AAGS SIXTH FORM

INFORMATION BOOKLET

It is through education that our children  

learn and develop an understanding about their Deen.

Headteacher:   Mrs Rahila Rehman, BSc (Hons), PGCE 

Deputy Head:  Mrs Sylvie Rahman, BSc (Hons), PGCE 

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Headteacher’s Foreword

Assalaamu alaikum wa rahmatullahi wa barakatuhu, I welcome you to Azhar Academy Girls School Sixth Form and thank you for giving us the opportunity to educate your daughter in an Islamic environment. At AAGS, we recognise that gaining knowledge and acquiring Islamic values go hand in hand. Hence, we have de-signed a school environment and studies which provide a sound and comprehensive educa-tion for our pupils and aim to instill in them good Islamic conduct and character, alongside a commitment to academic success. By providing a stimulating and holistic approach to learning, we are able to offer each pupil the opportunity to learn and achieve her true potential. We teach a range of A level subjects and pupils have the opportunity to take part in our Aalimah Course if they wish to do so. Our school is aimed at equipping our pupils with the necessary knowledge, skills and under-standing to participate positively in today’s challenging and diverse society. We expect our pupils to leave the school fully equipped for the next stage in their education with a confi-dent, responsible and tolerant outlook on life.

Rahila Rehman Headteacher

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Admission Procedure

All interested applicants should fill in AAGS A level application form and return it to the AAGS School Office. On receipt of an application form the school will contact all suitable applicants for an interview. The application Form can be downloaded from our website www.azharacademy.org or obtained from our School Office 0208 555 5959. After an interview applicants will be given a final decision regarding a possible offer of a place. All successful applicants will need have 5 GCSE A* to C grades including Mathe-matics and English. In addition, some AS subjects may require an applicant to have a GCSE A* to C grade as a prerequisite. All applicants offered a place will be contacted by the School Office in August. Each successful applicant will need to study four AS levels and has the opportunity to attain AS levels after the first year of the course. In the second year of the course, pupils will need to decide which three subjects to continue with to obtain full A levels. Only applicants who are expected to achieve high GCSE grades will be given the opportu-nity to take five AS level subjects in the first year of the course.

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A level and AS level Information September 2009

For the AAGS A level Course, applicants will need to have achieved an A* to C grade in at least five GCSEs, including English Language and Mathematics. In addition, each applicant will require a good school reference. At AAGS, the following A levels will be offered:

English Literature

Mathematics

Biology

Chemistry

ICT

Business Studies

Health and Social Care

Arabic

Urdu All A levels are subject to demand.

Each successful applicant will need to study four AS levels and has the opportunity to attain AS levels after the first year of the course (part-time courses are also available). In the sec-ond year of the course, pupils will need to decide which three subjects to continue with to obtain full A levels. Only applicants who are expected to achieve high GCSE grades will be given the opportu-nity to take five AS level subjects in the first year of the course. All interested applicants should fill in AAGS A level application form and return it to the AAGS School Office.

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A Level Subject

Information & Structure

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AS and A level English Literature

Course structure: Unit 1 - Explorations in Prose and Poetry Unit 2 - Explorations in Drama Unit 3 - Interpretations of Prose and Poetry Unit 4 - Reflections in Literary Studies

AS Unit 1: Explorations in Prose and Poetry Content summary: Prose and poetry, including texts from 1800 to 1945 One prescribed selection of poetry One prescribed core literary heritage novel and one further novel or novella Assessment: External examination: 2 hours 15 minutes Clean copies of the prescribed examination texts must be used in the examination Section A: Unseen poetry or unseen prose, short-answer response Section B: Poetry essay response Section C: Prose essay response

AS Unit 2: Explorations in Drama Content summary: Shakespeare and drama, including plays from 1300 to 1800 Free choice of Shakespeare and other texts Assessment: 2000-2500 words maximum, including quotations Two responses: explorative study and creative critical response Teacher assessed, internally standardized, externally moderated

A2 Unit 3: Interpretations of Prose and Poetry Content summary: Prose and poetry, including texts published after 1990 Three prescribed texts from a choice of six, including at least one text published after 1990 and both prose and poetry Assessment: External examination: 2 hours 45 minutes Clean copies of the prescribed examination texts must be used in the examination Section A: Unprepared prose or poetry Section B: Analytical essay

A2 Unit 4: Reflections in Literary Studies Content summary: Poetry, prose or drama for independent study Free choice of texts Assessment: 2500-3000 words maximum, including quotations Either one extended study, or two shorter studies, or a creative response with a commentary.

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AS and A Level Mathematics

Students study a variety of units, following pathways to their desired qualification. Summary of unit content Core Mathematics

Statistics

Unit Summary of unit content

C1 Algebra and functions; coordinate geometry in the (x,y) plane; sequences and series; differentiation; integration

C2 Algebra and functions; coordinate geometry in the (x,y) plane; sequences and series; trigonometry; exponentials and logarithms; differentiation; integration.

C3 Algebra and functions; trigonometry; exponentials and logarithms; differ-entiation; numerical methods.

C4 Algebra and functions; coordinate geometry in the (x,y) plane; sequences and series; differentiation; integration; vectors.

Unit Summary of unit content

S1 Mathematical models in probability and statistics; representation and sum-mary of data; probability; correlation and regression; discrete random vari-ables; discrete distribution; the normal distribution

S2 The Binomial and Poisson distributions; continuous random variables; continuous distributions; samples; hypothesis tests.

S3 Combinations of random variables; sampling; estimation, confidence in-tervals and tests; goodness of fit and contingency tables; regression and correlation

S4 Quality of tests and estimators; one sampling procedures; two sample pro-cedures.

Unit Summary of unit content

S1 Mathematical models in probability and statistics; representation and sum-mary of data; probability; correlation and regression; discrete random vari-ables; discrete distribution; the normal distribution

S2 The Binomial and Poisson distributions; continuous random variables; continuous distributions; samples; hypothesis tests.

S3 Combinations of random variables; sampling; estimation, confidence in-tervals and tests; goodness of fit and contingency tables; regression and correlation

S4 Quality of tests and estimators; one sampling procedures; two sample pro-cedures.

Unit Summary of unit content

C1 Algebra and functions; coordinate geometry in the (x,y) plane; sequences and series; differentiation; integration

C2 Algebra and functions; coordinate geometry in the (x,y) plane; sequences and series; trigonometry; exponentials and logarithms; differentiation; integration.

C3 Algebra and functions; trigonometry; exponentials and logarithms; differ-entiation; numerical methods.

C4 Algebra and functions; coordinate geometry in the (x,y) plane; sequences and series; differentiation; integration; vectors.

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AS and A Level Biology

AS Unit 1: Lifestyle, Transport, Genes and Health Content summary:

Structure and function of carbohydrates, lipids and proteins; enzyme action Structure and properties of cell membranes; passive and active transport Structure and role of DNA and RNA Replication; protein synthesis Monohybrid inheritance Gene mutations Principles of gene therapy; social and ethical issues Assessment: This unit is assessed by means of a written examination paper, which lasts 1 hour 15 minutes.

AS Unit 2: Development, Plants and the Environment

Content summary:

Cell structure and ultrastructure of eukaryote and prokaryote cells: cell specialisation The role of meiosis Genotype and environmental influence Stem cell research and its implications Biodiversity, adaptations and natural selection Principles of taxonomy Plant cell structure Transport of water in plants Uses of plant products Assessment: This unit is assessed by means of a written examination paper, which lasts 1 hour 15 minutes

AS Unit 3: Practical Biology and Research Skills Summary: Students write a report of between 1500 and 2000 words, either a record of a visit to a site of biologi-cal interest or a report of research into a biological topic. Students’ practical skills will be assessed by the teacher against criteria provided in the specification. Please see Unit 3 Section 9.1 Part 1: Practical biology skills on page 77. Assessment: Teachers have the option of marking the report and having it moderated by Edexcel, or having it ex-ternally marked by Edexcel. The work must reflect the standard at Advanced Subsidiary level.

AS Unit 4: The Natural Environment and Species Survival

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Content summary:

Photosynthesis; energy transfer within ecosystems Evidence for global warming Evolution through natural selection and speciation Nutrient recycling DNA profiling and PCR Structure of bacteria and viruses Infectious diseases (eg. AIDS and TB) and immunology. Assessment: This unit is assessed by means of a written examination paper, which lasts 1 hour 30 minutes.

AS Unit 5: Energy, Exercise and Coordination

Content summary:

ATP, glycolysis, anaerobic/aerobic respiration Control and functioning of heart; ventilation and cardiac output Homeostasis The nervous System Impact of exercise on body, and improving performance Hormonal coordination Brain structure and development Imbalances in brain chemicals Human Genome Project

AS Unit 6: Practical Biology and Investigative Skills Summary: Students will complete a written report of an experimental investigation, which they have devised and carried out. Assessment: Teachers have the option of marking the report or having it externally marked by EdExcel. The work must reflect the standard expected at Advanced GCE level.

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AS and A Level Chemistry

AS Unit 1: The Core Principles of Chemistry Content summary: This unit provides opportunities for students to develop the basic chemical skills of formulae writing, equation writing and calculating chemical quantities. The study of energetics in chemistry is of theoretical and practical importance. In this unit students learn to define, measure and calculate enthalpy changes. They will see how a study of enthalpy changes can help chemists to understand chemical bonding. The study of atomic structure introduces s, p, and d orbitals and shows how a more detailed understanding of electron configurations can ac-count for the arrangement of elements in the periodic table. The unit introduces the three types of strong chemical bonding (ionic, covalent and metallic). Organic chemistry is also introduced with students studying alkanes and alkenes. Assessment: Examination of 1 hour 15 minutes in two sections.

Section A: Objective test questions. Section B: Mixture of short-answer and extended answer questions.

AS Unit 2: Application of Core Principles of Chemistry Content summary: This unit develop the treatment of chemical bonding by introducing intermediate types of bonding and by ex-ploring the nature and effects of intermolecular forces. Study of the periodic table is extended to cover the chemistry of groups 2 and 7. Ideas about redox reactions are applied, in particular, to the reactions of halogens and their compounds. The unit develops a largely qualitative understanding of the ways in which chemists can control the rate, direction and extent of chemical change. Or-ganic chemistry in this unit covers alcohols and halogonalkanes. The treatment is extended to explore the mechanisms of selected examples. Students have to use formulae and balance equations and have an under-standing of chemical quantities. Aspects of green chemistry quantities. Aspects of green chemistry and climate change are also studied. Assessment: Examination of 1 hour 15 minutes in three sections.

Section A: Objective test questions. Section B: Mixture of short-answer and extended answer questions Section C: Contemporary context questions.

AS Unit 3: Chemistry laboratory skills I Content summary: This unit contains practical assessments that cover the content of Units 1 and 2. There is no specific content for this unit. The practical assessment covers the areas of physical, organic and inorganic chemistry. The types of practicals that students must complete are qualitative observations, quantita-tive measurements and preparations. Assessment: Three separate activities testing students’ laboratory skills in three different ways. The three activities must cover the areas of physical, organic and inorganic chemistry.

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AS Unit 4: General Principles of Chemistry I – Rates, Equilibria and Further Organic Chemistry

Content summary: In this unit students make a quantitative study of chemical kinetics and take further their study of organic reac-tion mechanisms. The topics of entropy and equilibria show how chemists are able to predict quantitatively the direction and extent of chemical change. The organic chemistry in this unit covers carbonyl compounds, plus carboxylic acids and their derivatives. Students are required to apply their knowledge gained in Units 1 and 2 to all aspects of this unit. This includes nomenclature, ideas of isomerism, bond polarity and bond enthalpy, reagents and reaction and reaction conditions, reaction types and mechanisms. Students are also expected to use formulae and balance equations and calculate chemical quantities Assessment: Examination of 1 hour 40 minutes in three sections.

Section A: Objective test questions. Section B: Mixture of short-answer and extended answer questions. Section C: Data question, with use of a data booklet.

AS Unit 5: General Principles of Chemistry II – Transition Metals and Organic Nitrogen Chemistry

Content summary: In this unit the study of electrode potentials builds on the study of redox in Unit 2, including the concept of oxidation number and the use of redox half equations. Students will study further chemistry related to redox and transition metals. The further organic chemistry section of this unit focuses on arenas and organic nitrogen compounds such as amines, amides, amino acids and proteins. Students are expected to use the knowledge and understanding of organic chemistry that they have gained over the whole GCE in Chemistry and students are expected to use their prior knowledge when learning about these areas. Students will again encounter ideas of isomerism, bond polarity and bond enthalpy, reagents and reaction conditions, reaction types and mechanisms. Students are also expected to use formulae and balance equations and calculate chemical quantities. Assessment: Examination of 1 hour 40 minutes in three sections.

Section A: Objective test questions. Section B: Mixture of short-answer and extended answer questions. Section C: Contemporary context questions.

AS Unit 6: Chemistry Laboratory Skills II Content summary: This unit contains practical assessments that cover the content of Units 4 and 5. There is no specific content for this unit. The practical assessments cover the areas of physical, organic and inorganic chemistry. The types of practicals that students must complete are qualitative observations, quantitative measurements and prepara-tions. There is the opportunity for students to undertake a multi-stage experiment, which includes the quantita-tive measurement and preparation in a longer assessment. Assessment: Students’ laboratory skills are tested in three different ways, through a choice of activities and path-ways. The three activities must cover the areas of physical, organic and inorganic chemistry. Pathway 1 – as in AS but with practicals covering areas of Units 4 and 5. Pathway 2 – activity b as in AS, but tasks c and d are together in a multi-stage experiment.

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GCE in Applied ICT

What do I need to know or be able to do before taking this course? You would benefit most from GCE in Applied ICT if you have one or more of the following:

four GCSEs at grade A*-C Other level 2 qualifications such as GCSE (Double Award) in Applied ICT at grades AA-CC; intermediate GNVQ in ICT; Edexcel qualification in Digital Applications; Edexcel BTEC First Diploma IT practitioner

You should also have interest in developing the knowledge and skills you need to be a competent and informed ICT user and practitioner. What kind of student is this course suitable for? You will enjoy this course if you would like to:

Be able to select and use appropriate ICT tools and techniques to help you carry out investigations; capture and handle data; solve problems; make decisions; present and communicate information Increase your awareness of the benefits and drawbacks of ICT and its impact on the way people live their lives Learn how to plan and manage projects and work effectively with others

What will I learn about on this course? The AS units focus on developing your communication and decision – making skills. You will learn about:

The information Age – unit 1 The Digital Economy – unit 2 The Knowledge Worker – unit 3 System Design and Installation – unit 4 Web Development – unit 5 Technical Support – unit 6

In the A2 units you will learn about:

Using Database Software – unit 7 Managing ICT projects – unit 8 Communications and Networks – unit 9 Using Multimedia Software – unit 10 Using Spreadsheet Software – unit 11 Customising Applications – unit 12 Web Management – unit 13 Programming – unit 14

How will I be assessed? You will be assessed in units 3, 7 and 9 by assignments set by Edexcel that ask you to carry out practical, ‘hands-on’ tasks. You will collect evidence of your work for the other units in an eportfolio. This is designed to be viewed on screen and will showcase your achievements. It will be assessed by your teacher and moderated by Edexcel. What could I go on to do at the end of my course? The GCE in Applied ICT qualifies for UCAS points so if you complete it successfully you could move on to study for a degree or BTEC Higher National Diploma in related subjects such as ICT, computer science, infor-mation systems, multimedia, software engineering, computer networking, e-business and information manage-ment. You could also go on to work based training such as IT user/practitioner NVQs or vendor-specific quali-fications.

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AS and A Level Business Studies

AS Unit 1: Developing New Business Ideas

Content summary: This unit covers the characteristics students would need to develop to be successful in business and how new or existing businesses generate their product or service ideas and test them through market research. Students should also consider the competition in the market; the economic climate; how the business might be financed and how much revenue the idea might generate. Assessment: Examination of 1 hour 15 minutes in two sections.

Section A: Supported multiple-choice questions. Section B: Questions based on data.

AS Unit 2b: Business Economics Content summary: This unit considers the market that the business may be operating in; how competition in the market and macro-economic change is likely to affect it and how businesses can seek to minimise uncertainty through their ac-tions. Assessment: Examination of 1 hour 15 minutes in two sections.

Section A: Supported multiple-choice questions. Section B: Questions based on data.

A2 Unit 3: International Business Content summary: The aim of this unit is to introduce the student to the world of international business and issues which a com-pany trading internationally would have to consider. Assessment: Examination of 1 hour 30 minutes in two sections.

Section A: Questions based on data. Section B: Case study and questions.

A2 Unit 4b: The Wider Economic Environment and Business Content summary: In this unit, students consider why certain markets fail; how government decision making affects the economy and markets in which companies operate, and the income and welfare of private individuals. The unit should enable students to assess why government economic policy can succeed or fail and why regulation of some markets is necessary. Assessment: Examination of 1 hour 30 minutes in two sections.

Section A: Questions based on data. Section B: Decision-making report and questions. (Context of decision-making report pre-released on www.edexcel.org.uk in June of the previous year.

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GCE in Health & Social Care What do I need to know or be able to do before taking this course? You will benefit most from a GCE in Health and Social Care if you have one or more of the following:

A profile of GCSEs Grades A*-C Other level 2 qualifications such as intermediate GNVQ in Health and Social Care; an Edexcel BTEC First Diploma in Caring or Early Years. Related work experience

You should also be keen to develop an understanding of the diverse and complex nature of the health and social care sector. What kind of student is this course suitable for? You will enjoy this course if you would like to develop

A broad understanding of the sector Skills as well as technical knowledge An awareness of particular groups and their needs by focussing on Health, Early Years (care and educ tion), Care of older people, or individuals with specific needs.

What will I learn about on this course? In the AS units you will learn about:

Human growth and Development – unit 1 Communication and Values – unit 2 Positive Care Environments – unit 3 Social aspects and lifestyle choices – unit 4 Activities for Health and Wellbeing – unit 5 Public Health – unit 6

In the A2 units you will learn about:

Meeting Individual Needs – unit 7 Promoting Health and Wellbeing – unit 8 Investigating Disease – unit 9 Using and understanding Research – unit 10 Social Issues and welfare needs – unit 11 Understanding human behaviour – unit 12

How will I be assessed? You will have a written examination in the form of a question and answer booklet in units 1,4,7,12. Each ex-amination will last one and a half hours. For all other units you will be assessed by coursework What could I go on to do at the end of my course? The GCE in Health and Social care qualifies for UCAS points so if you complete it successfully you could move on to study for a degree or BTEC Higher National Diploma in related subjects. You could also go on to relevant employment within health and social care services.

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AS and A Level Arabic

AS Unit 2: Understanding and Written Response in Arabic

Content summary: This unit consists of three sections.

Section A: Reading Section B: Translation Section C: Essay Students are required to convey their understanding of written Arabic through a series of reading tasks. They also need to draw upon and apply their knowledge of Arabic language, grammar and lexis to produce a short translation from Arabic into English, as well as demonstrate an ability to manipulate Arabic language in con-tinuous writing. Students will be expected to recognise and use Arabic in a variety of contexts and in relation to the following general topic areas:

Youth culture and concerns Lifestyle: health and fitness The world around us: travel, tourism, environmental issues and the Arabic-speaking world Education and employment. Assessment: 2 hour 45 minute paper in three sections. Section A: Students will need to understand, retrieve and convey information from a short series of different Arabic-language texts. They will be required to provide a mix of non-verbal and Arabic-language responses. In addition, marks will be given for vocalisation of text produced in response to one of the questions. Section B: Students will be assessed on their ability to transfer meaning from Arabic into English. They will be required to apply their knowledge of Arabic language, grammar and lexis to produce a short translation from Arabic into English. Section C: Students will write a 220-270 word essay, in Arabic, in response to a short Arabic-language stimu-lus and related bullet points. The assessment rewards learners for communicating relevant information effec-tively as well as for the quality of the Arabic language produced. All students for this unit will be assessed by Edexcel.

AS Unit 2: Research, Understanding and Written Response in Arabic

Content summary: This unit consists of three sections.

Section A: Reading Section B: Translation Section C: Essays on chosen topic(s) and/or text(s) Students are required to demonstrate skills in advanced level Arabic reading and in the transfer of meaning from English to Arabic. To promote research and a greater knowledge and understanding of Arabic culture and/or society must produce two Arabic-language essays in response to questions related to their chosen topic(s) and/or text(s).

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Students will be expected to recognise and use Arabic in a variety of contexts and in relation to the following general topic areas:

Youth culture and concerns Lifestyle: health and fitness The world around us: travel, tourism, environmental issues and the Arbis-speaking world Education and employment Customs, traditions, beliefs and religions National and international events: past, present and future Literature and the arts. Assessment: 3 hour paper in three sections. Section A: Students will be required to read an Arabic-language passage and to retrieve and convey informa-tion from this via a series of questions and answers in Arabic. Section B: Students will be expected to undertake a short translation from English into Arabic. Section C: Students must answer two questions, in Arabic, that each relate to a topic or a text chosen from the prescribed list featured in Section 2.3 Content. A choice of two questions will be offered for each of the pre-scribed topics and texts. All students for this unit will be assessed by Edexcel.

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AS and A Level Urdu

AS Unit 1: Spoken Expression and Response in Urdu Content summary: This unit rewards students for their ability to converse in Urdu on a general topic area that they have chosen in advance. Students will need to demonstrate that they can engage in a discussion in Urdu that relates to a cho-sen general topic area and allied subtopics. Students will be expected to give relevant and appropriate information, convey opinions, interact and respond to a range of questions. They must choose one of the following general topic areas:

Youth culture and concerns Lifestyle: health and fitness The world around us: travel, tourism, environmental issues and the Urdu speaking world Education and employment.

Assessment: 8-10 minute assessment in two sections. Section A requires students to respond to four Edexcel-set questions on a stimulus related to the student’s cho-sen general topic area. Section B requires the teacher/examiner to engage the student in a discussion that, although still relating to the same general topic area and its linked subtopics, moves away from the main focus of the stimulus. Centres will need to record the full assessment of all students on either cassette or CD. All students for this unit will be assessed by Edexcel.

AS Unit 2: Understanding and Written Response in Urdu

Content summary: This unit requires students to understand and convey their understanding of Urdu-language texts and re-cordings. In addition, students will need to produce an essay to demonstrate an ability to manipulate the Urdu in continuous writing. Students will be expected to recognise and use Urdu language in a variety of contexts and in relation to a prescribed range of general topic areas. This unit draws upon four general topic areas:

Youth culture and concerns Lifestyle: health and fitness The world around us: travel, tourism, environmental issues and the Urdu-speaking world Education and employment.

Assessment: 2 hour 30 minute paper in three sections. Section A requires students to listen to a range of authentic recorded Urdu-language material and to retrieve and convey information given in the recording by responding to a range of Urdu-language questions. Section B requires students to read authentic Urdu-language printed materials and to retrieve and convey infor-mation by responding to a range of mainly Urdu-language test types. Section C requires students to write 200-220 words in the form of a letter, report or article in Urdu based on a short printed Urdu-language stimulus. All students for this unit will be assessed by Edexcel.

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AS Unit 3: Understanding and Spoken Response in Urdu

Content summary: This unit requires students to demonstrate the effectiveness of their Urdu-language skills by presenting and taking a clear stance on any issue of their choice. They will be expected to interact effectively with the teacher/examiner, defend their views and sustain discussion as the teacher /examiner moves the conversation away from their chosen issue. They will be expected to use the language of debate and argument to discuss the issue and will also be assessed for understanding as well as communication and quality of spoken language.

Assessment: 11-13 minute assessment. Students first outline their chosen issue for about one minute, adopting a definite stance towards the issue, They should then defend and justify their opinions for up to four minutes, The teacher/examiner will then ini-tiate a spontaneous discussion in which a minimum of two further unpredictable areas of discussion will be covered. Centres will need to record the full assessment of all students in either cassette or CD. All students for this unit will be assessed by Edexcel.

AS Unit 4: Research, Understanding and Written Response in Urdu Content summary: This unit requires students to demonstrate skills in advanced-level Urdu writing (discursive or creative essay) and translation from English into Urdu. The unit also requires students to demonstrate evidence of independ-ent, advanced-level Urdu-language reading and research of a chosen text, play, film or topic area that links to the culture and/or society of a Urdu-speaking country, countries or community. The content of this unit will be linked to the following general topic areas:

Youth culture and concerns Lifestyle: health and fitness The world around us: travel, tourism, environmental issues and the Urdu-speaking world Education and international events: past, present and future Literature and the arts

Assessment: 2 hour 30 minute paper in three sections. Section A: A short written translation exercise to test students’ ability to transfer meaning from English into Urdu effectively. Section B: A Urdu-language essay in response to one from a choice of seven questions, linked to the pre-scribed general topic areas, that invite either discursive or creative writing. Section C: A research-based essay in Urdu (240-270 words) to reward students for Urdu-language research skills linked to an area of interest to the student that relates to the culture and/or society of a Urdu-language country, countries or community. They have freedom to determine the content of their research) potentially in negotiation with their teacher) but it must relate to the four research-based essay topic areas for this unit. All students for this unit will be assessed by Edexcel.

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AAGS Sixth Form

Past and Current Pupil Comments My experience in the sixth form at Azhar Academy was incredible. The sixth

form provides a stimulating educational environment. The sixth form block con-sists of many excellent features. It is outstanding in establishing a harmonious, caring and supportive school community. The A levels which I studied at Azhar Academy were Biology, Chemistry and Mathematics. I enjoyed these subjects very much as the teachers were very en-thusiastic and created engaging lessons. The sixth form provides advanced tech-nology and support facilities. The high quality science laboratory was a crucial resource in allowing us to carry out interesting experiments. The teachers were always extremely supportive and encouraged us to reach our full potential. The school provides guidance and support in applying to university which eases the transition from Azhar to university. I was ecstatic when I received the results of my A levels, I did very well which in turn secured my place at university. Currently I am studying at Goldsmiths Col-lege University of London becoming a teacher. I feel the two years in the sixth form at Azhar Academy enabled me to achieve the best of both in terms of aca-demic studies and in Islam.

Mobeen Ramay AAGS Sixth Form 2006-2008

Studying in AAGS was a very comfortable experience. The teachers were very supportive and encouraging. Our small class allowed more attention to each indi-vidual. I had studied Maths, English Literature, General studies and Human Biol-ogy. The teacher’s never hesitated on taking us to seminars outside the school and had arranged many beneficial field trips. I am now studying an intensive Quran course for one year, Thereafter I intend to continue my secular studies in the sci-ence field.

Tabassum Patel AAGS Sixth Form 2006-2008

The Sixth Form is well established and offers help whenever it is required even between lessons. It also offers a career sessions to help clear up your choices for what you want to do in the future. I already have an AS in General Studies and English Literature and I am currently studying A Level Chemistry, Biology and Mathematics and AS ICT. I have already applied to study Pharmacy at university, I was able to make this decision due to the careers advice offered by my teachers which enabled me to realise my interest in this field.

Rumana Patel AAGS Sixth Form 2007-2009

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AAGS Sixth Form September 2009

Aalimah Course: 7.30am to 11.45am Monday to Thursday Concise Aalimah Course: 10 A Level Course Monday to Thursday: 12pm to 4.30pm Lesson 1: 12pm to 12.45pm Lunch and Salah: 12.45pm to 1.30pm Lesson 2: 1.30pm to 3pm Lesson 3: 3pm to 4.30pm A Level Course Friday: 8am to 1pm Lesson 1: 8am to 9.30am Lesson 2: 9.30am to 11am Break: 11am to 11.15am Lesson 3: 11.15 to 12pm Tutor Time: 12pm to 12.30pm

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Aalimah Course Pupils have the option of undertaking our Aalimah Course which currently runs Monday to Thursday between 7.30am to 11.45am. Many of our secondary pupils already take this course which will allow them at the end of their A levels to complete the course in full. At the end of the sixth year course pupils graduate and receive a certificate in Islamic Theology and the Arabic Langauage. Each year the Aalimah Courses covers various topics which are outlined in the following pages.

First Year

Duroosul Lughah part 1 and basic Sarf Ta’leemul Haq and Al Hadiyatu Linnisa Qasas 1 Arabic Tutor Part 1 Noorani Qaidah / Qur’aan with basic tajweed /Surats (20 surats)

10:15-11:00 – Tasheel-ul-Hadith / 11:00-11:45 – Fundamentals of Classical Arabic External Reading: Seerah Khatam-ul-Ambiya (under 16) / Seerah Rahmat-ul- lil-‘Aalameen (16+)

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Second Year

Duroosul Lughah part 2 and basic Sarf Zaad-ut-Talibeen Qasas Part 2 / Qur’an recitation & memorization with tajweed Arabic Tutor Part 2 Al Fiqhul Muyassar

10:15-11:00- Duroos-ul-Lughah 3 11:00-11:45- Qur’aan with kitaab simplified rules of Tajweed External Reading: Seerat-e-Aishah RA (under 16) / Seerat-e-Aishah RA, Seerat-un-Nu’man, Achievements of Muslim Women in Religious Fields (Qazi Athar Mubarakpuri) (16+)

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Third Year

Arabic Tutor, Part 3 Qasasun Nabiyeen, Part 3 + 4 (recommended) Mukhtasar Riyadh-us-Saliheen Qudoori (Ibadaat – selected chapters) Qur’aan Translation & Basic Tafsir Para 1-5

10:15-11:00- Suwar min hayaat as-sahabiyyat 11:00-11:45- Hidayah (selected chapters) with Imam Birgivi’s manual External Reading: Authority of Sunnah, Ita’at-e-Rasul (under 16) / Studies in Hadith Methodology and Literature (Azami) (16+)

Forth Year

Al-Adab al-Mufrad Qudoori (Selected Chapters – Primary chapters) Qur’aan Translation & Basic Tafsir: 6-20 with Muqaddimah Imam Qurtubi in

Tafsir (2 lessons daily – 1 hour) Usool Rasa’il – Fiqh, Tafsir, Hadith (Ml. Akram Nadvi)

10:15-11:00- Qasas part 5 11:00-11:45- Qudoori (Selected Chapters – Detailed chapters) External Reading: Sciences of the Qur’an (Mufti Taqi Usmani) (under 16) / al- Arkaan al-Arba’ah (Imam Nadwi) (16+)

Fifth Year

At-Tajreed as-Sareeh Hidayah (Selected Chapters from Kitab-un-Nikah till end) Qur’aan Translation & Basic Tafsir Para 21-30 (2 lessons daily – 1 hour) Mu’een ul-Faraidh / Aqeedah Tahawiyyah

10:15-10:45- Mishkat 1 10:45-11:15- Mishkat 2 11:15-11:45- Muwatta Imam Malik External Reading: Mukhtasar Zad al-Ma’ad (16+)

Sixth Year

Muwatta Imam Muhammad /Muwatta Imam Malik

10:15-11:00- Tahawi Shareef 11:00-11:45- Jalalayn External Reading: Tafsir Ibn Kathir (corresponding to Jalalayn coverage), Muk htasar Ihya ‘Uloom ad-Din

Seventh Year

Sihaah e Sittah - ONLY After the A-level exams are over, students will be required to attend from 7:30am to 4:30pm till the end of year. All external reading material will be examined upon at the end of the year. The list mentioned here is not exhaustive and is subject to change.

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CONCISE AALIMAH COURSE (2 YEARS) SYLLABUS

First Year

Duroosul Lughah part 1 and basic Sarf Zaad-ut-Talibeen Qasas 1 Arabic Tutor Part 1 Al Fiqhul Muyassar

10:15-11:00 – Bahishti Zewar – Masa’il relating to women, family life etc. 11:00-11:45 – Qur’aan with kitaab simplified rules of Tajweed Recommended Reading will be given later. Second Year

Duroosul Lughah part 2 and basic Sarf Qasasun Nabiyeen, Part 3 + 4 (recommended) Mukhtasar Riyadh-us-Saliheen Qudoori (Ibadaat – selected chapters) Usool Rasa’il – Fiqh, Tafsir, Hadith (Ml. Akram Nadvi)

10:15-11:00- Suwar min hayaat as-sahabiyyat 11:00-11:45- Hidayah (selected chapters) with Imam Birgivi’s manual Recommended Reading will be given later.

BEHAVIOUR & DISCIPLINE POLICY

Good behaviour and discipline are an essential part of academic life at Azhar Academy. The school expects all its students to act not just in accordance to school rules but also in keep-ing with our Islamic ethos. To this end, each student is given a set of ten class rules and a good ‘Akhlaq Charter’ (see below), which are explained to them by their form tutors and/or Islamic coordinators. Pupils are then asked to confirm their agreement to these rules in writ-ing. Both sets of guidelines are also displayed in each classroom in order to help maintain a positive learning environment and develop student responsibility. CLASSROOM RULES 1. Arrive on time with the necessary books and equipment. Prepare to start work straight away. Always apologise for arriving late for a lesson. 2. Everyone in the classroom should address each other courteously and with respect. Good manners and a high standard of behaviour are required at all times. 3. Teachers alone direct what goes on in the classroom. You should sit, work and behave as the teacher tells you. Never interrupt, be rude to or disobey a teacher. 4. Concentrate hard on your own work and allow others to learn. Do not disrupt others or allow yourself to be distracted. Always raise a hand if you have a question or a contribution to make to the lesson. 5. Complete all class work and homework to the best of your ability. Catch up on any work missed as soon as possible. 6. Dress according to the school uniform code at all times, except when permission is given to the contrary. Do not come to school wearing make-up, jewellery or immodest clothing. 7. Safeguard your tongue from lies, backbiting, slander, gossip and foul language. Do not discuss non-subject related matters during lessons, as it is a distraction. 8. Stay seated at all times unless you are asked to move by the teacher. Do not rock on the chairs or sit on tables as this can cause injury and damage. 9. Eat only at break and lunchtimes, never in class. 10. Keep all books, equipment and property free from graffiti, damage and waste.

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GOOD AKHLAAQ WITHIN THE CLASSROOM: Commitment to learning: “To seek knowledge is compulsory on every Muslim.” [Sunan ibn Majah] “Who takes the path hoping for knowledge, Allah makes easy for him the path to Para-

dise. Verily, the angels lower their wings for the seeker of knowledge out of pleasure of what he is doing. Verily all in the heavens and earth seek forgiveness for the knowl-edgeable, even the fish in the water. The excellence of the knowledgeable over the ser-vant is like the excellence of the moon on the night of the full moon over all the plan-ets. Verily, the learned are the heirs of the Prophets, the Prophets do not leave dinar or dirham, but they are inherited in knowledge, and he who takes it takes a great bounty.” [Abu Dawood, Ibn Maajah and Ibn Hibbaan.]

Good Manners: Nothing is weightier on the Scale of Deeds than one's good manners." [Sahih Al-

Bukhari] "The Prophet of Allah, upon him be peace, was never obscene or coarse. Rather, he

used to tell us that the best among us were those with the best manners." [Sahih Al-Bukhari]

Respectfulness towards others, especially one’s teacher; “He is not of us who does not respect our elderly, show mercy to our youth, and know

the rights of those who teach us.” [At-Tirmidhi] “Are those equal, those who know and those who do not know?” [Al-Zumar, 39: 9] Safeguarding one’s tongue: “He who truly believes in Allah and the Last Day should speak good or keep si-

lent.” [Sahih Muslim] “A true Muslim is he who keeps others safe from his tongue and hands.” [Sahih Al-

Bukhari] Avoidance of grudges and hatred: “It is not lawful to a Muslim not to speak to his brother for more than three days.” [Sahih Muslim] “And do not let the hatred of others make you swerve to wrong and depart from jus tice. Be just. That is nearer to piety.” [Al-Mâ’idah, 5:8] Humility and self-improvement: “O you who believe! Let not a group scoff at another group, it may be that the latter is

better than the former..." [Al-Hujuraat, 49:11] "Verily, Allah has revealed to me that you should adopt humility. So that no one may

wrong another and no one may be disdainful and haughty towards another.'' [Sahih Muslim]

“Nay, verily, a believer may not twice be bitten from the same hole.” [Sahih Muslim] Modesty: 'Every religion has its characteristic, and the characteristic of Islam is mod

esty.' [Muwatta Al-Malik] "Modesty brings nothing but good." [Sahih Muslim & Bukhari] "Modesty is one portion of belief." [Sahih Muslim & Bukhari]

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Patience and avoidance of anger: "The strong is not the one who overcomes the people by his strength, but the strong is

the one who controls himself while in anger” [Sahih Al-Bukhari] “Kind words and forgiving of faults are better than Sadaqah [charity] followed by in jury...” [Al-Baqarah, 2: 263] Honesty: “… be with those who are true [in word and deeds].” [Al-Tawbah, 9:119] “Verily, truthfulness guides to righteousness and righteousness guides to Paradise...” [Muslim & Buk- hari] Enjoining good and forbidding what is evil: "The believers, men and women, are protectors of each other: they enjoin what is right and forbid what is evil."[Al-Tawbah, 9:71] Whoever amongst you sees an evil should change it with his hand. If he is unable to do that then with his tongue. If he is unable to do that, then with his heart, and that is the weakest level of Iman." [Muslim] Being mindful of one’s time and remembering Allah [SWT]: “By time! Surely the human being is at loss. Except for those who have faith and do righteous deeds and exhort one another to truth and exhort one another to patience.” [Al-Asr]. “Surely in the remembrance of Allah do hearts find rest.” [Ar-Ra’d, 13:28]. MANAGING INAPPROPRIATE BEHAVIOUR The school has a structured and well-defined disciplinary procedure for incidences in which pupils breach school rules/guidelines. Pupils displaying inappropriate behaviour are initially given either a verbal explanation or warning by their subject teacher. This is followed by a written referral to their Form Tutor and Islamic co-coordinator, who also discuss their be-haviour with them. Following three referrals a pupil is given a detention. If there is no sub-sequent change in their behaviour or attitude, they are subject to a disciplinary review with the Deputy Head once the pupil has reached three detentions. Pupils are then placed on re-port for one to two weeks during which time their conduct in school is closely monitored by members of staff. The school normally contacts their parents at this stage who are invited in to discuss their daughter’s conduct. Any subsequent or ongoing misbehaviour will result in further monitoring of the pupil in the form of another report and then a suspension from the Academy. Such a step is not usually taken without prior consultation with the pupil’s parents, as the school firmly believes in working with both pupils and their parents in order to promote positive and inclusive out-comes for all its students. In instances where pupils continue to or seriously breach either the school rules or Islamic ethos, this procedure may be overridden on the discretion of the Headteacher and a pupil may be suspended or on rare occasions, even expelled in keeping with guidelines from the DfES. For further details of the school’s behaviour and discipline policy, please contact the school office.

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HOME-SCHOOL AGREEMENT At Azhar Academy, we strongly believe that for our schooling to be effective, it must be complemented and reinforced in a pupil’s home life. To this end, the school expects that parents/guardians to:

Practice and reinforce the Islamic values and ethos of the school at home with their children.

Go over the school rules and good akhlaaq policy with their children to signal

both their support and commitment to developing and maintaining good behav-iour within the school

Monitor pupil’s work schedules to support them to complete tasks on time.

Be prompt in their payment of all school fees.

Follow the appropriate school procedures if they wish to raise any issues or con-

cerns with members of staff. Be respectful and courteous to staff, other parents and pupils at all times.

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CAREERS EDUCATION AND GUIDANCE Careers Education and Guidance has an important role to play in achieving the overall school aims as it helps individual students to build the skills, knowledge and values needed for the management of their lifelong learning and career development. The School currently has an experienced Connexions Personal Adviser in Information and Advice in its staff body. In addition to this, we have a qualified Careers Adviser who visits the school on a monthly basis to conduct group and individual advisory sessions for our students Careers Education and Guidance at the School is designed to enable pupils to:

Develop knowledge of themselves: strengths, weaknesses, personal qualities and have a balanced view of their self-worth and potential

Be aware of education, training and career opportunities Make informed choices about education, training and career progression Develop attitudes of self reliance and responsibility for their own decisions

now and in the future. Prepare for adult responsibilities, including effective relationships with col-

leagues. The current Careers programme consists of the following:

Career days. Opportunities to access appropriate information in a range of forms. Individual advice and guidance from a Careers Personal Advisor. Work Experience Community service. Action planning at the end of each year.

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SIXTH FORM PUPIL REVIEW DAYS Mid Year all Sixth Form pupils attend Review Days. This allows them to meet one to one with their subject teachers to discuss their progress and any concerns they may have. In addition, each pupil has a meeting with their Form Tutor to discuss their overall progress with the Sixth Form.

SIXTH FORM DRESS CODE All pupils are expected to wear a scarf and abaya at the Sixth Form. This dress code is expected to be followed to and from the Sixth Form and on all school outings. There is no set colour but pupils are expected to conform to Islamic guidelines regarding all aspects o the hijaab.

LUNCHES Sixth Form pupils are encouraged to bring healthy packed lunches to school. The Sixth Form Common Room has all the facilities to enable pupils to prepare and heat up food. Please note pupils are not permitted to leave the premises during the school day, unless they have no more lessons on that day. The school also runs a Healthy Tuck Shop during all breaks which pupils are encouraged to use.

AAGS NEWSLETTER At AAGS pupils participant in the production of our termly newsletter. Pupils attend-ing the Sixth Form are encouraged to submit articles and assist in the production of the newsletter.

MOBILE PHONES The school does not encourage pupils to bring mobile phones to school and prohibits pupils from having or using them in school. However, in cases where parents/guardians feel it is a necessary safety measure for when they leave school, the school allows pupils to bring a mobile to school which the pupils must hand in to the School Office upon arrival. The phone must be put in an envelope and clearly labelled with the pupil’s name and class and must be collected at the end of the school day.

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EDUCATIONAL TRIPS At AAGS Sixth Form our pupils have been fortunate to attend many educational trips which assist our pupils to further understand and put into practice many of the theory aspects of the course. Below are listed just some of the places our Sixth Form pupils have visited: Lectures at various London Universities Field trips of the Field Study Centre in Epping Forest Lectures and workshops at the London Earth Summit Museums SCHOOL PRESENTATION EVENING At AAGS, we strongly believe that pupils should be rewarded for outstanding achievements. We regularly hold special presentation events to issue merit certifi-cates and awards in other areas within school life. During such events pupils perform nasheeds, poems, plays and speeches. House. Pupils receive medals and the winning House takes the AAGS Gold Cup. SPORTS DAY AAGS’s sports day is held once a year in which all pupils participate in a series of planned activities which range from netball and football matches to relay races. All pupils are put in Houses and take part in the activities to win points for their House. Pupils receive medals and the winning House takes the AAGS Gold Cup. FUNDRAISING EVENTS The school has successfully held fundraising events in the past which have involved the whole school body as well as local businesses and community. In addition to raising funds for the school, we have also held events to raise money for charities. In the past such events have included: Bazaars Auctions Dinners Sponsored events School Play Fun activities Competitions

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AAGS Sixth Form Facilities

Study Room and Careers Library

ICT Room

Common Room

Prayer Room

Classrooms

Wudu and wash facilities Main School Building: Library Science Lab Additional ICT facilities Prayer Hall

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AAGS HOUSES

House Mottos Darr al-Haqq: Speak the truth, even if it is against yourself/ Verily truthfulness guides to righteousness and righteous- ness guides to Paradise. Daar al-Hikmah: There is no greater wealth than wisdom, no greater poverty then ignorance/ He unto whom wisdom is given, truly hath received abundant god. Daar al-‘Ilm: Seek knowledge from the cradle to the grave/Who takes the path hoping for knowledge, Allah makes easy for him the path to Paradise. Daar at-Taqwa: Remember Allah (SWT) and He will not forget you/Surely in the remembrance of Allah do hearts find rest.

All pupils and staff at AAGS are put into different House groups. Each House has its own Leader, Captain, Logo and Mottos. All House groups competes with each other for points throughout the academic year trough a series of competitions. At the end of the Summer Term one House is awarded the House cup and is re-warded .Please find below a quick guide to each House.

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House City Heroes & Heroines Darr al-Haqq: Jerusalem Hazrats Assiya, Summaya bint Khabbat, Abu Bakr, Salahuddin Ayyubi (rz) Daar al-Hikmah: Baghdad Hazrats Khadija bint Khuwalid, Amra bint Abdur-Rehman, Imam Abu Hanifa, Harun- ur Rashid (ra) Daar al-‘Ilm: Damascus Hazrats Aisha bint Abu Bakr, Hafsa bint Umar, Ibn Taymiyyah, Imam Nawwawi (ra) Daar at-Taqwa: Medina Hazrats Maryam bint Imran, Fatima bint Mohammed, Imam Malik, Umar ibn Ab dul-Aziz (ra)

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Summary of an Ofsted Report carried out in November 2007

Quality of education

The school provides a good curriculum. The curriculum is well planned and well resourced. Schemes of work are clearly outlined. Teacher’s subject knowledge is secure. Teacher’s planning is good and they are confident in planning clear learning objectives which can be assessed in lessons. Teacher’s planning contributes to pupil’s enjoyment of school and helps motivate them to try hard at their work. Teachers use a variety of approaches to maintain pupil’s interest and to give them opportunities to explore different ways of thinking. Citizenship, Religious Education and Personal, Social and Health Education add a strong dimen-sion to AAGS’s provision. AAGS provides a well supportive Careers programme. AAGS after school classes/clubs enable our pupils to develop further. AAGS school trips are consistent and enjoyed by pupils. AAGS’s management’s procedures for monitoring lessons contribute to teacher’s professional development. AAGS assessment policy is precise. End of topic assessments, targets and self assessments are val-ued by pupils and encourage them to work hard and reflect on their own learning. Marking is regular and effective. Twice yearly written reports and parental consultations help ensure that parents are well informed about their children’s progress.

Spiritual, moral, social and cultural development of the pupils

Provision for pupil’s spiritual, moral and cultural development is good and is strongly fostered through the curriculum. AAGS has a distinctive and well established ethos which creates a strong sense of community. AAGS’s classroom rules and policies support good behaviour and reinforce pupils understanding of right and wrong. Pupils have opportunities through the House system to earn merits which contribute to their self esteem. Work in Citizenship gives opportunities to pupils to learn about life, work and institutions in Brit-ain. In Religious Education pupils are able to expand their knowledge of other religious beliefs. Pupil’s behaviour is consistently good. Pupils are well known to staff and feel safe in their care. Attendance is consistently high. Pupils feel they have made good progress and enjoy taking part in the different events and programmes that AAGS offer.

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Welfare, health and safety of the pupils

Provision for the welfare, health and safety of the pupils is good. AAGS staff and pupils have a positive relationship which creates an ethos in which pupils feel cared for and secure.

Importance of exercise and a healthy life style are clearly understood by pupils.

School’s premises and accommodation

AAGS main school building has been remodelled with sensitivity and imagination to provide good quality accommodation designed well for its purpose. Good use is made of specialist rooms including the Prayer Hall, Science laboratory and Information and communication technology ICT suite. Available space is used to maximise potential and create interesting learning environments.

Provision of information for parents, carers and others

AAGS’s provides parents with clear and useful information through its prospectus and parents’ handbook. Parents believe that they are kept well informed about their children’s progress.

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School Fees for September 2009 The school fee is £2,200 per annum. In the first year there is a registration fee of £500 payable to “AZHAR ACADEMY”. This registration fee is to be paid in total upon acceptance of a place and is non-returnable. All new applicants are subject to a re-registration fee of £100, which is to be paid to “AZHAR ACADEMY” in each academic year in the month of July. A small fee is also payable in year 12 and 13 to cover the cost of examination entry. Our figures are still a direct effort to stay as one of the few Muslim schools within the London area to offer low fees. For this reason we continue to propose the following: Parent/guardians who have more than one daughter in the school (and are not exempt from the increase) will pay £2,200 for the 1st child and £2,000 for the 2nd- + child in the coming academic year. As normal the school fee will include the Islamic and Aalimah Course fees, the cost of hir-

ing physical education facilities and the initial purchase of exercise books.

Please note that the School Fee is set to increase in the academic year 2010/2011

Please see the table below for details of the payment options for the coming academic year.

Parents/guardians who wish to pay by standing order must ensure that this is set up before the first payment is due. All completed standing order forms must be handed to the School Office. The right to make payments by Standing Order will be forfeited if during the year a payment is missed or the Standing Order cancelled. In all such cases payment of fees will be accepted in cash only thereafter. Payments made by cheque are subject to certain conditions; parents/guardians need to ensure that there are sufficient funds in the payee’s account to prevent cheques from bouncing and that pay-ment by cheques are not stopped for any reason. In cases where these conditions are not met the payee will be liable for the bank charge per item. In addition, in cases where two cheques for a certain student are stopped the school will only accept payments in cash for all outstanding and future fees. School fees which are paid late cause disruption for the school system and staff. This often leads to delays and uses up valuable staff time in sorting out late payments. It is for this reason the school has been obliged to charge a late payment fee of £10 per week until the outstanding amount is paid. Further information regarding payment of fees and a setting up Standing Order can be obtained from the School Office between 10.30am to 2pm, Monday to Friday. All payment of fees must be made by an adult and during the above allocated times. * All cheques for school fees are payable to “AZHAR ACADEMY GIRLS SCHOOL”.

OPTION AOPTION A

OPTION B OPTION C OPTION D

£2200 Payment in full.

£734 Pay in 3 instalments in September, January and April.

£220 Pay in 10 monthly in-stalments from September to June. Cash/Cheque

£220 Pay in 10 monthly instalments from September to June. Standing Order