CONTENTS

FOREWORD 2

CRITERIA FOR ENTRY INTO 6TH FORM 3

6TH FORM SUBJECT CHOICE, GENDER STEREOTYPING AND EQUALITY OF OPPORTUNITY

5

THE POST-16 CURRICULUM 6

WHERE COULD MY A-LEVELS LEAD TO? 12

WHO CAN GIVE ME GUIDANCE ABOUT MY SUBJECT CHOICE?

15

HOW IS THE SIXTH FORM DIFFERENT FROM SENIOR SCHOOL?

16

SIXTH FORM CURRICULUM IN OUR LADY & ST PATRICK’S COLLEGE

17

COURSES OFFERED 20

ART & DESIGN 21 BIOLOGY 23 BUSINESS STUDIES 26 CHEMISTRY 29 COMPUTING 32 DRAMA & THEATRE STUDIES 34 ECONOMICS 36 ENGLISH LITERATURE 39 FRENCH 42 GEOGRAPHY 45 GERMAN 48 GOVERNMENT & POLITICAL STUDIES 51 HISTORY 55 HOME ECONOMICS 57 ICT 60 IRISH 62 MATHEMATICS & FURTHER MATHEMATICS 65 MUSIC 69 PHYSICAL EDUCATION 71 PHYSICS 74 RELIGIOUS STUDIES 76 SOCIOLOGY 79 SPANISH 83 TECHNOLOGY & DESIGN 87

KEY SKILLS 90 KEY SKILLS PROGRAMMES 91 STUDENT MENTOR PROGRAMME 92 SIXTH FORM COMMUNITY SERVICE PROGRAMMES 94

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FOREWORD

Recently, Government introduced significant changes to the Post-16 curriculum with a view to broadening provision for young people. Here at Knock we have always offered considerable choice in the 6th form and this will continue to be the case. Our GCE Options Booklet is designed to provide you with detailed information about subjects available to you in Lower Sixth in September.

Before making your choice read carefully what the various Heads of Departments have written about specific subjects. Please talk over the issues surrounding ‘choice of subjects’ with your parents, teachers and careers advisers. I would suggest you also talk to those students who are now in Upper 6th and have experience of Advanced level work. Discussion is very important. Your choice of subjects now may affect your whole future.

Can I also stress the importance of our criteria for entry to Sixth Form. All students will sit modular examinations at the end of Year 13. This has major implications in terms of attendance and commitment to study - hence the importance of these criteria, in addition to a requirement for good grades at GCSE level.

We hope that the next two years of your academic life here will be enjoyable, eventful and beneficial. All that we ask is that you do your best. For our part we will give you all the help and support possible to ensure your success.

John AllenPrincipal

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CRITERIA FOR ENTRY INTO YEAR 13

Please read carefully and ask for clarification if necessary

You should talk to subject teachers, tutors and Careers staff before choosing your Sixth Form courses. You should be realistic about your individual capabilities, interests and academic strengths. You should also understand that the academic pathway of AS-levels and A-levels might not be the best option for you. Perhaps a combination of Vocational A-Levels in a Further Education College would be a more appropriate choice.

You should only choose four AS-Level subjects in Year 13 if your GCSE grades and motivation are good. Approximately 80% of returning students choose to study four AS-Levels in Year 13, and the vast majority of these students will progress to A2 with three of these subjects in Year 14.

A student is expected to conform to the Code of Discipline as formulated by the Board of Governors and interpreted by those in charge of discipline. In addition a student must be prepared to accept timetable and curriculum arrangements. This will include being involved and present at Religious Education, Careers Education, Life Issues and Tutorial classes, morning assemblies and the College celebration of the Eucharist. (Arrangements relating to exceptions from above can be made on behalf of those students who are registered as members of other mainstream denominations).

It is important to ensure that students embarking on Sixth Form study have the right attitude as well as aptitude. Where a student wishes to transfer from another school GCSE results will be used as evidence of academic ability. The advice and opinions of the Principal and teachers of the previous school(s) will also be taken into consideration.

Normal minimum requirements for entry include the following in terms of Academic Criteria and Positive Attitude.

ACADEMIC CRITERIA Five GCSE passes with three at grade B.In most cases grade B at GCSE is required if the subject is to be studied at AS or A2 Level.

Government & Politics requires grade B in GCSE English. Economics requires grade B in GCSE Mathematics or grade C in Additional

Mathematics. Physics requires an AA grade in Double Award Science or B in Physics Triple Award

plus grade A in Mathematics or grade C in Additional Mathematics. Sociology requires grade B in English.

POSITIVE ATTITUDEA student is expected to have a positive attitude towards discipline, study, religion and school attendance. This will involve the signing of an agreement accepting the rules and standards set by the College and the obligations and restraints resulting from accepting these standards. This agreement includes a commitment to be present in the College for the whole of the school year as a full-time student and to refrain from going on vacation during term time. We will focus on attendance, behaviour and commitment in Year 12 before accepting a student into Sixth Form.

AttendanceIt should be 95%+ in Year 12.

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BehaviourEvidence of positive attitude will be a lack of detentions and/or suspensions for serious or recurring misdemeanours in Senior School.

Commitment Prospective 6th Form students must have demonstrated commitment to their studies in Year 12 e.g. completion of all coursework on time. Where a student opts for Additional Mathematics - Grade C is expected as evidence of commitment. This latter point is to deter students from opting out or switching off Additional Mathematics in Year 12 after completing GCSE Maths in Year 11.

ENTRY INTO YEAR 14

If you wish to progress into Year 14, you should also be attentive to the following information and advice:

You must pass an AS-level subject (Grade A – E) if you wish to take that subject at A2 in Year 14.

In some cases, if you pass an AS-level subject at grade E, you will be advised not to continue with that subject to A2.

You must pass a minimum of two AS-level subjects if you wish to return as a Year 14 student to take A2 subjects.

If your performance in Year 13 falls below reasonable expectations, you and your parents will be advised to reassess your academic and career options by consulting with the Vice Principal in charge of the curriculum, subject teachers, pastoral and Careers staff in the summer term of Year 13 and/or after the publication of yourAS-level exam results in August.

After the AS-level exam results have been published, at the start of the new school year, you will be expected to attend an advice morning to help you finalise your course choices.

N.B. College recommendations regarding part-time employment and study

Although part-time employment can be beneficial in preparing sixth form students for life after school, it can also impact negatively on examination results. We would strongly recommend that students do not work part-time during the school week.

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6TH FORM SUBJECT CHOICE, GENDER STEREOTYPING

AND EQUALITY OF OPPORTUNITY

What’s Stopping You?

The right of access to an effective education“Every individual has a right to an effective education which allows them to the greatest extent possible to develop intellectually, spiritually, physically, emotionally, morally, creatively and aesthetically and to achieve independence, social and occupational integration and to participate in the life of the community”.(N. Ireland Human Rights Commission)

What is gender stereotyping?It is making assumptions that men and women play different roles in society. Such assumptions restrict individual choice, which leads to wasted talent and unfulfilled potential, to skills gaps and to lower pay for those jobs which are seen as ‘women’s work’. In short, gender stereotyping results in discrimination against both women and men.

So you think inequality is a thing of the past? By the age of 20, young women will already be earning on average 10% less

per hour than the young men they used to sit next to in the classroom. There is a skills shortage in the computer industry, yet the number of women

entering this industry is falling. In some parts of Northern Ireland, industries that were traditionally dominated

by men simply don’t exist any more. But the new jobs that are being created, such as those in the service sector, are not seen as ‘men’s’ jobs’ so male unemployment persists.

At A-level in Northern Ireland, 72% of students who took English Literature in 2004 were female, 72% of those who took Technology & Design were male.

How can it be challenged?Year 12 pupils should consider all of the available 6th form subject choices and career options, and should not limit their opportunities because they are male or female. Are you really picking optional subjects that you like and are good at, or are you simply following the crowd. For example, if you are male, are you refusing to choose Home Economics because you think that it’s a ‘girls’ subject?’ If you are female, have you decided not to choose Computing because you see it as a ‘boys’ subject?’ Remember that you are unlikely to fulfil your potential unless you consider all of the options! Parents are the single most important influence on pupils’ subject choices. They should encourage their sons and daughters to widen their subject choices at school and beyond, and provide a home environment where girls and boys are encouraged to share all tasks equally,

Teachers and Careers advisers at Knock also have a duty to present unbiased information and to support those pupils who step beyond traditional 6th form subject and career choices.

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THE POST-16 CURRICULUM

1. INTRODUCTION

In recent years, government has introduced a number of reforms to post-16 qualifications in the light of advice from CCEA, QCA and ACCAC, the regulatory authorities for qualifications in Northern Ireland, England and Wales.

The underlying purpose of the reforms is to address undue narrowness and lack of flexibility in the post-16 curriculum. The developments are designed to lead to broader Advanced Level programmes and improved vocational qualifications that are underpinned by rigorous standards and key skills.

Students following A-Level programmes will be able to broaden their programmes by studying additional subjects using the new Advanced Subsidiary (AS) qualification or, if they wish, by adding a vocational dimension and studying one or more of the new smaller six-unit GNVQ qualifications in a further education college (e.g. BIFHE or N. Down Institute). Students on vocational programmes will be able to broaden their studies by using one or more of the smaller GNVQ qualifications and the new Advanced Subsidiary. Measures to ensure that units are the same size, and the use of a common grading system for advanced level qualifications, will lead to greater choice and flexibility in selecting qualifications to meet individual needs. All students will have the opportunity to broaden their studies through the development of key skills leading to national certification.

These reforms need to be set against a wider agenda. The commitment to the needs of lifelong learners, the construction of a qualifications framework, the exploration of models for overarching certificates, modern apprenticeships, Jobskills traineeships and changes to the higher education admissions process are important developments. These all provide a context for improvements to individual qualifications.

The reforms provide schools and colleges with an opportunity to review their approach to post-16 education and training. They are an important step on the way to achieving a system that will serve 16-19 year-olds well into the next century while enhancing opportunities for a wider group of learners.

2. GCE A-LEVEL

Structure GCE Advanced Levels (A-Levels) are designed mainly for post-16 students who are following a two-year full-time course of study. A-Levels will normally consist of six assessment units of approximately equal size. Three of these will make up an Advanced Subsidiary (AS) qualification, representing the first half of an advanced level course of study. The additional three will be known as A2, representing the second half. A-Level and AS courses may be assessed either in stages or at the end of the course.

This model offers considerable flexibility for teachers to develop a range of approaches to teaching and learning. Those who prefer to link teaching programmes with the facility for students to take their examinations in stages will normally be able to do so. It will also be possible for all assessment units to be undertaken at the end of

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the course. In a few small entry subjects, where the regulatory authorities accept that it is uneconomical for awarding bodies to offer both staged and end-of-course assessment, only the latter option will be available. In most of these cases, the option of taking the AS halfway through the course will be available.

Assessment A key feature of the new A-Levels is the emphasis on demanding and rigorous assessment, including a substantial external element. For some subjects with criteria, there has been some modest increase in the proportion of internal assessment (coursework).

All A-Levels will include an element of synoptic assessment designed to test candidates’ ability to make connections between different aspects of the subject. The nature of the synoptic assessment will vary according to the nature of particular subjects.

In line with the intention that A-Levels should be predominantly two-year full-time courses, only one resit of each assessment unit will be allowed. It will be possible to retake the whole examination more than once. The shelf-life of assessment units will be limited by the life of the specification (syllabus).

Grading The A-Level will be graded A to E for pass grades, with U (unclassified) for fail.

3. GCE ADVANCED SUBSIDIARY (AS)

StructureThe reformulated GCE Advanced Subsidiary (AS) was a key recommendation arising from Lord Dearing’s review of qualifications for 16-19-year-olds. The AS consists of three assessment units of approximately equal size which form the first half of the A-Level course. The AS qualification is designed to support progression and encourage breadth in post-16 programmes. Those students who, having started an A-Level programme, and who decide not to continue beyond the first year with one or more subjects, will have the opportunity to have their attainments to that point recognised through the AS qualification. Students will also be able to use the new AS to broaden or enhance their A-Level studies.

Assessment The coursework and external assessment requirements for the AS are part of the requirements for the full A-Level. There will be no synoptic requirement in the AS, but in all other respects - resits, certification and shelf-life - the AS requirements are the same as those for A-Level.

Grading The new AS is graded on an A to E scale, with U (unclassified) for fail. Achievement on the AS will, with the A2, contribute equally to the full A-Level.

4. GNVQ

Structure A new style of unit has been introduced in all GNVQ subjects at foundation,

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intermediate and advanced levels. The new units set out the knowledge, understanding and skills required in clear, jargon-free language. At all levels, the consists of a combination of compulsory and optional units. At foundation and intermediate levels, three out of six units are compulsory; at advanced level, six to eight of the units studied will be compulsory, appropriate to the vocational area.

At advanced level, a new six-unit GNVQ has been introduced. Three or four of the units are compulsory, appropriate to the vocational area. The six-unit GNVQ has been designed to meet progression needs in different vocational areas, and offer choice and flexibility to schools and colleges. Evidence from piloting indicates that this new qualification is being used to add to the breadth of students’ programmes.

At advanced level, a new three-unit GNVQ has been introduced in a very limited range of titles in specific vocational areas where the demand from employers, schools and colleges is clear, and where the award represents a coherent qualification.

Assessment The new assessment arrangements for the GNVQ are designed to increase rigour and manageability. Normally, one-third of the assessment is external. External assessment may take a number of forms, such as set assignments or tests administered by awarding bodies, depending upon the unit being assessed. The two-thirds of the assessment that is internal will be moderated by the awarding body. Assessment and grading will be based on performance in each unit, using assessment criteria based on the unit’s requirements.

Grading Each unit will be graded. Unit grades will be converted into points, which will be aggregated to produce a grade for the whole qualification. At intermediate and foundation level, pass, merit and distinction grades will be used. At advanced level, A to E grading will be used in line with the A-Level system. This will give selectors in higher education and employment more information and make it easier for them to compare candidates’ performances across different qualifications.

Part One GNVQ Part One GNVQ consists of three compulsory units at intermediate and foundation levels. It will also be available post-16 although Part One GNVQ is aimed primarily at the 14-16 age group.

5. KEY SKILLS

The development and application of key skills are essential features of government plans for the education and training of 16-19 year-olds. Key skills are those generic skills that can help you to improve your own learning and performance in education and training, work and life in general.

Key skills are important in your learning because they help you to focus on what and how you are learning so you can get better results.

Key skills are important in your career because they enable you to be flexible in whatever kind of work you do. Employers look for key skills when recruiting and promoting people. These skills are relevant to all levels of an organization, including self-employment.

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Key skills are important in your personal life because they can help you to organise yourself, manage your money, handle information and get on with others.The key skills units of communication, application of number and information technology have been available since September 2000. Students can be assessed separately in one or more of these units, and attainment is recorded at a particular level (level 2 or 3). To pass a key skills unit such as IT, you must demonstrate that you have developed your skills using a portfolio of evidence that has been collected from your day-to-day studies, and you must also pass a test.

There are also units at higher levels and in the wider key skills of working with others, improving own learning and performance and problem solving.

At AS and A-Level, where a key skill is integral to attainment in the subject, specific assessment requirements will be included and contribute directly to the grades awarded.The key skills are clearly signposted in the A-level subject specifications, highlighting opportunities for learning and assessment. A-Level study will encourage students to generate portfolio evidence that can be used in the new Key Skills Qualification or contribute to achievement of individual key skill units.

This approach is designed to encourage all students studying A-Level to exploit opportunities to develop key skills in the context of their studies. Where their studies do not generate all the evidence needed for key skill certification, evidence from other sources will be required.

Some terms you need to know:

Evidence: what you need to produce to prove you have the skills required. Examples include items you have made, written material, artwork, photographs, audio/video recordings, computer printouts, diagrams, and records from your assessor and others who have seen your work. Some evidence may be used for more than one key skill. For example, computer printouts of text and images, such as graphs and charts, could be used as evidence for written communication and for presenting findings in application of number, as well as IT.

Portfolio: a file or folder for collecting and organising evidence for assessment. It should include a contents page to show where evidence for each part of the unit(s) can be found.

Straightforward: straightforward subjects and materials are those that you often meet in your work, studies or other activities. Content is put across in a direct way with the main points being easily identified. Usually, sentence structures are simple and you will be familiar with the vocabulary.

Complex: complex subjects and materials present a number of ideas, some of which may be abstract, very detailed or require you to deal with sensitive issues. The relationship of ideas and lines of reasoning may not be immediately clear. Specialized vocabulary and complicated sentence structures may be used.

Extended documents: include text books, and reports, articles and essays of more than three pages. They may deal with straightforward or complex subjects and include images such as diagrams, pictures and charts. You are asked to read and write extended documents at level 2 and above to show, for example, that you can identify

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lines of reasoning in fairly lengthy material and structure your own writing to help others follow your sequence of ideas.

Substantial activity: an activity that includes a number of related tasks, where the results of one task will affect the carrying out of the others. For example, in application of number a substantial activity will involve obtaining and interpreting information, using this information when carrying out calculations and explaining how the results of your calculations meet the purpose of the activity.

Key Skills and University Entrance

The three key skills of communication, application of number and information technology are each worth 20 points at level 3 and 10 points at level 2 in the new UCAS tariff system. Thus if all three key skills are passed at level 3, 60 points can be accumulated, which is the equivalent of achieving an ‘A’ grade in a subject at AS-level. However not all universities are using this new scoring system – University of Ulster is, while Queen’s University is not.

6. MODERN APPRENTICESHIPS

Modern apprenticeships are aimed primarily at those in the 16-19 age group who have the ability to gain high-level skills and qualifications. Funding is available up to an apprentice’s 25th birthday. Modern apprenticeships have been available since 1996 and take-up has grown steadily. Modern apprenticeship training frameworks are developed on a sector basis with national training organizations (NTOs) working in partnership with employers. The frameworks identify the skills, knowledge and understanding that modern apprentices need to develop.

Modern apprenticeships provide a structured programme of training, based on the achievement of NVQ at Level 3, indicating that the young person can do a job to the standard that industry currently requires. The training also looks to the future, recognizing that tomorrow’s supervisors and managers will need more than technical skills. The training includes the key skills important within the particular sector, and other broader skills needed to meet the particular demands of employers.

Indications are that modern apprenticeships are proving very popular with young people. Colleges, and in a very small number of cases schools, are involved in the support of modern apprenticeships, particularly in developing the key skills and supporting some aspects of off-the-job training.

7. JOBSKILLS TRAINEESHIPS

Jobskills traineeships provide a structured programme of training based on the achievement of NVQ Level 2, focusing on skills used in process and technical occupations, without the broader preparation for supervisory or junior management roles offered by the modern apprenticeship. Trainees are required to gain the appropriate level of competence in key skills.

Jobskills traineeships will provide progression to a range of further opportunities. It is hoped that many trainees will move on to further education and training, including modern apprenticeships, thus opening up further opportunities for lifelong learning.

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8. APPLICATION AND ADMISSION TO HIGHER EDUCATION Applicants will be able to progress smoothly into higher education, and they will have more flexibility when deciding their programmes of study before entry. Academic and admissions staff will be aware of the range of qualifications that applicants present when determining the nature of their course offers. UCAS has developed new systems for reporting different types and combinations of qualifications. A UCAS tariff points system is now in operated by many universities (University of Ulster but not Queen’s University), that covers a wider range of qualifications, including key skills. At the start of Year 14 students will apply for university places via the Internet using the UCAS electronic application system, Apply.

The course search facility on the UCAS website includes admission criteria profiles which present information on the entry requirements for individual higher education programmes in terms of whole and part qualifications, combinations of qualification families, and key skills. UCAS is working with higher education staff involved in teaching programmes to explore how much depth is necessary, in what form, and how to encourage breadth.

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WHERE COULD MY A/AS SUBJECTS LEAD ME TO?

As you choose your subjects it is vitally important that you are aware of where they could possibly lead you to after you leave school. Ideally, you should consider subjects that go well together, as this may help you to achieve good overall examination results. Also certain combinations of subjects may be more suitable than others for the degree courses that you are considering.

For each of the A/AS subjects given below, useful combinations are stated, along with ‘some’ of the degree courses that naturally flow from them. However remember that this information is brief and should therefore be used only as a starting point as you research your subject choice.

ART & DESIGN Is useful in combination with a variety of subjects, the most useful combination being dictated by the nature of your chosen career; e.g. English Lit. (Illustration, Graphic Design), Mathematics or Science (Architecture, Textiles, Conservation, Restoration). Degree courses: Art & Design, Fashion, Occupational Therapy, Architecture, Publishing, Creative Arts, Archaeology, Media Studies and Public Relations.

BIOLOGY Is most useful in combination with one or more of the other Sciences, particularly Chemistry. Degree courses: Biology, Biochemistry, Medicine, Veterinary Science, Horticulture, Dietetics, Pharmacy, Agriculture, Ophthalmic optics, Speech Therapy, Occupational Therapy, Nursing, Physiotherapy, Chiropody, Osteopathy, Radiography, Brewing, Environmental Science and Dentistry.

BUSINESS STUDIES AND ECONOMICS It combines well with both Arts and Science subjects. Students taking Business Studies and/or Economics should carefully consider which other A-level subjects would best combine with this choice, and so help them to eventually enter the degree course of their choice. Degree courses: Economics, Accountancy, Business Studies, Banking & Finance, Actuarial Science, Estate Management, Quantity Surveying, Engineering, Agriculture, Law and Geography.

CHEMISTRY Is most useful in combination with one or more of the other Sciences or Mathematics. Degree courses: Chemistry, Medicine, Dentistry, Veterinary Science, Biology, Pharmacy, Material Science, Biochemistry, Engineering, Environmental Science, Agriculture, Food Science, Geology and Archaeology.

COMPUTING AND ICTIs most useful in combination with Mathematics, Statistics, Physics and Design & Technology.

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Degree courses: Computing, ICT, Mathematics, Statistics, Engineering, Business Studies, Actuarial Science, Accountancy, Information Management and Technology. ENGLISH LITERATURE Most useful in combination with other Arts or Language subjects. Degree courses: English, Journalism, Media Studies, Publishing, Library Studies, Management, Business Studies, Marketing, Arts, Social Sciences, Theatre Studies and Law.

GEOGRAPHY Is most useful in combination with Arts and Science subjects. Degree courses: Geography, Architecture, Town & Country Planning, Environmental Science, Geography, Geology, Geophysics, Estate Management, Surveying, Transport, Travel & Tourism and Agriculture.

GOVERNMENT AND POLITICS Is most useful in combination with Arts and Language subjects. Degree courses: Politics, Law, Journalism, Management, International Relations, Economics, Public Administration, Town & Country Planning, Peace Studies and Social Sciences.

HISTORY Is most useful in combination with other Arts subjects. Degree courses: History, Law, Social Sciences, Arts, Management, Theology, Peace Studies, International Relations, Journalism, Library Studies and Archaeology.

HOME ECONOMICS Is most useful in combination with Art & Design, Chemistry, Biology and a Modern Language. Degree courses: Home Economics, Food Science, Dietetics, Consumer Studies, Hotel & Tourism Management, Fashion, Nursing, Hospitality Management and Textiles.

MATHEMATICS An excellent subject for those who wish to keep their options open, as it provides a useful background for both Science and non-Science related careers. Degree courses: Mathematics, Engineering, Accountancy, Physics, Economics, and Actuarial Science, Banking, Computing, Statistics, Surveying, Optics, Architecture, Technology, Business Studies, Sciences, Geography, Medicine, Dentistry, Veterinary Science and Paramedical courses.

MODERN LANGUAGES (FRENCH, GERMAN, IRISH AND SPANISH) With the removal of trade barriers within Europe, knowledge of a Modern Language is of importance in almost every career areas. Degree courses: Modern Languages, Travel & Tourism, Business Studies, Law, Journalism, Drama, Information Management, Media Studies, Banking and Speech Therapy. Many subjects are now being offered in combination with a Modern Language; e.g. Law with French, Spanish with Business Studies, Irish with Library Studies, and German with Banking.

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MUSICIs most useful in combination with Modern Languages, Physics and Arts subjects. Degree courses: Music, Acoustic Engineering, Sound Recording, Electronics, Theatre Studies, Speech Therapy, Arts and Teaching.

PHYSICAL EDUCATION It combines best with a Science subject such as Physics or Chemistry if a student wishes to study Sports Studies at degree level, though it also combines with non-Science subjects. Students considering taking it in combination with Biology, Home Economics or Art & Design, should be aware that some universities might not accept these combinations. Degree courses: Sport & Leisure Studies, Recreation Management and Physical Education Teaching.

PHYSICS Is most useful in combination with Mathematics, Chemistry, Biology, Computing, Design & Technology and Art & Design. Degree courses: Engineering, Technology, Medicine, Veterinary Science, Dentistry, Pharmacy, Material Science, Physics, Computing, Ophthalmic Optics, Electronics, Architecture, Physiotherapy and Radiography.

RELIGIOUS STUDIES Is most useful in combination with Arts and Modern Language subjects. Degree courses: Peace Studies, Philosophy, History, Theology, Law, Archaeology, Management, Social Sciences, Journalism, Nursing, Social Sciences and Teaching.

SOCIOLOGY Is most useful in combination with Arts and Language subjects. Degree courses: Sociology, Social Policy, Teaching, Social Sciences, Journalism, Peace Studies, Commerce, Economics, Geography, History, Media Studies, Communication and Gender Studies.

TECHNOLOGY & DESIGNIs most useful in combination with Art & Design, Mathematics, Computing and Physics. Is often used as an alternative to Physics, to satisfy the entry requirements of some Computer Science and Engineering degree courses. (See specific prospectuses for detailed information)Degree courses: Engineering, Technology, Art & Design, Computing, Architecture, Electronics and Material Science.

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WHO CAN GIVE ME GUIDANCE ABOUT MY SUBJECT CHOICE?

- Careers teachers - Subject teachers - Tutors

- DEL Careers Officer - Family - Employers

Seek ‘informed opinion from as many sources as possible, but don’t be pressurized into making a subject choice that you are not happy with. Remember that it is your responsibility to make the final decisions about your subject choice!

WHO ARE THE CAREERS STAFF?

Year 12 Careers Teachers Other Careers Staff12-1 Mr Swail Mr Hughes 12-2 Ms Sweeney 12-3 Ms Moley 12-4 Ms McCormick 12-5 Ms McLaughlin 12-6 Ms McAlary DEL Careers Officer12-7 Mrs White Mrs McGlade

WHEN IS THE YEAR 12 SUBJECTS OPTIONS DAY?

Thursday 16 March 2006 (9.15am - 1.00pm.)

There will be three short talks between 9.15am and 9.45am, after which parents and students are invited to consult with subject teachers and Careers staff.

HOW DO I GO ABOUT CHOOSING MY 6TH FORM SUBJECTS?

- Choose subjects that you like;

- Choose subjects that you are good at;

- Choose subjects that are important for your career plan;

- Choose subjects that keep your career options open;

- Choose a ‘good combination’ of subjects;

- Listen to what your teachers say;

- Listen to what family, friends and employers say.

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HOW IS THE 6TH FORM DIFFERENT FROM SENIOR SCHOOL?

In the Senior school you have a full time-table made up of nine or more exam

subjects. You have no free time to yourself and are expected to attend teaching classes

throughout the whole of the school day. During the two years that you will spend in

the Sixth Form, you will have greater personal freedom, as you prepare for life after

school. You will be given free time (especially in Year 14) that you should use

constructively: for study, personal research, sporting activities, community related

activities or inter-personal skills development.

Along with this freedom comes the added responsibility of becoming more personally

accountable for your actions and appearing as a good role model to the younger

pupils in the College. If you can live up to these expectations, you will find your final

two years of schooling worthwhile, stimulating, enjoyable and very productive.

Good luck with your subject choice.

Careers Staff

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SIXTH FORM CURRICULUM

AS/A Levels

All students entering Sixth Form must study Advanced Subsidiary level (AS-level) and Advanced level (A-level) subjects. The AS-levels are made up of three assessment units and will be examined at the end of Year 13. They represent the first half of an A-level course of study. The A-level consists of six assessment units. Three of these make up the AS-level qualification studied in Year 13 while the other three known as A2 are studied in Year 14 and represent the second half of the A-level course of study.

All students will be entered for the AS-level qualification in their chosen subjects at the end of Year 13 whether or not they wish to proceed to the full A-level qualification.

Students progressing to Sixth Form must fulfil the College’s criteria for entry. The academic requirement is a minimum of five GCSE subjects with grades A-C. Three of these five subjects must be at grade B level. Obviously a grade B in GCSE would be preferable in any subject to be studied at AS-level or full A-level.

Sixth Form Courses Offered

The Sixth Form curriculum is designed to provide for both academic study and the personal development of our students. The Sixth Form programme includes the following elements:

Compulsory Elements:

AS level and A level subjects Careers Education and GuidanceKey Skills Unit Award in ICT level 2Life Issues Modular Religious Education Programme (compulsory for non AS/A level RE students)Tutorial Programme

Optional Elements:

Key Skills Award (level 3) in Application of Number, Communication, and ICTSeparate Key Skills Unit awards (level 3) in one or more of Application of Number Communication, and ICTCommunity Service ProgrammeStudent Mentor Programme

Other enrichment courses may be arranged depending on the demand.

Depending on timetable arrangements, the following subjects will be offered:

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Art & Design AS A Government & Politics AS ABiology AS A History AS ABusiness Studies AS A Home Economics AS AChemistry AS A ICT AS AComputing AS A Irish AS ADesign & Technology AS A Mathematics AS ADrama & Theatre Studies AS A Music AS AEconomics AS A Physical Education AS AEnglish Literature AS A Physics AS AFrench AS A Religious Education AS AFurther Mathematics AS A Sociology AS AGeography AS A Spanish AS AGerman AS A

Students can study any combination of the above subjects.

UCAS Tariffs

UCAS points are awarded for each AS level and each A level subject obtained and will be used by many universities for entry into their courses. Students need to check their chosen Universities’ policies on UCAS points and obtain advice from their careers teachers.

Below is a summary of the new UCAS tariff:

A Level AS Level Key Skill Each of the three main Key Skill Units

Grade Points Grade Points Level PointsA 120 A 60 3 20B 100 B 50 2 10C 80 C 40D 60 D 30E 40 E 20

Sixth Form Subject Options

Most students are expected to choose four AS level subjects in Year 13 and continue three of them into Year 14 as A levels. At the end of Year 14 these students would have obtained an award of three A levels and one AS level.

Some students may choose four AS level subjects in Year 13 and continue all of them into Year 14 as A levels. At the end of Year 14 these students would have obtained an award of four A levels.

Some students may choose three AS level subjects in Year 13 and continue these into Year 14 as A levels. At the end of Year 14 these students would have obtained an award of three A levels.

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Students who take three AS level subjects in Year 13 may continue two of these into Year 14 as A levels and take up another AS level. At the end of Year 14 these students would have obtained an award of two A levels and two AS levels. Timetable arrangements will restrict the choice of the AS level in Year 14.

Key Skills may be chosen with any of the above combinations.

Subjects are offered on the condition that there are sufficient numbers to form a viable class. Students will be allocated to A level classes first. AS level classes will then be allocated.

Key Skills Programmes - Application of Number, Communication and Information Technology ICT.

Key Skills are offered to all Year 13 students.

Key Skills ICT is compulsory for all Year 13 students and may be studied either at level 2 or level 3 depending on students’ skill base. Students who have GCSE ICT and who wish to take either all three Key Skills to level 3 or just Key Skills ICT to level 3 will be placed in a level 3 ICT class.

To achieve a Key Skill award at level 2 or 3 students must submit a portfolio of work for assessment and sit an external examination in the relevant Key Skill. It is possible to gain exemptions from one or more of the external examinations in Key Skills at levels 2 and 3 by obtaining GCSE (for level 2) and AS/A level grades (for level 3) in the relevant subjects. Students may have the opportunity to develop key skills through their chosen AS/A level subjects and also via a stand alone Key Skills Programme (max 6 periods per week, 2 periods for each Key Skill).

Students may choose to study all three Key Skills of Application of Number, Communication and ICT at level 3 (Full Award) or they may take each Key Skill separately at level 3. Each Key Skill unit passed at level 3 gains a UCAS tariff of 20 points. Key Skills passed at level 2 gain 10 UCAS tariff points each. The UCAS tariff obtained at level 3 can be used as AS level credit towards University entrance. If students choose the three core skills of Application of Number, Communication and Information Technology at level 3 then they can obtain the full UCAS tariff of 60 points. This is the same UCAS tariff as grade A at AS level. Many Universities (eg University of Ulster) are now using the Key Skills UCAS tariffs.

We encourage students to develop their academic profile by taking the Key Skill that supplements their AS level profile. For example, students who follow AS Arts programmes of study may choose to pursue Application of Number while those pursuing AS Science programmes may benefit from the Communication course. Students studying Computing, English and/or Mathematics at AS level may choose to do a unit award in the relevant Key Skill (ICT, Communication and/or Application of Number) to build up their UCAS points tariff. These students will have an examination exemption and so will only need to produce a portfolio which could be completed during the first or second terms.

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C O U R S E S O F F E R E D

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AS/A LEVEL ART AND DESIGN

ENTRY REQUIREMENTSThe course is designed to build on the Art and Design experiences gained by the candidates who followed the GCSE Art and Design specification. Students at AS level will be assessed on their ability to record observations in a variety of forms, to analyse and evaluate articulately, develop ideas through investigation and relate their work to that of others.

OUTLINE OF THE COURSEExamining Board - NICCEA.

The full A Level Art & Design course requires two years of study.

The AS course is the first part of the full A level course and is taken in the first year. It accounts for 50% of the A level in terms of teaching time and content.

The full A level comprises the AS level and the second half of the A level which is referred to as A2.

The one year AS course can be taken as a ‘stand alone’ qualification without progressing to A2.

The examination has a modular structure and candidates are required to take three assessment units for the AS course and three assessment units for A2 - six assessment units in total for the full A level course.

Year 1 - AS Level (3 assessment units)

1) Assessment unit AS/1 - Fine Art coursework2) Assessment unit AS/2 - Design coursework

All AS students must produce a final piece for each of these assessment units - one of which will be 2-dimensional and the other 3-dimensional.

3) Assessment unit AS/3 - Externally set assignment (examination paper)

The externally set assignment (ESA) theme paper will be issued to the candidates on the last Friday in February in the year of the examination.

EXAMINATION BOARD ASSESSMENT

Assessment Nature of Assessment Objectives AssessmentUnit Assessment Unit

A01 A02 A03 A04 Weighting% % % % %

AS/1 Internal 7.5 7.5 7.5 7.5 30AS/2 assessment/ 7.5 7.5 7.5 7.5 30AS/3 external 10 10 10 10 40

moderationTotals 25 25 25 25 100

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The marking of the 3 assessment units for the AS examination is based on 4 assessment objectives which carry equal marks. This is shown in the grid below. All units are marked by the class teacher and moderated by the examining board.

SCHOOL ASSESSMENTThe 2 AS Level Units must be completed between September and February of Year 13. Weekly targets are set and deadlines must be met.

Assessment Unit AS1 - preliminary studies and preparatory work must be completed by Halloween of Year 13 and the Final Piece for this unit must be finished before Christmas.

Assessment Unit AS2 - all preparatory work to be completed by the end of January of Year 13 and the final piece by the end of February of Year 13.

WHAT IS EXPECTED OF STUDENTS?Each piece of coursework must include preparatory work, both on separate sheets and in sketch books. Preparatory work should include experimental studies using as great a variety of media as possible as well as highly finished studies.

Work needs to take its inspiration from the three areas of: The Figure, The Man Made Environment and The Natural Environment.

The course is extremely demanding and students must be willing to spend many hours on their artwork outside class time, if they wish to obtain a good result or obtain a place at an art college.

CAREER IMPLICATIONSThe AS Level would add an interesting creative slant to the subject profile of any student providing a balance with any combination of subjects from the sciences or the arts. This may help those interested in journalism, architecture, landscape architecture, advertising, marketing, engineering and product design.

The full A level in Art and Design is a necessary entrance requirement to any Art College, where areas of study would include fashion and textile design, ceramics, graphics design, furniture and interior design, weaving and embroidery, photography, fine art painting and sculpture.

Other areas requiring an art background are film making, animation, stage design, window display, glass ware, stained glass, the design of knitwear and exhibition design.

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AS/A LEVEL BIOLOGY

Biology (Bios = life, logos, knowledge) is a science devoted to the study of living organisms. Growth in biological knowledge has been rapid in recent years, and there are now many divisions within the total framework of Biology. These are shown in the diagram.

BIOLOGY

Virology(viruses)

Histology(cell structure)

Mycology(fungi)

Zoology(animals)

Botany(plants)

Bacteriology(bacteria)

Physiology(gross function)

Anatomy(gross structure)

Biochemistry & Molecular Biology

(cell function)

ENTRY REQUIREMENTSI think it is only fair to emphasise strongly that A Level Biology is not an easy Science option. It is a difficult, extensive course and the demands are certainly comparable to those of other Science A levels.

AS Biology has a technical vocabulary of its own, it is essential that students must have a very sound GCSE base. There is a recent increasing emphasis on Biochemistry in A-level courses and consequently it has become necessary that students should have a good knowledge of GCSE Chemistry.

A grade A*, A or B in Higher Tier in Biology is the preferred entry requirement. A grade A*A*, AA or BB in Higher Tier in Double Award Science is acceptable but students must appreciate that they have completed only two thirds of the GCSE Biology course and so have not reached the same level as GCSE Biology students. Students achieving a Grade C in Foundation Tier GCSE Biology or Grade CC in Double Award Science will find A Level Biology extremely demanding.

OUTLINE OF COURSEThe A Level course includes both theory and practical work, the one complimenting the other. Several text books and revision notes are used as well as a range of specific topic questions books. Teaching is augmented by a range of visual aids, including slides, overhead transparencies, video tapes and the use of computers and sensors.

EXAMINATION BOARD ASSESSMENTWe are following a modular Scheme of Assessment with CCEA. The full A Level comprises the AS Level (half an A Level) taken in Year 13 and the second half of the course (A2) taken in Year 14. The AS can be taken as a ‘stand-alone’ qualification without progression to the A2 Level.The AS Level accounts for 50% of the A Level in terms of teaching time and content.

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The Assessment Units which make up the AS and full A Level awards are as follows:

AS LevelModule 1 Written paper (55 marks) lasting 1 hourModule 2 Written paper (55 marks) lasting 1 hourModule 3A Written paper (40 marks) lasting 45 mins. - based on knowledge of

practical skillsModule 3B Teacher-assessed coursework covering a range of practical skills and

abilities (40 marks)

A2 Level (includes the AS Level plus the following)Module 4 Written paper (75 marks) lasting 1 ½ hoursModule 5 Written paper (75 marks) lasting 1 ½ hoursModule 6A Written synoptic paper (50 marks) lasting 1 hourModule 6B Teacher-assessed investigation (50 marks)

SCHOOL ASSESSMENTRegular revision tests are given. These normally cover 4-6 weeks of recent work. Homework and practical work are assessed on a regular basis.

WHAT IS EXPECTED OF A STUDENT?Homework. This is given in a number of forms. Written homeworks based on various question books and past papers are usually given once a week. Note taking in the students own time is an essential component of homework. It provides the student with an excellent revision aid, and helps to cultivate an individual approach to study which will prove invaluable in tertiary level education.

Home study. It is expected that each student will keep ‘up-to-date’ by revising for about 1½ hours each day. Students are encouraged to supplement all class work with background reading, using the College and public libraries as sources of information. Many television programmes and newspaper articles provide useful biological information and of course, the internet is an invaluable resource.

Practical Work. Normally at least one 2 period practical would be performed weekly.

Field Trips - Students will be required to attend an environmental field study.

Visits - Visits to lectures e.g. at QUB may be arranged and it is hoped that a small number of related industrial visits can be arranged during the 2 years of study.

CAREER IMPLICATIONSAn A Level in Biology can lead on to a wide variety of careers. Obviously it is very useful for entrance to medical, dental, or veterinary school, but there are many other professions concerned with the care of the sick such as Nursing, Physiotherapy, Dietetics, Speech Therapy, Occupational Therapy, Chiropody, Osteopathy, Radiography and Pharmacy for which A Level Biology is welcome. For graduates in Biochemistry, Horticulture and Agriculture (who would have studied A Level Biology) there are openings in industries concerned with fertilisers, chemicals, seeds and feeding stuffs, and in the Diary Industry. Those who have

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interest and/or skills in genetic engineering could have excellent prospects in the new and developing industries concerned with Biotechnology.

Finally the study of Biology is a good background for a range of careers not directly concerned with the subject. The Biologist’s skills include writing, the handling of data and problem solving. These skills, coupled with a background interest in conservation or medical matters, make the Biology student an excellent candidate for a wide range of jobs.

SUMMARYThe study of Biology at A Level and beyond can be the way to a satisfying and worthwhile job, but even if you do not follow a career in a biological or related subject, Biology gives you a lifelong interest in the world around you.

It enables you to make the most of your leisure activities, whether they be the study and enjoyment of living things around you, walking, gardening or simply watching the excellent natural history and medical programmes on television.

It will give you an understanding of many of the issues of today, such as genetic engineering, disease, pollution, conservation, the growth and control of human populations and food supplies in the Third World.

Biology is so much a part of daily life that extended knowledge can only enhance your understanding and appreciation of life.

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AS/A LEVEL BUSINESS STUDIES

ENTRY REQUIREMENTSStudents who have studied GCSE Business Studies will be required to achieve at least a Grade B in order to progress onto this A Level Course. However, if further places are still available, then students who did not study the subject for GCSE may still be eligible if they achieve a Grade B GCSE Maths.

All Students wishing to study A Level Business Studies should have an interest in current/business affairs. Also a high level of literacy/communication skills are essential as essay/report writing are features of this course.

OUTLINE OF COURSE

We are following the AQA specification.

This is a 2 year course which contains 6 units. 3 units to be studied and examined for the AS qualification in June and 3 further units to be studied, if desired, for the A2 examination the following year.

AS/A2 Levels - Some Content Details:

Unit 1: Marketing - Market Analysis, Marketing Strategy/Planning

Finance/Accounting - Cost Classification, Break-Even Analysis, Company Accounts and Budgeting

Unit 2: Human Resource Management - Motivation, Recruitment People & Operations Management - Organisation

Structure, Productive Efficiency, Lean Production

Unit 3: External Influences & Objectives & Strategy - Economic / Political / Social Opportunities and Constraints, Small Business Start-Up, Business Objectives and Strategy

Units 4, 5 and 6 Broader and Deeper Analysis and Evaluation of the first 3 unit areas above. This course content is similar to the GCSE course in some areas however there is no coursework element and more higher level skills of analysis and evaluation are required to succeed.

EXAMINATION BOARD ASSESSMENT

Unit 1

AS Module 1: Marketing & Accounting and Finance

Examination - 1 Hour - Data Response Questions30% of AS Marks and15% of total A Level Marks

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Unit 2AS Module 2: People & Operations Management

Examination - 1 Hour - Present Case Study and Questions.30% of AS Marks and15% of total A Level Marks

Unit 3

AS Module 3: External Influences & Objectives and Strategy

Examination - 1 Hour - Present Case Study and Questions40% of AS Marks and20% of total A Level Marks

NB: All 3 Units will be timetabled together as one 3 hour examination period.

A2 Examination

Unit 4

A2 Modules 4 & 5: Marketing & Accounting & Finance, People and Operations Management

Examination - 1.30 hrs Business Decision Making Case Study and Questions

15% of total A Level Marks

Students will be expected to enter this Unit in January of Year 2 even though total content of Unit 4 examination not fully covered.

Unit 5

A2 Module 5W: Any A2 Module(s)

Examination - 1.30 hrs Business Report and Essay15% of total A Level marks

Unit 6

A2 Module 6: External Influences & Objectives & Strategy

Examination - 1.30 hrs Unseen Case Study and Questions20% of total A Level marks

SCHOOL ASSESSMENT

Throughout the course the progress of students is closely monitored. This policy of continuous assessment involves regular homework assignments and class tests.Self-assessment and peer assessment will also be a common feature alongside group work, case studies, essay writing and report writing.

WHAT IS EXPECTED OF A BUSINESS STUDIES STUDENT?

At A Level the tasks will vary but will usually involve some reading, essay/report writing, decision-making and problem solving. Students should be prepared to read

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the business sections of quality newspapers, read relevant magazines such as the Business Review and Management Today (both provided in the school), and listen to and watch appropriate radio and television programmes. Examiners like to see up-to-date examples in support of business theory.

The course is mainly examined via present case studies and data response questions and so students must be prepared to explore topics and develop skills of selection, application, analysis and evaluation.

CAREER IMPLICATIONS

There are a number of reasons why a student should choose this subject as one of their main A Level choices or as their optional AS choice.

It introduces students to a broad range of career options, e.g. Accountancy, Banking & Finance, Actuarial Sciences, Estate Management, Law, Marketing, Human Resource Management, Operations Management, Administrative Careers etc.

It lays the foundations for further study of Business Studies or Economics or related subjects at tertiary level.

It is a worthwhile course for all students in terms of their general education and life-long learning.

It introduces students to the main aspects of business activity. As ALL students hope one day to be self-employed in a business it is thereby beneficial in terms of giving them a detailed insight into how and why businesses exist.

It is a subject which combines well with either arts or science subjects and one which broadens students’ options considerably e.g. -

Combined with A Level Biology and Chemistry it is useful for highereducation courses in Agriculture, Environmental Sciences and AgriculturalEconomics.

Combined with A Level Mathematics and Physics it is useful for entry into most branches of engineering.

Combined with a modern language, e.g. French, it would be useful for a career with firms involved in export markets in Europe or those that use European suppliers.

FURTHER INFORMATIONPlease feel free to contact any of the following Business Studies/Economics Department personnel:

Ms D McAlary – Head of DepartmentMs T CarneyMrs R White

Students choosing this subject for the first time MUST seek further information. NB: No prior learning is necessary to undertake a course of study based on this specification.

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AS/A LEVEL CHEMISTRY

CCEA Advanced Subsidiary GCE in ChemistryExamination in 2007

CCEA Advanced GCE in ChemistryExamination in 2008

ENTRY REQUIREMENTSThis qualification is suitable for students who have an interest in chemistry and who enjoy carrying out investigations by the application of imaginative, logical and critical thought. The qualification integrates theory and relevant practical work, which are developed at different levels throughout the course and build on the process skills inherent in GCSE.

It is highly recommended that students studying AS/A Level Chemistry have achieved a minimum of Grade B at GCSE Chemistry or Grades BB at GCSE Double Award Science.

Students are expected to be mathematically competent. Foundation level mathematics is not an adequate preparation for the mathematical requirement of A2 chemistry.

OUTLINE OF COURSE

AS LEVELAS is short for Advanced Subsidiary. This is the first half of the A Level course. It is a stepping stone to the full A level qualification. You can take just the AS on its own, if you and your teacher agree that this is best for you. You can even decide at the end of the AS course whether to continue to take the full A Level Qualification. The AS qualification consists of 3 modules. These are:

Module 1: General ChemistryModule 2: Organic, Physical and Inorganic ChemistryModule 3: Practical Examination

A LEVELThe full A Level qualification is made up of three AS modules plus the following three modules:

Module 4: Further Organic, Physical and Inorganic ChemistryModule 5: Analytical, Transition Metals and Further Organic ChemistryModule 6A: Synoptic Paper 6B: Teacher-assessed coursework

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EXAMINATION BOARD ASSESSMENTThe assessment scheme is summarised in the table below:

Teaching / learning module

Assessment Unit

Nature of Assessment

Test Time Percentage Weighting

Examination availability

AS 1 1 External/written test

1 hr 30 min 17.5 Winter, Summer

AS 2 2 External/written test

1 hr 30 min 17.5 Winter, Summer

AS 3 3 External/written test

2 hr 30 min 15 Summer

A2 1 4 External/written test

1 hr 15 min 15 WinterSummer

A2 2 5 External/written test

1 hr 15 min 15 Summer

A2 3 6A External/written test

1 hr 30 min 13.3 Summer

A2 3 6B Internal/practical coursework

6.7 Summer

KEY SKILLSThis specification provides opportunities for developing and generating evidence for assessing the following nationally specified key skills at the levels indicated:

Communication - Level 3 Application of Number - Level 3 Information Technology - Level 3 Working with Others - Level 3 Improving Your Own Learning and Performance - Level 3 Problem Solving - Level 3

SCHOOL ASSESSMENTThis policy of continuous assessment involves frequent class tests, homeworks, class presentations and submission of practical reports. This assessment together with formal module results is used in predicting UCAS grades.

WHAT IS EXPECTED OF A STUDENT?Students who wish to take chemistry to AS/A level should have a liking for and ability at practical work. Chemistry is an experimental science. The theories that chemists use grew out of information gathered in laboratories, and are only of use as long as they explain practical observations. Theory and practical work flow into each other, and the teaching environment will be the laboratory.

There is a wide variety of practical work, with greater depth and attention given to detail, than at GCSE. For example you will prepare organic and inorganic compounds, analyse substances both qualitatively and quantitatively, carry out volumetric analysis, and apply techniques of purification. Practical work will help to show the relevance of theory work, will help you to understand and apply your knowledge, and make you more skilful in handling chemicals and equipment.

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At A Level it is important that students are aware that they must take an active interest in their own learning. Teachers encourage open discussion which is often based around experimental results and past examination questions. Lessons are pupil-centred, with the chemistry teacher providing guidance and correction when required. Outside of class, chemistry students are required to complete experimental reports.

They will use the College’s Library facilities to investigate topics in greater depth, and will be asked to answer past examination questions. Class tests will be given regularly throughout the course, so that students can monitor their own progress. How much a student reads around a topic will depend on his/her own interest, but sensible extra reading is always an aid to success.

The most important thing expected of an A Level Chemistry student is a serious commitment to work. Constancy of effort is much more effective and rewarding than last minute bursts of frantic study as the examination dates approach.

CAREER IMPLICATIONSA Level Chemistry is a very useful qualification in many different fields. In the not too distant future you may wish to study a subject, or begin training for a career, for which chemistry is either essential or highly desirable. Entry into higher education courses in Medicine, Veterinary Science, Dentistry, Pharmacy, the Biological Sciences, Agriculture, Food Science and Material Science, come into this category.

Chemistry is also useful for entry into Physiotherapy, Environmental Health, Radiography, Engineering, Geology, Archaeology, Textiles and Home Economics. Increasingly A Level Chemistry students are ending up in career areas not strictly related to chemistry, where the qualities of scientific thinking are appreciated, e.g. Accountancy, Law, Marketing and Management.

FURTHER INFORMATIONYou are welcome to speak to any of the teachers in the Chemistry Department.

Mr Paul McCormick (Also Head of Careers Department)Ms Lucia McManus (Head of Chemistry)Mrs Kathleen CooleyMr Stephen TiffneyMiss Anne McIntyre

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A/AS LEVEL COMPUTING

ENTRY REQUIREMENTS The subject is particularly suited to students who have a very good mathematical background and have shown a genuine interest in Computing over a number of years. Students who have studied Information & Communications Technology (ICT) at GCSE level will be expected to have obtained at least a grade B in both ICT and Mathematics and students who have not studied ICT may be admitted to the course if they have obtained a pass grade in Additional Mathematics. In special cases, students who have shown a commitment and enthusiasm for Computing over an extended period of time may also be admitted to the course.

OUTLINE OF COURSEThis A Level syllabus is designed to encourage students to develop an understanding of the principles of problem solving using computers. This is done primarily through programming and the language used is Turbo Pascal.

Students also study a range of applications of computers and the effects of their use, in order to apply this understanding to develop computer-based solutions to problems. The course is divided into six modules. There are two coursework parts, which aim to develop skills of design, testing and implementation. The other four modules cover an understanding of the core aspects of computer systems, system development life cycles, computer applications and integrated information systems.

EXAMINATION BOARD ASSESSMENTThe examination Board for Computing is OCR. The Advanced Subsidiary (AS) forms 50% of the assessment weighting of the full Advanced GCE (A2). It can be taken as a standalone AS course or as the first part of the full A Level course.

Assessment is by means of three assessment units for AS which are taken at the end of Year 13 and three additional assessment units for Advanced GCE, taken in Year 14.

Advanced Subsidiary GCE Candidates take units 1, 2 and 3. ASAdvanced GCE. Candidates take units 4, 5 and 6. A2

Units of assessmentUnit Level Name Mode of

AssessmentDuration

AS A Level1 AS Computing

FundamentalsWritten Paper

1hr 30 mins

30% 15%

2 AS Structured Tasks using application packages and programming

Coursework 40% 20%

3 AS Applied Computer Systems

Written Paper

1hr 30 mins

30% 15%

4 A2 Further Computing Theory

Written Paper

1hr 30 mins

15%

5 A2 Project using application packages and programming

Coursework 20%

6 A2 Integrated Information Systems

Written Paper

1hr 30 mins

15%

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SCHOOL ASSESSMENTA scheme of continuous assessment is applied. This includes regular class tests, homework, practical work, extended essays and research. The students will sit an internal mock examination in November/December in Years 13 and 14.

The key skills of Communication, Information Technology and Numeracy will be embedded in all the work done at A Level and will form part of the students’ assessments.

The practical assessments will give students the opportunity to display all of the key skills mentioned above. They may be writing documents or reports explaining how they designed a system or alternatively they may be required to manipulate data or do a series of calculations on sets of data.

Students will also be required to make presentations demonstrating both communication and information technology skills.

WHAT IS EXPECTED OF A STUDENTThe sixth form students will be expected to make a total commitment to the subject. Students will study Computing for eight periods per week and in general, homework will be given in all classes. The programming and mathematical aspects of the course require constant practice. Extensive reading beyond the allocated texts is essential and students will be expected to keep up to date with present computing trends by reading computer magazines. It is recommended that a student spends on average four hours per week doing personal study to fulfill the requirements at this level.

CAREER IMPLICATIONSThe increased use of computers in all aspects of industry means that careers in this field encompass a wide variety of jobs. Some of these are:Accountancy, Air Traffic Control, Architecture, Banking, Computer Programming, Data Processing, Economics, Engineering, Management, Operational Research, Statistics, Systems Analysis, Surveying and Teaching.

FURTHER INFORMATIONIf any student requires more detailed information on any aspect of the computing course, they may contact Dr. Mc Kiernan in the Computing Department.

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AS/A LEVEL DRAMA AND THEATRE STUDIES

ENTRY REQUIREMENTSGrade B in GCSE English.Grade B in GCSE Drama is desirable but not a prerequisite for entry; whereas a keen interest in Drama and the dramatic form is essential.

EXAMINATION BOARD ASSESSMENT (EDEXCEL)

AS units

Unit 1 (Code: 6341)Exploration of drama and theatreExploration of 2 plays chosen by the centre

15% internally assessed/externally moderated coursework.

Unit 2 (Code: 6342)Text in performance IA practical examination of acting or design skills in a directed production of a play

20% externally assessed practical.

Unit 3 (Code: 6343)Text in context I2 examination questions. 1 question based on the concept of the play performed in Unit 2 and 1 question on a play seen in performance.

15% externally assessed 2 hour written paper.

A2 units

Unit 4 (Code: 6344)DevisingTeacher assessment of the making and performing of a devised piece of theatre

20% internally assessed/externally moderated coursework.

Unit 5 (synoptic) (Code: 6345)Text in performance IIWorkshop presentation of a student directed play

15% externally assessed practical

Unit 6 (synoptic) (Code: 6346)Text in context II3 examination questions based on the study of 2 plays. Section A is based on a director’s approach to a play and Section B is based on performance analysis and research

15% externally assessed 2½ hour written paper.

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WHAT IS EXPECTED OF A STUDENT?Students undertaking this course are expected to work independently and within groups to structure and shape drama. As a creative subject, we stress, a skilful and imaginative response to stimuli; personal discipline and commitment to group dynamics.

The written units three and six have a weighting of 45% of the total marks; therefore students are expected to have reached a high standard of literacy and proficiency in essay-writing and note taking.

CAREER IMPLICATIONSDrama is a useful subject for anyone considering a career where presentation skills are expected e.g. Media, Journalism, Law, Teaching, Advertising, and of course, Theatre.

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AS/A LEVEL ECONOMICS

ENTRY REQUIREMENTSEconomics demands a rational, problem solving approach. Students need to be numerate and comfortable with the use of diagrams. To this end a Grade B in GCSE Higher Tier Mathematics is essential. If students undertake Additional Mathematics then they must achieve at least Grade C. An interest in current economic and political affairs, and a rational and inquiring mind, would also be useful.

OUTLINE OF COURSEAn A Level in Economics will not only equip the student for many careers but will also allow for a critical understanding of the current issues, problems and institutions that affect their everyday life. It will enable students to participate effectively in society as a citizen, producer and consumer. After studying the A-Level you will be able to answer questions such as

What determines house prices? Should drivers be charged for using main roads? Should Third World debt be cancelled? Should students pay university fees? Should the Minimum Wage be increased? What are the implications of the Euro? How well is the Northern Ireland economy doing?

There are 5 modules on the course 2 in Year 13 and 3 in Year 14, but there are 3 exams in each year. Students follow the CCEA Specification.

AS Modules

MODULE 1. Market Mechanism, Market Failure and Government ResponseThis module examines the basic economic problem of scarcity of resources and the need to make choices. The role of the market mechanism in deciding prices is also covered. It also looks at what happens when markets fail to work. Areas covered include the minimum wage, the health service, congestion and pollution. Government policies to deal with these issues are analysed.

MODULE 2. The National Economy. This covers economic problems in the areas of inflation, unemployment, trade and economic growth. The role and limitations of government policy is covered with reference to the period from 1979 to the present day with a heavy emphasis on contemporary issues. Current economic issues in Northern Ireland are also examined.

A2 Modules

MODULE 3. Production and Competition.This module looks at how industries are structured and how this affects consumers, producers and governments. Various theories of business behaviour and their real world application are studied.

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MODULE 4.The International Economy.This module looks at the area of international economics. Topics covered would include the World Trade Organisation, the EU and the single currency, and the impact of globalisation.

MODULE 5. Economic Development and the EnvironmentThis option looks at the advantages of economic development and the strategies that developing countries can use. The costs of development, particularly environmental costs are also covered. It also studies concepts of sustainable development and the impact of global warming.

EXAMINATION BOARD ASSESSMENT The table below summarises the assessment arrangements. Each paper carries a mix of Data Response and Essay questions.

MODULE ASSESSMENT UNIT

NATURE OF ASSESSMENT

ASSESSMENT WEIGHTING

1: The Market Mechanism, Market Failure And Government Response

AS1 45 minute examination paper. (Data Response)

30% of AS15% of A2

AS2 45 minute examination paper. (Essay)

30% of AS15% of A2

2 : The National Economy

AS3 1 hour and 30 minute examination paper.(Data Response and Essay)

40% of AS20% of Advanced GCE

3: Production and Competition

A2 1 1 hour and 20 minute examination paper.(Data Response and Essay)

15% of Advanced GCE

4: The International Economy

A2 2 1 hour and 40 minute examination paper.(Data Response and Essay)

20% of Advanced GCE

5: Economic Development and the Environment

A2 3 1 hour and 20 minute examination paper.(Data Response and Essay)

15% of Advanced GCE

SCHOOL ASSESSMENTStudents will be assessed in a variety of ways. Along with traditional written homework based on essay and data response questions there will be investigation of current news stories and the use of Internet resources to gather information. Indeed students will have the opportunity to develop skills in using a range of ICT resources.

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WHAT IS EXPECTED OF A STUDENTA Level Economics students will be expected to work hard to develop the skills required of an economist as well as a knowledge of economic theory. Students will be expected to develop skills of analysis and evaluation. As Economics is a subject which impinges on many major news stories students will be expected to keep abreast of current affairs through reading of newspapers, magazines and watching appropriate television programmes.

CAREER IMPLICATIONSStudents of economics learn a range of skills including

Collecting and analysing information Development of logical problem solving methods Development of evaluative skills Development of written communication skills Use of ICT Employers both in the field of business and beyond value these skills. Knowledge of Economics is an extremely valuable, and indeed key subject, for anyone considering a career in accountancy or the financial services industry. Though there is some overlap, Economics is a separate subject from Business Studies and students considering applying for Business or Management courses at university would be well advised to study both subjects at A level. Economics is also extremely useful for university courses in law, politics, journalism, and social sciences and of course economics itself. At A Level it blends well with most other subjects and given its rational and scientific approach it would be an excellent choice to students studying for Mathematics and Science Levels who seek a contrasting AS subject.

FURTHER INFORMATIONFor further information contact Mr S Hughes or Miss T Carney.

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AS/A LEVEL ENGLISH LITERATURE

ENTRY REQUIREMENTSEnglish Literature is a demanding subject and you would be unwise to choose the full A level or the AS unless you have gained at least grade B in both GCSE English and English Literature. If you are an independent reader and enjoy discussing and writing about texts, you will find the A level and AS courses interesting and challenging. You should discuss your suitability for the courses with your present teacher.

OUTLINE OF COURSEThe AS course is the first part of the full Advanced GCE English Literature course. The Advanced course comprises the AS course plus the second part of the Advanced course called A2. The AS course can be taken as a ‘stand-alone’ qualification and would be recommended if you need a contrast with your other A Level choices which may be in the areas of Maths or Science.

The course is designed to encourage an enjoyment and appreciation of English Literature based on an informed personal response. Students gain an understanding and knowledge of some of the major writers in the English language, and develop a sensitivity to the written word, so as to become aware, through the close study of set texts, how a writer can develop and colour an argument, or re-create moods and feelings, through his choice and arrangement of words. Students are also expected to show understanding and knowledge of other interpretations of the texts.

The kind of work involved in an AS/A Level Literature course develops the student’s critical skills and knowledge of our literary history and culture; it encourages personal development and enrichment, since many of the texts studied deal with issues and ideas which relate to essential human concerns.

You will probably find that the close study of set texts and the wider coursework reading you have done for GCSE Literature is good preparation for AS/A Level work. However, as in other subjects, there is a great deal more demanded of you at this level: for example, the AS requires the in depth study of at least four texts and the A2 requires a further four texts. Therefore, the full A level requires study of at least eight texts as opposed to the three required for GCSE.

As well as the close of study of writers’ methods and use of language, you will also be expected to show your understanding of the comparisons and connections between texts and to appreciate the significance of cultural and historical influences upon readers and writers. The coursework element obviously requires you to be willing and able to do independent reading and research.

EXAMINATION BOARD ASSESSMENTYou will be taking the CCEA Advanced Subsidiary GCE (AS) and Advanced GCE (A2) English Literature. The AS consists of three modules: AS-1 post 1800 poetry & 20th century drama

AS-2 Shakespeare AS-3 pre 1900 prose

The A2 consists of a further A2-4 unseen poetry & pre 1770 poetry three modules: A2-5 20th century prose

A2-6 drama (synoptic paper)39

Assessment is by open book and closed book external examinations and internal assessment (coursework). Students doing the AS qualification will sit their exams in June of Year 13. Students doing the full A Level will sit the AS exams in June of Year 13 and the A2 exams in June of Year 14.

AS SCHEME OF ASSESSMENT

MODULE CONTENT ASSESSMENT WEIGHTING1 Post 1800 poetry

20th century dramaOpen book exam2 hours

AS=40%A*=20%

2 Shakespeare Closed book exam1 hour

AS=30%A*=15%

3 Pre 1900 prose Coursework(1500 words)

AS=30%A*=15%

A* = weighting for this assessment unit when combined with the A2 units to provide an advanced GCE qualification.

A2 SCHEME OF ASSESSMENT

MODULE CONTENT ASSESSMENT WEIGHTING

4Unseen poetryPre 1770 poetry

Closed book exam2 hrs 30 mins

15%

5 20th century Prose Coursework(1500 words)

15%

6 Drama(Synoptic Paper)

Open book exam2 hrs

20%

Synoptic paper - comparative study of TWO drama texts chosen from a list of prescribed pairs of text.

Key Skills - the AS/A Level specification provides opportunities for developing and generating evidence for the assessment of Communication at Level 3.

SCHOOL ASSESSMENTWithin the College, your progress will be monitored and assessed through your file work, homeworks and contributions to classroom discussion. Homework essays will normally be assessed using AS/A Level grades and criteria, and some essays will be set under timed conditions in the classroom.

WHAT IS EXPECTED OF A STUDENT?Since it is important for you to develop the ability to argue a point of view intelligently, you will be expected to give your opinions and responses in class, and be prepared to support these. No matter how quiet or self-conscious you are, you must force yourself to contribute to classroom discussion, since this will help you to develop an awareness of what constitutes a valid argument.You will rarely be given notes, unless on purely factual and technical areas such as cultural/historical background and critical terminology. However, you will be expected to build up systematic notes of your own, which should include notes made in class while the teacher or other students are talking, and others you make in the

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library or at home where you organise your main points, quotations etc. in a systematic way.

At least two hours’ study will be needed daily, involving, for example, preparing and making notes on parts of the text in preparation for the next class, reviewing work covered in that day’s class, learning quotations, studying relevant critics etc.

You may find that producing good essays will be the most difficult part of your course, and you should be prepared to work hard at following your teacher’s advice and comments so as to improve your style or develop your arguments more effectively. You will also need to read widely: you should aim to read other texts by the authors on the course, and also continue to read independently; the school library is well stocked with suitable novels, shorts stories, poetry, and plays.

It is also a good idea to start going to plays as often as you can. You will be expected to ‘read the critics’ also, so as to stimulate your own thinking, inform your response, and elucidate and enrich the texts; again the school library has relevant material on all set authors, literary periods and traditions.

CAREER IMPLICATIONSThe study of this subject at AS or A Level will provide students with an opportunity to access a broad range of courses in Further and Higher Education. There are many careers open to students of English Literature. On a general level, it is widely regarded as culturally enriching, and since the course encourages students to develop and articulate their own ideas, English Literature students often perform well in interviews.

More specifically, the skills and disciplines involved in the study of English Literature make it directly relevant to a number of careers: the close study of how words convey effects and ideas provides excellent preparation for any career in journalism, law, broadcasting, advertising, marketing and management; the emphasis in the study of literature on people, their relationships and problems, has led other students into careers in the social services, teaching, personnel work; others have followed careers in speech therapy, the theatre, libraries, and publishing.

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AS/A LEVEL FRENCH

ENTRY REQUIREMENTSIt is assumed that students will have achieved at least a Grade B GCSE in French before taking this course. A Modern Language at AS/A Level is likely to attract a variety of students. For some it will be a complementary course of study to their principal subjects, which may be another language and/or Arts subject.

Students who are taking Science at AS/A Level may follow a language course as a contrastive element to their main course of study. Others may simply wish to continue their study of the language for recreational or vocational purposes.

All students choosing the language will need to fell confident in the four language skills of Listening, Speaking, Reading and Writing. They must also have an interest in and some knowledge and understanding of the culture and way of life of the target-language country.

OUTLINE OF THE COURSEThe course will help the student to develop his/her general study skills, but above all he/she will learn to communicate at a much higher level in French. Students will also learn much more about a wide range of aspects of the society in which the language is spoken. Key features are:

Six modules with between 15% and 20% weighting AS a stand-alone course or as a foundation for the A2 year Assessment of speaking by an external visiting examiner Stimulus material for listening on individual audio cassette Range of texts and topics for literature and society at both AS and A2 No dictionaries are allowed in examinations

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EXAMINATION BOARD ASSESSMENT (CCEA)

Teaching and learning module

Assessment Unit and associated techniques of assessment

Timing and Nature of

Assessment

Assessment weighting (%)

Examination Session

Availability

Module 1:Obtaining and exchanging information(compulsory)

AS/1Speaking2 role-plays

Presentation (prepared)

Conversation

15 mins external assessment plus 20 mins preparation time

35% of AS17.5% of Advanced GCE

May/June

Module 2:Information Handling(compulsory)

AS/2ListeningQ/A in EnglishObjective type questionsReadingWord SelectionParaphraseCompletion activityTranslation into English

1 hour 30 mins external assessment

35% of AS 17.5% of Advanced GCE

June

Module 3:Introduction to Literature/Society(compulsory)

AS/3

WritingOne structured response in French to a set literary text or a society theme

15 mins external assessment plus 20 mins preparation time

30% of AS15% of Advanced GCE

June

Module 4:Exchanging ideas and opinions(compulsory)

A2/1SpeakingDiscussionPresentation (prepared)Conversation

15 mins external assessment plus 20 mins preparation time

17.5% of Advanced GCE

June

Module 5:Extended Information Handling(compulsory)

A2/2ListeningQ/A in FrenchGuided Summary

Reading:Q/A in French

Translation into French

2 hours 30 mins external assessment

17.5% of Advanced GCE

June

Module 6:Literature/Society(compulsory)

A2/3WritingTwo open-ended responses in French to set literary texts and/or society themes

2 hours external assessment

15% of Advanced GCE

June

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SCHOOL ASSESSMENTInternal assessment will be on a continuous basis and this will reflect the components of the AS and A2 examinations.

WHAT IS EXPECTED OF AS STUDENTS?Aside from the work involved in class, students must be prepared to reinforce and extend this at home and develop the idea of independent study. They should be prepared to read extensively outside the course and to supplement what has been discussed in class with their own notes. Students have access to an excellent library with a wide selection of text books, contemporary newspapers and magazines and videos. Year 13 and 14 students are expected to attend the weekly conversation classes with the foreign language assistant, as these classes are invaluable in promoting both oral proficiency and an insight into the target-language country.

CAREER IMPLICATIONSFrom a career point of view, French has great usefulness, especially in Commerce, Law Diplomacy and Technology. The value of a language is today widely recognised. Students of languages have gone on to a wide variety of careers – not only in publishing, translating and teaching but also with major firms and companies and in administration. Employers welcome people who combine language skills with lively minds and broad cultural awareness. The increased opportunities within the European Union are likely to offer openings in continental Europe, as well as creating a need for more linguistically qualified public servants and language teachers in Britain and Ireland.

FURTHER INFORMATIONContact Mrs Marie Hughes, Head of French Department

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AS/A LEVEL GEOGRAPHY

ENTRY REQUIREMENTSA grade C or higher is required at GCSE. Please remember that a Grade A at GCSE level does not guarantee a good grade at A Level. Instead your motivation, determination and enthusiasm for the subject together with hard work will give you a good result at A Level.

OUTLINE OF COURSEGeography is the study of spatial aspects of human activities. We seek to understand the location and arrangements of phenomena on the surface of the earth, and the processes that generate these distributions. Geography is concerned with the relationships between people and their environment, relationships between and within societies and relationships that reflect the interdependence of various elements of our physical world.

Throughout the course we study the processes such as urbanisation, resource depletion, population growth, industrialisation and political control and administration that have created differences between countries. Furthermore we study issues and challenges of great topical concern: problems of cultural diversity, of population movement, and of technological change. Inner city deserts, nuclear power, the 'Green Revolution', desertification and political conflict are some of the themes which make the study of geography both interesting and challenging to the Sixth Form student.

EXAMINATION BOARD ASSESSMENTGeography adopts a modular structure. Candidates are required to study three AS modules in their first year of study and then the three A2 modules for the full Advanced Level.

The modules in Year 13 are listed below:

1 Physical Geography: Fluvial, ecosystems and atmosphere (17.5%)2 Human Geography: population, settlement and development (17.5%)3 Geography Techniques including fieldwork skills (15%)

The modules in Year 14 are:

4 Managing Fluvial and Coastal Environments (15%) Natural Hazards and Human Activity5 Impact of Population Change (15%) Issues of Ethnic Diversity6 Skills and Decision making in Geography (20%)

_______ (100%)

Opportunities are provided for developing and generating evidence for assessing all six Key Skills at level 3.

A vital part of Geography is field work whereby the real environment becomes the classroom. In many ways it is the most exciting and stimulating part of the subject. It gives you the opportunity to use the skills of geographical investigation: to define a

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problem, collect the relevant data, propose a solution to the problem, analyse the data and establish conclusions with statistical significance.

In the sixth form you will be expected to undertake fieldwork, both under the supervision of your teacher and by yourself, in preparing you for AS and A2 levels. Class fieldwork for the past five years took the form of an intensive field course lasting seven days in North Yorkshire, England. During these six days students are introduced to a whole range of skills and techniques of geographical investigation, as well as to the physical and human geography of the Yorkshire National Park.

SCHOOL ASSESSMENTYou will be formally assessed on three occasions during the two years in Upper School Geography: in October and March of the Lower Sixth Year and in October of the Upper Sixth year. Through the course you will be regularly assessed in essay work, class tutorial and in geographical debates.

WHAT IS EXPECTED OF AN A LEVEL STUDENT?Reading is vital to success at A Level. It must be regular, intensive and as wide as possible. Much of your time, even in class, will be spent reading from textbooks, magazines, and prepared handouts. Good quality newspapers and geographical magazines will keep you up to date with world affairs and environmental issues. Furthermore you are encouraged to watch and learn from television documentaries and television new reports.

The Geographical Association of Northern Ireland run a series of lectures by eminent geographers in the autumn and spring terms. This association meets once a month in the Department of Geography at the Queens University, Belfast and you are expected to join the association.

It is impossible to cover the Geography A Level Course in class time and thus homework is imperative. It may take the form of note preparation, reading or essay work, but whatever it is you should be prepared to do not less than six hours of homework every week on geography alone. Weekends should not be considered sacrosanct from work and neither should holidays. Some, at least, of this free time should be spent on study. Free periods in school should not be included in homework time.

Enthusiasm, initiative, and high standards of neatness, care and accuracy will guarantee success at this level. A reasonable standard of written expression is essential and a willingness to co-operate in sharing the departments’ resources and in participating in class discussions/tutorials will enable you to benefit from and enjoy an advanced course in Geography.

CAREER IMPLICATIONSAs you can see from the diagram below, Geography 'overlaps' many disciplines. This overlap is the source of the subject's flexibility and integration, giving the student the opportunity to move into a wide variety of careers. Some careers like teaching, planning, surveying and cartography will use Geography directly. But there are many careers open to geographers, more by virtue of the type of trained mind geographers have than by their knowledge of Geography. Employers are showing increasing interest in people who have a broad general education.

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Geography involves many of the decision making situations and processes which later become the everyday requirements of people in administrative and managerial positions. These processes encourage a gathering of relevant information and analysis and evaluation of this information before a decision is taken. Geography is also unique in that it bridges the Arts/Science divide, it allows you to avoid the trap of over specialisation and it is recognised as being both a Science and an Art.

CONCLUSIONIt is hoped that these notes will have given an indication of the 'A' Level commitment which you will undertake if you embark on the course. The syllabus is both interesting and in parts exciting as new developments throughout the world are constantly changing the 'face' of our planet. A good geographer has an insatiable curiosity, a liking for accuracy and a desire not only to observe his environment but also to known how it has been made and what is making it today. The course is taught by two teachers who will teach different Units of the course. You should ask your Geography teacher at present for further information and/or advice.

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AS/A LEVEL GERMAN

ENTRY REQUIREMENTSIt is assumed that students will have achieved at least a Grade B GCSE in German before taking this course. A Modern Language at AS/A Level is likely to attract a variety of students. For some it will be a complementary course of study to their principal subjects, which may be another language and/or Arts subject.

Students who are taking Science at AS/A Level may follow a language course as a contrastive element to their main course of study. Others may simply wish to continue their study of the language for recreational or vocational purposes.

All students choosing the language will need to feel confident in the four language skills of Listening. Speaking, Reading and Writing. They must also have an interest in and some knowledge and understanding of the culture and way of life of the target-language country.

OUTLINE OF THE COURSEThe course will help the student to develop his/her general study skills, but above all he/she will learn to communicate at a much higher level in German Students will also learn much more about a wide range of aspects of the society in which the language is spoken. Key features are:

Six modules with between 15% and 20% weighting AS a stand-alone course or as a foundation for the A2 year Assessment of speaking by an external visiting examiner Stimulus material for listening on individual audio cassette Range of texts and topics for literature and society at both AS and A2 No dictionaries are allowed in examinations

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EXAMINATION BOARD ASSESSMENT (CCEA)

Teaching and learning module

Assessment Unit and techniques of

assessment

Timing and Nature of

Assessment

Assessment weighting (%)

Examination Session

AvailabilityAS-LEVEL

Module 1:Obtaining and exchanging information(compulsory)

AS/1Speaking2 role-plays

Presentation (prepared)Conversation

15 mins external assessment plus 20 mins preparation time

35% of AS17.5% of Advanced GCE

May/June/January

Module 2:Information Handling

(compulsory)

AS/2Section AListeningQ/A in EnglishObjective type questionsSection BReadingWord SelectionCompletion activity

Translation into English

1 hour 45 mins external assessment

35% of AS 17.5% of Advanced GCE

May/June/January

Module 3:Introduction to Literature/SocietyResponsive Writing

(compulsory)

AS/3

WritingOne structured response in German to a set literary text or a society theme or a topic from the Contexts for Learning Areas

1 hour 15 mins external assessment

30% of AS15% of Advanced GCE

May/June/January

A2 LEVELModule 4:Exchanging ideas and opinions(compulsory)

A2/1SpeakingDiscussionPresentation (prepared)Conversation

15 mins external assessment plus 20 mins preparation time

17.5% of Advanced GCE

May/June

Module 5:Extended Information Handling(compulsory)

A2/2Section AListeningQ/A in GermanGuided SummarySection BReading:Q/A in GermanTranslation into German

2 hours 30 mins external assessment

17.5% of Advanced GCE

May/June

Module 6:Literature/SocietyResponsive writing(compulsory)

A2/3WritingTwo open-ended responses in German to set literary texts and/or society themes and/or topics from the Contexts for Learning Areas

2 hours external assessment

15% of Advanced GCE

May/June

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SCHOOL ASSESSMENTInternal assessment will be on a continuous basis and this will reflect the components of the AS and A2 examinations.

WHAT IS EXPECTED OF A STUDENTAside from the work involved in class, students must be prepared to reinforce and extend this at home and develop the idea of independent study. They should be prepared to read extensively outside the course and to supplement what has been discussed in class with their own notes. Students have access to an excellent library with a wide selection of text books, contemporary newspapers and magazines and videos.

CAREER IMPLICATIONSFrom a career point of view, Modern Languages have great usefulness, especially in commerce, law, diplomacy and technology. The value of a language is today widely recognised. Students of languages have gone on to a wide variety of careers – not only in publishing, translating and teaching but also with major firms and companies and in administration. Employers welcome people who combine language skills with lively minds and broad cultural awareness. The increased opportunities within the European Union are likely to offer openings in Continental Europe, as well as creating a need for more linguistically qualified public servants and language teachers in Britain and Ireland.

FURTHER INFORMATIONMore information can be obtained from Ms McAvinue.

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AS/A LEVEL GOVERNMENT & POLITICS

ENTRY REQUIREMENTSAs this subject is examined in its entirety by essays it is desirable that students should be literate and therefore GCSE English grade B is a minimum requirement. GCSE History is an advantage but is not essential.

OUTLINE OF COURSEThis subject is modular and the first three modules, to be taken at the end of the Lower VI year consist of the Government and Politics of Northern Ireland, the United Kingdom executive, legislature and judiciary and political behaviour. This constitutes the AS level. The remaining three modules consisting of the government and politics of the USA, power and authority and a comparative study of the UK and USA political systems, are taken at the end of Upper VI and constitute the A level. Each set of modules is worth 50%.

EXAMINATION BOARD ASSESSMENT

NICCEA Examination BoardThe AS is the first part of the full A Level course. It accounts for 50% of the A Level in terms of teaching time and content and will be assessed at a standard appropriate for candidates who have completed half of the full A Level course.

The full A Level comprises the AS and the second half of the A level course referred to as A2. However the AS can be taken as a ‘stand-alone’ qualifications without progression to A2.

The A2 will be assessed at a standard appropriate for candidates who have completed a full A Level course and will include an element of synoptic assessment to test candidates’ understanding of the connections between the different aspects of the subject.

The A Level award will be based on the aggregation of the marks from the AS (50%) and the A2 (50%).

The first year of certification of the AS was 2001. The first year of certification of the A level was 2002.

The new AS and A Levels are relevant and stimulating courses to teach and study with an emphasis on the development of students’ critical awareness of political ideas, institutions and processes, including those with a particular Northern Ireland dimension.

The AS course provides an opportunity to broaden students’ post-16 education as well as providing a basis for progression to the full A Level.

The A Level course provides a good foundation for higher education courses in government and politics and related subjects and for a range of interesting careers.Both the AS and the A Level courses are organised into modules of manageable content with associated assessment units.

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Assessment will be through a combination of responses to source material, structured questions and essays - there is no coursework requirement. Opportunities for developing and generating evidence for the assessment of key skills are identified and exemplified.

The specification adopts a modular structure and candidates are required to study three teaching and learning modules for the AS course and six modules for the full A Level course. The modules are listed below together with brief descriptions of their content. AS Modules Title Status1 The Government and Politics of N.I. Compulsory2 The United Kingdom Executive, Legislature and

JudiciaryCompulsory

3 Political Behaviour Compulsory

AS Modules Title Status4 The Government and Politics of the United States of

AmericanOptional

6 The Government and Politics of the United Kingdom and United States of America - Comparative Study

Optional

8 Power and Authority Optional

Module 1: The Government and Politics of Northern IrelandThe focus of this compulsory AS module is on the recent and current arrangement for the government of Northern Ireland and on the stance of the Northern Ireland political parties.

Module 2: The United Kingdom Executive, Legislature and JudiciaryThis compulsory AS module examines the inter-relationships between the UK Executive, Legislature and Judiciary including the study of the executive and legislative processes and judicial scrutiny of the executive.

Module 3: Political BehaviourThis compulsory AS module addresses the nature of political behaviour and includes the study of political culture and socialisation, factors affecting voting behaviour, voting and electoral systems and pressure groups.

Module 4: The Government and Politics of the United States of AmericaThe focus of this optional A2 module is on the USA Constitution, Supreme Court and the operation of political parties at Federal and Congressional level.

Module 6: The Government and Politics of the United Kingdom and the United States of America - Comparative StudyThe focus of this optional ‘A’ module is on the comparison of the legislative and executive processes in the United Kingdom and the United States of America.

Module 8: Power and AuthorityThe focus of this optional A2 module is on the development of a critical understanding of the principles of power and authority with application to modules 1, 2, 3, 4 and 6.

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AssessmentUnit

Teaching and Learning Module

Assessment Weighting (%)

Nature of Assessment

AS 1 Module 1: The Government and Politics of Northern Ireland

15% of A Level(30% of AS)

1 hour external examination paper. Candidates must answer all questions based on the source material provided. Sources may be of a variety of types including text, pictorial, graphical and statistical.

AS 2 Module 2: The United Kingdom Executive, Legislature and Judiciary

20% of A level(40% of AS)

1hour external examination paper comprising a both short answer and longer discursive questions. Candidates must answer all questions.

AS 3 Module 3: Political Behaviour

15% of A Level(30% of AS)

1 hour external examination paper. Candidates must answer one essay question from a choice of four.

A2 1 Module 4: The Government and Politics of the USA

15% of A Level 1 hour external examination paper. Candidates must answer one structured question from a choice of three from Section A on Module 4.

A2 2* Module 6: The Government and Politics of the UK and USA - Comparative Study

20% of A Level 1.5 hour external examination paper. Candidates must answer all questions based on the source material provided on Section A on Module 6.

AS 3* Module 8: Power and Authority

15% of A Level 1 hour external examination paper. Candidates must answer one essay question from a choice of two from Section B on Module 9.

* Assessment Units including an element of Synoptic Assessment.

SCHOOL ASSESSMENTEach class has a weekly essay to be done under examination conditions (i.e. of about 30 minutes duration) usually in class, sometimes at home, on a topic either being currently covered for the first time or revised in class.

The purpose of this approach is to teach the student not only the content of the course but good examination technique, including discrimination between relevant and peripheral material and the discipline of writing to a time limit. In addition there are essays at the end of every module to reinforce learning.

WHAT IS EXPECTED OF A STUDENT?Political studies is a subject for which not even the most comprehensive and recent textbook can equip a student fully. In additional to traditional study of text book and notes it is essential that a student should remain constantly aware of unfolding political developments and to this end a lively interest in relevant current affairs, nurtured by reference to quality newspapers, magazines and documentary television and radio programmes, is greatly to be recommended.

Guidance is given on the content of essays and students are encouraged to develop a literate and succinct style in addition to perceptive analytical skills since great emphasis is laid on these qualities by examiners of the subject.

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CAREER IMPLICATIONSThe subject is very flexible from the career point of view and is welcomed as an A Level subject by Arts, Economics, Sociology and Law faculties of all universities. It is particularly useful when studied in conjunction with History or Geography and past students of the subject at this school have progressed to careers in law, public administration, sociology, journalism, research, business management, local government and lecturing.

FURTHER INFORMATIONMore information, including copies of the syllabus, may be obtained from Mr Mernock in Room 25.

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AS/A LEVEL HISTORY

ENTRY REQUIREMENTSIt is very important that students who have studied GCSE History should have achieved a good GCSE grade, preferably A*/A, or at least a grade B. It is also possible that we will consider students who have not done History for GCSE if they have evidence of achieving good grades in comparable subjects.

COURSE OUTLINEIn year 13 (AS level) students will take 3 modules that will cover both British and Irish History topics from the 19th Century. In Assessment Unit One there is a source question and total marks for the three units is 50% of the final A level. Assessment Unit Two, which looks at Daniel O’Connell followed by the Famine, provides a good basis for one of the A2 units - “Nationalism and Unionism in Ireland in the 19th Century”.

In year 14 (A2 - modules) there are once again 3 modules to be examined. (3 short papers). Two of the periods have an exclusive emphasis on Irish History from 1800 - 1925. One of these units concentrates on the crucial period 1900 - 1925. The first topic in A2 is a compulsory European module – ‘The Causes of the Second World War’. In recent years the Department has entered Year 14 students in January for this module.

The course provides students with the opportunity to build upon some of the programmes of study that they have already experienced at KS3 and KS4. There will be plenty of scope for the student to develop her/his competence in the area of “Key Skills”. With the new suite of computers now installed in Room 21 there is increased opportunity for ICT related work in both teaching and researching.

EXAMINATION BOARD ASSESSMENTAll three AS papers (CCEA) will be assessed using short written examinations with no coursework requirement. These papers are worth 50% of the full A level or can be taken as a “stand alone” module. One or more of the modules can be repeated but it would be foolish for any student not to try to their utmost to get these modules out of the way in Lower Sixth. The standard of the papers will be somewhere between GCSE and A2 level. AS1 = 1 1/2 hrs, AS2 = 45 minutes, AS3 = 45 minutes.

In Upper Sixth the three modules are again assessed in three short examinations. In the topic Ireland 1900 - 1925 there will be a compulsory source question. Overall the examinations will assess such skills as - knowledge, understanding, and communication, presenting explanations and judgements and interpretation/evaluation of source material.

SCHOOL ASSESSMENTStudents will be regularly assessed through written and learning homeworks, class tests, essay work, source - based questions, oral discussions and contributions. In the first term there will normally be two reported assessments and in addition all written work will be used to make an evaluation of progress. In the second term there will also be formal assessments accompanied by ongoing essay and class work.

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WHAT IS EXPECTED OF A STUDENT?It is vital that aspiring students should enjoy reading History, possess a fluent and coherent written style, be willing to compose a set of notes, be willing to put forward a point of view whilst at the same time accepting that others may have a valid alternative. There is a lot of reading required and students need to quickly develop their ability to do their own research using the wide range of resources available. From past experiences it has been shown that students must be able to take responsibility for organising their study time and display a greater degree of maturity. Students are encouraged to air their views in class and hold up their interpretation for examination and discussion with class colleagues. Dedication and serious application to work by students is an essential requirement.

CAREER IMPLICATIONSHistory offers the possibility of many career opportunities. It is recognised as a suitable university and college qualification for any course depending upon what it is combined with. Even for students who are considering scientific or medical careers.

History as a fourth subject can add breadth and depth to your application and demonstrate to the selectors skills that are not developed in other subjects. Obviously it is essential to study History if you wish to keep it on at University or you wish to follow careers in areas such as Influencing, Clerical, Social or Managerial categories. However it has been our experience in the College that our A level students pursue a vast range of courses.

History is a popular choice at A Level students. Those students who studied A Level History and sat their exam in June 2005 went on to study the wide range of degree courses including Law, Law with Politics/Government, Modern History, History with Politics/Psychology, Teaching, Computing, Podiatry, Physiotherapy, English, Social Work, Criminology, Marketing, Business, Interactive Multi-media, Religious Studies, Archaeology, Engineering and Dentistry.

History is currently being studied by some of this year’s Lower Sixth, some of whom are intending to follow a course in Medicine. You will discover that the skills of interpretation and analysis, which are central to History, will allow you to develop your written and oral skills. Students who possess these skills are highly valued in occupations where interpersonal and communicative abilities are held at a premium.

A short sample of some of the careers which History graduates go into include: Law, Journalism, Business Management, Marketing, Banking, Insurance and Finance, Librarianship, Social Work, Local Government, Health Service and Administration, Teaching, Leisure Management and Computing.

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AS/A LEVEL HOME ECONOMICS

CCEA A Level Home Economics and AS level Home Economics provide a good foundation for higher education courses and for a range for interesting careers.Both are organised into modules of manageable content, with opportunities for theoretical and practical application with associated assessment units, development and generating evidence for the assessment of key skills.

ENTRY REQUIREMENTSHome Economics GCSE grade B is preferred along with a good GCSE standard in Science, Mathematics and English. However in special circumstances students without this criteria may be considered.

OUTLINE OF COURSEThe specification adopts a modular structure and candidates are required to study three teaching and learning modules for the AS course and a further three modules for the full Advanced GCE course. All modules are compulsory.

Module 1: Principles of Nutrition (AS1)This module requires the study of macro and micro nutrients and other dietary constituents. The digestion, absorption and transport of nutrients, and the role of energy in the body is also studied.

Module 2: Diet and Health (AS2)This module requires the study of the inter-relationships between diet and health throughout life. Dietary recommendations are examined for different groups of people as well as current theories relating diet and specific conditions, such, as, coronary heart disease and cancers.

Module 3: Health and Lifestyle (AS3)This module requires the study of the positive state of well-being as a holistic concept which incorporates physic, social, mental and environmental dimensions of the lifestyles of individuals and families. Health promotion strategies and organisations are considered and their effectiveness in promoting health behaviour is explored.

Module 4: Consumer Behaviour and ProtectionThis module focuses on the study of consumers as individuals, members of households and the wider society. It involves consideration of the factors which affect the ability of consumers to manage available resources and includes the influences of economic, environmental, social and technological factors. Issues related to consumer protection, information and representation are also explored.

Module 5: Coursework Assignment (A22)This module requires candidates to submit a 3000 word report of a research-based activity which they have undertaken. The activity should address a clearly defined, focused area of the specification content and involve the use of primary and secondary sources. It should also present opportunities for practical activities appropriate to the assignment selected.

Module 6: Food Preservation, Production and Safety (A23)This module requires the study of current technological developments in food preservation and production. An understanding of the basic principles, uses, benefits

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and limitations of the various methods is required. The issue of consumer acceptance is considered. Aspects of food spoilage and food poisoning are included as well as current trends in the occurrence of reported incidences of food poisoning, the legislation relating to food safety and the role of agencies charged with maintaining a safe food supply.

EXAMINATION BOARD ASSESSMENT

TEACHING AND LEARNING MODULE

ASSESSMENT UNIT

NATURE OF ASSESSMENT

ASSESSMENT WEIGHTING (%)

EXAMINATION SESSION

AVAILABILITYModule 1:Principles of Nutrition

AS1(compulsory)

1 hour 30 mins external exam. paper

30% of AS15% of Advanced GCE

Summer

Module 2: Diet and Health

AS2 (compulsory) 1 hour 15 mins external exam. paper

40% of AS20% of Advanced GCE

Summer

Module 3:Lifestyle and Health

AS3(compulsory)

1 hour 30 mins external exam. paper

30% of AS15% of Advanced GCE

Summer

Module 4:Consumer Behaviour and Protection

A21(compulsory)

1 hour 45 mins external exam. paper

15% of Advanced GCE

Summer

Module 5:Coursework Assignment

A22(compulsory)

3000 word research-based assignment, teacher-assessed and externally moderated

20% Advanced GCE

Summer

Module 6:Food Preservation, Production and Safety

A23 (compulsory) 1 hour 45 minsexternal exam. paper

15% of Advanced GCE

SCHOOL ASSESSMENTStudents are assessed during and at the end of each topic covered. This is done by class tests, homeworks and prepared and unseen essays.

WHAT IS EXPECTED OF A STUDENT?An A Level student should show a keen interest in the subject and be prepared to spend many hours in private study. Self-discipline and dedication are required. Students will be required to read around the subject, constant research is essential which will involve gathering information from many sources such as : TV / Radio,Newspaper Articles, Leaflets, Handouts, Supermarket Magazines and Journals.

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CAREER IMPLICATIONS

Business and Industry EducationFuel and Energy ResearchResearch and Development Adult Education CentreFood TeachingFashion and Design Higher EducationAppliances and EquipmentTextilesAdvisory BoardsProducts

Communications RetailingAdvertising ManagementFood photography New Product DevelopmentTV MarketingJournalism Consumer LiaisonPublic Relations Quality ControlPublishing BuyingRadio

Caring Services Consumer AffairsResidential Care Trading StandardsEnvironmental Health Consumer EducationSpecial Schools Advice CentresFamily Resource Centres Money CounsellingHousing Services Consumer ProtectionHealth Promotion Production Evaluation

FURTHER INFORMATIONFor further information Contact Mrs Minnis in Mobile 1.

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A/AS LEVEL ICT

ENTRY REQUIREMENTSThe study of ICT at this level is a direct continuation of the ICT work, which you studied at GCSE Level. Many of the topics covered are done in more detail and others will be new to you.

Only students, who have studied Information & Communications Technology (ICT) at GCSE level or an equivalent course, will be admitted to the course. It is expected that they will have obtained at least a Grade B in ICT.

In exceptional cases students who can demonstrate their previous experience in ICT or who have shown a commitment and enthusiasm for ICT over an extended period of time may also be admitted to the course.

OUTLINE OF COURSE The ICT specifications encourage students to:

• Develop an understanding of the main principles of solving problems using ICT;• Develop an understanding of the range of applications and the effects of their use;• Develop an understanding of the organization of computer systems • Acquire the skills necessary to apply this understanding to developing computer- based solutions to problems.

You will need to put the theory of managing ICT systems into practice to produce projects for your coursework units, which are worth 40% of the available marks for the course. The emphasis for this component will be the use of generic application software packages such as MS Access, MS Excel, MS PowerPoint.

Advanced features of these generic packages will be studied and included in the coursework tasks.

EXAMINATION BOARD ASSESSMENT

Modules of Assessment

Module Level Name Mode of Assessment

Duration AS A Level

1 AS Fundamentals of ICT

Written 1½ hr 30% 15%

2 AS Components of ICT Written 1½ hr 30% 15%3 AS Use of Generic

Application software

Internal Assessment

40% 20%

4 A2 Development of Information Systems

Written 1½ hr 15%

5 A2 Use of Information Systems

Written 1½ hr 15%

6 A2 Development of an application package for a third party

Internal Assessment

20%

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The examination Board for ICT is CCEA. The Advanced Subsidiary (AS) forms 50% of the assessment weighting of the full Advanced GCE (A2). It can be taken as a standalone AS course or as the first part of the full A Level course.

Assessment is by means of three assessment units for AS Level which are taken at the end of Year 13 and three additional assessment units for Advanced GCE. taken in Year 14.

Advanced Subsidiary GCE Candidates take modules 1, 2 and 3. ASAdvanced GCE. Candidates take modules 4, 5 and 6. A2

SCHOOL ASSESSMENTA scheme of continuous assessment is applied. This includes regular class tests, homework, practical work, extended essays and research. The students will sit an internal mock examination in November/December in Years 13 and 14.

The key skills of Communication, Information Technology and Numeracy will be embedded in all the work done at A Level and will form part of the students’ assessments.

The practical assessments will give students the opportunity to display all of the key skills mentioned above. They may be writing documents or reports explaining how they designed a system or alternatively they may be required to create and interrogate a database. Students will also be required to make presentations demonstrating both communication and information technology skills.

WHAT IS EXPECTED OF A STUDENT?The sixth form students will be expected to make a total commitment to the subject. Students will study ICT for eight periods per week and in general, homework will be given in all classes. Extensive reading beyond the allocated texts is essential and students will be expected to keep up to date with present technological trends by reading computer magazines. It is recommended that a student spend on average four hours per week doing personal study to fulfill the requirements at this level.

CAREER IMPLICATIONSThe increased use of computers in all aspects of industry means that careers in this field encompass a wide variety of jobs. Some of these are:Accountancy, Air Traffic Control, Architecture, Banking, Computer Programming, Data Processing, Economics, Engineering, Management, Operational Research, Statistics, Systems Analysis, Surveying and Teaching.

FURTHER INFORMATIONIf any student requires more detailed information on any aspect of the ICT course, they may contact Mr Murray in the Computing Department.

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AS/A LEVEL IRISH

ENTRY REQUIREMENTSProspective students of Irish should have achieved Grades B to A* at GCSE level.

Any student wishing to undertake A Level study of Irish with lesser qualifications would have to have proven a strong commitment to the language and have a history of hard work in the subject to be accepted into the class.

One of the main advantages of the new four-subject capacity at A Level is the opportunity for pupils formerly restricted in their choice of subjects to the Sciences, for example to broaden their profile.

OUTLINE OF COURSEIn addition to the GCSE skill areas of Writing, Listening, Reading and Speaking, the A level student must study the literature and civilisation of the Irish language.

Translation into both Irish and English are also new disciplines which the students must master over the two years of the A Level course.

The student has a considerable gap in knowledge, examination technique and individual research to bridge in order to succeed at this level, as will be evident from the exam assessment summary below. Students will attend a minimum of eight periods per week plus a period of conversation with a native speaker/graduate.

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EXAMINATION BOARD ASSESSMENT

Teaching and learning module

Assessment Unit Timing and Nature of Assessment

Assessment weighting

(%)

Examination Session

AvailabilityModule 1:Obtaining and exchanging information(compulsory)

AS/1- Speaking 2 role-plays Presentation (prepared) Conversation

15 mins. external assessment plus 20 mins. preparation time

35% of AS 17.5% of Advanced GCE

May/June

Module 2Information handling(compulsory)

AS/2- Listening Objective type questions- Reading Q/A in English Word selection Paraphrase Completion activity- Translation into English

1 hour 30 mins. External assessment

35% of AS 17.5% of Advanced GCE

June

Module 3Introduction to Literature / Society(compulsory)

AS/3- Writing One structured response in Irish to a set literary text or a society theme

1 hour 30 mins. External assessment

30% of AS 15% of Advanced GCE

June

Module 4:Exchanging ideas and opinions(compulsory)

A2/1- Speaking Discussion Presentation (prepared) Conversation

15 mins external assessment plus 20 mins preparation time

17.5% of Advanced GCE

June

Module 5:Extended Information Handling(compulsory)

A2/2- Listening Q/A in Irish Guided Summary- Reading Q/A in Irish- Translation into Irish

2 hours 30 mins. external assessment

17.5% of Advanced GCE

June

Module 6:Literature/Society (compulsory)

A2/3- Writing Two open-ended responses in Irish to set literary texts and/or society themes

2 hours external assessment.

15% of Advanced GCE

June

SCHOOL ASSESSMENTPupils will sit regular class assessments and major school examinations at Christmas in both the AS and A2 years. Pupils may repeat the AS examination in winter or summer. The school tests and Christmas examinations will mirror the model of the summative assessments as far as possible.

WHAT IS EXPECTED OF A STUDENT?The greater depth of knowledge and interest required of the A level student places a much heavier onus on the pupil to be responsible for his/her learning. The implications of this are varied: extensive reading of literature, magazines, newspapers

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and use of the Irish language media (TG4, R na G) etc. is highly recommended. Attendance at conversation classes and any other opportunity to use the language, in or outside class should be gratefully accepted. Gaeltacht visits at summer and Easter are particularly encouraged.

CAREER IMPLICATIONSAn A Level in Irish has the same value to universities and colleges of Higher Education as any other subject. As a proof of communicative skills to add to their profile of qualifications, Irish is an accessible and relevant resource for working life.

There is an increasing demand in the world of work not only for excellent communication skills but specifically for Irish specialists. Irish is currently enjoying a boom in Media circles and in teaching at all levels. The common perception that Irish is not a practical tool at career level is being eroded. There are currently 79 Irish medium schools in Northern Ireland with almost 4,000 pupils – all of whom need teachers!

FURTHER INFORMATIONStudents of Irish will have opportunities to strengthen their appreciation of the language and culture through participation in cultural events such as competitions and quizzes and attendance at plays.

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AS/A LEVEL MATHEMATICS & FURTHER MATHEMATICS

ENTRY REQUIREMENTSThe College has a requirement that you should have obtained at least a grade A in Higher Tier GCSE Mathematics. If you have taken the Additional Mathematics option you should have obtained at least a grade C. If you wish to opt for the combination of Mathematics and Further Mathematics you should have achieved a high standard in both GCSE and Additional Mathematics.

WHAT WILL I LEARN ON THIS A-LEVEL COURSE?Mathematics is a very useful, challenging and interesting subject. You will build on some of the work you have met in GCSE Mathematics and be introduced to some important new ideas. You will come to realise the importance of Mathematics as a support to other subjects and its standing as a much sought after qualification for the world of work and for entry to courses in Higher Education.

When studying Mathematics you will be expected to acquire mathematical knowledge and skills with confidence, satisfaction and

enjoyment; use your mathematical skills and knowledge in solving problems, including those

set in a real-life context; look at real life situations in such a way that you can use mathematics to describe

what is happening and to find out what might happen in different circumstances; develop an understanding of mathematical reasoning and be able to solve

problems by using mathematical arguments and logic; use calculator technology and other resources effectively and appropriately while

being aware of the limitations of the technology.

OUTLINE OF COURSEMathematics at AS and A level is divided into four branches:

Pure MathematicsWhen you study pure mathematics you will extend your knowledge of algebra and trigonometry as well as being introduced to an important new topic, calculus. You will find many of these topics interesting in their own right but their full importance will only become clear when you apply them in other branches of mathematics.

MechanicsWhen you study mechanics you will learn how to use mathematics to describe the motion of objects and the effects of forces which act upon them. You will learn the technique of mathematical modeling and be able to convert a complicated physical problem into a simpler one that can be analyzed and solved using mathematical methods. The ideas that you meet in the course provide an introduction to such important areas of study as engineering, physics, cybernetics, robotics, biomechanics and sports science.

StatisticsWhen you study statistics you will learn how to represent, summarize and analyze data in order to arrive at conclusions about it. You will extend you knowledge of probability and gain an appreciation of the extent to which these ideas are applied in the real world. You will learn the technique of mathematical modeling and be able to

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convert a complicated problem into a simpler one that can be analyzed and solved using probability and statistical methods.

Decision MathematicsWhen you study decision mathematics you will learn how to solve problems involving networks. You will meet problems in areas such as traffic flow, design of circuits on microchips, scheduling of tasks, route inspection and assignment. You will study a range of algorithms, which enable such problems to be tackled. Many of these problems and algorithms are of recent origin.

EXAMINATION BOARD ASSESSMENTThere are 17 units from which you can choose. There are 7 units in Pure Mathematics, 5 units in Mechanics, 3 units in Statistics and 2 units in Decision Mathematics. Units can be referred to as AS (Advanced Subsidiary) units, A2 units or Applications units.

The following 7 units are the Pure Mathematics units:C1 Pure Mathematics C1 (AS)C2 Pure Mathematics C2 (AS)C3 Pure Mathematics C3 (A2)C4 Pure Mathematics C4 (A2)FP1 Further Pure Mathematics FP1 (A2)FP2 Further Pure Mathematics FP2 (A2)FP3 Further Pure Mathematics FP3 (A2)

The 10 units below are the Applications units:M1 Mechanics M1 (AS)M2 Mechanics M2 (A2)M3 Mechanics M3 (A2)M4 Mechanics M4 (A2)M5 Mechanics M5 (A2)S1 Statistics S1 (AS)S2 Statistics S2 (A2)S3 Statistics S3 (A2)D1 Decision Mathematics D1 (AS)D2 Decision Mathematics D2 (A2)

All units except C1, C2, M1, S1 and D1 are designated as A2.

How will the units be assessed?

AS(Advanced subsidiary)

unitsA2 units

Pure Mathematics C1: C2 C3 C4 FP1 FP2 FP3

App

licat

ions

uni

ts Mechanics M1 M2 M3 M4 M5

Statistics S1 S2 S3

Decision Mathematics

D1 D2

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Each unit will be assessed by a written examination paper lasting 90 minutes. All the papers are equally weighted. The table above shows the units available. By choosing different combinations of units you can get the following qualifications:

AS level Mathematics AS level Further Mathematics AS level Pure Mathematics A level Mathematics A level Further Mathematics A level Pure Mathematics

In order to get an AS (Advanced Subsidiary) you will need to take 3 units. If you want a full A level you will need to take a further 3 units. If you are really interested in Mathematics you can obtain an AS or A level in Further Mathematics by taking either 3 or 6 more units. The tables below show you the different combinations needed for different qualifications. Advanced Subsidiary

Title Compulsory units Optional units

Mathematics C1, C2 One of M1, S1 or D1

Further Mathematics FP1 Any two, excluding C1 - C4

Pure Mathematics C1, C2, C3 None

Advanced Level

Title Compulsory units Optional units

Mathematics C1, C2, C3, C4One pair of units from:M1, M2S1, S2D1, D2M1, S1S1, D1M1, D1

Further Mathematics FP1 and one of FP2 orFP3

Four units (excluding C1—C4) to make a total of six units.

Pure Mathematics C1, C2, C3, C4, FP1 Either FP2 or FP3

WHAT OTHER SKILLS WILL THE COURSE ENABLE ME TO DEVELOP?Depending on the choice of units that you make, you will have the opportunity to develop Key Skills in Numeracy, Literacy and Information Technology. These Key Skills will be essential to you whatever you go on to do afterwards.

CAREER IMPLICATIONSAn AS in Mathematics would be very useful as a supporting subject to many other courses at A level and degree level, especially in the sciences, geography, psychology, sociology and medical courses.

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An A level in Mathematics is a much sought after qualification for entry to a wide variety of full-time courses in Higher Education. There are also many areas of employment that view A level Mathematics as an important qualification and it is often a requirement for vocational qualifications related to these areas. Higher Education courses or careers that either require A level Mathematics or with which it has a strong relationship include: Architecture, Accountancy, Economics, Computing, Engineering, Environmental Studies, Information Technology, Operational Research, Medicine, and Statistics. An AS level or an A level in Further Mathematics would be of particular importance for students intending to study Mathematics or Engineering at University.

FURTHER INFORMATIONTalk to your careers teacher or to any mathematics teacher. You could also talk to friends or family members who have studied Mathematics beyond GCSE level.

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AS/A-LEVEL MUSIC

ENTRY REQUIREMENTSPreferable qualifications for entry to the AS/A2 music course are:

1. A grade A in GCSE Music2. A lively interest in music as a hobby and a willingness to listen and read

copiously outside the course3. Practical ability in one instrument (or singing) to about Grade 5 standard4. Some keyboard ability5. In the final analysis acceptance on to the course is at the discretion of the

music teachers.

OUTLINE OF COURSEFor the AS (Year 13) course everyone will study The Concerto as a topic to be explored in aural and written form. In addition there will be an essay on either Oratorio, Jazz or Folk Music of Ireland and Scotland. This compulsory part of the course accounts for 40% of the AS marks.

After that there is considerable choice open to you and you can play to your strengths. Everyone must do at least one composing assignment and at least one performing assignment. You can pick one more assignment in these areas or a music technology project. The basic breakdown is either A: 40% Performing and 20% Composing or B: 20% Performing and 40% Composing.

For A2 (Year 14) the breakdown of sections and marks is similar. Aural and written topics now include concertos from the 20th Century plus either 16th century choral music or 20th century composers Copland, Vaughan Williams and Shostakovich.

All AS exams will be taken in June of Year 13. These can be resat the following January. All A2 exams will be taken in June of Year 14.

SCHOOL ASSESSMENTSchool assessment will take the form of regular essays, composing and performing assignments and aural tests. These will be progressive, leading towards the final examinations in June. Ongoing assessments will be an important factor in helping you to decide which assessment unit (performing, composing, music technology etc.) to concentrate on. Most of the work for the practical components will be done with your individual music tutor. Some class time will be devoted to issues such as ensemble playing/singing.

WHAT IS EXPECTED OF A STUDENT?Many of the A Level skills will have been introduced at GCSE but it is only fair to point out that some aspects of the course can only be developed by the candidate immersing himself/herself in the subject and pursuing it for many hours as a hobby. Familiarity with musical styles and knowledge of performance practice can only be achieved by regular listening to music, whether on record, on the radio or at live concerts. It is this which makes the advanced study of music such a consuming but rewarding discipline.

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CAREER IMPLICATIONSA Level Music is an obvious choice for anyone wishing to do a degree, diploma or teaching course in music. Most degree courses will require a grade B pass at A Level. These courses can lead to qualifications in the teaching of music in school, peripatetic instrumental teaching, advanced instrumental coaching and research work in the musicological field. An A Level pass in music will also be useful for anyone contemplating a career in the Arts administration, recording engineering or the music retail trade. It is worth noting that a large proportion of primary teaching posts now require musical ability since music is a compulsory subject in the National Curriculum.

In addition A Level Music is a stimulating and enriching companion to other subjects - either languages where comparable aural skills are required, or Maths/Physics where study can be made of electronics in music, acoustics, science of sound etc. However almost any combination of A Level subjects can include music as an enriching and broadening complement.

FURTHER INFORMATIONThe main reason for the change from the old A Level to the AS structure was to broaden the experience of the student. With 4 choices to make for Year 13 it will make sense for you with a GCSE music pass or grade 5 performing standard to choose AS music. It is an interesting and enjoyable subject and has the merit of combining well with almost any other subject - Maths and Science, Languages or Humanities. If you enjoy composing or performing the AS allows you to achieve nearly half your marks on this one activity. You will, whatever your musical tastes, find this course can be tailored to your needs.

Come and talk to one of the music teachers at any time. We will be very happy to answer any questions you might have.

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AS/A LEVEL PHYSICAL EDUCATION

ENTRY REQUIREMENTSA level Physical Education (OCR syllabus) combines theory and practice and involves 4 x 70 minute classes per week, 3 theory and 1 practical. Classes will be co-educational. There is a substantial theoretical component to this course, a great deal more than is required for GCSE PE, and at a higher level. Students attracted to this subject because of its practical nature need to be aware of this aspect of the work. The main focus is the performer and performance and the multi-disciplinary character of the course should ensure that most students find at least part of the syllabus of interest.

Prospective students should:1) be physically active;2) be interested in sport as a social phenomenon and be prepared to read about it;3) have above-average ability in one or more sports;4) possess an above-average level of fitness;5) have achieved at least a B in GCSE PE.

OUTLINE OF THE COURSE AND EXAMINATION BOARD ASSESSMENTCandidates take three units of assessment, including a coursework unit, at Advanced Subsidiary, followed by three units of assessment, including a coursework unit, at A2.

Units 1, 2 and 3 (AS) will be completed in Year 13 leading to an AS award.

Units Level Name ExamDuration Weighting

AS A Level2562 AS The Application of Physiological and

Psychological Knowledge to improve Performance

1 hour 30mins

40% 20%

2563 AS Contemporary Studies in Physical Education

1 hour 15mins

30% 15%

2564 AS Performance and its improvement through critical analysis

30% 15%

Units 4, 5 and 6 (A2) will be completed in Year 14 leading to an A-level.

Units Level Name ExamDuration Weighting

AS A Level2565 A2 Personal choice of extended study from socio-

cultural and scientific areas.1 hour 15

mins15%

2566 A2 Exercise and Sport Physiology and the integration of knowledge of principles and concepts across different areas of Physical Education

1 hour 30mins

20%

2567 A2 The improvement of effective performance and critical evaluation of the practical activities with synoptic assessment.

15%

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AS Level Assessment2562 Factors Affecting Performance.

There are two sections:A: Application of Anatomy and Physiological knowledge to physical

performanceB: Acquiring and performing Movement Skills.

There are two questions in each section and candidates must answer all four questions.

2563 Contemporary Studies in Physical Education.

There are two questions and candidates must answer both.

2564 Performance and its improvement through critical analysis.

There are two components:

A: The application of acquired and developed skills

Each candidate is assessed in two chosen activities from two different activity profiles

A Level (A2) Assessment

Unit 4 Performance and its improvement through critical analysis of practical techniques.

There are four components in two sections:

A: Socio-Cultural topics: Historical Studies in PE.Comparative Studies in PE.

B: Scientific topics: Biomechanical Analysis of Human Movement.Psychology of Sport Performance.

There are four questions and candidates must answer two questions, one from each section. We will focus exclusively on the Historical and Psychology of Sport components.

Unit 5 Exercise and Sport Physiology and the integration of knowledge of principles and concepts across different areas of Physical Education.

There are two sections:

A: Exercise and Sport Physiology: The response of the body to performance and training.

There is one compulsory question.B: The integration of knowledge of principles and concepts across different

areas of Physical Education (synoptic assessment).

There are two questions and candidates have a choice of a socio-cultural or scientific question. One question must be answered.

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Unit 6 The improvement of effective performance and critical evaluation of the practical activities with synoptic assessment.

You will be assessed on two aspects of performance, (a) your own performance and 20% of A2 (b) your evaluation and appreciation of performance through observation and synopsis of knowledge (oral test) and 10% of A2.

Your performance will be assessed by your teacher (subject to external moderation) in two practical activities, from two different activity profiles e.g.: soccer, Gaelic, hurling/camogie, badminton, basketball, hockey, tennis, netball, golf, rugby, squash, cricket, volleyball., athletics, gymnastics, swimming, judo, canoeing, skiing, sailing, trampolining, dance, canoeing, mountain walking.

The practical classes will cover a number of activities from a range of activity categories. While students may opt to be assessed in any of the other activities, it is not planned at this stage to use these activities as the basis for class work. Students will work on these 6 practical areas during both 6th and 7th year.

SCHOOL ASSESSMENTProgress will be closely monitored and assessed through regular class tests on topics and units of work. Practical work will be assessed regularly. Students will sit a modified mock examination on both the AS and A2 syllabi.

WHAT IS EXPECTED OF A STUDENT?Homework will involve reading and preparation for theory classes. Students may also need to do some practical work (including fitness work) outside of time-tabled classes. This will require a high level of commitment and self-discipline.

CAREER IMPLICATIONSA Level Physical Education provides an academically challenging and vocationally relevant course for those who are considering careers related to sport and leisure in business, industry, community services, public administration and education. It also provides a good base for those seeking to eventually become qualified physical education teachers and for others hoping to embark on careers in leisure management, sports administration, health and fitness consultancy and community recreation.

ADDITIONAL INFORMATIONIf you require any more information about this please speak to Mrs Carr, Mr O’Neill, Mr Sullivan, Mrs Wallace, or Mr Wilson, or visit the website at www.ocr.org.uk

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AS/A LEVEL PHYSICS

ENTRY REQUIREMENTSTo cope well with the demands of A-level Physics you will need at least a grade B in GCSE Physics or AA in GCSE Double Award Science. You will also need a grade A in GCSE Mathematics or a grade C in Additional Mathematics.

OUTLINE OF COURSEPhysics at A Level in the College follows the NICCEA syllabus. This is a modular course and the modules, now to be known as units, cover the core syllabus common to all examination boards as well as some additional material on Medical and Particle Physics.

These are organised as follows:

Unit Content Weighting (%)AS A2

Exam Length

Examined

AS 1 Forces & Electricity 33.4 16.7 60m June 2007AS 2 Waves & Photons 33.4 16.7 60m June 2007AS 3A Medical Physics 18.2 9.1 45m June 2007AS 3B Practical Exam 15 7.5 75m June 2007A2 1 Energy, Oscillations & Fields 15 90m Jan. 2008A2 2 Electromagnetism & Nuclear

Physics 15 90m June 2008

A2 3A Particle Physics 11.7 90m June 2008A2 3B Practical Exam 8.3 120m June 2008

Completion of the course will give a good understanding of the physical world and an insight into some of the big issues of the day; the nuclear debate and the impact of modern technology, for example. This understanding will give you a solid base for building upon in third-level education.

Physics is a very practical subject and you will have plenty of practical work.

The study of Physics develops skills of logical thinking which will be of benefit to you in any subsequent career.

EXAMINATION BOARD ASSESSMENTThe dates, lengths and weightings of the units are given in the table above. Students have the choice of completing the first year of the course and then leaving with an AS level. Those who go on to complete the second year (known as A2) will gain an ALevel.

Students have the option of repeating modules.

SCHOOL ASSESSMENTIn addition to these exams, there will also be a series of internal assessments at appropriate intervals. These will vary from short class tests to full mock end-of-

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module tests. Students may also be asked to present information to other pupils in class and be assessed on this.

WHAT IS EXPECTED OF A STUDENT?Physics at A Level consists of eight periods a week over two years.

Students are supplied with a number of textbooks which cover the course completely, although they are expected to keep written notes of the ground covered in class, both theory and practical. They are also expected to use reference books both in the Physics department and in the College Library. The students are encouraged to read New Scientist, a broad-based science magazine. This is available in both the department and in the library. They will also be encouraged to subscribe to a quarterly magazine “Physics Review” which is specifically aimed at A Level students.

We have a number of networked computers and two computer suites in the labs. Every lab is linked to the network. This will allow us to interface computers and practical experiments much more frequently and also enable students and teachers to access the Internet at will. We are constantly adding to our CD-ROM resources and these include information sources and revision aids. We encourage students to use departmental computer resources in their own time.

Students are also free to spend their free time in the department completing practical work. Should any student wish to carry out an investigation and enter for a competition, they will receive full and willing help and encouragement.

CAREER IMPLICATIONSA qualification in Physics at A Level opens many academic doors in third-level education. It is a prerequisite for all engineering, technology and pure Physics courses.

For those who ultimately wish to enter industry in a managerial capacity, a Physics background is extremely useful and relevant in that it gives an understanding of various technical processes which are carried out in any industrial concern.

Finally, the qualities of application, intelligence and understanding needed to do well in Physics at A Level are relevant to any choice of career.

FURTHER INFORMATIONPlease feel free to talk to any of the Physics teachers if you have any further questions. They are Mr C Hamill, Mr P McAlinden, Mrs A Wynne, Mrs J Furey and Miss D Kelly.

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AS/A LEVEL RELIGIOUS STUDIES

ENTRY REQUIREMENTS Grade B in GCSE English Language.

AIMSThe AS/A level Religious Studies programme offers students the opportunity to:

(i) Develop their interest in and enthusiasm for a rigorous study of religion

(ii) treat the subject as an academic discipline by developing knowledge and understanding appropriate to a specialist study of religion.

(iii) Use an enquiring, critical and empathetic approach to the study of religion. As the quality of written communication will be assessed in al the Assessment units, students should have at least a Grade B in GCSE Religious Studies. The acceptance of students who attain a Grade C will depend on the quality of their overall GCSE profile.

OUTLINE OF COURSEStudents will follow the GCE Religious Studies specification as offered by CCEA (N.I.). The specification adopts a modular structure with students completing their assessment units for the AS award and a further three for the Advanced GCE award. The areas of study on offer will be:-

1. The Gospel of Luke2. Old Testament Prophecy3. The Celtic Church 400-700 AD4. Religious Ethics5. Issues of Religious Belief (Philosophy of Religion)

The study of Religion at this level is different from GCSE. The approach to the study of sacred scripture is quite different in terms of what is covered and the teaching methodology; the Celtic Church course offers students the opportunity to pursue their interest in ecclesiastical history; while the courses in ethics and philosophy of religion are very new disciplines for students of 16+.

Each area of study will be delivered by a specialist teacher. The courses on offer in any academic year are dependent on the teaching personnel available.

EXAMINATION BOARD ASSESSMENTAt AS level, students are required to complete three assessment units, one of which will be an 1500 word internal assessment assignment. At Advanced GCE level, students are required to complete a further three assessment units, one of which will be a synoptic assessment unit designed to explore connections between the differing strands of the students learning. This synoptic assessment unit will be a one hour examination with a choice of two questions offered. All other assessment units will be externally assessed written examination papers of one hour 20 minutes duration with a choice of four questions of which the student must attempt two.Nature of Assessment Assessment Weightings

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1500 Word Internal Assessment Assignment

40% of AS20% of overall GCE

Synoptic Assessment Unit 20% of overall GCE

All Other Assessment Units 30% of AS15% of overall GCE

The AS can be taken as a stand alone course or as a foundation for the full Advanced level.

The specification also provides opportunities for students to develop and generate evidence for the nationally specified key skills especially in Communication and Information Technology.

SCHOOL ASSESSMENTAssessment will be ongoing and will comprise of:

(i) Investigative work - here the student will be asked to carry out independent research on core areas of the course.

(ii) Scrutiny of the student’s file to review its contents, arrangement and presentation

(iii) A combination of class essays and home essays(iv) Class examinations(v) Presentations(vi) Formal internal examinations

WHAT IS EXPECTED OF A STUDENT?The importance of personal initiative and industry cannot be emphasised enough. Students are expected to display the appropriate level of commitment for this level of study and to assume responsibility for their own progress. They are expected to make frequent use of the library facility.

CAREER IMPLICATIONSMany people too readily assume that as a serious subject choice, Religious Studies is something of a ‘lame duck’ lacking in academic value and devoid of vocational relevance. This is a completely distorted view. Today’s approach to Religious Studies incorporates the same educational principles and standards which apply to other subjects on the curriculum. It is a subject which is very much up-to-date and as such is recognised by all Universities and Colleges as a subject of academic standing, so far as their entry requirements are concerned.

Since assessment of the course is skills-based, this subject develops the students' ability to examine important issues with an open mind, to weigh up arguments, to be able to sustain a critical line of argument and reach a reasoned conclusion. Students are also required to relate elements of their course of study to their broader context and to specified aspects of human experience. Such skills as these, and the attitudes they promote, are of course relevant to the many jobs which require an understanding of others and the ability to relate to people of different backgrounds.

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Students who have studied Religion at this level have gone on to a wide variety of careers including Law, Teaching, Nursing, the Police, Social Work, Banking and Finance, Accountancy, Psychology, Journalism (inc. TV and Radio) etc. With the advent of courses in Philosophy of Religion and Ethics the appeal of Religious Studies at this level has now been broadened and should interest a wider range of students especially those with a scientific background. For the modern discerning employer who is not only interested in your specialism but also the breadth of your learning and your ability to think intelligently across a range of subject areas appraising current social, moral and ethical issues, GCE Religious Studies in combination with your other subjects may say something about you which could make a difference.

FURTHER INFORMATIONThe Religious Studies team are highly committed teachers, who will work with you and for you to help you realise your potential.

For more information and advice ask your class teacher or contact the Head of Department - Mr D Kealey.

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AS/A LEVEL SOCIOLOGY

WHAT IS SOCIOLOGY?Sociology is the study of people within society, and the social groups that make up that society, e.g. family, education, workplace, religious institutions etc. The structure and nature of society is studied along with the ways in which societies develop their culture. The first wisdom of sociology is that ‘things are not always as they seem’. In other words, sociology likes to go behind the scenes of what seems to be happening (e.g. rise in crime rates) and often comes up with a much more convincing explanation other than the ‘common-sense’ view.

ENTRY REQUIREMENTSStudents hoping to study Sociology at A Level will be required to have a strong GCSE profile in literary subjects where the necessary skills to study Sociology will have been developed. A grade B in GCSE English language and literature is essential. Students should also have achieved at least ‘B’ grades in other literary subjects, History and Religious Studies.

AIMS OF SOCIOLOGYStudents of this subject should be able to:

Acquire knowledge and a critical understanding of contemporary social processes and structures

Appreciate the significance of theoretical and conceptual issues in sociological debate

Understand sociological methodology and a range of research methods Reflect on their own experience of the social world in which they live Develop skills which enhance their ability to participate more effectively in

adult life.

OUTLINE OF COURSE AND EXAMINATION BOARD ASSESSMENTThe course follows the AQA Specification and is taught through 6 modules. Three of these modules will be completed in year 13 and will comprise the AS qualification (50% of the full ‘A’ Level qualification).

The following modules will be assessed at the end of Year 13.

Module 1 – Families & Households; 35% of AS mark (17.5% of A Level) 1 hour 15 minutes exam

Module 2 – Education; 35% of AS mark (17.5% of ‘A’ Level) 1 hour 15 minutes exam

Module 3 – Sociological Methods Either 1 hour exam OR 1300 word piece of coursework 30% of A mark/15% of ‘A’ Level

Year 13 course79

Introduction to Sociology -key terms and conceptsSociological MethodsFamilies & HouseholdsEducation

The remaining modules will be completed in Year 14:

Module 4 – Religion; 15% of ‘A’ Level. 1 hour 30 minutes exam Module 5 – Theory & Methods; 15% of ‘A’ Level

Either 1 hour 30 minutes exam OR 3500 word piece of coursework

Module 6 – Crime & Deviance; 1 hour 30 minutes exam – 20% of ‘A’ Level A synoptic assessment in that students will be required to draw together knowledge, understanding and skills from all modules studied in Year 13 and Year 14.

Year 14 course

Sociology of ReligionSociological Theory and MethodsCrime and Deviance

SCHOOL ASSESSMENTStudents’ progress in Sociology will be monitored in the following ways:

Class and homework essays (fortnightly basis) Short structured past paper questions End of module mock examination Concept knowledge (class) tests Presentations

WHAT IS EXPECTED OF A STUDENT?A successful Sociology student is one who undertakes independent research and reading outside the class. Extensive use of library resources including books, Sociology Review magazine articles, newspapers and Internet websites is highly encouraged. In addition an interest in current affairs and new programmes is essential.

CAREER IMPLICATIONS Sociology has been part of the A’ Level curriculum for a number of years and can no longer be viewed as a newcomer. It has gained universal acceptance as a qualification for a whole variety of higher education courses. The study of sociology will give an insight into how society works, thus enabling students to take their place in it, as well as challenging taken-for-granted assumptions.

The study of Sociology provides student with a wide range of education and career opportunities including: the Behavioural Sciences, Educational Psychology, Personnel and other fields of Management, Industrial Relations, Consumer Studies,

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Marketing, Teaching, Administration, Computing, Research work as well as employment in Social Welfare, Health Care and others of the caring professions.

THE KEY SKILLS AND SOCIOLOGYStudents following a course of study in Sociology may be offered opportunities to develop and generate evidence of attainment in aspects of the Key Skills. The following grids indicate where students may be able to produce evidence of Key Skills to Level 3, and in which modules the opportunity might be offered.

Communication

What you must do: Signposting of Opportunities for Generating Evidence in Modules 1 2 3 4 5 6

C3. 1a Contribute to discussions C3. 1b Make a presentation C3. 2 Read and synthesise information

C3. 3 Write different types of documents

Application of Number

What you must do: Signposting of Opportunities for Generating Evidence in Modules 1 2 3 4 5 6

N3.1 Plan and interpret Information from different sources

N3.2 Carry out multi-stage calculations

N3.3 Present findings, explain results and justify choice of methods

Problem Solving

What you must do: Signposting of Opportunities for Generating Evidence in Modules

1 2 3 4 5 6PS3.1 Recognise, explain and describe the problem

PS3.1 Generate and compare different ways of solving problems

PS3.3 Plan and implement options PS£.4 Agree and review approaches to tackling problems

Information Technology

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What you must do: Signposting of Opportunities for Generating Evidence in Modules 1 2 3 4 5 6

IT3. Plan and use different sources to search for and select information

IT3.2 Explore, develop and exchange information, and derive new information

IT3.3 Present information including text, numbers and images

Working with others:

What you must do: Signposting of Opportunities for Generating Evidence in Modules 1 2 3 4 5 6

WO3.1 Plan the activity WO3.2 Work towards agreed objectives

WO3.3 Review the activity

Improving own Learning and Performance

What you must do: Signposting of Opportunities for Generating Evidence in Modules

1 2 3 4 5 6LP3.1 Agree and plan targets LP3.2 Seek feedback and support

LP3.3 Review progress

For further information contact Mr R Rainey (Room 29)

AS/A LEVEL SPANISH

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ENTRY REQUIREMENTSThe Spanish Department assumes that students will have achieved at least a Grade B GCSE in the language before taking this course. A Modern Language at AS/A Level is likely to attract a variety of students. For some it will be a complementary course of study to their principal subjects, which may be another language and/or Arts subject.

Students who are taking Science at AS/A Level may follow a language course as a contrastive element to their course of study. Others may simply wish to continue their study of the language for recreational or vocational purposes.

All students choosing the language will need to fell confident in the four language skills of Listening. Speaking, Reading and Writing. They must also have an interest in and some knowledge and understanding of the culture and way of life of the target-language country.

OUTLINE OF THE COURSEThe Spanish course will help the student to develop his/her general study skills, but above all he/she will learn to communicate at a much higher level. Students will also learn much more about a wide range of aspects of Hispanic societies.

READING: The student will be able to read, understand and extract information from written passages in the target language that are taken from authentic sources, such as magazines and newspapers, reports or books.

LISTENING: The student will be able to listen to, and understand contemporary spoken language and answer questions on what has been heard. The passages for listening will be taken from a range of sources such as news reports on the radio or TV, weather forecasts, announcements, interviews and discussions.

SPEAKING and WRITING: The student will learn to produce longer pieces of writing and to hold conversations and discussions in the target language. He/she will learn appropriate grammar, words and phrases that will help to:

present information in the target-language provide opinions organise your arguments analyse your ideas

EXAMINATION BOARD ASSESSMENT: CCEAAS Level is short for Advanced Subsidiary. This is the first half of the A Level course. It is a stepping-stone to the full A Level qualification. The AS can be taken on its own, if the teacher and student agree that this is best.

Students can also decide at the end of the AS course whether to continue to take the full A Level qualification. The AS consists of 3 Units of Assessment which will be taken at the end of Year 13, and there will be a further three modules for the full Advanced GCE course Six modules with between 15% and 20% weightingAS as a stand-alone course or as a foundation for the A2 year

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Assessment of speaking by an external visiting examinerStimulus material for listening on individual audio cassetteRange of texts and topics for literature and society at both AS and A2No dictionaries are allowed in examinations.

Teaching and learning modules

Assessment Unit and associated techniques of assessment

Timing and Nature of Assessment

Assessment weighting (%)

Examination Session Availability

Module 1:Obtaining and exchanging information

(compulsory)

AS/1

Speaking 2 Role-playsPresentation(prepared)Conversation

15 mins external assessment plus 20 mins preparation time

35% of AS17.5% of Advanced GCE

May/JuneJanuary

Module 2:Information Handling

(compulsory)

AS/2Section AListening Objective type QuestionsQ/A in English

Section BReadingWord selectionCompletion activity

Translation into English

1 hour 45 mins external assessment

35% of AS17.5% of Advanced GCE

May/JuneJanuary

Module 3:Introduction to Literature/Society/Responsive Writing

(compulsory)

AS/3

WritingOne structured response in Spanish to a set literary text or a society theme or a topic form the Contexts for Learning Areas

1 hour 15 minsexternal assessment

30% of AS15% of advanced GCE

May/JuneJanuary

Teaching and Assessment Timing and Assessment Examination 84

learning modules Unit and associated techniques of assessment

Nature of Assessment

weighting (%)

Session Availability

Module 4:Exchanging ideas and opinions

(compulsory)

A2/1

Speaking DiscussionPresentation(prepared)Conversation

15 mins external assessment plus 20 mins preparation time

17.5% of Advanced GCE

May/June

Module 5:ExtendedInformation Handling

(compulsory)

A2/2Section AListening Q/A in SpanishGuided Summary

Section BReadingQ/A in Spanish

Translation into Spanish

2 hours 30 mins external assessment

17.5% of Advanced GCE

May/June

Module 6:

Literature/Society/Responsive Writing

(compulsory)

A2/3

WritingTwo open-ended responses in Spanish to set literary texts and/or society themes and/or topics from the Contexts for Learning Areas

2 hoursexternal assessment

15% of Advanced GCE

May/June

SCHOOL ASSESSMENTInternal assessment will be on a continuous basis and will reflect the components of the AS and A2 examination. Your progress will also be monitored and assessed through homeworks and contributions to classroom discussion.

WHAT IS EXPECTED OF A STUDENT?85

Aside from work covered in class, A level students must take the initiative when the opportunity arises to enhance their knowledge of Spanish language and Society. The library is an excellent resource and includes videos, Spanish Newspapers and magazines and lists of useful websites. Students should avail of this wherever possible. There will also be one double class per week spent with Guada, the Spanish assistant who will work with students individually to help them develop fluency in preparation for the oral exam.

CAREER IMPLICATIONSAll over the world but in particular in Europe since Spain joined the EC there is an increasing demand for personnel skilled in languages and there are a number of reasons why Spanish will be of particular significance:

a) Spanish is an official language of the European Unionb) Trade and general relations between the UK and Spain are increasing now that Spain is a full member of the ECc) Spanish is growing in importance at international level as one of the major languages used in international organisations and world congresses.d) Spanish is the national language of twenty one countries, each with valuable contributions to make in the fields of commerce, industry and culturee) World trade with the developing Latin American Countries is steadily increasing in importance

However studying Spanish does not limit you to a career in languages. Many successful students have pursued careers in law and economics, banking, business administration etc.

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AS/A LEVEL TECHNOLOGY AND DESIGN

ENTRY REQUIREMENTSStudents wishing to study Technology and Design AS or A-level should have attained an ‘A’ or ‘B’ grade at GCSE Technology, have a good physical science background and be competent in mathematics.

Students should have a strong interest in designing, modelling, making and evaluating products or systems and an interest in the processes and products of design and technological activity.

OUTLINE OF COURSEThe specification offers students opportunities to acquire and demonstrate knowledge and understanding of the world of designing and making and to demonstrate their own technological capabilities through the design and making of quality outcomes whether conceived as products or systems within products. Students will be made aware of the responsibilities that designers and technologists have to mankind through an understanding of the potentials and hazards inherent in technological advance, change and decision making.

Students will have the opportunity to study the following:

identification of opportunities for design and technological activity the design and making of artefacts/products and/or systems materials technology appropriate to the production of products or systems components as appropriate, within systems - electrical, electronic, pneumatic, mechanical and interfaces a range of manufacturing methods, and their systems of control industrial and commercial practices social, moral, cultural and ethnic dimensions that relate to technological decisions constraints that economic and ergonomic factors place on designing and making

of products and systems

EXAMINATION BOARD ASSESSMENTThe Advanced Subsidiary AS forms 50% of the assessment of the full Advanced Level. It is assessed at a standard between GCSE and A Level and can be taken as a stand-alone subject or as part of the full A level course.

Candidates take 3 Units for AS in the first year of study and a further 3 for A2 in the second year of study.

AS and A2 combined constitute the full Advanced Level Specification.Students must follow the AS course before progressing to A2.

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Coursework generally takes the form of the analysis and development of products supported by design sheets and forms at least 40% of the overall assessment at both AS and A Level.

The Key Skills of Communication, Problem Solving and Information Technology are integral to the study of Technology and Design but the specification offers opportunities for students to demonstrate all of the following Key Skills:

Communication Problem SolvingInformation Technology Application of NumberWorking with Others Improving own learning and performance

SCHOOL ASSESSMENTAssessment will take the form of the usual College examinations. Homework assignments will be given on a regular basis. These will either be knowledge based or aspects of coursework e.g. research, designing etc. Students will be expected to prepare work for coursework throughout the one or two year course in their own time.

WHAT IS EXPECTED OF A STUDENT?Students will be expected to demonstrate initiative and commitment and a keen interest in the design and manufacture of products or systems within products.

Technology is based on applied science and has a demanding intellectual, creative, philosophical and human content. It puts emphasis on the student’s ability to do independent research and manage the processes involved in the design and manufacture of suitable products. These include the generation of the necessary

Teaching and Learning Units

Assessment Unit

Nature of Assessment

Assessment Weighting (%)

Examination Session

Availability

Unit 1:Product Design and Practice: Materials, Components and their uses

AS 1 (Compulsory)

1½ hour external examination paper

30% of AS

15% of Advanced GCE

Summer and Winter

Unit 2: CourseworkProduct Development

AS 2 (Compulsory)

30 hour CourseworkInternally assessed, externally moderated

40% of AS

20% of Advanced GCE

Summer only

Unit 3: Systemsand Control:Industrial and Commercial Practices

AS 3 (Compulsory)

1½ hour external examination paper

30% of AS

15% of Advanced GCE

Summer and Winter

Unit 4: Coursework In depth study: Designing

A2 1 (Compulsory)

30 hour Coursework internally assessed externally moderated

15% of Advanced GCE

Summer only

Unit 5: Coursework:Making

A2 2 (Compulsory)

30 hour Coursework internally assessed externally moderated

15% of Advanced GCE

Summer only

Unit 6: Systems and Control in Product Design

A2 3 (Compulsory)

2½ hours external examination paper

20% of Advanced GCE

Summer and Winter

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written and graphic material for manufacture, maintenance and use. The subject requires the use of specialist machinery and IT resources. This involves the acquisition of practical skills and knowledge and a high level of competence will be expected in manufacturing, written and graphical work.

The subject is very demanding by nature and requires a high level of organisational skills, time management skills, initiative and motivation particularly in coursework, which contributes greatly to the overall assessment.

Students will be expected to work outside school hours on their coursework and take part in industrial visits.

CAREER IMPLICATIONSTechnology and Design is now accepted by most Universities as an alternative to ‘A’ Level Physics. It is particularly useful for those students wishing to pursue careers in disciplines such as Engineering and Industrial/Product Design. It also offers students the opportunity to build up a portfolio of work, which can be presented at interview as evidence of practical experience.

FURTHER INFORMATIONIf you require more detailed information or advice you should approach your Technology teacher or Miss A O’Loan in the Technology Department.

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KEY SKILLS

1. What are Key Skills?

There are three Key Skills offered at level 2 and 3: Communication Application of Number Information Technology

Communication, Application of Number and Information Technology are often called the ‘main Keys Skills’.

2. Why do I have to do Key skills?

Key Skills are important for everything we do, at school, at college at work and at home.

We are communicating all the time We are using IT more and more every day Numbers are at the heart of much of what we do, at home or at work We all know people who work well in groups, are well organised, and seem to

be able to solve their problems. They are the people who get on best in their studies and get the good grades

That is the point of Key Skills: if you get better at them, you will get better results in your A levels. You will also need these skills at work and in the education and training you do in the future.

So there is nothing new about Key Skills. You are using them already, all the time. What is new is that you are being given the chance to get better at them and to get a qualification that shows how good you are. This will boost your grades and help universities and employers to judge exactly what you can do.

3. How do Key Skills fit with the rest of my course?

Because Keys Skills are at the heart of your learning, you should aim to integrate them into the rest of your course. Look out for chances to practise them in you’re a level lessons, and in your other school activities. You may have some special lessons to help you improve aspects of your skills, but the proper place for Key Skills is at the centre of your studies.

KEY SKILL PROGRAMMES90

KEY SKILLS ARE OFFERED TO ALL YEAR 13 STUDENTSKey skills are available to students under a number of options. All students are required to complete and return a Key Skills Options Form indicating their preferred option.

OPTION 1 The full Key Skills Award

Students who choose this option will be timetabled for 3 double periods per week. Each double period will be dedicated to a particular skill. The skills of Application of Number, Communication and Information Technology will be delivered and assessed at Level 3. The students who study AS English, Maths and Computing need only attend the relevant class until the portfolio is completed to the teacher’s satisfaction.

This may be of particular benefit to those students studying 3ASs, since many universities give 20 UCAS points for each Key Skill at Level 3.

OPTION 2 Unit Award(s)

All Year 13 students must complete a unit award in Information Technology. In addition to this they may choose to complete another unit award in either Application of Number or Communication. (Students will be timetabled for one double period per week for each skill).

There are a number of reasons for choosing to do this. Students studying AS Maths or English may choose to complete the corresponding key skill (Application of Number or Communication) to build up their UCAS points. Additionally, students who follow AS Arts programmes of study may choose to pursue Application of Number to build up their personal skills profile for their UCAS application. Conversely, students pursuing AS Science programmes may benefit from the Communication course.

INFORMATION TECHNOLOGY KEY SKILL

Students who have GCSE ICT and/or are hoping to study the full key skills award will be placed in a Level 3 class. All other students will be studying Level 2. Many universities (e.g. University of Ulster) give 10 UCAS points for each Key Skill at Level 2.

For further information, see Mrs Rainey in M16.

THE STUDENT MENTOR PROGRAMME91

WHAT IS THE STUDENT MENTOR PROGRAMME?The Student Mentor Programme is about Year 13 students discovering their talents and gifts and sharing them with the Year 8 students. It is about working together to help Year 8 students discover their own strengths.

As the Programme develops Student Mentors will:

recognise their own gifts and talents learn useful skills e.g. communication, teamwork, have the opportunity to develop these skills have a support system make a valuable contribution to the life of the school

HOW DOES THE STUDENT MENTOR PROGRAMME WORK?Year 13 students in groups of four are assigned to a particular Year 8 class. For the duration of the Programme they will meet with that class once a week to explore various themes e.g. smoking, drinking, drugs, bullying, prejudice, friendship, school, the environment, talents, relationships, etc. It is envisaged that music, art, drama, poetry, story, etc, will be used as means for exploring the chosen theme.

Mentors will work with their class towards an end of year presentation for parents.

WHAT SUPPORT IS GIVEN?Two training days will be organised for new Student Mentors before their first classroom visit. For the duration of the Programme Student Mentors will meet once each week with one of the Programme’s Co-ordinators (Mrs Smye, Mr Tiffney or Miss Kelly) to prepare for the next class and examine how this might effectively be presented.

This is also an opportunity to evaluate the previous lessons and discuss any problems the Student Mentors might have encountered. Written evaluations of each class are provided by the mentors to the co-ordinators.

HOW ARE STUDENT MENTORS SELECTED? Candidates must be free from classroom/curriculum commitment at the

required times They must be prepared to commit themselves to the programme for two

classes per week. They must apply in writing to the Student Mentor Programme Committee.

(Application forms will be supplied). They must have written parental permission.

WHAT ARE THE BENEFITS OF THE STUDENT MENTOR PROGRAMME?It is envisaged that the Student Mentor Programme would be of benefit primarily to the sixth form students who take part in it and that in the exercise of this considerable responsibility they would grow in confidence and self-esteem. The programme enables Year 13 students to recognise their own talents and provides them with the opportunity to develop and use these for the benefit of Year 8 students.

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It provides them with valuable experience in lesson-planning and classroom management. They will learn how to work with others as part of a team and will develop a variety of essential communication and social skills. These skills will be of immense value in interview and public-speaking situations.

In addition, participation in the Student Mentor Programme will be an impressive contribution to a student’s curriculum vitae.

FURTHER INFORMATIONPlease contact:Mrs G SmyeMr S TiffneyMiss D Kelly

THE SIXTH FORM COMMUNITY SERVICE PROGRAMME

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The College runs a Community Service programme for interested students linking with the following places:

Tor Bank School (Year 14 only) Longstone School The Marie Curie Centre

Tor Bank and Longstone are schools that cater for a wide range of learning difficulty. The commitment is a weekly one during term time from September to April. The students selected will be involved in a wide range of activities from work in the classroom to recreational activities such as swimming. Selection will be very dependent on availability and suitability especially reliability.

FURTHER INFORMATIONPlease contact Mr D Kealey.

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