Learners Today, Leaders Tomorrow
Academic depth, purposeful choices and preparation for university — through IGCSE, International A Levels and the IB Diploma Programme.
Across the Middle and High School, we guide students through one connected journey — from the curiosity and discovery of Key Stage 3 to the focus and independence of IGCSE, International A Levels and the IB Diploma Programme.
At ANPS, students are encouraged to aim high while remaining grounded in the values of respect, responsibility, integrity and ambition. With the support of experienced teachers, attentive class advisors, career guidance and close communication with families, we help every student settle, flourish and prepare for the next stage of their journey.
We are proud of our students, proud of their progress and proud of the young people they are becoming.
At ANPS, the High School is where students begin to shape their academic identity, explore future pathways and develop the confidence, independence and discipline needed for life beyond school.
From Year 10 to Year 13, students are guided through internationally recognised programmes that prepare them for university study in the UAE and across the world. The journey begins with IGCSE in Years 10 and 11, followed by a choice of International Advanced Levels or the IB Diploma Programme in Years 12 and 13.
We believe that success in High School is not measured by examination results alone. It can also be seen in the way students think, communicate, lead, solve problems, take responsibility and contribute to their community.
In the High School, students are encouraged to become active, independent and reflective learners. Lessons build subject knowledge while developing the skills needed for external examinations and university-level study.
Students are supported to ask questions, apply learning, analyse information, solve problems, write with clarity and communicate ideas confidently. Across subjects, teachers help students move beyond memorisation towards deeper understanding.
Our academic programme is built around high expectations, clear guidance and regular feedback. Students take increasing responsibility for their learning as they progress from Year 10 to Year 13.
The High School pathway at ANPS is carefully designed to help students move from broad academic foundations to more specialised study.
The IGCSE programme provides a strong foundation across core and optional subjects. It develops academic knowledge, examination skills, independent study habits and readiness for advanced study. Students follow internationally recognised qualifications through Cambridge and Pearson Edexcel, supported by projects, practical work, internal assessments and mock examinations.
The International Advanced Level pathway allows students to specialise in subjects linked to university and career goals. It suits students who want to study fewer subjects at greater depth. Students usually begin with AS Level units in Year 12 and continue to A Level units in Year 13, guided by IGCSE performance, university requirements and equivalency considerations.
The IB Diploma Programme offers a broad and balanced route for students ready for a challenging and internationally minded programme. Students study six subjects and complete Theory of Knowledge, the Extended Essay and Creativity, Activity, Service — developing critical thinking, research, reflection and global awareness.
Building Strong Foundations
IGCSE is the first major stage of the High School academic journey. Students are supported through structured teaching, regular assessment, past-paper practice, teacher feedback, mock examinations and close academic follow-up.
Subject offerings may vary according to examination-board requirements, student choices and school planning.
The modular route applies to selected subjects such as Mathematics, Physics, Biology, Chemistry and English First Language, allowing components of the qualification to be completed across more than one examination series.
English as a Second Language, Business, ICT, French and Arabic follow the linear format, with the full external examination completed at the end of the course. Students and parents receive guidance before selecting routes and subjects to ensure choices are suitable, balanced and aligned with future academic plans.
A practical guide to units, exam series, registration, results and preparation
External qualifications are governed by the current specifications, timetables and entry rules of Pearson Edexcel and Cambridge. The school publishes the final examination plan, registration deadlines and approved subject combinations each year. Codes, series availability and paper structures should therefore be checked against the latest board documents before publication or registration.
The modular route divides the qualification into separate units. Students may complete units in different examination series and retain, or bank, the results. Once all required units have been completed, the school enters the relevant cash-in code so that Pearson combines the unit results and awards the full International GCSE grade.
| Subject | Unit Structure | Series | Entry Note |
|---|---|---|---|
| Mathematics A | Unit 1 and Unit 2 at Foundation or Higher Tier. Each unit is 2 hours, 100 marks and 50% of the qualification. | June and November | Qualification family 4XMA1. Cash-in: 4XMAF or 4XMAH. |
| Physics | Unit 1 and Unit 2. Each is an untiered 1 hour 40 minute paper, 90 marks and 50%. Questions include multiple choice, calculations, short answers and extended responses. | June and November | Cash-in 4XPH1; units 4WPH1 and 4WPH2. |
| Chemistry | Unit 1 and Unit 2. Each is an untiered 1 hour 40 minute paper, 90 marks and 50%. Practical and experimental understanding is assessed in the written papers. | June and November | Cash-in 4XCH1; units 4WCH1 and 4WCH2. |
| Biology | Unit 1 and Unit 2. Each is an untiered 1 hour 40 minute paper, 90 marks and 50%. Students answer knowledge, data, calculation and extended-response questions. | June and November | Cash-in 4XBI1; units 4WBI1 and 4WBI2. |
| English First Language | Unit 1: Non-fiction Texts and Transactional Writing, 2 hours 15 minutes, 60%. Unit 2: Poetry and Prose Texts and Imaginative Writing, 1 hour 30 minutes, 40%. An optional spoken-language endorsement may also be entered. | June and November | Cash-in 4XEA1; units 4WEA1 and 4WEA2. |
ANPS modular planning
At ANPS, the normal route is planned across Years 10 and 11. The exact timing of each unit is communicated before registration and may differ by subject. Students may not mix the Pearson Mathematics route with Cambridge Sciences; Mathematics and the Sciences must follow the same approved board route.
Linear subjects are taught as complete courses and all required components are entered as one qualification at the end of the course. There is no Pearson-style unit banking or cash-in. At ANPS, the final external series is normally planned for Year 11, subject to the current Cambridge timetable and school registration plan.
| Subject | Typical Component Structure |
|---|---|
| English as a Second Language | Reading and Writing, Listening and a Speaking endorsement under the applicable Cambridge syllabus. |
| ICT | One theory paper and two practical papers assessing document production, databases, presentations, spreadsheets and website authoring. |
| Business | Written papers assessing business knowledge, application, analysis and evaluation through structured questions and case-study contexts. |
| French | Listening, Reading, Speaking and Writing components. |
| Arabic | Linear Cambridge/O Level components according to the current approved Arabic syllabus and code used by the school. |
Cash-in is the formal request for Pearson to combine completed unit results and issue the overall qualification grade. A student can receive individual unit results without yet receiving the complete qualification. The final International GCSE, IAS or IAL grade is only issued when the correct cash-in entry has been made and all required units are eligible.
A raw mark is the actual mark earned on an examination paper. Pearson converts raw marks in modular qualifications to Uniform Mark Scale, or UMS, marks so that differences in paper difficulty between examination series can be taken into account. Raw-mark boundaries may change from one series to another, while UMS boundaries remain fixed.
Pearson modular International GCSE qualifications are reported on the 9–1 scale. IAL units and International AS awards are graded A–E, while the complete International A Level is graded A*–E. Cambridge sets grade thresholds after each examination series has been marked, and thresholds may vary according to the component combination and the demand of the papers.
A boundary is not a target
Students should prepare to demonstrate the full specification rather than attempting to predict a pass mark. Grade boundaries are confirmed only after the examinations have been marked and standardised.
Past papers are most useful when they are used as part of a structured revision process, not simply completed in large numbers. Students should use official papers, mark schemes, examiner reports, specimen papers and the materials shared by teachers through Google Classroom.
Specialisation for University Success
The International Advanced Level pathway allows students to focus on subjects that support future university majors and career aspirations. It is modular: students complete individual units, bank their results and request an International AS or full International A Level award through cash-in. The step from IGCSE to IAL is substantial and requires much greater independence, depth, accuracy and consistency.
Pearson IAL examinations are commonly available in October, January and May/June, although availability differs by subject and unit and is confirmed annually. ANPS selects examination series according to curriculum progression, readiness, board deadlines and the overall student programme. Students should not assume that every unit will be offered in every series without school confirmation.
| Subject | Units Required | Cash-in |
|---|---|---|
| Mathematics | IAS: Pure Mathematics P1 and P2 plus one approved applied unit — Mechanics M1 or Statistics S1. Full IAL: Pure Mathematics P1–P4 plus an approved pair of applied units. The school confirms the combination used for certification. | XMA01 / YMA01 |
| Physics | IAS: Units 1–3. Full IAL: Units 1–6. Units 3 and 6 assess practical skills through written examinations. | XPH11 / YPH11 |
| Chemistry | IAS: Units 1–3. Full IAL: Units 1–6. Units 3 and 6 assess practical skills through written examinations. | XCH11 / YCH11 |
| Biology | IAS: Units 1–3. Full IAL: Units 1–6. Units 3 and 6 assess practical skills through written examinations. | XBI11 / YBI11 |
| Business | IAS: Unit 1 Marketing and People; Unit 2 Managing Business Activities. Full IAL adds Unit 3 Business Decisions and Strategy and Unit 4 Global Business. | XBS11 / YBS11 |
| English Language | IAS: Unit 1 Language: Context and Identity; Unit 2 Language in Transition. Full IAL adds Unit 3 Crafting Language (Writing) and Unit 4 Investigating Language. All four units are externally assessed. | XEN01 / YEN01 |
A Broad and Balanced Global Pathway
The IB Diploma Programme develops students as reflective, knowledgeable, caring and internationally minded learners. Academic challenge is combined with personal growth, independent research and meaningful action in the community.
Students reflect on the nature of knowledge and how we know what we claim to know.
An independent, self-directed piece of research culminating in a substantial essay.
Experiences and projects that develop students beyond the academic programme.
At ANPS, the IB Diploma helps students build the confidence, independence and global outlook needed for higher education and life beyond school.
High School students are prepared for internationally recognised external examinations through structured teaching, targeted revision, assessment practice and regular feedback. ANPS celebrates strong outcomes across IGCSE, International A Levels and IB, as well as university acceptances and recognition from international examination boards.
2024–2025 results summary published each year.
Experience, service and leadership that give learning a wider purpose
High School life at ANPS extends well beyond lessons and examinations. Students are given structured opportunities to contribute, work alongside adults, serve their community, lead important events and learn what responsibility looks like in practice.
These experiences are not presented as decorative additions to academic life. They help students develop reliability, communication, initiative, teamwork, ethical judgement and the confidence to operate in real environments — qualities that universities and future employers value.
Across the High School, students lead, serve and create — building the experience and character that universities and employers value.
Supervised placements across the school build real, verifiable experience.
Service that responds to a real need, carried out with consistency and respect.
Students plan, host and deliver major school events.
Councils, committees and mentoring make students visible contributors.
Guiding Every Student Towards the Right Future
Career and university guidance begins before students reach their final year. Students are supported as they explore strengths, interests, subject choices, university options and career pathways so that important decisions are made with evidence and purpose.
Students are encouraged to communicate regularly with subject teachers, the Career Counselor and the Senior School Office when making academic decisions.
Real Responsibility Inside the School
Through the Student Internship Programme, High School students take on supervised roles within the daily life of ANPS. Students apply for placements, receive guidance from staff supervisors, complete agreed responsibilities and record verified credit hours. The programme allows students to explore possible career interests while learning how professional environments operate, building a credible record of experience for university applications, personal statements and future interviews.
Supporting preparation and organisation of practical materials, laboratory safety routines, inventory and science-event displays under staff supervision.
Assisting with book organisation, displays, reading initiatives, research support and library events.
Learning about healthcare environments through appropriate administrative and awareness tasks under the supervision of the school nurses.
Supporting equipment organisation, event logistics, fixtures, sports-day preparation and safe use of facilities.
Writing, interviewing, editing, photography, design and documenting school life through the student magazine and related media projects.
Supporting registration, visitor guidance, stage preparation, logistics and communication during school events.
Helping with approved classroom technology, presentations, coding activities, robotics events and digital-content preparation under supervision.
Supporting younger students through reading, revision, study-skills or subject-based mentoring programmes where appropriate.
Learning to Contribute, Not Simply Participate
ANPS encourages students to understand that community service is most valuable when it responds to a real need and is carried out with consistency and respect. Volunteering opportunities take place both within school and in the wider Abu Dhabi community, with activities selected according to student age, safety, availability and partner requirements.
Where applicable, students document their service, reflect on its impact and record verified volunteering hours. The emphasis is on genuine contribution, responsible conduct and learning from the communities and environments they serve.
Planning, Hosting and Delivering
At ANPS, students do not simply attend major events; they help create them. Information evenings, open days, graduation, university events, award ceremonies, national celebrations and whole-school activities provide authentic opportunities for students to work as planners and executors on the ground.
This level of involvement gives students a genuine sense of ownership. They learn to work under pressure, communicate with different audiences, solve problems quickly and represent their school with maturity.
Student leadership at ANPS is not limited to titles. It is demonstrated through reliable action: leading initiatives, mentoring younger students, representing student voice, organising events, contributing to clubs and taking responsibility when others depend on them.
Through student councils, committees, clubs, assemblies, competitions, mentoring and service projects, students learn how to listen, plan, negotiate, communicate and follow through. The result is a school culture in which students are visible contributors rather than passive participants.
Competitions, clubs, projects, sports, arts, publications, university sessions and community initiatives allow students to test their abilities in different settings. These opportunities help students recognise interests, build a stronger personal profile and develop the confidence to take the next step beyond school.
Prepared for the Next Step
By graduation, ANPS students are expected to have developed academic skills, personal confidence and a realistic understanding of their future options. They are guided to interpret university requirements, select suitable subjects, prepare applications and communicate their experiences with clarity.
Academic qualifications remain central, but internships, volunteering, event leadership and sustained involvement help students explain who they are, what they have contributed and how they are prepared to engage with university life.
The best way to understand Middle and High School life at ANPS is to meet our students, speak with our teachers and see learning in action. Families are welcome to contact the school to learn more about KS3, IGCSE, International A Levels, the IB Diploma Programme, career guidance and student life.
