BTEC courses on offer at MIS are examined

through the following International Examination Boards:

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• Cambridge Assessment International Education

• Edexcel (Pearsons)

Admissions Criteria for entry into the Sixth Form

Purpose:

To ensure that students enter an appropriate pathway of learning. An appropriate

pathway is defined as one on which the student has a significant chance to achieve a

grade C or above. A grade C or above is set as the requirement for success as the

School’s Strategic priority identifies a 100% C grade or above as the relevant target.

The ALIS subject predictions graphs are used to identify a significant chance and is

defined in the Average Point Score needed to take a specific subject below.

The Sixth Form Curriculum:

A student admitted into the Sixth form is admitted on the basis that they are capable of

accessing the full curriculum. This curriculum has at its core the requirement to study 3

subjects to AS/A level, complete the Enrichment Award; NXplorers; IELTS and study

PSHE.

Entry Criteria for Year 12

Students who wish to study AS/A levels are required to achieve a minimum GCSE APS

(average point score) of 3.5.

As a guide:

APS Score Eligibility

5.5 & above Pathway 4 Can select 3-4 AS/A levels*

4.0 to 5.4 Pathway 2 3 AS/A levels*

3.5 to 3.9 Pathway 2 2-3 AS/A levels*

0 to 3.4 Pathway 1 Unfortunately, MIS does not have a suitable course offer in this category. These students should explore retaking their GCSEs or undertake alternative courses at another school or institution.

*Choice of AS/A level subject may be dependent on specific GCSE subject results

In addition, students not achieving at least a C grade in Maths and English will be

required to re-sit this GCSE, either as part of the supported curriculum or as an addition

to their core AS programme.

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'How to calculate my APS'

Average Points Scores (APS) is calculated using the following conversion table:

GCSE A*-G Grade

GCSE 9-1 Grade

GCSE Point Score

9 9

A* 8.5

8 8

A 7 7

6 6

B 5.5

5 5

C 4 4

D 3 3

E 2 2

F 1.5

G 1 1

U 0 0

1. List out all your forecasted GCSEs grades (or actual GCSE grades) and use the

conversion chart to calculate the points.

2. Add up your best 8 scores and divide by 8 to get an average score. This is your

APS.

3. Use the APS to select courses in the appropriate pathway.

Examples Student A Has 9 GCSEs as follows

Subject GCSE grade GCSE Point score Biology A 7

Chemistry B 5.5

English Lang A* 8.5

English Lit B 5.5

French 4 4

Geography D 3

ICT C 4

Maths 9 9

Physics B 5.5

The Total GCSE points score for the best 8 results = 49 The APS is = 49 ÷ 8 = 6.1 This student can follow Pathway 4 at MIS (refer to page 6)

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Student B Has 9 GCSE as follows:

Subject GCSE grade

GCSE Point score

Maths 4 4

English Lang C 4

Coordinated Science

CC 2X4= 8

Travel & Tourism C 4

PE D 3

DT E 2

Business St C 4

ICT C 4

Maths 4 4

The Total GCSE points score for the best 8 results = 31 The APS is = 31 ÷ 8 = 3.9 This student can follow Pathway 2 at MIS (refer to page 6) Specific Subject Criteria

Students wishing to study Chemistry, Physics, Mathematics, Further Maths and

Economics at AS/A level must have a GCSE Average Point Score of 5.5+ or a particular

aptitude for the subject in question.

Students who have a GCSE Average Point Score of 3.5-3.9 will be restricted to the

following subjects: Art, Media Studies, DT Resistant Material, BTEC Science, BTEC

Certificate in Sports and Travel & Tourism. Note this list is subject to change and is

dependent on student numbers and staffing and there may be additional subjects on

offer.

Students wishing to study Art or MFL at A level must show a particular talent and

aptitude for this subject.

Use the Course Pathways on the next page to match APS to eligible courses.

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MIS Sixth Form Course Pathways 2021

Pathway 1 APS less than 3.5

Pathway 2 APS 3.5 to 3.9

Pathway 3 APS 4.0 to <5.5

Pathway 4 APS 5.5 and above

No viable course at MIS Explore alternative pathways at another school or institute

Select 2 to 3 A levels or BTECs from: Applied Science (BTEC L3) Art (must have aptitude for Art) Certificate in Sports (BTEC L3) Travel and Tourism If you select only 2 A levels, you must select either IGCSE English Or IGCSE Mathematics

retakes

Select 3 A levels or BTECs from: Applied Science (BTEC L3) Art (must have aptitude an for Art) Certificate in Sports (BTEC L3) Travel and Tourism Design Technology English Literature French Geography History Information Technology Sociology Business Studies

Select 3 to 4 A levels from: Art (must have an aptitude for Art) Travel and Tourism Design Technology English Literature French Geography History Information Technology Sociology Business Studies The following (below) require a minimum grade B or 6 in the subject and in Mathematics at IGCSE. Biology Chemistry Physics Mathematics Economics Computer Science

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Advice to Students

Calculate your APS from your predicted grades (or actual results), this will be a starting

point to what Sixth Form courses you can do at MIS.

If you know the career path you wish to follow, or you know which university you wish to

attend, make sure that your subject choices are compatible with entry requirements.

If you don’t know what you want to study at degree level, then a balance of subjects will

keep your options open and some universities and employers prefer this. It is advisable

to do some independent research on the internet. Further advice can be obtained from

your tutor, subject teachers, and subject leaders.

It is often better to select subjects that you enjoy studying as you will find it more

motivating and you are more likely to be successful.

Do not choose a subject because your friend is doing it, there will be a good chance that

you could be in a separate class and remember we are all different people with different

skills and talents.

Do not choose the subject because you like the teacher as there is no guarantee that a

particular teacher will be available to teach you.

Be careful not to choose a subject only because you think it is needed for a career that

appeals to you. If you do not like the subject itself, it is likely that you will not like the

career.

Advice to Parents

Use the GCSE APS to choose the correct study pathway for your child at MIS.

Assess whether your child knows what they want to do in the future.

Assess whether certain option subjects as AS/A Level are necessary for further study.

Establish what is involved in the AS/A Level subjects (talk to teachers, read curriculum

literature and visit examination board websites).

Assess which subjects your child enjoys and those they are good at.

Discuss option choices with your child.

Attend all workshops looking at careers and subjects, and subject options evening held

by the school.

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Choosing Subjects

When choosing subjects please realise that choices are based on subject group blocks.

You can only choose ONE subject from the block. Blocks have been designed to follow

certain career pathways.

Options Blocks 2021-22

Pathways Block A Block B Block C Block D Block E

Medical/Engineering Biology AS Chemistry AS Physics AS Maths AS Computer Sc AS

Commerce Travel & Tourism AS Economics AS

Geography AS

Business AS ICT AS

Humanities/Arts Sociology AS Art AS DT AS French AS English Lit AS

Others Arabic AS BTEC Sports History AS BTEC Science

Maths/Statistics GCSE

English GCSE

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Summary of subjects available for study in KS5 at MIS.

Subject

Examination Board

Arabic

Cambridge

Art and Design

Edexcel

Biology

Edexcel

Business

Cambridge

Chemistry

Edexcel

Computer Science

Cambridge

Economics

Cambridge

English Literature

Cambridge

French

Edexcel

Geography

Cambridge

History

Cambridge

Information Technology

Cambridge

Mathematics

Edexcel

Physics

Edexcel

Product Design DT

Edexcel

Science Level 3 BTEC Edexcel

Sociology Cambridge

Certificate in Sports Level 3 BTEC Edexcel

Travel and Tourism

Cambridge

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IELTS British Council

Enrichment Award

MIS Certified

Islamic Studies MOE Directive

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Arabic

Aims and requirements of the course

Pupils who choose AS and A level Arabic must be keen and be dedicated to furthering their

understanding and knowledge of the subject.

Both AS and A level Arabic are extremely rigorous courses and place large demands on

candidates’ time and concentration. Students need to be well-motivated and be able to work

independently at times.

The course is only suitable for pupils who have previously sat the Higher tier at GCSE/IGCSE

and achieved the highest grades.

We therefore recommend that only pupils with a grade C at IGCSE or above can pursue this

course. This syllabus is offered in June and November each year.

Course content:

Through our professional development courses and our support materials for Cambridge

International

AS and A Level Arabic (8680), (9680), we provide the tools to enable teachers to prepare

learners to the best of their ability and work with us in the pursuit of excellence in education.

Year 12

Students taking Arabic start their learning journey by working towards an AS qualification the

following summer. The new qualification is felt to be more rigorous and requires more focus and

concentration from the student in order to continue the path of success in the AS & A Level hence

being an advanced level of the subject.

The AS exam is taken at the end of Year 12. At this stage pupils may finish their studies in Arabic

or progress onto the A level course in Year 13.

Year 13

Pupils who progress onto the A level Arabic course will continue their studies of the earlier Arabic

topics, but at a more in-depth level.

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Assessment: For AS Arabic: 1 x Reading and Writing paper (1 hour 45 minutes)

1 x Essay paper (1 hour 30 minutes)

Additional Information:

Arabic is held in high regard by universities in the Middle East. As a result, they often look

favourably at applications from candidates studying Arabic at AS or A level, due to its rigorous

and demanding nature in literature and language.

Arabic as a subject opens doors onto a wide range of potential areas of study. First thing the

graduated Arabic student can proceed to study on a PHD level and have a PHD in Arabic

language or Literature watch is in demand in western countries. The graduated student can have

detailed advanced information to feed to the others that are in need to understand an extra

language and its literature. It can open a large range of careers like teaching.

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Art and Design


This course enables students who enjoy art and design and want to improve/ develop their skills

further. You will create artwork using a range of different materials, media and techniques such

as drawing, painting, collage, textile, print, 2D, 3D, graphics, and multimedia and installation

work. It is a broad-based course enabling you to keep your material options open. You will also

develop your critical analysis skills whilst studying the work of different artists to inspire and

influence your work. The skills you need to successfully complete the course are the ability to

explore different materials and techniques and the confidence and dedication to develop your

work in your own time.

Course Content

AS Level Art & Design 1-year course Component 1: Portfolio of Work (50%) You will create a portfolio of work using a range of media, incorporating Graphic Design, Three-dimensional Design, Textiles, Photography and Fine Arts. Component 2: Externally Set assignment (50%) You will create a portfolio of work using a range of media, incorporating Graphic Design, Three-dimensional Design, Textiles, Photography and Fine Arts. Culminating in a final 10-hour period of sustained focus demonstrating the skills you have learnt throughout the course.

A2 Level Art & Design 2-year course Component 1: Portfolio of Work (50%) You will create a portfolio of work using a range of media, incorporating Graphic Design, Three-dimensional Design, Textiles, Photography and Fine Arts. Component 2: Externally Set assignment (50%) You will create a portfolio of work using a range of media, incorporating Graphic Design, Three-dimensional Design, Textiles, Photography and Fine Arts. Culminating in a final 15-hour period of sustained focus demonstrating the skills you have learnt throughout the course.

Assessment AS- 10 hours sustained focus exam over 2 days. A2- 15 hours sustained focus exam over 3 days Additional Information Completing the AS/ A Level Art and Design will enable you to continue to develop your skills

and interest in art and design further. You may choose to specialise in a particular element of

Art and Design at this point such as, fine art, textiles, photography, or fashion.

Getting a good grade at A level Art and Design based courses helps you to study subjects at

university that include; Fashion, Textiles, 3D Design, Product Design, Graphics, Architecture,

Fine Art, Textiles, Interior Design, Photography, Web Design, Media.

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Biology

Aims and requirements of the course The aims and objectives of these qualifications are to enable students to develop:

• essential knowledge and understanding of different areas of the subject and how they relate to each other

• a deep appreciation of the skills, knowledge and understanding of scientific methods • competence and confidence in a variety of practical, mathematical and problem-solving

skills • their interest in and enthusiasm for the subject, including developing an interest in further

study and careers associated with the subject.

Course Content Year 12 Unit 1: Molecules, Diet, Transport and Health Unit 2: Cells, Development, Biodiversity and Conservation Unit 3: Practical Skills in Biology I Year 13 Unit 4: Energy, Environment, Microbiology and Immunity Unit 5: Respiration, Internal Environment, Coordination and Gene Technology

Unit 6: Practical Skills in Biology II

Assessment Unit 1: Written paper (1hr 30mins) worth 40% of AS (20% of A2) Unit 2: Written paper (1hr 30mins) worth 40% of AS (20% of A2) Unit 3: Written paper (1hr 20mins) worth 20% of AS (10% of A2) Unit 4: Written paper (1hr 45mins) worth 20% of A2 Unit 5: Written paper (1hr 45mins) worth 20% of A2 Unit 6: Written paper (1hr 20mins) worth 10% of A2

The papers may include multiple-choice, short-open, open-response, calculations and extended-writing questions. The paper will include a minimum number of marks that target mathematics at Level 2 or above. Students will be expected to apply their knowledge and understanding to familiar and unfamiliar contexts.

Additional Information Knowledge with understanding Handling information and solving problems Access and assess appropriate scientific literature. Develop hypotheses and propose appropriate experiments to test them. Use appropriate data analysis and interpret the results of experiments Recognize and understand the ethical issues involved with Biological concepts.

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Business


The Business course enables learners to understand and appreciate the nature and scope of

business, and the role it plays in society. The syllabus covers economic, environmental, ethical,

governmental, legal, social and technological issues, and encourages a critical understanding of

organizations, the markets they serve and the process of adding value.

The ability to make mature judgments' is the key to success for students at A Level.

Students need to think through problems, being aware of the importance of making judgments

and not leaving answers open ended.

Course Content

• Business and its environment

• People in organisations

• Marketing

• Operations and project management

• Finance and accounting

• Business and its environment

• People in organisations

• Marketing

• Operations and project management

• Finance and accounting

Students develop a wide range of business skills together with an in-depth knowledge and

understanding of business. Students will develop:

• An understanding of how organizations operate.

• Strong communication skills (oral and written)

• Analytical and critical thinking skills.

• Problem solving skills.

• Decision making skills and Evaluative skills.

• Logical thinking skills.

• Presentation and report writing skills.

Assessment

• Papers 1 and 2 is for Cambridge International AS Level qualification Paper 1 Short Essay 1hr

15 Paper 2 Data response 1hr 30

• Papers 3 is for Cambridge International A Level qualification (all 1& 2 components) Paper 3

Case Study 3 hrs

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Chemistry


To provide students with opportunities to gain knowledge, understanding and skills that are

needed to explain natural and chemical phenomenon.

To enable students to fine tune their analytical, critical and evaluative skills. To give them

opportunities to work in a variety of ways to develop their ability to work independently and as

part of a team.

Course Content

Year 12

Unit 1: The core principals of chemistry Unit 2: Application of the core principles of chemistry Unit 3: Laboratory skills

Year 13

Unit 4: General principles of chemistry (1) Unit 5: General principles of chemistry (2) Unit 6:

Laboratory skills.

Assessment

Year 12

Unit 1: The core principals of chemistry

Unit 2: Application of the core principles of chemistry

Unit 3: Laboratory skills

Year 13

Unit 4: General principles of chemistry (1) Unit 5: General principles of chemistry (2) Unit 6:

Laboratory skills

Additional Information-Key skills

Knowledge with understanding

Handling information and solving problems

Access and assess appropriate scientific literature.

Develop hypotheses and propose appropriate experiments to test them.

Use appropriate data analysis and interpret the results of experiments

Recognize and understand the ethical issues involved with Chemical concepts.

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Economics Aims and Requirements of the Course The study of AS & A Level Economics allows learners to explore concepts and theories which can be applied to the way that modern economies work. Learners develop the ability to explain, evaluate and analyse economic issues and arguments. They gain lifelong skills and a solid foundation for further study.

About the syllabus Through the AS and A Level Economics syllabus, learners study how to explain and analyse economic issues and arguments, evaluate economic information, and organise, present and communicate ideas and judgements clearly. The syllabus covers a range of basic economic ideas, including an introduction to the price system and government intervention, international trade and exchange rates, the measurement of employment and inflation, and the causes and consequences of inflation. Learners also study the price system, the theory of the firm, market failure, macroeconomic theory and policy, and economic growth and development.

Course Content The key concepts on which this syllabus is built are set out below. These key concepts can help think about how to approach each syllabus topic in order to encourage learners to make links between topics and develop a deep overall understanding of the subject. • Scarcity and choice The fundamental problem in economics is that resources are scarce and wants are unlimited, so there is always a choice required between competing uses for the resources. • The margin and change Decision-making by individuals, firms and governments is based on choices at the margin; that is, once behaviour has been optimised, any change will be detrimental as long as conditions remain the same. • Equilibrium and efficiency Prices are set by markets, are always moving in to and out of equilibrium, and can be both efficient and inefficient in different ways and over different time periods. • Regulation and equity There is a trade-off between, on the one hand, freedom for firms and individuals in unregulated markets and, on the other hand, greater social equality and equity through the government regulation of individuals and markets. • Progress and development Economics studies how societies can progress in measurable money terms and develop in a wider more normative sense.

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Assessment Year 12 Paper 1 (1 hour). 30 multiple choice questions based on the AS Level syllabus content. 30 marks, 40% AS, 20% A Level. Paper 2 (1 hour 30 minutes). Data response and essay-based questions on the AS Level syllabus content. 40 marks, 60% AS, 30% A Level. Year 13 Paper 3 (1 hour 15 minutes). 30 multiple choice questions based on the A Level syllabus content. 30 marks, 15% Level. Paper 4 (2 hours 15 minutes). Data response and essay-based questions on the A Level syllabus content. 70 marks, 35% A level.

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Computer Science


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

1. Computational thinking skills.

2. An understanding of the main principles of solving problems using computers.

3. An understanding of the component parts of computer systems and how they interrelate,

including software, data, hardware, communication and people.

4. An understanding of the different methods of communication and the functionality of

networks and the internet.

5. The skills necessary to apply this understanding to develop computer-based solutions to

problems.

Course Content

AS Level Computer Science Year 12 course Theory Fundamentals topics Practical Fundamental Problem Solving and

Programming topics

1. Information Representation 9. Algorithm Design & Problem-Solving

2. Communication 10. Data Types and structures

3. Hardware 11. Programming

4. Processor Fundamentals 12. Software Development

5. System Software

6. Security, privacy & data integrity

7. Ethics & Ownership

8. Databases

A2 Level Computer Science Year 13 course Paper 3 Advanced Theory topics Practical Further Problem Solving and

Programming topics

13. Data Representation 19. Computational thinking & Problem-solving

14. Communication and Internet technologies Further Programming

15. Hardware & Virtual Machines 20. Computational thinking & Problem-solving

16. System Software Further Programming

17. Security

18. Artificial Intelligence

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Assessment AS Level - Paper 1 Theory Fundamentals topics – 1 ½ hour Written paper (50% of AS level &

25% AS Level) & Paper 2 Practical Fundamental Problem Solving and Programming topics - 2

hour Written paper (50% of AS level& 25% AS Level)

A2 Level - Paper 3 Advanced Theory – 1 ½ hour Written paper (25% of A level) & Paper 4

Practical Further Problem Solving and Programming – 2 hour Written paper (25% of A level)

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English Literature


This provides the students with continuity to their English studies at IGCSE which were with the same examination board. Questions are formatted in the same way and the course follows similar strands. After one year of study, students will sit examinations for the AS qualification. Should they choose to continue their studies in Literature, they will sit further examinations at the end of year two.

Course Content

At AS Level Literature in English, candidates’ study four set texts: one poetry text, a novel and two drama texts. Close study of all the texts chosen is needed in preparation for a choice of essay and passage-based questions in final examination. Wider critical reading of other works is an expectation of the students’ independent study. At A Level, candidates are required to study an additional four set texts: these are a choice of poetry, prose and drama as decided by the teacher responsible for curriculum delivery. Shakespeare is compulsory element of the course. Close study of all the texts chosen is needed in preparation for a choice of essay and passage-based questions in final examination. Wider critical reading of other works is an expectation of the students’ independent study.

Assessment

AS-The students will sit two examinations, externally marked. Paper 3 Poetry and Prose – students answer one question on poetry and one on prose. Duration 2hours. 50 marks. 50% of the AS Level or 25% of the A level Paper 4 Drama – students answer 2 questions on two plays. Duration 2 hours. 50 marks. 50% of the AS Level or 25% of the A Level A2 - The students will sit two examinations externally marked. Paper 5 Shakespeare and other pre-20th Century texts. This paper contains two sections: Section A: Shakespeare; Section B: other pre-20th Century Texts. Students answer two questions: one question from Section A and one question from Section B. At least one of the questions candidates answer must be a (b) passage-based question, chosen from either Section A or Section B. Externally assessed. 50 marks. Duration 2 hours. 25% of the A Level

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Paper 6 1900 to the present Candidates answer two questions on two different set texts. There is choice of set texts of poetry, prose and drama. Externally assessed. 50 marks

Additional Information

An A Level Literature in English qualification is a prestigious qualification that is popular with Universities because of its adaptability for a multitude of careers. Whilst not vocationally, it is very often a pathway into careers in law, media, politics or journalism. 6 Key skills for successful study: reading analytically, effective communication, judgement, research, argument, insight.

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French


Speaking a second language is a valuable skill whether you are interested in tourism, business, teaching or working for an international company. This is an advanced level course in French, so you are expected to have already undertaken some study of the language you have chosen. Most students who take this course will have completed the GCSE course usually at grade B or above.

Studying French at AS/A2 Level will give students the opportunity to develop the skills needed for effective written and spoken communication in the language. The course builds on the language skills acquired at GCSE and covers a range of contemporary issues. Students can focus their language studies on areas which are of particular interest to them, for example, students choose their own topics for the oral exams which they are then able to research and prepare.

Course Content

The AS Level topics covered in year 12 are;

• Youth Matters

• Lifestyle, health and fitness

• Environment and travel

• Education and employment In year 13 for A Level, students are able to concentrate on topics they have chosen. As a class we will also cover elements from the following topics.

• Technology in the target language speaking world

• Society in the target language speaking world

• Ethics in the target language speaking world

• Study of Topic, Text or Film

Assessment

Unit 1: Spoken expression and response 30% of the total IAS Section A: Spoken response – Requires students to respond to four Pearson-set questions on a stimulus related to one of the student’s two chosen general topic areas (GTAs). Section B: Discussion – Requires the teacher/examiner to engage the student in a discussion

that, although still relating

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Unit 2: Understanding and written response 70% of the total IAS Section A: Listening – Requires students to listen to a range of authentic material recorded in French and to retrieve and convey information given in the recording by responding to a range of questions in French. Section B: Reading and Grammar – Requires students to read authentic printed materials in French and to retrieve and convey information by responding to a range of questions in French. Section C: Writing – Requires students to write an email or article of a recommended length of

240–280 words in French based on a short, printed stimulus written in French and four related

bullet points.

Unit 3: Understanding and spoken response 30% of the total IA2 Section A: Presentation and debate – Requires students to demonstrate the effectiveness of their French-language skills by presenting and taking a clear stance on any issue of their choice for about one minute. Students will then interact with the teacher/examiner as they defend and justify their views for up to four minutes. Section B: Discussion – The teacher/examiner initiates a spontaneous discussion on at least two further issues, moving the conversation away from the students’ chosen issue. If these further issues relate to the IAS GTAs, then they do not have to be rooted in French-language culture. However, if these issues relate to the IA2 specific GTAs, they must be rooted in French-language culture. Students will be expected to use debating skills and argument to discuss their chosen issue.

They will be assessed on their reading and research skills in their chosen issue, as well as their

communication skills and quality of spoken language.

Unit 4: Research, understanding and written response 70% of the total IA2

Section A: Listening – Requires students to listen to a range of authentic material recorded in French and to retrieve and convey information given in the recording by responding to a range of questions in French. Section B: Reading and Grammar – Requires students to read authentic printed materials in French and to retrieve and convey information by responding to a range of questions in French. Section C: Writing – Requires students to answer one question, in French, from a choice of

two, that relates to a topic, a literary text or a film chosen from the prescribed list. Students

should write 300-400 words. The assessment rewards students for communicating relevant

information effectively as well as for the quality of the French language produced


The ability to speak a modern foreign language is highly regarded by both universities and

employers. Foreign language skills are a valuable asset for a variety of careers, for example, in

the armed forces, business, finance, travel and tourism and can be studied at university either

on their own or in joint degrees with most other subjects. Languages combine well with areas

such as business, finance, media, tourism, design and fashion, engineering, science and law.

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Geography


In Geography you will learn about the physical landscape and how it’s changing, how people

interact with the environment, investigate the problems facing the earth today and the solutions

to these problems.

Furthermore, you will learn many transferable skills such as decision making, problem solving,

analysing and interpreting data. All these skills are in great demand and are recognized by

employers, universities and colleges as of being great value.

Course Content

In AS year 12 students study the following topics:

Hydrology and fluvial geomorphology

Rocks and weathering

Atmosphere and weather

Population Migration Settlement Dynamics

At the end of Year 12 students complete two written exams lasting 1 hour 30 minutes each.

One exam assesses students on physical geography and the second exam assesses students

on human geography.

In year 13 A2 students study the following topics:

Hazardous Environments

Hot arid and semi- arid environments or Tropical Environments

Environmental Management or Global Interdependence

Production, location and change or Economic Transition

Assessment

At the end of Year 13 students complete two written exams lasting 1 hour 30 minutes each.

One exam assesses students on physical geography and the second exam assesses students

on human geography.


Geographers learn a wide range of transferable skills which are highly thought of by employers.

Geographers end up working in a wide variety of jobs. For example, town planning, engineering,

surveying, meteorology, the travel and tourism industry, hotel and hospitality management,

education, flood management, development work, conservation management, hazard

management, environmental management. There may be a small additional cost for any field

trip excursions that take place during the A-level course.

Specification: Cambridge 9696

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History 9389/02 American History and the Origins of the Cold War Paper 3 elective.


• An interest in the past and appreciation of human endeavour

• The ability to think independently and make informed judgements

• An empathy with people living in different places and at different times

Course Content

AS (Year 12) America 1846-1941

• Origins of the Civil War

• The History of the USA 1869 – 1941

A2 (Year 13) America and the Wider World 1941 -1989

• The Origins and the Development of the Cold War 1941 -1950

Assessment

AS candidates take two papers (If taken as a two-year course): Paper 1 document questions 1 hour 20% Paper 2 Outline study 1hr 30 30% A2 Candidates take two papers: Paper 3 Document Source Paper 1 Hour 20% Paper 4 Depth Study: The History of the USA 1941-1990 1 hour 30 30%


Students gain lifelong skills through studying history, such as

• Assessing different interpretations of an argument

• Formulating their own ideas about a subject

• Presenting clear and logical arguments

• Evaluating historical evidence

• Developing an understanding of historical concepts such as cause and effect, similarity

and difference and continuity and change

History is regarded highly by all universities, so it is useful for any academic career or degree but particularly those that require the skills of:

• Arguing a point of view and backing it up with evidence – such as legal careers.

• Researching and investigating topics and writing up your findings – so careers such as journalism but also research and even scientific careers.

• Presenting your ideas – so careers in the media.

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Information Technology (IT)


The aims of this course is for students to develop a wide range of IT skills together with an in-depth knowledge and understanding of IT. 1. The course helps students to develop independent study skills which universities value

highly. 2. It develops students’ technical computing skills 3. Develops students’ general professional skills e.g. communication skills 4. Problem-solving ability, recognizing levels of abstraction in software, hardware systems, and

multimedia 5. Practical skills such as building and using database management systems and other

sophisticated software tools 6. Develops students’ Programming skills 7. Cambridge International Examinations prepares school students for life, helping them

develop an informed curiosity and a lasting passion for learning.

During this course, students will develop the capacity to think creatively, innovatively, analytically, logically and critically as they look at IT in a range of contexts to solve problems and develop an understanding of the effect of IT on individuals, organisations and society. Students will cover exciting units such as information systems and applications, structured IT tasks and IT projects, and are encouraged to become discerning users of ICT. Learners study the structure and use of IT systems within a wide range of organisations, including the use of a variety of computer networks. As a result, learners gain an understanding of IT system life cycles, and how these affect the workplace. They also learn about the wider impact of IT on society in general. At A Level, learners also study simple programming for the web relevant to their own use of IT.

Course content Year 12 AS Information Technology:

• Data, information, knowledge and processing

• Hardware and software

• Monitoring and control

• E-safety and health and safety

• The digital divide

• U sing networks

• Expert systems

• Spreadsheets

• Database and file concepts

• Sound and video editing

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Year 13 A Level Information Technology:

• Emerging technologies

• Role and impact of IT in society

• Networks

• Project management

• System life cycle

• Graphics creation

• Animation

• Mail merge

• Programming for the web

Assessment

• Papers 1 and 2 is for Cambridge International AS Level qualification

• Papers 3 and 4 is for Cambridge International A Level qualification (with all components)

Page 29

Mathematics


Pupils who choose AS/A level Mathematics must be keen mathematicians and be dedicated to

furthering their understanding and knowledge of the subject. Both AS and A level Mathematics

are extremely rigorous courses and place large demands on the candidates’ time and

concentration. Students need to be well-motivated and be able to work independently when

required.

Prior knowledge of advanced algebra is expected and consequently, the course is only suitable

for pupils who have previously sat the higher tier at GCSE/IGCSE and achieved the highest

grades. Minimum requirement is a grade 7 at IGCSE.

Course Content

The new IAS an IAL level Mathematics specification changes (XMA01)/(YMA01) have recently

been implemented. Pupils now follow a fixed study path in Mathematics at M.I.S.

Y12 All pupils study two units of Pure Mathematics and one unit of Statistics Algebra and Functions Co-ordinate geometry (i) Trigonometry (i) Basic calculus Proof Algebra and functions Co-ordinate geometry (ii) Sequences and series Exponentials and Logarithms Trigonometry (ii) Calculus Modelling Summarising data Probability Correlation and regression Discrete random variables The normal distribution

Y13 All pupils study two units of Pure Mathematics and one unit of Mechanics Algebra and functions Trigonometry

Exponentials and logarithms Calculus Numerical methods Proof Algebra and functions Binomial Expansion

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Calculus Vectors Modelling Vectors Kinematics and Dynamics Statics Moments

AS and A Level Students taking Mathematics start their learning journey by studying the AS material over the

course of Year 12. Pupils who are leaving school at the end of Year 12 will be entered for the AS

units during the summer examination session as cash-in their results. As the course in modular,

pupils working towards the full A level will sit the Y12 units and then carry the results with them

into Year 13.

Assessment

For AS Mathematics: 2 x Pure Mathematics papers (2 x 1.5 hours) 1 x Statistics paper (1 x 1.5 hours)

For A level Mathematics: 2 x Pure Mathematics papers (2 x 1.5 hours)

1 x Mechanics paper (1 x 1.5 hours)

Am electronic calculator is allowed and expected to be used on all papers.


Mathematics is held in high regard by universities worldwide. As a result, they often look

favourably at applications from candidates studying mathematics at AS or A level, due to its

rigorous and demanding nature.

Mathematics as a subject can open doors into a wide range of potential areas of study. Whilst

engineers and accountants clearly require a solid mathematical grasp, many other subjects

benefit from previous mathematical studies. Social sciences, sports science and even medicine

require the understanding of numerous high-level mathematical concepts.

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Physics

Aims and requirements of the course The aims and objectives of these qualifications are to enable students to develop:

• essential knowledge and understanding of different areas of the subject and how they relate to each other

• a deep appreciation of the skills, knowledge and understanding of scientific methods • competence and confidence in a variety of practical, mathematical and problem-solving

skills • their interest in and enthusiasm for the subject, including developing an interest in further

study and careers associated with the subject.

Course Content Year 12 Unit 1: Mechanics and Materials Unit 2: Waves and Electricity Unit 3: Practical Skills in Physics I Year 13 Unit 4: Further Mechanics, Fields and Particles Unit 5: Thermodynamics, Radiation, Oscillations and Cosmology

Unit 6: Practical Skills in Physics II

Assessment Unit 1: Written paper (1hr 30mins) worth 40% of AS (20% of A2) Unit 2: Written paper (1hr 30mins) worth 40% of AS (20% of A2) Unit 3: Written paper (1hr 20mins) worth 20% of AS (10% of A2) Unit 4: Written paper (1hr 45mins) worth 20% of A2 Unit 5: Written paper (1hr 45mins) worth 20% of A2 Unit 6: Written paper (1hr 20mins) worth 10% of A2

The papers may include multiple-choice, short-open, open-response, calculations and extended-writing questions. The paper will include a minimum number of marks that target mathematics at Level 2 or above. Students will be expected to apply their knowledge and understanding to familiar and unfamiliar contexts.

Additional Information Knowledge with understanding Handling information and solving problems Access and assess appropriate scientific literature. Develop hypotheses and propose appropriate experiments to test them. Use appropriate data analysis and interpret the results of experiments

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Recognize and understand the ethical issues involved with Physical concepts Be able to use complex terminology and formulae to explain concepts There are some practical elements to the course and students will need to participate fully in these activities. In addition, there is a heavy Mathematics content to the course, and students should be highly competent in Maths before taking this course.

Page 33

Product Design - DT


A level Design Technology is a 2-year course with two components (see table to the right for

details). All of the externally assessed work is completed in the second year of the course with

the first year used to gain the knowledge and skills required for success.

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

• use creativity and imagination when designing and solving real world problems

• Identify market needs and opportunities for new products

• acquire subject knowledge in design technology including prototyping and real world

manufacture

• work collaboratively to develop and refine their ideas and responding to feedback from

users

• develop an in-depth knowledge and understanding of material, components and

processes

• to be able to work safely and skilfully to produce high quality prototypes.

Course Content

For examination-12 topics including materials, digital technologies, features of manufacturing

industries and information handling.

For the project students will produce a substantial design, make and evaluate project which

consists of a portfolio and prototype.

Assessment

Component 1 50% Written Examination Principles of Design Technology 2hr 30

Component 2 50% Independent Design and Make Product


Choose A level Design Technology if you want employment related to manufacturing and/or

research and development of products – from a toothbrush to a skyscraper. You need

enthusiasm to learn the ‘key skills’ of this field: analysis, drawing, modelling, making and testing.

(This course is NOT available as a 1 year stand-alone AS qualification)

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Level 3 BTEC in Applied Science

Aims and requirements of the course The BTEC qualification in science has been developed to:

• give learners the opportunity to acquire technical and employability skills, knowledge and understanding which are transferable

• give learners the opportunity to enter employment in the science sector or to progress to vocational qualifications such as the Pearson BTEC Higher Nationals in Applied Biology, Applied Chemistry or health-related or other science-related qualifications

• increase understanding of the role of the science technician or assistant practitioner, their relationship with the scientific community and their responsibilities towards the community and the environment

• give learners the opportunity to develop a range of skills and techniques, personal skills and attributes essential for successful performance in working life.

Pearson BTEC Level 3 Certificate in Applied Science is equivalent in size to 0.5 of an A Level.

Course Content Unit 1: Fundamentals of Science The aim of this unit is to enable learners to develop the practical techniques necessary to pursue a career as a laboratory technician. Learners will investigate the quantities necessary in chemical reactions, the structure and functions of cells, the calorific value of different fuels and develop skills in communicating scientific information. Unit 2: Working in the Science Industry The aim of this unit is to enable learners to gain the knowledge and skills that an employee in the science industry needs to be an effective, efficient and safe member of a team. Learners will know communication practices, how laboratories are designed, how information is stored in laboratory information management (LIMS) and how to work safely in a scientific workplace. Unit 4: Scientific Practical Techniques The aim of this unit is to enable learners to use a range of practical techniques used in science such as the analysis of substances, the separation of substances and the use of instruments/sensors. The variety of techniques in the content allows the unit to be tailored to reflect the focus of different areas of study, eg forensic science, biology, chemistry, physics, electronics and environmental science.

Assessment 3 units of which all are mandatory are assignment based. There are no external exams for this course.

Unit Name Assignments Credits

1 Fundamentals of Science 5 10

2 Working in the Science Industry 4 10

4 Scientific Practical Techniques 3 10

Page 35

BTEC Level 3 Certificate in Sport


BTEC qualifications in Sport provide an introduction to the sector for learners looking to build a career in sport, within one of its occupational areas. These areas include careers in exercise and fitness, coaching and leadership, sports development and the outdoors. At the BTEC Diploma and Extended Diploma level, there are three specific specialist pathways to choose from:

● Performance and Excellence ● Development, Coaching and Fitness ● Outdoor Adventure.

The specification has been structured to allow learners maximum flexibility in selecting optional units, so that interests and career aspirations within the sport and active leisure sector can be reflected in the choice of unit combinations.

Course Content The course consists of four mandatory units that all pupil must take. Unit Mandatory units – all four units must be taken: Credit Level 1 Principles of Anatomy and Physiology in Sport 5 3 2 The Physiology of Fitness 5 3 3 Assessing Risk in Sport 10 3 4 Fitness Training and Programming 10 3 Unit Optional units: 5 Sports Coaching 10 3 6 Sports Development 10 3 8 Practical Team Sports 10 3 9 Practical Individual Sports 10 3 10 Outdoor and Adventurous Activities 10 3 11 Sports Nutrition 10 3 12 Current Issues in Sport 10 3 13 Leadership in Sport 10 3 14 Exercise, Health and Lifestyle 10 3 15 Instructing Physical Activity and Exercise 10 3 17 Psychology for Sports Performance 10 3 26 Work Experience in Sport 10 3 27 Technical and Tactical Skills in Sport 10 3

Assessment All units are internally assessed in the BTEC qualifications in this specification. Each unit within the qualification has specified assessment and grading criteria which are to be used for grading purposes. A summative unit grade can be awarded at pass, merit or distinction: ● to achieve a ‘pass’ a learner must have satisfied all the pass assessment criteria ● to achieve a ‘merit’ a learner must additionally have satisfied all the merit grading criteria ● to achieve a ‘distinction’ a learner must additionally have satisfied all the distinction grading criteria.

Page 36

Sociology


The study of Sociology should stimulate awareness of contemporary social, cultural and political issues, and focus attention on the importance of examining these issues in a rigorous, reasoned, evaluative and in an analytical way. Sociology offers students the opportunity not only to explore the processes that are shaping current trends, but also to develop an understanding of the complexity and diversity of human societies and their continuities with the past. The Cambridge examination provides a solid grounding in the central ideas and approaches in Sociology: including family, theory and methods, media, education and global development. Students do not require an prior knowledge in order to access this course.

Course Content

At AS Level Sociology, candidates study two units: research methods and family. Close study of all data, case studies and texts is a requirement in order to answer a data analysis question and an essay based question in preparation for final examination. Wider critical reading of other works is an expectation of the students’ independent study. At A Level candidates are required to study an additional three units: these are: media, education and global development. as decided by the teacher responsible for curriculum delivery. Candidates will be required to answer three essay based questions on each of the units listed above. Wider critical reading of other works is an expectation of the students’ independent study.

Assessment

AS-The students will sit two examinations, externally marked. Paper 1 The Family – students answer one data analysis question and essay question. Duration 1 hour 30 minutes. 50 marks. 50% of the AS Level or 25% of the A level. Paper 2 Research Methods – students answer one data analysis question and essay question. Duration 1 hour 30 minutes. 50 marks. 50% of the AS Level or 25% of the A Level. A2 - The students will sit one examination externally marked. Paper 3 Students will answer three essay style questions from the three units studied (media, education and global development) with a choice of two questions per section. Externally assessed. 75 marks. Duration 3 hours. 50% of the A Level


An A Level Sociology qualification is a stimulating qualification, that allows students to discuss

and debate current affairs and share their own life experiences. It also supports those who have

been actively involved in Model United Nations. This course works well with: Science, Literature,

Page 37

Travel and Tourism


In order to do well in this subject you should have an interest in travel and tourism. You will

learn about the different components of the travel and tourism industry, the reasons for the

growth in the travel and tourism industry, tourist destinations across the world, the advantages

and problems of tourism, customer care, and marketing and destination management.

Course Content

Learners discover that the travel and tourism industry is dynamic in nature and how the industry

responds to change: for example, external factors such as changing consumer needs and

expectations, developments in ICT. The syllabus encourages learners to develop practical and

technical skills relevant to the industry, enabling them to deal with a range of complex situations

and problems.

Assessment

Y12 AS Level

Paper 1 Written examination 2hr 30 =33%

This is a written paper testing the core content of the Tourism industry.

Paper 2 Coursework = 17%

This is a coursework project which involves planning and managing a travel and tourism event.

Candidates work in a team but present their project individually.

Y13 A2 Level

Paper 3 Written examination 1hr 30 minutes = 25%

This is a written paper testing the understanding of destination marketing.

Paper 4 Written examination 1hr 30 minutes = 25%

This is a written paper testing the understanding of destination management.


AS/ A2 Travel and Tourism will help you with careers in the travel, tourism and hospitality

industry such as hotel management, working at an Airport or working for an airline.

Specification: Cambridge 9395

Page 38

IELTS- International English Language Testing System


IELTS, the International English Language Testing System, is designed to assess the language ability of people who want to study or work where English is the language of communication. IELTS is recognised and accepted by over 10,000 organisations worldwide, including universities, employers, professional bodies, immigration authorities and other government agencies. Students will have the opportunity to study IELTS via timetabled teacher lead lessons & Self-study lessons

Assessment

There are four components to the IELTS test these are: Listening, Reading, Writing, and Speaking. Listening Skills assessed A wide range of listening skills are assessed, including: • Understanding of main ideas • Understanding of specific factual information • Recognising opinions, attitudes and purpose of a speaker • Following the development of an argument. Reading Skills assessed A wide range of reading skills are assessed, including: • Reading for gist • Reading for main ideas • Reading for detail • Understanding inferences and implied meaning • Recognising writer’s opinions, attitudes and purpose • following the development of an argument. Writing Skills assessed A wide range of speaking skills are assessed, including: • The ability to communicate opinions and information on everyday topics and

common experiences and situations by answering a range of questions • The ability to speak at length on a given topic using appropriate language and

organising ideas coherently • The ability to express and justify opinions and to analyse, discuss and speculate

about issues.

Page 39

Speaking Skills assessed A wide range of speaking skills are assessed, including: • The ability to communicate opinions and information on everyday topics and

common experiences and situations by answering a range of questions • The ability to speak at length on a given topic using appropriate language and

organising ideas coherently • The ability to express and justify opinions and to analyse, discuss and speculate

about issues. The IELTS band score scale:

9 Expert user

8 Very good user

7 Good user

6 Competent user

5 Modest user

4 Limited user

3 Extremely limited user

2 Intermittent user

1 Non user

0 Did not attempt the test

Find out more at www.ielts.org

http://www.ielts.org/

Page 40

Enrichment Award

Aims and requirements of the course Enrichment is the term used to describe any school activity or learning experience that falls outside of subject courses. Examples of Enrichment activities currently utilized by MIS students include the MUN programs or school athletic teams. However, the scope of Enrichment activities is by no means limited to examples like these; Enrichment covers a wide range of other activities, projects and events. The activities should comprise of those that are both personal and those that contribute to the community.

A comprehensive portfolio of Enrichment presents a valuable source of evidence to support applications to universities and future employment. Research shows that university admission teams place the highest importance on student’s propensity to complete courses. As such, universities now expect you to present evidence of achievements outside academic qualifications, especially in highly competitive courses. Therefore, demonstrating adherence to Enrichment projects ensures universities will consider you to be worthy candidates. Likewise, employers are increasingly looking towards the soft skills associated with and developed through activities such as Enrichment. Employers will seek evidence of such activities and skills as a means of finding suitable and affective employees.

Assessment and evidence generation When an activity or project is proposed, the Enrichment Supervisor will sign a Proposal Document to validate the tasks and time needed. Once this activity has ended, the supervisor will provide comments on your progress on an Enrichment Monitoring document. You also will be required to reflect on how this experience has helped you to develop. Both documents constitute portfolio to be kept through the year. Please note, the Enrichment Supervisor will not chase students to ensure they attend or complete tasks, they will simply not sign the documents. Tutors will monitor your progress towards target hours and record development as part of half-termly progress checks. Students will be expected to prepare a presentation when they complete milestones to be awarded a certificate. 50 hours – Bronze Certificate 75 hours – Silver Certificate 100 hours – Gold Certificate

Page 41

بية الإسلامية التر

Islamic studies Y12 AS / A level 2020 2021 -

بية الإسلامية: أهداف مساق التري تربية النشء

يفة ف بية الإسلامية على الإفادة من القرآن الكريم والسنة النبوية الشر يرتكز منهاج التر

المسلم تربية تتناسب مع متطلبات العصر، وتعكس أهداف النهضة السياسية والمجتمعية والتعليمية

ي دولة قطر، مؤكدة على أن الوعي أساس السعـــــي، وأن التوصيف قبل التوظي ف، وأن الفهم قبل ف

ي تمثل الغذاء الروحي بية الإسلامية التر ، وأن العلم قبل العمل، ومن هنا تظهر أهمية التر التسختر

، ويخدم امته ي العالمير ها ف ي عليه أن يحمل دعوة الإسلام وينشر

بوي لجيل رائد ينبغ والفكري والتر

ومجتمعه بكل مسؤولية وتفانٍ.

بية الإسلامية: أسس مساق التر

بية الإسلامية كافة الحاجات المطلوب إشباعها للطالب، ومنها ترسيخ العقيدة راع منهاج التر

الإسلامية، والهوية الثقافية والحضارة الإسلامية والعربية بناء على القناعة والفهم لا التلقير والحشو،

ارة لا مــــــلء الوعاء، والانفتاح الواعي على الثق منهج قدح الشرًافات الأخرى وعدم الانكفاء على متبنيا

، وتنمية قيم حب ــــب العلم والحرص على طلبه وتنمية المواهب ومهارات التفكترُالذات، وغرس ح

الختر والجمال ونفع الآخر ورعاية البيئة، ثم تحصير عقل المسلم من الأوهام والخرافات من خلال

المنهج النقدي.

: محتوى المساق التعليمي

1-مجال القرآن الكريم :

تلاوة وتجويد الآيات الكريمة )سورة يوسف(

حفظ الآيات الكريمة )سورة الصف(

تفستر الآيات الكريمة )سورة القصص/ سورة النساء(

يف: 2-مجال الحديث الشر

ح وحفظ حديث قيمة الإخلاص شر

ي الدين ح وحفظ حديث فضل التفقه ف شر

3- مجال العقيدة الإسلامية:

أبرز خصائص الرسالة الإسلامية

البدعة معناها وأنواعها وصورها وخطورتها

Page 42

4-مجال الفقه الإسلامي :

أحكام البيوع.

أحكام الربا.

ة والبحوث الإسلامية : 5-مجال الستر

ي الله عنه ي وقاص رض ي الجليل سعد بن أب .الصحاب

الأقصىالمكانة الدينية لفلسطير والقدس والمسجد .

6-الآداب والأخلاق الإسلامية :

أهمية التوكل على الله تعالى

الخوف والرجاء

مـــــــــــــلاحـــــــــــــظـــــــــــة:

لا توجد اختبارات دولية لهذا المساق، إنما اختبارات دورية مدرسية. -1

2- .ًيعطى هذا المساق بواقع ساعتان اسبوعيا

بل للإضافة والتعديل بما يخدم أهداف المساق وأسسه. محتوى المساق قا -3

Page 43

Islamic Studies (Non-native)


The year 12 Islamic Studies class for non-natives is open to all including non-Muslims. The

Ministry of Education stipulates that all Muslim students should take the course. There are no

formal requirements other than an open mind and a desire to learn about the religion of Islam

and its practice in the world today. Islam is one of the fastest growing religions in the world, yet

it is also misunderstood. There are many misconceptions about the faith that has a history of

over 1400 years of ethical and moral leadership, academic and scientific achievements as well

as peaceful coexistence with communities all over the world. This course will look at the sources

of Islam- the Quran and Sunnah (life and practice of the Prophet Muhammad, peace be upon

him)- in order to learn about the core teachings of the faith and how to understand these

teachings in the modern world.

Course content

The class will look at selected topics from the following areas:

• Quran (the last scripture revealed by God)

• Sunnah (the life and teachings of the Prophet Muhammad)

• Fiqh (Islamic laws concerning a wide range of areas including acts of worship- prayer,

fasting, charity, pilgrimage etc.- family life, business and financial ethics)

• Stories of the Prophets

• Stories of companions of the Prophet Muhammad

• Purification of the heart

Assessment

There is no external assessment for this class however there will be internal assessment in the

form of quizzes, short and long answer written questions and presentations.

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