Committed

Excellence..

GCS SIXTH
FORM
2023-24
P.O. Box 32457, Sharjah, United Arab Emirates
2
Dear Parents,

It is with great pleasure that I welcome you to Post-16 provision at GEMS Cambridge, Sharjah.

I am incredibly proud of what we offer for our A-level students because I believe that we provide a
broad range of subjects for students of all types and abilities, in keeping with the inclusive ethos of
our school. We offer subjects that ensure that we meet the needs of a wide variety of students pre-
paring them for life after secondary school. Our subjects provide us with the opportunity to create
bespoke programmes for our students to ensure that they engage in courses they are passionate
about and which will open gateways into tertiary education following Post-16

A-level qualifications are subject-based qualifications that can lead to university, further study,
training, or work. At GCS, we will continue to put our students first ensuring they are able to achieve
their full potential.

Yours faithfully,

Mr. Keiron Tucker

Head of Secondary
[email protected]

4
Dear Parents,

A Levels are the most exciting stage of your education and here at GCS we believe that we provide
you with a stimulating environment in which you will excel. For me, A Levels is about looking
ahead and we are here to help guide you as you make some very important decisions about your
future. Learning in Year 12 is stimulating and fun as we aim to foster your intellectual curiosity and
creativity. Smaller class sizes mean that you will have the opportunity to explore in real depth your
chosen subjects, far beyond the confines of the syllabus, and you will engage in exciting academic
debates as you develop a higher level of thinking and increased independence of thought.

At GCS we provide outstanding career guidance , mentoring and internship opportunities with both
national and international partners. Being a student in Year 12 will allow you to develop your inde-
pendent learning skills as well as inspiring you and empowering you to be the very best you can be!

Yours faithfully,

Ms. Shahana Salman

Head of Sixth form
[email protected]

5
We are Ready..
are you?
 Index
Welcome To GCS - Post 16 8

Expectations 9

Introduction
Compulsory Subjects 10
Entrance Exams 10
Optional Subjects 11
Entry Process 11
Examination Fees & Payment 12

Edexcel Subject Codes

Direct Website Link 14-15

Post 16 Important Notes 16

Selecting the Right Course of Study 17

Post 16 Skill Development Programme 18-19

Careers and Higher Education Guidance 20

Further Opportunities at GCS 21

Student Council and Leadership Body Opportunities 22

Gaining Entry to Post 16 22

Criteria for Admissions 23

Ministry of Education Requirments 24

High School Equivalency Requirements 25-27

Planning Template 28

Subject Specific Requirments 29

Moral Education - Compulsory Subject 30

Assessment 31-33

Contact for subject specific query 34

Appendix 35-38

GCS Uniform Policy 39

7
 Year 12 Welcome to – Post 16
At GCS we offer an enriched selection of personalised learning at Post 16, all leading to University
entrance. We offer our students a wide range of subjects allowing each student comprehensive op-
portunities to effectively ‘Choose their Future’, by studying A-Levels in subjects they are passionate
about. All learning is delivered through traditional face-to-face classes and supported by independ-
ent study, combining the best of academic and digitally enhanced learning, leading directly to uni-
versity or high-end employment.

Studying A-Levels, offer students an opportunity to specialise in four subjects in Year 12 and then
focusing on their best three subjects in Year 13.

A-levels are assessed by a series of examinations although, for some subjects, there is a coursework
element included as well.

Entry to the A-Level provision will be subject to entry requirements which will be discussed on an
individual basis.

8
 All A Level students will be allocated a form tu-
tor who will help in guiding you through your
time with us. Their work is coordinated by the
Head of School. Form tutors work with you in a
variety of ways and act as a pivotal contact for
you in school, such as registration, communi-
ty- based activities and a guiding hand in appli-
cations and other formal processes. Ultimately,
the motivation and drive to excel and succeed
must come from within.

Post 16 students play an important part in the

life of the school and through your presence,
and more obviously, by participating in posi-
tions of leadership; organising clubs and socie-
ties for younger members of the school, you are
expected to lead by example.

Students are required to adhere to the Post 16

Expectations dress code and respect the need for rules and re-
sponsibilities. Doing so will ensure that the Post
GCS gives you an opportunity to choose the sub- 16 students continue to exhibit the GCS values.
jects that you want to study; whether as a prepa-
ration for further education or to gain the qual- A-level studies are about achieving in person-
ifications that you need in order to embark on al and social development as well as academic
the employment of your choice. It also gives you success. Giving back to the community is a com-
time to investigate more individual methods of pulsory part of the programme and is a very im-
study both in school and out of school, as you portant aspect of school life.
will be studying fewer subjects in Post 16. Your
timetable will include Wellbeing, PSHE (Person- Attendance and punctuality are taken very se-
al Social and Health Education) and other excit- riously at GCS and relate directly to additional
ing activities. rewards; such as excursions, references and
leadership opportunities. Whilst you study with-
Study at Post 16 is demanding, regardless of the in the Post 16 community your teachers and
subjects you choose. The challenges it brings to leadership team will create a picture of you.
you are equally as satisfying as it provides an This picture will be developed by observing your
opportunity to explore your own interests with- progress, attitude and the relationships that you
in subject areas as well as meeting the require- develop with staff and peers. We are often asked
ments of public examinations. It is expected for references for onward study or employment
that for each hour of instruction in class time, and will be asked to comment on all of the above
students devote another hour out of class time including attendance and punctuality.
to review the subject matter covered. You are re- We therefore expect you to attend every day and
quired to show a mature attitude to your studies be on time for the school day and all lessons.
and the extra opportunities open to you. Getting
involved will ensure that you leave the school
with the skills you need to be successful in your
future.
9
 Introduction
International AS & A level
International A levels are recognised by all the
top universities worldwide. These are 2 year
courses with assessments split over the 2 years.
International A levels are similar to A levels but
they have a more flexible, modular structure
than A level and the syllabus content is designed
to have greater international relevance.
The AS is half the content of the A level and
counts towards the final A level result. It is taken
at the end of Year 12.
Assessment is 100% examination.

Compulsory Subjects
At GCS, all students will take the following
compulsory subjects:

Moral Education
Islamic (for Muslim students)
Arabic Studies

Entrance Exams
Depending on multiple factors including
country of origin, secondary schooling,
language skills, and desired university,
students may need to provide an IELTS
During Moral Education, score to universities to take entrance ex-
Arabic MOE and Islamic Studies, ams such as SAT, BMAT, LNAT, PSAT and/
students will be studying the ministry
or IELTS for universities to ensure their
approved curriculum
. English language skills aptitude are ad-
This is a requirement from SPEA. equate for accessing the curriculum.
For any further information please contact:
Mr. Keiron Tucker (Head of Secondary)

10
Optional Subjects
Students will choose 4 subjects to take in Year 12. Most students will choose to only continue
with 3 subjects on to Year 13 but further guidance about choices will be provided by the
Senior Leadership.

Personalised careers' guidance will be available to all A Level students to help them make
the right individual choices and ensure they are prepared for life beyond school. As a school,
we use ‘Unifrog’. Unifrog is the complete destinations platform, a one-stop-shop for students
across KS4 and KS5 regardless of their interests or academic ability. Students can explore how
interests lead to different education and training pathways.

They are guided on steps needed to be ticked off to stand the best chance of completing the
application successfully. Students can compare every US university, courses in the UK, un-
dergraduate programmes taught in English in Europe, as well as opportunities in Canada,
Australia and New Zealand. This platform is also one place to collaboratively draft all the ma-
terials needed for applications.

Entry Process
Entry to Sixth Form is conditional to meeting the following prerequisites:

The minimum requirement of (i)GCSEs at grade 6 (b) or above.

3 grade 7’s in chosen subjects.

Individual subject requirements as per the course choice information.

Completion of a CAT4 assessment with A-Level predicted grades taken into account.

Successful interview with the Sixth Form team.

Students with UK curriculum are preferred. Reports for the past 2 years as well as
a copy of the final GCSE results are required.

Must pass year 12 at grade C to proceed onto year 13

11
 GCS 2022-23 All applications to A Level will be reviewed and
a conditional offer may be made subject to the
A-LEVEL Curriculum information mentioned. The condition will be
Option Choices based on GCSE results. A Sign-Up day will be
held in August, prior to the start of the term and
Compulsory Subjects after GCSE results are released. Students who
do not meet the minimum requirements will be
Islamic met with on an individual basis, to discuss pre-
dicted grades, attitude to learning and the best
Arabic option for the next step.
Moral Education
Examination Fees
and Payment
Options Our A Level students will be entered for course
Biology examinations over the 2 year period. Families
are expected to meet the costs of all examina-
Business tions.
Chemistry Examination costs are published at the start of
the new academic year following release by the
English Language
respective examination boards. All fees will be
Maths collected by our school cashier before students
Psychology are entered for any examinations.
Once an invoice is sent during Term 2, payments
Physics needs to be made within 2 weeks.

12
Choose
Right

Study
Well..

13
Biology
Edexcel Code – 18IOAS01
https://qualifications.pearson.com/en/qualifications/edexcel-international-ad-
vanced-levels/biology-2018.coursematerials.html#filterQuery=Pearson-UK:Catego-
ry%2FSpecification-and-sample-assessments

Business
Edexcel Code – YBS11
https://qualifications.pearson.com/en/qualifications/edexcel-international-ad-
vanced-levels/business-2018.coursematerials.html#%2FfilterQuery=category:Pear-
son-UK:Category%2FSpecification-and-sample-assessments

Chemistry
Edexcel Code – 17IBAS11
https://qualifications.pearson.com/en/qualifications/edexcel-international-ad-
vanced-levels/chemistry-2018.coursematerials.html#%2FfilterQuery=catego-
ry:Pearson-UK:Category%2FSpecification-and-sample-assessments

English Language
Edexcel Code – 18IBAE05
https://qualifications.pearson.com/en/qualifications/edexcel-international-ad-
vanced-levels/english-language-2015.coursematerials.html#filterQuery=Pear-
son-UK:Category%2FSpecification-and-sample-assessments

14
Maths
Edexcel Code – YMA01
https://qualifications.pearson.com/en/qualifications/edexcel-international-ad-
vanced-levels/mathematics-2018.coursematerials.html#%2FfilterQuery=catego-
ry:Pearson-UK:Category%2FSpecification-and-sample-assessments

Psychology (NON-International)
Edexcel Code – 9PS0
https://qualifications.pearson.com/en/qualifications/edexcel-a-levels/psycholo-
gy-2015.coursematerials.html#filterQuery=Pearson-UK:Category%2FSpecifica-
tion-and-sample-assessments

Physics
Edexcel Code – 17IBAS12
https://qualifications.pearson.com/en/qualifications/edexcel-international-ad-
vanced-levels/physics-2018.coursematerials.html#filterQuery=Pearson-UK:Catego-
ry%2FSpecification-and-sample-assessments

15
 The Post 16 Curriculum
Important Notes Regarding the Post 16 Curriculum
Additionally, to the curriculum subjects chosen, students will also have to meet the
following Ministry of Education criteria to apply for a High School Certificate of equiva-
lency:

• Arabic is compulsory for all Arab students until Year 13

• Islamic Studies is compulsory for Muslim students until Year13

• Moral Social Curriculum is compulsory for all students

• To be able to gain the Ministry of Education High School Equivalency Certificate

(needed if intending to study in the UAE or if attested certificates are required for fur-
ther education in another country especially GCC countries), students must complete
a minimum of 2 full A level subjects by the end of Year 13 with a minimum D grade.
These subjects must be on the MOE list. Arabic and Islamic studies are not included
as one of the qualifying two subjects

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

• It is mandatory for all Arab students to study Arabic until Year 13 to qualify for the-
High School Equivalency Certificate

• It is mandatory for all Muslim students to study Islamic until Year 13 to qualify for
the High School Equivalency Certificate

• Students who leave after Year 12, must sign the undertaking saying that the school is
not responsible for the student not qualifying for equivalency

• Full guidance will be given to students that need help in choosing their subjects.

External examinations in most subjects will take place during May/June of Year 12 and
Year 13. It is important to remember that all examination entries are payable by parents.

16
Selecting the right course of study
• Before you consider which subjects to select, research a range of university and
career options so that the subjects you select satisfy the entry requirements

• You are advised to use our online Career portal: Unifrog to assist you with subject
selection as well as university and career options. This helps students explore many
different career opportunities. Students will have the latest academic and career
information available, especially when choosing IGCSE and AS Level subjects.

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

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

• Think about which subjects you enjoy now but also consider new subjects you hav-
en’t experienced before but which sound interesting

• Prioritise your subjects in order of interest and value to you

• Decide how you are going to organise your subjects across the two years.
• By getting the best grades possible at IGCSE you will ensure you have a wide range
of options available at Post 16.

17
 GCS Post 16 Skill development Programme
GCS believes in holistic learning a part of our student skill development programme for
our Year 12 students, therefore we will be allocating students for service in academic
and administrative roles during term 1.

After reviewing the resumes of the Year 12 students , we wish to support them with tasks
and activities by allowing them to gain expertise and experience in the following areas
to support them with integrating and accessing future opportunities.

The programme will start in October for Year 12 students and will be reviewed fortnight-
ly to monitor student progress and individual profiles. Students will have a record diary
where the in-charge staff members will sign the number of hours and days completed.
Ideally each student must compete 40 hours in their respective position before switching
to the other group however this is subject to change based on their roles and responsi-
bilities.

This is a dynamic pastoral programme that is an integral part of the Post 16 curriculum.
Every Post 16 student develops personal skills and attributes through the completion of
a variety of Community Service activities across the Lower, Middle and Senior schools as
well as outside of school. This valuable addition to the Post 16 curriculum is monitored
and certificated by the school. Exactly what is selected will depend upon the AS level
choices, personal interests and what lends itself best to a particular career pathway. Stu-
dents are left to make their own decisions about their area of focus. Some examples of
the work students have completed in the past include:

• Post 16 students assisting in Foundation Stage, Middle School and Senior School
classes
• Initiating and running after school stay backs with the support of staff
• Planning school events and organizing fund raising events
• Supporting the Inclusion department with students in classes and around the school
• Developing the student careers support programme alongside the Careers Advisor

Group 1 – SEN Intervention Group 2 – PE Coaches Group 3 – Administrative Days and Time
Mentor – SEND teachers Mentor – PE Teachers During self-
study lessons

Responsibilities Responsibilities Responsibilities

Students will be working with Working alongside teachers to de- Adequate utilization of resources,
our primary Wave 1 & 2 stu- velop essential body management stock taking , public dealing and un-
dents and training them on skills , promoting physical fitness as derstanding the principles of man-
their academic needs and so- fun, developing teamwork, sports- agement which include planning,
cial skills. SEN teachers will be manship and cooperation. organizing, directing, coordinating,
providing them resources and controlling and evaluating both hu-
material. man and non-human resources.

Administration Responsibilities
Reception management , Store In
charge, IT Engineer mentor, Registrar
mentor, Library management
and Supporting medical team.

18
Student recommendation for developing their profiles :
• Complete at least one community or volunteer work worth 40 hours during AY 2022- 2023 to im-
prove their CV further,
• Try to be part of a cause or launch an initiative which impacts their loved ones/community,
• Join leadership opportunities within the school
• Participate in one or more international or national competitions and secure among the top 3.
• Attend webinars , university fairs to improve university related information.
• Research and read the work of successful professionals or entrepreneurs to inspire themselves
further.
• Focus on super curricular activities

The key is in not spending time, but in investing it!

19
 Careers and Higher Education Guidance

GCS Policies and guidance

web link

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

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

• Experts in both careers and higher education brief students on the range of oppor-
tunities available to them and the process of application.
• All students receive an interview with a member of the Post 16 team which helps
inform decision making.
• Representatives of various jobs and companies in the local community are invit-
ed in to deliver seminars outlining the demands and requirements of their area of
work.
• Visits to local higher education fairs stimulate ideas and test out options.
• Students are trained in writing CVs, application forms and in interview skills.
• Mock interviews are carried out for work and university applications.
• An experienced and dedicated team oversees the applications of all students and
writes positive, detailed references.

Higher Education Application Support

The Careers Counsellor provides support to all senior students collaboratively with the
Heads of Year and Learning Managers, irrespective of which country they are applying
to study in.

Please vist the link to access our university counselling handbook

GCS Policies and guidance web link

Students are supported by a dedicated Careers Counsellor with all application process-
es. Students are encouraged to begin the application process early, with the first stage
being to choose a subject area/specific course to study. Students are supported and
guided through this application procedure in school but are encouraged to carry out
their own personal research with their parents in order to make informed decisions.

20
Year 13 and Independent Learning
Some students may have a slightly reduced timetable in Year 13 due to the number of
subjects they have selected in their final year of study. Students are encouraged to use
this time to maintain some balance in their lives beyond the school, not only to complete
the work set but also to extend themselves through reading, review and revision. It is
vital for Post 16 students to appreciate the demands of A Level courses before they begin
and to learn to manage time effectively. In order to achieve this, we provide a structure
at first as students learn essential skills, and then gradually give students the responsi-
bility for their own time, until they have the independence and maturity to cope with the
total freedom of University.

Further Opportunities at GCS

Sport

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

Debate, Public Speaking, Model United Nations and Journalism

GCS has a very successful tradition in these arenas and this is something the school
wants to build upon further. Students with a talent for writing or speaking have no short-
age of opportunities for the development and practice of their skills. Post 16 students
will play a pivotal role in assisting in the production of the school newsletter and year-
book, as well as the organisation of major school events.

21
 Post 16 Student Council
and Leadership Body Opportunities
Involvement in this committee gives students an opportunity to discuss issues that are
of concern to them and play a role in helping positive change take place. The committee
meets regularly, planning upcoming social events and other extra-curricular activities.
The Post 16 Student Council work as a team; helping to shape the future of their growing
community.

There are significant opportunities for students to develop their leadership capacity and
capabilities. At GCS there are a number of leadership roles that students can engage
with and are encouraged, as senior students in the school, to lead by example by role
modeling excellent behaviour and attitudes.

Gaining Entry to Post 16

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

All application forms are provided in the booklet. All you need to do is print them out,
complete and submit them to the Post 16 team before the published deadlines, gaining
support along the way.

You will find that most subject combinations can be accommodated in our option blocks.
If your particular subject combination cannot be fitted, it is always worth letting us know
in case there is sufficient demand for additional groups. Equally, it is possible that cer-
tain courses may not run if numbers are insufficient.

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

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

1. Have I achieved/Am I on target to achieve the required IGCSE grades to access the
courses I want to study?
2. Are the subjects I want to study in separate blocks?
3. Are there 3 subjects that I will dedicate myself to?

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

22
Criteria for Admissions to Year 13 are as follows:

• A minimum grade C at AS level in the subject you wish to continue at A level. (See
Subject Admission Requirements page)
• Fully completed Post 16 Application Form, including a reference letter from the
school
• A Post 16 contract signed by the student and parents committing to positive behav-
iour and regular attendance

Places at GCS are not confirmed until August, when results are received and confirmed,
this applies to all candidates internal and external.

Progress from Year 12 to Year 13 is dependent on satisfactory completion of the Year 12

course and regular attendance.

What to do when you receive your AS results in August 2023

Places in Post 16 at GCS are limited so it is important to secure your place within 5 days
of receiving your results or you may miss the opportunity to study with us next year.

1. If you achieved the entry requirements for the subjects you selected at interview;
contact the Head of Sixth Form Shahana Salman [email protected] or
Head of Secondary [email protected] to confirm your place (subject to
receiving a conditional offer letter from the school).

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

23
 Subject:
Ministry of Education legislation which will affect schools offering UK curriculum

There has been a recent change of legislation by the Ministry of Education (MOE), which
will improve Arabic and Islamic Studies provision for British school curriculum students
but will also have an impact for those pupils who wish to leave Secondary Education in
Year 12 and require an MOE High School Equivalency Certificate.

The background is that, as you will probably know, the British system operates in a dif-
ferent grading system to the IB, MOE and American counterparts in terms of naming
the various age stages of learning. So, for example, a six-to seven-year-old entering Year
2 in a British school would be at Grade 1 level in a non-British institution and a 16 to
17-year-old entering Year 12 would be at Grade 11 in an American, MOE or IB school.

In order to align the MOE has decided to remedy the situation by aligning Years and
Grades in all schools based in the UAE and some Emirates have done this before others
(Abu Dhabi and Sharjah). From 2022-23, all British curriculum students will have to com-
plete Year 13 before leaving Secondary Education as a result of the MOE Resolution No.
(883) of 2019 which we shared with you previously and during the Options Evening.

The above mentioned, changes, will also affect students in the current academic year
(2021-22) as the MOE will now not grant its High School Equivalency Certificate until all
elements, including Arabic and Islamic studies, have been completed. This can only be
achieved in Year 13.

Year 12 students from British schools (i.e. aged 16-17) can still leave school at this age, but
they will not obtain the Equivalency Certificate. This may impact their ability to go into
further education, particularly here in the UAE or other regional institutions such as in
Egypt. This will depend on the requirements of the various universities. As well as the
duration of national services.

We appreciate these new changes to the system are somewhat challenging and so our
schools will also offer more explanation as necessary should you wish to discuss further
the implications for your child.

Rest assured, the school will support you fully in securing the best possible outcome for
your child.

24
 High School Equivalency Requirements
For Private Schools that apply the British educational system, the following require-
ments must be met to equalize the high school certificate to the Ministry’s secondary
school certificate (without defining any track)

1. Apply the general conditions stipulated in Article 4 of this Resolution.

2. The student must complete the 12th grade or equivalent.
3. The student must pass 5 GCSE or IGCSE courses with grades:
(A *, A, B, C, D) or (3 to 9). These 5 courses must include:
• Mathematics
• One of the science subjects (Physics, Chemistry, Biology) or Combined Science
Subject
• One of the following two English subjects: either English Language or English
literature.
4. Students must pass two (2) subjects in GCE Advanced Level in one of the success
grade scales: (A *, A, B, C, D) or equivalent grades.
5. Islamic Education and Arabic Language are not counted in both levels.
6. Subjects studied should be chosen from the list defined by the relevant Ministry
regulations.
High School Equivalency Requirements Based on Ministerial Decree 199 in 2019
Approved Courses in the British Curriculum (IGCSE and GCSE)
Computer ‫فن و تصميم‬ Art and Design
‫علوم الكمبيوتر‬ ‫الفن واللغة‬ ‫تصميم غرافيك‬ Art & Language
Science Graphic Design
‫األدب العالمي‬ World Liter-
‫الرياضيات‬ Mathematics
‫الرياضيات‬ ature
‫وتكنولوجيا‬ Mathematics ‫األدب‬
‫المعلومات‬ ‫مزيد من‬ and ICT )‫(اإلنجليزية‬
Further Mathe- Literature
‫واالتصاالت‬ ‫الرياضيات‬ ‫(الواليات‬
matics (English) (US)
)‫المتحدة‬
‫الرياضيات‬ ‫إنجليزي‬ ‫األدب باللغة‬
Pure Mathe- Literature in English
‫البحتة‬ matics ‫اإلنجليزية‬ English
‫اإلنجليزية كلغة‬ English as a
‫زراعة‬ Agriculture ‫ثانية‬ Second Lan-
guage

Food and ‫لغة أولى‬ First Language

‫الغذاء والتغذية‬ ‫إنجليزي‬
Nutrition English
‫الفيزياء‬ Physics ‫تاريخ‬ History
‫العلوم اإلنسانية‬ Humanities
‫علوم‬ ‫مادة االحياء‬ Biology Sciences ‫جغرافية‬ Geography

Combined ‫األسبانية‬
‫العلوم مجتمعة‬ Spanish
Sciences
‫العلوم المنسقة‬ Co-ordinat- ‫فرنسي‬
)‫(مزدوج‬ ed Sciences French
(Double)
‫كيمياء‬ Chemistry ‫لغة‬ ‫البرتغالية‬ Portuguese Language

Business ‫ألمانية‬
‫دراسات األعمال‬ German
Studies
‫تجارة‬ Commerce ‫اليابانية‬ Japanese

‫محاسبة‬ Accounting ‫صينى‬ Chinese

‫العلوم‬ ‫تكنولوجيا‬
‫االجتماعية‬ Social Sciences
‫اقتصاديات‬ Economics ‫المعلومات‬ ICT
‫الرياضيات‬ ‫واالتصاالت‬
‫وتكنولوجيا‬ Mathematics
‫علم النفس‬ Psychology ‫التصميم‬
‫المعلومات‬ and ICT
‫التكنولوجيا‬ Design and
‫واالتصاالت‬
‫علم االجتماع‬ Sociology Technology

25
 High School Equivalency Requirements Based on Ministerial Decree 199 in 2019
Approved Courses in the British Curriculum (AS / AL)
Computer ‫فن و تصميم‬ Art and Design
‫علوم الكمبيوتر‬ AL / AS ‫الفن واللغة‬ AL / AS
Science ‫تصميم غرافيك‬ Graphic Design
‫تكنولوجيا‬ Art & Language
‫المعلومات‬ ‫الوسائط الرقمية‬ Digital Media
‫واالتصاالت‬ Applied ICT AL / AS ‫والتصميم‬ AL / AS
‫الرياضيات‬ and Design
‫وتكنولوجيا‬ ‫التطبيقية‬ Mathematics
‫المعلومات‬ and ICT
‫تكنولوجيا‬ ‫اللغة اإلنجليزية‬ Language and
‫واالتصاالت‬ Information
‫المعلومات‬ AL / AS ‫وآدابها‬ Literature in AS
Technology
English
‫إنجليزي‬
‫التصميم‬
‫والتكنولوجيا‬ Design and ‫اللغة االنجليزية‬ English Lan- English
AL / AS AL
Technology guage

Environmental ‫األدب باللغة‬ Literature in

‫اإلدارة البيئية‬ AS AL / AS
Management ‫اإلنجليزية‬ English
‫الدراسات‬ Classical
‫دراسات الغذاء‬ Food Studies AL AL / AS
‫الكالسيكية‬ Studies
‫مادة االحياء‬ ‫تاريخ‬ Humanities
Biology AL / AS History AL / AS
‫علوم‬ Sciences ‫العلوم اإلنسانية‬
‫كيمياء‬ Chemistry AL / AS ‫جغرافية‬ Geography AL / AS

‫الفيزياء‬ Physics AL / AS ‫اليابانية‬ Japanese AS

‫قانون‬ Law AL / AS ‫األسبانية‬ Spanish AL / AS

‫اعمال‬ Business AL / AS ‫فرنسي‬ French AL / AS

‫لغة‬ Language
‫علم النفس‬ Psychology AL / AS ‫البرتغالية‬ Portuguese AL / AS

‫علم االجتماع‬ Sociology AL / AS ‫صينى‬ Chinese AS

‫محاسبة‬ Accounting AL / AS ‫صينى‬ Chinese AL

‫العلوم‬ ‫مزيد من‬ Further Mathe-

Social Sciences ‫الرياضيات‬ AL
‫االجتماعية‬ matics
‫الرياضيات‬
‫وتكنولوجيا‬ ‫الرياضيات‬ Pure Mathe- Mathematics
‫اقتصاديات‬ Economics AL / AS ‫البحتة‬ matics
‫المعلومات‬ and ICT
‫واالتصاالت‬ AL / AS
‫الرياضيات‬ Mathematics

Pathways
26
 Ministerial Decision No. (883) for the Year 2019 Equivalence
System of Private School Certificates

Article 4

The following are the general conditions that must apply as part of the requirements
for issuing an equivalency certificate of completion of high school:

1. The educational system and curriculum in the Private School must be recognized in UAE.
2. The awarding body that issues the certificate must be recognized by the Ministry of Educa-
tion in UAE.
3. The Private School must be licensed and authorized to operate in UAE.
4. The Private School must be recognized by the awarding body that issues the certificate.
5. The educational ladder in the country awarding the certificate should be comparable to the
educational ladder in UAE.
6. The student should complete 12 years of school education post Kindergarten grades, which
are 2 years of education.
7. The high school certificate issued by the Private School should entitle the student to enroll
in an accredited Bachelor program in the country of the education system.
8. Complying with all the rules and regulations relevant to the National requirements.

Article 6

1. For Private Schools that apply the British educational system, the following requirements
must be met to equalize the high school certificate to the Ministry’s secondary school certifi-
cate (without defining any track)

• Apply the general conditions stipulated in Article 4 of this Resolution.

• The student must complete the 12th grade or equivalent.
• The student must pass 5 GCSE or IGCSE courses with grades: (A *, A, B, C, D) or (3 to 9).
These 5 courses must include:
• Mathematics
• One of the science subjects (Physics, Chemistry, Biology) or Combined Science Subject One
of the following two English subjects: either English Language or English literature.
• Students must pass two (2) subjects in GCE Advanced Level in one of the success grade
scales: (A *, A, B, C, D) or equivalent grades.
• Islamic Education and Arabic Language are not counted in both levels.

27
Planning Template for Students

28
 Subject Specific Requirements
To gain access to a course, you should be attaining/predicted the following grades:

Year 12 Year 13
Subject Additional Comments
Entry Grade Entry Grade

Must have studied this subject at I/

Biology A*/A (7) C
GCSE level

Must have studied this subject at I/

Chemistry A*/A (7) C
GCSE level

Minimum A grade in IGCSE/O Level

English /Language A (7) C
First Language English.

Must have studied this subject at I/

Maths A* or A (7) C
GCSE level

Must have studied this subject at I/

Physics A*/A (7) C
GCSE level

29
 Moral Education - Compulsory Subject
Moral education seeks to foster in students a set of universal values, which will enable
them to peacefully interact and connect with people from different cultural and social
groups who hold different views and perspectives. It seeks to empower them to become
active, responsible, local and global citizens. It enables them to develop mutual un-
derstanding, respect for difference and empathy in order to sustain our cohesive and
prosperous society. Through dialogue and interaction, students are provided with op-
portunities to explore different worldviews, to challenge one another’s assumptions and
attitudes and to develop the knowledge, skills and attitude necessary to think critically,
to make informed ethical decisions and to act on them in the interests of their society.

What will students learn?

The Moral, Social & Cultural Studies (MSC) covers four pillars of teaching and learning:
Character and morality, The individual and the community, Civic studies and Cultural
studies. The four pillars complement one another, using the lens of moral thinking and
reasoning and building character. Underpinning the curriculum are the thinking, learn-
ing and communication skills relevant to the programme, which support development
and progression.

GCS Support for Students

• Assessment Summary
• Teacher Observation
• Verbal and written feedback to students
• Open-ended, teacher-created summative assessments
• Attitude/behaviour check
• Projects and Presentations
• Formative assessments (Class discussions and activities)
30
 ASSESSMENT
Assessment is an integral part of Teaching and Learning and is required to optimise
all students’ learning and teachers’ teaching by providing a picture of progress and
achievements and to identify the next steps to success.

Types of Assessment
Assessment for / of Learning / as Learning:

• There are three principal functions of assessment- assessment for learning, assess
ment of learning and assessment as learning
• Assessment for learning highlights and emphasises the contribution assessment can
make to the day to day process of teaching and learning (formative)
• Assessment of learning helps to create a cumulative record of students’ progress and
attainments (summative)
• Assessment as learning is the use of a task or an activity to allow students the oppor
tunity to use assessment to further their own learning. This offers students the
chance to set their own personal goals and advocate for their own learning

I. Summative is Assessment of Learning. It is used mainly to measure performance

and clearly identifies a standard of pupil attainment against given criteria. It is carried
out at the end of a period of learning. Examples:
• Internal School Examinations
II. Formative is Assessment for student. It is ongoing and provides evidence of and for
progression in learning.
• It supports learning through identifying difficulties, providing feedback and diagnos-
ing future learning priorities.
• Formative assessment can also be used to evaluate the effectiveness with which a
teacher in mediating the curriculum and thus inform his/her future planning.
• This includes:
1. Weekly tests
2. Home work
3. Class work
4. Group Activity – Project work etc.

31
III.Self-Assessment encourages students to take responsibility for their own learning
by:
1. Evaluating their own achievement against shared learning outcomes
2. Identifying their own strengths and areas for improvement
3. Encouraging individual learning goals and action plans for future progression
4. Fostering a self-reflective learning culture
5. Encouraging independence in learning

IV.Peer Assessment is used when relevant. Students are encouraged to clarify their
own ideas and understanding of both the learning intention and assessment criteria
while assessing other students’ work.

V.External Assessments at Post 16

At Post 16 students will take part in the Cognitive Abilities Test (CAT4), PASS and AS & A
level.

The Cognitive Abilities Test (CAT4):

CAT4 assesses a student’s ability to reason with and manipulate different types of materi-
al through a series of Verbal, Non-Verbal, Quantitative and Spatial Ability tasks. Together,
these four tests provide teachers with a comprehensive profile of a student’s reasoning
abilities, and as such the core abilities related to learning.

The resulting data can then be used to identify a student’s strengths, weaknesses and
learning preferences, providing accurate and reliable information that is essential for
personalised learning. The more we know about a student, the better position we should
be in to offer a learning environment and ways of teaching and learning that allow stu-
dent’s to maximise their potential. Information about a student’s reasoning ability will
be key to many decisions and is considered alongside attainment data and other factors
known to impact on learning, such as attendance and attitude.

PASS Survey Report

The success of young people’s educational experience is heavily determined by the at-
titudes that they bring to their learning, their sense of aspiration and the feelings they
have about their place in the broader social context of the school. The PASS diagnostic
is a powerful, multi-factorial measure of students’ attitudes to school, learning and suc-
cess. Its robust nature enables the data it yields to be used as a means of establishing
baselines and to support effective planning, implementation and evaluation of interven-
tions at individual, group and whole school levels. The data combined with other student
data such as GL CAT4, Progress Test, gives staff in school, in collaboration with the young
people, greater opportunity to make informed decisions about their future learning and
to help them towards further success.

32
AS & A Level:
Cambridge Assessment International Examinations (CAIE) & Pearson Edexcel are the
world’s largest providers of international education programmes and qualifications for
5-19 year old. These qualifications are recognised by universities, education providers
and employers across the world. At GCS AS/ A levels students choose 3 subjects to pur-
sue their career pathways.

Assessment Cycle in the Calendar

Post 16
• Assessments are conducted, marked, moderated and recorded each term and at end
of units
• External moderation to be carried out in core subjects annually
• Pre- Mock, Mock examinations are carried out for all subjects in December – April
• Annual review of all examination awarding body certification, CAIE, Pearson
Proposed dates 2022-2023

The school calendar will publish the

summative assessment dates
Internal Examinations/ Assessments

AS/A
Year Pass 1 Baseline Term 1 Term 2
External

12
January Nov-
Nov. Sept. March
& May Dec
13

Dates Report
January Term 1
Report Release Dates: April Term 2
August External Result

33
 Contact for subject specific query:

Faculty Faculty Leader Email

English Ms. Laura Iacono [email protected]
Mathematics Mr. Cale Hugill [email protected]
Physics Ms. Maisara Faisal [email protected]
Chemistry Ms. Noorie Bahadur [email protected]
Biology Ms. Resmi R [email protected]
Psychology Ms. Ana Silva [email protected]
Business Mr. Shawn Khursheed [email protected]
Arabic A Ms. Roba Abouhussin [email protected]
Islamic Ms. Fatima Yousef [email protected]
MSC Ms. Sawsan Ballouk [email protected]

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

EDEXCEL www.edexcel.org.uk

34
 (Appendix) — Post 16 2022-23 Application form Year 13

Name: Class:

Subjects studied in Year 12:

1 2 3 4

Intentions for 2022-23

If you are continuing:

Subjects planning to study in Year 13 (minimum 3 choices as per the option block):

1 2 3 4

Tick ✓ the appropriate one below:

1. Arabic (Arabs) 2. International 3. Islamic (Muslims) 4. PSHE (Non-Mus-

Project Qualification lims)
(Non- Arabs)

If you are leaving:

State the reason

Which course?

Contact details:

E-mail address:

Are you aware of the Ministry directive 883 regarding equivalency? Yes/ No

Please sign the Undertaking and return the same. This confirms you are aware that leaving
after Year 12, you do not qualify for equivalency and you will not be holding the school
responsible.

From 2022-23, all British curriculum students will have to complete Year 13 before leaving
Secondary Education as a result of the MOE Resolution No. (883) of 2019.

The MOE will now not grant its High School Equivalency Certificate until all elements, includ-
ing Arabic and Islamic studies, have been completed. This can only be achieved in Year 13.

Year 12 students from British schools (i.e. aged 16-17) can still leave school at this age, but they
will not obtain the Equivalency Certificate. This may impact their ability to go into further ed-
ucation, particularly here in the UAE or other regional institutions such as in Egypt. This will
depend on the requirements of the various universities. As well as the duration of national
services.

35
Notes for students:
It is important to note that the payment of the re-enrollment fee will not be considered the
booking fee, for Year 13. Your place on a course will only be confirmed if you achieve the
grades as per the school policy. As soon as the results are declared in August 2023 you must
re-confirm with us that you have met the admission criteria set by GCS. A copy of your exami-
nation results needs to be brought into school, so we can fully process your application, along
with the required school fees.

Notes for External applicants (Non GCS students):

New students applying to GCS need to get the predicted grades in the subjects opted at the
AS level from their current school teachers along with a reference.

Your place on a course will only be confirmed if you achieve the grades you as per the school
policy. As soon as the results are declared in August 2022 you must re-confirm with us im-
mediately that you have met the admission criteria set by GCS. A copy of your examination
results needs to be brought into school, so we can fully process your application, along with
the required first term school fees.

I confirm the information in the application form to be true.

Students Signature……………………………… Date…………………………..

Parents Signature……………………………… Date…………………………..

36


Date: _______________________

Important information regarding students moving into Year 13 at GCS

Dear Families,

We are very proud of the opportunities we are offering in Year 13.

It is important that all parents and students are legally aware that enrollment into Year
13 is not an automatic process. Completing the enrolment documents and paying the
necessary deposit fee does not mean that your child will be awarded a place here at GCS.
As with all schools that run A Level courses in Year 13 students will only be accepted onto
the courses if they meet the entrance criteria. This is set out below and includes expecta-
tions regarding attendance, attitude to studies, and achievement at AS level.

Students that do meet the criteria will not be awarded a place. Any re-enrollment fees
that may have been paid will be refunded.
Entrance criteria for Year 13 at GCS

Entry is conditional on students meeting the following prerequisites:

• At least 3 AS Levels achieved at grade C.
• A good attendance and attitude to learning record across their time at GCS. The
MOE defines good attendance as 95% and above.

As with all schools, GCS reserves the right not to offer a place to any student who fails
to meet the entry requirements above, as well as for any student with a low attendance
record or a record that demonstrates a poor attitude to learning. This decision will be
made by the school only.

I understand the above terms and conditions and agree to comply and fulfill the crite-
ria for Year 13.

Parent’s Sign: _____________________________

Student’s Sign: ____________________________

37
 Certificate of Undertaking

From 2022-23, all British curriculum students will have to complete Year 13 before leaving
Secondary Education as a result of the MOE Resolution No. (883) of 2019 which we shared with
you previously and during the Options Evening.

The above-mentioned, requirements, also affect students in the current academic year (2022-
23) as the MOE will now not grant its High School Equivalency Certificate until all elements,
including Arabic and Islamic studies, have been completed. This can only be achieved in Year
13.

Year 12 students from British schools (i.e. aged 16-17) can still leave school at the end of Year
12, but they will not obtain the Equivalency Certificate. Please take note that this may impact
their ability to go into further education, particularly here in the UAE or in other regional in-
stitutions such as in Egypt. This will depend on the requirements of the various universities.
As well as the duration of national services if applicable.

Based on the above information please sign the undertaking below

I, the undersigned, parent of_____________________ confirm that if my son/daughter wishes

to graduate in Year 12 instead of Year 13 , he/she will not be eligible for a MOE Equivalency
Certificate to pursue his/her university studies.

Parent’s Signature: ________________

Student’s Signature: ________________

38
 GEMS Cambridge International Private School Sharjah
Uniform Policy
Last Amended: August 2022
Policy Review Date: August 2023

Uniform expectations for Sixth Form Students

All Sixth form students are required to dress smartly and to set a very high standard of per-
sonal appearance whilst in school.

Female Students:

Female students are required to dress in a way that is respectful to the Muslim society in
which we live.

• Smart black trousers (full length) and white blouse (no leggings, jeans or cords) with
a black blazer or jacket.
• Neckties and black scarves are allowed.
• Clean formal shoes of a sensible height (no sandals, flip-flops, or training shoes).
• Blouses should not be made of a see-through material, should not be too tight, and should
not be low cut. Sleeveless blouses are not acceptable unless covered by an appropriate
jacket. T-shirts should not be worn.
• Shoulders should be covered and no bare midriffs.
Male Students:
• Smart black trousers and a formal shirt and tie (top button on the shirt done up) with
a black jacket or blazer.
• All boys are expected to wear ties.
• Clean formal shoes (no sandals, flip flops, or training shoes)
• Clean-shaven every day or a trimmed moustache or beard

Review Date: August 2022

39
SIXTH
FORM
2023-24
The
Promising
First Future
step to a..