BALLYMENA ACADEMY

INFORMATION

ON

THE

SIXTH FORM

PROGRAMME

2015/2016

CONTENTS

Introduction

The Sixth Form Programme

Page

3

9

'AS' LEVELS Exam Board

Art and Design CEA 10

Biology CEA 11

Business Education : Business StudiesEconomics

CEACEA

1314

Chemistry CEA 15

Classical Civilisation AQA 17

Construction BTEC – Subsidiary Diploma EDEXCEL 19

Drama and Theatre Studies AQA 20

Engineering BTEC – Subsidiary Diploma EDEXCEL 22

English Literature CEA 24

French CEA 26

Geography CEA 30

German AQA 33

Health and Social Care (Applied) CEA 35

History CEA 37

Home Economics CEA 39

Information & Communication Technology CEA 40

Mathematics CEA 42

Further Mathematics CEA 43

Media Studies WJEC 44

Music CEA 46

Physics CEA 48

Religious Studies CEA 50

Software Systems Development CEA 53

Spanish CEA 55

Sports Science and the Active Leisure Industry CEA 57

Technology and Design CEA 59

2

INTRODUCTION

In a fairly short time you will have important choices to make about how you will proceed after Year 12. This booklet has been designed to help you make decisions by providing you with some useful information.

It is important to realise that openings in educational and commercial/industrial spheres tend to go to the best qualified, and so it cannot be stressed too strongly that your performance at GCSE is of utmost importance. For example a University Admissions Tutor will consider your GCSE profile as part of the selection process, and this may well influence his/her decision as to whether or not to make you an offer.

Therefore we would encourage you to do as well as you can in the GCSE examinations so that you have the best possible base upon which to build your future career.

What options do you have?

You could enter Year 13 and continue your education at this school. The contents of this booklet will provide you with information about the Sixth Form programme.

You could leave school and embark on an alternative form of secondary level or further education elsewhere e.g. a college of further and higher education, or a training establishment. You may wish to consider other courses as alternatives to ‘A’ levels e.g. Applied AS/’A’ Levels, other Vocational Qualifications etc.

You could leave school and enter directly into the world of work, although very few choose this route. If this is your preferred option you should research carefully the employment areas open to you.

Criteria for admission to Year 13 and progression to Year 14.

The general criteria have been established to help ensure that:

- Year 13 placement will be in the pupil’s best interests- he or she is capable of following a two-year course of study involving four subjects to ‘AS’ Level

and a minimum of three subjects to Advanced Level- the pupil’s presence in a class in either Year 13 or Year 14 will not detract from the learning and

achievement of others or the teacher’s ability to support their learning and achievement- decisions on admission to Year 13 and Year 14 are fair and clearly understood and are based on

objective criteria- due regard is given to guidance on admissions issued by the Department of Education (Circular

2013/11).

Criteria for any extra places made available by the Department of Education for admission into Year 13 (Sixth Form)

The Department of Education may, in response to a request from a school, increase the number of pupils that the school can admit to its Year 13. Places that become available in this way shall be allocated only to pupils who meet the basic eligibility criteria for sixth form study (as set out above) and shall be allocated in the order determined by the criteria to be applied in the order set down.

1. Pupils who have most recently completed Year 12 in Ballymena Academy.

2. Pupils from other schools where admission to an extra place at Ballymena Academy has been agreed by the Department of Education.*

* Parents should note how the Department of Education (DE) will, in response to a school’s request, increase the school’s enrolment number in order to allow an extra post-16 pupil to enrol. DE will only increase the school’s enrolment number if it is content that each external pupil for whom a place is requested would not be able to pursue their post-16 course-choices at a suitable school without undertaking an unreasonable journey (i.e. a journey that by public transport would be over an hour from where the young person lives). If DE finds that no other suitable school may provide all of the post-16 courses that the pupil wishes to pursue – then DE will agree a school’s request for an extra place.

3

What is a school of a type that is suitable for a pupil? To determine this, DE first considers all schools to be one of 4 types: (i) denominational (ii) non-denominational (iii) Integrated; and (iv) Irish-medium. A school requesting an extra place for a post-16 pupil will belong to one of these 4 types and DE will consider any other school from this same type as suitable for the pupil. DE will also consider as suitable for the pupil any school of the same type as that attended by the child in Year 12.

Criteria

[1] Criteria for admission to Year 13

Pupils will normally1 be required to have achieved:-

1.1 a minimum of seven GCSE passes at grades A* - C (including English and Mathematics), at least four of which must be grade B or better, with sufficient GCSE passes at the appropriate level in relevant subjects to enable them to access four subjects at ‘AS’ level, at least three of which they can take to A2 level.

1.2 a grade B or higher in GCSE (at higher tier) in each of the subjects which the pupil intends to take at ‘AS’ level and the standard required by subject-specific criteria.ORIn any subject which does not stipulate a B grade, or higher, in a specific GCSE subject as a criterion for entry to ‘AS’ study, then a B grade, or higher, in a subject identified as related to that which the pupil wishes to take will be required.

1.3 sufficient GCSE passes at the appropriate level in relevant subjects to enable them to access four subjects at ‘AS’ level, at least three of which they can take to A2 level.

Pupils must:

1.4 have a satisfactory behaviour and attendance record in their schooling to date.

Applicants from schools other than Ballymena Academy should note that their previous school will be asked to confirm their disciplinary and attendance record. The Principal shall determine what is ‘satisfactory’ in all instances.

1.5 Take four ‘AS’ subjects for the duration of Year 13 and sit ‘AS’ examinations in those subjects at end of the year.

1NormallyThe only exceptions are pupils for whom a special circumstance exists and who come very close but do not completely satisfy some of the criteria.Some exemption may be given for pupils who, because of special circumstances, for which there is contemporary objective evidence, did not achieve the GCSE grades which were predicted for them.

In such cases the school must be satisfied that:- there is contemporary evidence of the special circumstance- there was some detrimental impact on the pupil’s GCSE attainment- the pupil is capable of taking on a demanding course of study at Advanced Level- the pupil has a satisfactory behaviour and attendance record (Attendance may be lower than is

normally required but absences will be related to the special circumstance).

1.6 Agree to abide by the school rules and regulations, to co-operate with staff and to spend time beyond the school day on homework, independent study, revision and preparation. Pupils and their parents must sign the Sixth Form Agreement.

Subject-specific criteria

4

1.7 Subject-specific criteria, which are agreed and published in advance, will be applied. Failure to reach the required standard will mean that the subject cannot be taken and this may mean that the pupil is unable to enter Year 13.

Some subjects (normally no more than two) may be taken at ‘AS’ level without previous study at GCSE. In such subjects it may be possible for a pupil who has previously studied the subject to GCSE level and attained a ‘C’ grade to take the subject at ‘AS’, provided that:

- the individual meets the entry requirements for three other subjects- there is room in the classes, and no pupil with an A* - B grade is prevented from taking the

subject- Grade A* - B has been achieved in a related subject- the teacher’s GCSE forecast in the subject was at least grade B- the subject teacher and Head of Department supports the pupil’s admission to this subject on the

basis of their experience of that pupil’s attitude, application to his or her studies, including Coursework/Controlled Assessment and homework, attendance and behaviour.

1.8 In the case of a subject not available as a GCSE, subject-specific criteria apply.

1.9 Where a subject is over-subscribed (i.e. where there are more pupils wanting to take the subject than there are places available), criteria will be applied but preference will be given to:

(a) those who originally opted for the subject when choices were made(b) those whose original subject choice could not be accommodated in full

After that, pupils with higher GCSE grades shall have preference.

[2] Criteria for admission to Year 14

Progression from Year 13 to Year 14 is not automatic. In Year 13 pupils take ‘AS’, a separate stand-alone qualification which can be integrated with ‘A’ levels.

Pupils wishing to progress to Year 14 must normally2:-

2.1 have achieved:- a minimum of four ‘AS’ pass grades or, in exceptional circumstances, three ‘AS’ pass grades where there is evidence that the pupils sustained their efforts in the fourth subject (e.g. Year 13 report, referral for non-completion of homeworks, performance in assessment tasks, conduct/application and attendance)

and- a minimum of 80 points from the three ‘AS’ subjects being carried forward to A2 level.

2.2 have a satisfactory record of behaviour and attendance during Year 13.

2.3 must take at least three of their ‘AS’ subjects through to A2 and continue with those subjects through Year 14.

2In the case of progress to Year 14, a pupil who fails to meet the required standard, for whom a special circumstance exists and for which the school has documentary evidence, may be allowed to repeat Year 13, provided that he or she has a satisfactory behaviour record.

The above information is kept under review and may be subject to alteration.

Please note:-Every effort is made to design a flexible time-table which maximises choice and accommodates individuals within available resources. In a very small number of cases this may prove impossible and an individual will be required to change one of their choices. Subjects begin in Year 13 only if there is a valid size of class group. However, if a subject is taken in Year 13 it will be maintained in Year 14, regardless of class size, with the exception of subjects which are identified from the outset as ‘AS’ only.

Choosing your ‘AS’ level subjectsOver the next few weeks you will have the opportunity to discuss your options in detail with your Careers Teacher. It is also important that you make use of the vast array of resources available in the Careers Library - which houses a wealth of resources - information on occupations, education and training, university and

5

college prospectuses, handbooks, directories, magazines and computer databases. Also listen to the podcasts which have been uploaded to the VLE.

Consider the following:- What subjects do you like? You will perform best and get the best results when you are enjoying your work and when you are fully committed to it.

Where does your ability lie?Interest in a subject must be matched by the necessary ability. If you cannot perform to an adequate standard you are likely to lose interest and confidence. The best people to advise you are your teachers, who are able to assess your ability and are familiar with the demands of their subjects. GCSE grades are also a good, though not infallible guide.

What subjects do you need?You may not need any particular subjects; but many university departments do have specific requirements - it is worth spending time gathering information about university entry requirements before making your choice of subjects. See pages 6 and 7.

How can you keep as many career options open as possible?There is no doubt that choosing four subjects will narrow options in some way. However it is possible to choose a combination of subjects which will allow a wide range of options.

Talk to your careers teacher, subject teachers, parents, the Department for Employment and Learning (DEL) Careers Adviser - gather as much information as possible, from as many sources as possible, before making any decisions.

In August you and your parents will be invited to attend an interview with your Careers Teacher. This will give you an opportunity to review your decisions in the light of your GCSE results.

Don’t panic - there is plenty of support available and although we cannot make the choices for you, we can provide lots of valuable information and guidance.

Some useful websites:-

Examination Boards - detailed specifications for each subject offered at G.C.S.E. can be viewed at these sites.

www.ccea.org.uk Northern Ireland Council for the Curriculum, Examinations and Assessment(CCEA)

www.aqa.org.uk Assessment and Qualifications Alliance (AQA)

www.wjec.co.uk The Welsh Joint Education Committee (WJEC)

Local Universities - Information provided about Admissions criteria for specific courses

www.qub.ac.uk Queen’s University, Belfast.

www.ulster.ac.uk University Ulster

www.prospects.ac.uk - an excellent resource – provides detailed information about a range of careers. Refers to work conditions, entry requirements, training, vacancies, related courses etc.

www.careersbox.co.uk – Careers Films on the WEB.

Some courses/careers require specific subjects. These are general guidelines on subjects which may be required for admission to Undergraduate Degree Courses.

6

It is stressed that these guidelines are very general - requirements vary slightly between institutions. They have been produced for university entrance in September 2015 and may have changed by the time you reach Year 14. It must be emphasised very forcefully that it is by no means a definitive statement of requirements and should not be treated as such. You should check individual university websites in order to gather comprehensive information about entry requirements for a particular discipline.

Note: BTEC Qualification/Applied Qualifications

Some institutions make specific requirements regarding BTEC Subsidiary Diplomas/Applied courses. If you are taking a BTEC qualification/Applied course as part of your Sixth Form programme, it is important that you research university admissions criteria in order to determine requirements/restrictions relating to these qualifications. Some Russell Group universities will accept only a maximum of one Applied/BTEC course.

Subjects mentioned refer to Advanced and/or ‘AS’ level subjects.

Accountancy/Finance

Often no specific requirements, although some universities require or prefer Mathematics.

Architecture A balance between arts and science subjects. Mathematics sometimes preferred. Evidence of artistic ability - either GCSE, ‘AS’ or ‘A’ level Art and Design, or a portfolio of art work is usually required.

Business Studies Normally no specific requirements.

Computer Science

Mathematics is often required but one of Chemistry, Computing, ICT, or Physics may be acceptable.

Dentistry Chemistry and Biology.

Economics Mathematics is often preferred or required. Economics is sometimes desirable.

Engineering Mathematics and Physics is often preferred, or required, as the second subject. Some universities accept Technology, Biology, Chemistry, Geography or I.C.T. if Physics is not offered.

Environmental Science

At least one, and preferably two, of Biology, Chemistry, Physics, Geography and Mathematics.

Forensic Science Biology or Chemistry. Chemistry may be required.

Law Usually no specific requirements. Some Scottish universities require at least English Literature at G.C.S.E.

Media Studies Generally no specific requirements.

Medicine Chemistry and one of Biology, Physics or Mathematics. Biology is often required, at least to ‘AS’ level.

Nursing Often no specific subjects although a science may be required.

Occupational Therapy

Sometimes no specific subjects, although some universities require a science or health related subject and some Scottish universities require English.

Optometry Normally two of Biology, Physics, Mathematics, Chemistry. Occasionally Biology or three sciences are required.

Pharmacy Chemistry and at least one of Biology, Physics, Mathematics. Biology or Mathematics are occasionally preferred or required as the second or third subject.

7

Physiotherapy Normally one science, with Biology being preferred or required. Occasionally two sciences may be required.

Psychology Sometimes no specific requirements although some universities require at least one science.

Radiography At least one science.

Speech Therapy A range of subjects which may include English, Mathematics, Science or a modern Language. A science may be required.

Sport and Exercise Science

Most courses require at least one science.

Teacher Training Stranmillis University College - Primary Education.At least one subject required from - Art and Design, English, Geography, History, Mathematics, Music, Physical Education, Religious Studies, Science.

Stranmillis University College – Secondary Education.Subjects which can be taken as main subjects – Business and Enterprise, Mathematics and Science, Religious Studies, Technology and Design – These all require subject related A-levels.

Note: Teacher Training Courses in Scotland require applicants to have G.C.S.E. English Literature.

Veterinary Medicine

Chemistry and Biology. A third science subject is occasionally required.

This list is not exhaustive - many courses not mentioned above will ask for specific subjects, but in such cases the subject requirements are obvious e.g. to embark on a degree in Geography, ‘A’ level Geography.

8

Proposed Sixth Form Programme 2015 - 2017(This information is kept under review and may be subject to alteration)

An Advanced Level in a subjectcomprises

Advanced Subsidiary (AS) 2 or 3 unitsin Year 13

graded on an A-E scale. +

A22 or 3 unitsin Year 14

graded on an A*-E scale.

The Year 13 Programme 2015 to 2016 is composed of GCE Advanced Subsidiary (‘AS’ Levels) and a minority time enrichment programme. It is designed to provide depth and breadth of study.

Pupils will take four subjects and the enrichment programme in Year 13. Pupils will select three of these subjects which they intend to continue with as A2 subjects in Year 14 - thus completing three full ‘A’ level programmes. The fourth subject will be studied in Year 13 only and taken as an ‘AS’ level. In some cases pupils may opt to take all four subjects to A2 level, providing they meet the set criteria. Since the purpose of the structure is to provide a course which has breadth and balance, it is recommended that one of the AS subjects should be in a contrasting discipline.

‘AS’ and A2 Level subjects are as follows (All subjects are offered dependent on uptake justifying viable classes):-

Subjects marked in this way may be taken without previous GCSE study. See subject information for entry requirements.

Art and Design Biology Business Studies* Chemistry Classical Civilisation Construction – BTEC Subsidiary

Diploma/Certificate *** Drama and Theatre Studies Economics English Literature Engineering – BTEC Subsidiary

Diploma/Certificate *** French Further Mathematics Geography

German Health and Social Care (Applied) History Home Economics Information & Communication Technology Mathematics Media Studies** MusicPhysics Religious Studies Software Systems Development ****

Spanish Sports Science and the Active Leisure Industry Technology & Design

* See Page 13 for Entry requirements.** See Page 44 for Entry requirements.*** This course will be delivered by N.R.C. and may be attended by pupils from other schools.**** See Page 53 for Entry requirements.

Please note that as far as the Year 13 programme is concerned, very occasionally minor restrictions in choices may occur, given constraints of time-tabling and the viability of classes. However, every effort is made to accommodate individual pupil choices within the framework presented. Where a subject is oversubscribed the criteria applied may be enhanced.

The Enrichment Programme is reviewed annually. It includes timetabled- Careers Education- Games

and a range of stand alone and co-curricular activities.

Further details about other components will be made available in August.

9

ART AND DESIGN - AS/A2

INTRODUCTION

AS and A2 students are encouraged to develop core artistic skills that will prepare them for careers in the Creative Industries, as well as developing the following valuable transferable skills which will benefit them in any employment area.

That is to: be creative in their thinking and problem solving be visually astute and aesthetically aware use artistic media sensitively use time efficiently present images attractively investigate appropriately analyse and evaluate

The emphasis is on building confidence, inspiring creativity, encouraging personal interpretations and offering a broad range of craft, artistic and design based techniques, using traditional as well as contemporary and computerised methods.

Given the ever increasing prevalence of image-based media, and related opportunities in the world of work, Art and Design at AS/A2 can contribute to a broad range of options for further study and career interests (see UCAS site). Indeed the range is so wide that prospective candidates should look in detail at separate careers material or talk to Art staff informally.

ENTRY REQUIREMENTS

Usually, people who are likely to succeed at AS level and beyond, will come to the course with the experience of GCSE Art and Design to at least a Grade B standard.

Progression to A2 will normally be dependent upon successful completion of the AS course.

COURSE SUMMARY

AS Year A2 YearThe AS specification requires one unit of coursework which is a ‘Portfolio’.

The students will also respond to an Externally Set Assignment, set in early February, requiring several weeks of preparation and the completion of a final outcome in an exam period of 8 hours.

60%

40%

The A2 specification requires one unit of coursework which is a ‘Personal Investigation’.

The students will respond to an Externally Set Assignment, set in early February, requiring several weeks of preparation and the completion of a final outcome in an exam period of 12 hours.

60%

40%

100% of AS50% of A2

50% of A2

Art and Design offers opportunities for developing Skills in the areas of Communication, ICT, Improving Own Learning and Performance, Problem Solving and Working with Others.

10

BIOLOGY AS/A2

INTRODUCTION

The study of Biology to AS level will provide breadth and balance for those who wish to pursue a career in an apparently unrelated field such as Business, Computer Technology, Engineering, Law or Teaching. AS Biology also, of course, provides a firm and essential foundation for the study of A2 Biology, leading to an ‘A’ level award.

‘A’ level Biology can lead to a wide range of courses including Agriculture, Dentistry, Education, Environmental Science, Food Science, Horticulture, Medicine, Nursing, Pharmacology, Physiotherapy, Radiography, Social Science, Speech Therapy, Sports Studies and Veterinary Science.

ENTRY REQUIREMENTS

To make a success of this ‘A’ level you require a Grade B, or higher in GCSE: Biology or a Grade BB or higher in GCSE Science: Double Award.

Double Award students with a Grade BB will have their performance in the three sciences at GCSE closely examined by the relevant Head of Department to ensure that Biology is a strength and they are making an appropriate choice for advanced level study.

COURSE SUMMARY (AS AND A2)The AS Biology course builds on the GCSE standard of knowledge and understanding. It includes topics of personal and social relevance such as human physiology, genetic engineering, enzyme technology and the application of Biology in the field of forensic medicine. It should therefore appeal not only to those who plan to continue their study of Biology but also to those who wish to broaden their education in the study of a stimulating and relevant course. The level of demand of the AS examination is that expected of students half-way through an ‘A’ level course.

The A2 course provides an in-depth study of selected topics such as biochemistry, genetics, ecology and aspects of human physiology which are conceptually more demanding than AS topics.

Assessment Objectives

Students will be able to: recognise, recall and show understanding of biology knowledge; and select, organise and communicate relevant information in a variety of forms.

analyse and evaluate biology knowledge and processes; apply biology knowledge and processes to unfamiliar situations, including those related to

issues; and assess the validity, reliability and credibility of biology information.

demonstrate and describe safe and skilful practical techniques and processes, selecting appropriate qualitative and quantitative methods;

make, record and communicate reliable and valid observations and measurements with appropriate precision and accuracy; and

analyse, interpret, explain and evaluate the methodology, results and the impact of their own and others experimental and investigative activities in a variety of ways.

11

The Table below provides more information on each of the modules:

Module Exam Duration Title Breakdown

AS Level

Module 1

1 hour30 minutesWritten examination, externally assessed

Molecules and Cells

Molecules Enzymes DNA Technology Viruses Cells Cell Physiology Continuity of Cells Tissues and Organs

Module 2

1 hour30 minutes Written examination, externally assessed

Organisms and Biodiversity

Transport and Exchange Mechanisms

The Adaptation of Organisms Biodiversity

Module 3 Internal practical assessment

Assessment of Practical Skills

Student’s practical skills are assessed.

A2 Level

Module 42 hour Written examination, externally assessed

Physiology and Ecosystems

Homeostasis Immunity Co-ordination and Control Ecosystems

Module 52 hour Written examination, externally assessed

Biochemistry, Genetics and Evolutionary Trends

Respiration Photosynthesis DNA as the Genetic Code Gene Technology Genes and Patters of Inheritance Mechanisms of Change Kingdom Plantae Kingdom Animalia

Module 6 Internal practical assessment

Assessment of Investigational and Practical

Student’s investigational and practical skills are assessed.

12

BUSINESS EDUCATION (Business Studies and Economics)

Business Studies and Economics are offered at AS and A2 level at Ballymena Academy.

BUSINESS STUDIES AS/A2

“Business Studies hones your skills in decision-making and problem solving which are invaluable for any career path”. Fiona Bonar, Senior Client Account Manager – WPP Advertising Agency, London; Ballymena Academy (1998-2005).

INTRODUCTION

GCE Advanced Level Business Studies embraces many different business disciplines and takes account of different forms of business organisations - the specification emphasises the diverse, yet integrated, nature of business activity.

Business behaviour can be studied from a number of different stakeholder perspectives : the customer, the manager, the creditor, the owner or shareholder, the employee and the Government - with a range of business disciplines being utilised.

The European dimension is also incorporated developing a candidate’s knowledge and understanding of the potential opportunities and constraints emanating from membership of the European Union for business activity both at the local and international levels.

Environmental issues are raised and an awareness and appreciation of how and why such issues have a dramatic affect on a businesses decision-making and strategy formulation as well as the future impact.

AIMS

to develop an understanding of the integrated nature of complex and dynamic business activity through a critical appreciation of the process of decision-making within the context of the environment, society and the economy;

a critical appreciation and understanding of the functions of a range of profit making organisations, contrasting these with non-profit making organisations;

understanding the theory of problem solving and to be able to apply such skills to the analysis of business issues and solutions of business problems;

an ability to acquire and use a range of business ideas, techniques and disciplines to engage in an analysis of the impact of business activity in local, national and international economies.

ENTRY REQUIREMENTS

AS/A2 level - A* B grade in either GCSE Business Studies or GCSE Economics.

COURSE SUMMARY

The course is divided into four modules..

AS 1 The Competitive Business

AS 2 Managing Business Resources

A2 1 Making Business Decisions

A2 2 The Changing Business Environment

ECONOMICS AS/A2

13

Past pupils’ comments

“Economics is invaluable. I have quickly learned that a basic grasp of Economics is fundamental to being successful in a corporate/commercial environment.” Richard Cameron (1998-2005 – Head Boy 2004-05), Commercial Solicitor, City of London.

“The grounding in fundamental business concepts which Economics provides has helped me to better understand the process of becoming a Chartered Accountant.” Andy Moore (2000-2007), KPMG, Canary Wharf, London.

“Economics is of great importance to understand the fundamentals of business/commerce and main market principles that impact the economy on so many different levels.” Simon Ross (1999-2006), Chartered Surveyor, CVS London.

INTRODUCTIONThe study of Economics is invaluable to students who seek to follow a wide range of career paths. Economics increases candidates’ knowledge and critical understanding of the world in which we live. It helps to make sense of the wide range of economic decisions which are taken by consumers, producers and citizens and to appreciate the causes and effects of these decisions. It develops candidates’ skills of investigation, questioning, reasoning and evaluation in the context of a study of real economic problems and issues. As such, Economics can make a major contribution to candidates’ intellectual development and their preparation for adult life.

AIMSEconomics addresses some of the most pressing problems and issues that society faces today, including:

What should be the market’s role in providing for society’s wants?

How can individuals, businesses and governments manage their resources effectively?

What are the best solutions for environmental problems such as pollution, road congestion and climate change?

How can we ensure that poorer countries as well as richer ones benefit from globalisation?

Economics provides students with a tool kit of concepts, ideas and techniques. These tools allow them to critically investigate and analyse problems, evaluate information and evidence and arrive at reasoned conclusions and judgements. The subject provides opportunities for students to communicate ideas orally and in writing and to use information and communication technology to access, interpret and analyse data.

CAREERSEconomics opens up a wide range of opportunities for further and higher education and interesting and rewarding careers. Those with economics qualifications are well placed for careers in business, finance, government services and professions such as teaching and the law.

COURSE SUMMARY

The Economics course is divided into four modules.

AS 1 Markets and Prices

AS 2 The National Economy

A2 1 Business Economics

A2 2 The Global Economy

14

CHEMISTRY AS/A2

INTRODUCTION

The CCEA ‘A’ Level specification allows students to develop their knowledge and understanding of the concepts of Chemistry and also develop links between theory and practical experiments. The course encourages students to appreciate the contributions of Chemistry to society and the responsible use of scientific knowledge and evidence, as well as sustaining and developing their enjoyment of, and interest in, Chemistry. For more information about this course including a student guide visit: www.ccea.org.uk/chemistry/ (CCEA Chemistry microsite; choose Revised GCE).

The career opportunities for chemists are many and varied – medicine, dentistry, zoology, veterinary science, chemical engineering, pharmacy, food science. A chemistry qualification can even serve as a passport to many non-scientific careers such as accountancy and law. For information about careers in Chemistry, visit:

www.ch.qub.ac.uk/ (Queen’s University of Belfast, School of Chemistry and Chemical Engineering)www.rsc.org/Education/SchoolStudents/index.asp (Royal Society of Chemistry website)www.whynotchemeng.com (Lots of information about Chemical Engineering)

ENTRY REQUIREMENTS

To make a success of this ‘A’ level you require a Grade B, or higher in GCSE: Chemistry or a Grade BB or higher in GCSE Science: Double Award.

Double Award students with a Grade BB will have their performance in the three sciences at GCSE closely examined by the relevant Head of Department to ensure that Chemistry is a strength and they are making an appropriate choice for advanced level study.

COURSE SUMMARY

The AS course (studied in Year 13) is divided into three assessment units AS 1, AS 2 and AS 3. Students following the A level course must study three further units (in Year 14): A2 1, A2 2 and A2 3. In the delivery of the specification it may be possible for students to develop their Skills.

Module 1 (Unit AS 1): Basic Concepts in Physical and Inorganic ChemistryThis module builds on GCSE and contains units on atomic structure and bonding as well as the shapes of molecules and ions and the forces existing between them. There is a general introduction to the Periodic Table with an in-depth study of the halogens (Group VII). Redox reactions are introduced while analytical chemistry consists of acid-base titrations. Basic calculations and equations are included in this module.

Module 2 (Unit AS 2): Further Physical and Inorganic Chemistry and Introduction to Organic ChemistryOrganic chemistry, introduced at GCSE, forms a major part of this module with work on the chemistry of alkanes, alkenes, halogenoalkanes and alcohols. There is an introduction to equilibrium and kinetics (rates of reaction) while thermochemistry (‘energetics’) is covered in some depth. The analytical chemistry aspects are covered by infra red spectroscopy and qualitative analysis (identification tests). There is also further work on basic calculations.

Module 3 (Unit AS 3): Practical AssessmentThis unit is timetabled (Part A in the laboratory; Part B in the examinations hall) and taken by candidates under controlled conditions. The papers will be externally marked by CCEA. Practical Booklet A consists of two practical tasks. Practical Booklet B has a data analysis section, a planning exercise and a number of other questions testing knowledge of practical techniques, observations and calculations.

15

Module 4 (Unit A2 1): Periodic Trends and Further Organic, Physical and Inorganic ChemistryEquilibrium and kinetics are developed further in this module and there are also units on lattice enthalpy and entropy. The study of organic chemistry is continued with units on isomerism, aldehydes and ketones, carboxylic acids and esters, fats and oils. Periodic trends and environmental chemistry complete this module.

Module 5 (Unit A2 2): Analytical, Transition Metals, Electrochemistry and Further Organic ChemistryAnalytical chemistry is developed through units on mass spectrometry, n.m.r spectroscopy, volumetric analysis, colorimetry and chromatography. The inorganic chemistry studied is based mainly on transition metals with specific reference to chromium and vanadium. Organic nitrogen compounds form the backbone of the work on organic chemistry with a final unit on polymer chemistry.

Module 6 (Unit A2 3) : Practical AssessmentThis is a practical examination consisting of a planning exercise and practical exercises.

ASSESSMENT AND REPORTING

Assessment of modules 1, 2, 4 and 5 is by means of a written paper consisting of multiple choice questions and structured questions. Modules 3 and 6 are assessed through planning questions, practical tasks and questions relating to practical work.

AS qualifications are awarded on a five grade scale from A to E. A level qualifications are awarded on a six grade scale from A* to E. To be awarded an A*, candidates will need to achieve a grade A on their full A level qualification and an A* on the aggregate of their A2 units.

SUMMARY OF EXAMINATION INFORMATION

Module Assessment unit

Assessment format Test time Weightings for A level

1 AS 1 Written paper externally assessed

1 hr 30 mins 17.5%(35% of AS)

2 AS 2 Written paper externally assessed

1 hr 30 mins 17.5%(35% of AS)

3 AS 3 Practical assessmentexternally assessed

2 hrs 30 mins 15%(30% of AS)

4 A2 1 Written paper externally assessed

2 hrs 20%

5 A2 2 Written paper externally assessed

2 hrs 20%

6 A2 3 Practical assessmentexternally assessed

2 hrs 30 mins 10%

For more information please speak to Mr. Christie.

16

CLASSICAL CIVILISATION ‘AS’/‘A2’

Introduction

What is Classical Civilisation? It is the study of Ancient Greece and Rome focusing on History, Politics, Culture and Literature (you

do not need Latin or Ancient Greek). It is an interesting and exciting new subject for those who have not studied it at GCSE. You will gain knowledge about a period that laid the foundations for our Modern Western Society. It complements many other popular ‘A’ levels, including History, English Literature, Religious

Studies, Drama and Theatre Studies and Art. It also serves as an introduction to Politics and Archaeology at ‘A’ level.

The Aims of the Course To acquire knowledge and understanding of Greek and Roman Civilisations. To learn how to use primary sources as evidence. To produce focused and well-structured pieces of extended writing. To develop transferable skills in analysis and evaluation, similar to those acquired in History.

Entry Requirements You do not need to have studied Classical Civilisation at GCSE. You are required to have a B grade at GCSE level in a related subject such as English.

Course Content

‘AS’ Level: Ancient Greece

Unit 1: Athenian Democracy This topic looks at the historical and political reasons for the development of the world’s first democracy. It requires you to analyse the achievements of leading figures like Pericles, evaluate the impact of social factors and assess the political institutions that were created such as trial by Jury. This is a must for anyone interested in constitutional History and Politics and what is truly meant by government of the people, for the people, by the people.

Unit 2: Homer’s OdysseyThis was the second book written in Western Literature. It follows the adventures of Odysseus after the Siege of Troy and his quest to return home, during which he kills the Cyclops and ventures into hell. This unit focuses on techniques such as the use of narrative and description, plot and characterisation. Additionally, it offers an insight into the religious, cultural and social values of Ancient Greece.

Examinations at ‘AS’ level Each unit is worth 50% of ‘AS’, 25% of ‘A’ Level. Each exam is 1 hour 30 minutes and is worth 65 marks Pupils answer one structured, source-based question and one short essay on their chosen topic. There is no course work.

A2 Level: Rome

Unit 3: The Emperor Augustus This focuses on the journey of Augustus, the 19-year-old adopted son of Julius Caesar. It concentrates on how he transformed Rome from a Republic to an Empire. It deals with his struggle for power with the Republicans, Mark Antony and Cleopatra. The unit explores his political influence and relationship with the Senate. Furthermore it scrutinises his social legislation, administration, the succession, religious and foreign policy which all helped to lay the foundations for one of the greatest empires in history.

Unit 4: Virgil’s Aeneid This epic work of literature follows the trials and tribulations of the Trojan warrior Aeneas and his attempt to

17

lead the survivors of Troy to the promised land of Italy. As in the Odyssey, it focuses on techniques such as the use of narrative and description, plot and characterisation. However, it is more detailed in its political, cultural and historical context. The book aims to justify and explain Emperor Augustus’ rise to power in the context of mythology and destiny.

Examinations at A2 Level Each unit is worth 25% of ‘A’ Level. Each exam is 1 hour 30 minutes and is worth 65 marks Pupils answer one structured, source-based question and one essay on their chosen topic. There is no coursework

Why do it?Classical Civilisation will appeal to those who have an interest in Ancient History, as well as giving students a greater appreciation of modern European culture and its origins.Perhaps you simply wish to study history, philosophy, literature, archaeology, politics and art all in the one course. This is a great opportunity to study an ‘A’ level that is unique in its content and scope.

Further information is available from Mr. P. Scullion.

18

BTEC SUBSIDIARY DIPLOMA/CERTIFICATE IN CONSTRUCTION Delivered by N.R.C.

QualificationsEdexcel BTEC Subsidiary Diploma in Construction (Equivalent to 1 ‘A’ Level) – Duration 2 years.

Edexcel BTEC Certificate in Construction (Equivalent to 1 ‘AS’ Level) – Duration 1 year.

Entrance RequirementsEntrants should have met the entry requirements specified on pages 4-5.

Course ContentThe Subsidiary Diploma in Construction is composed of a selection of core and optional modules. Six modules are required for the achievement of a Subsidiary Diploma.

Choose a course that will enable you to gain a qualification equivalent to 1 ‘A’ level and the opportunity to progress to a well-paid, prestigious career, within disciplines such as architecture, civil engineering, surveying or environmental technology, armed with industry standard skills recognised around the world.

Current modules offered are as follows:

Core Modules Health, Safety and Welfare Sustainable Construction Science and Materials in Construction and the Built Environment

Optional Units Building Technology and Construction. Surveying in Construction and Civil Engineering CAD in Construction and the Built Environment

Career ProspectsThe course is primarily designed for those who wish to progress to university to study degrees in construction related disciplines including, architecture, civil engineering, building surveying, quantity surveying, property investment and environmental technology.

The Subsidiary Diploma is equivalent to 1 ‘A’ Level and as such is a great supplement to a pupil’s portfolio of two or three other traditional ‘A’ Levels.

The University of Ulster and Queen’s University now recognise the combination of a single Subsidiary Diploma with two traditional ‘A’ Levels as a legitimate alternative to three traditional ‘A’ Levels.

For students who are reasonably certain that they want a career within construction the further advantage of undertaking the Subsidiary Diploma is that when they arrive at University they already understand the fundamentals of what they will be studying, which will ultimately give them a massive head start over their other colleagues.

Students obtaining a Subsidiary Diploma can also progress to a Degree, Higher National Diploma or Certificate (HND, HNC) in a range of disciplines relating to construction and the built environment professions.

N.B. The course will be delivered by the N.R.C. and may be attended by pupils from other schools.

19

DRAMA AND THEATRE STUDIES AS/A2

AIM

This AQA course develops the skills of group work in devised practical projects and furthers the academic study of the theatre.

ENTRY REQUIREMENTS

Candidates are most likely to succeed at a high level if they are creative, enthusiastic students with some relevant experience of performance or production. It is desirable, but not essential, for candidates to have studied GCSE Drama. All candidates must enjoy attending live theatre performances.

ASSESSMENT OBJECTIVES

Candidates will create and perform their own theatrical productions. Candidates will develop interpretations of a variety of plays for performance. Candidates will study the history and theory behind the production of plays and theatre. Candidates will write critically about the live productions they have seen.

‘AS’ SCHEME OF ASSESSMENT

This is comprised of two compulsory units:

Unit 1: Live Theatre Production Seen and Prescribed Play

Candidates are required to answer two questions in a 90 minute examination.

Section A requires a response to live theatre seen during the course e.g. Explain how an actor used his/her skills to present a character.

Section B requires a response to the set play studied (Oh What a Lovely War Joan Littlewood) e.g. As a director how would you direct … (an extract from the play) or How would you perform the character of…

The unit will comprise 60% of the total AS mark, 30% of the total ‘A’ level mark.

Unit 2: Presentation of an Extract from a Play

Candidates are required to work in groups to present, for an audience, a short extract from a published play of their choice.

Each candidate will nominate a skill (Acting, Design, Technical) in which she/he will be individually assessed.

Assessment is based on the rehearsal period and the final production. The assessment also includes candidates’ supporting notes.

The unit will comprise 40% of the total AS mark, 20% of the total ‘A’ level mark.

20

‘A2’ SCHEME OF ASSESSMENT

A further two compulsory units are undertaken:

Unit 3: Further Prescribed Plays including Pre-Twentieth Century

Candidates are required to answer two questions, one on each of two set plays in a 2-hour examination.

Section A requires a response to a Pre-twentieth Century play (A Servant of Two Masters Goldoni) e.g. How would you perform or direct the character(s) of…

Section B requires a response to Twentieth Century or Contemporary Drama (A View from the Bridge Arthur Miller) e.g. As a director how would you direct this extract from your chosen play…

The unit will comprise 30% of the total ‘A’ level mark.

Unit 4: Presentation of Devised Drama

Candidates are required to work in groups to present, for an audience, a drama of their own devising, performed in a theatrical style of their choice. The inspiration for this original piece of drama will be drawn from the ‘A’ level subject content.

Each candidate will nominate a skill (Acting, Design, Technical) in which she/he will be individually assessed.

Assessment is based on the rehearsal period and the final production. The assessment also includes the candidates’ supporting notes.

The unit will comprise 20% of the total ‘A’ level mark.

SKILLS

Pupils studying Drama and Theatre are expected to acquire:

Communication skills; The ability to Work with Others; The ability to Improve own Learning and Problem-solve.

Other Considerations

The study of Drama and Theatre complements subjects such as English Literature, Media Studies, History and Classical Civilisation. As a subject it indicates that a candidate has excellent creative abilities as well as analytical rigour. Candidates who have studied Drama and Theatre have gone on to study a variety of subjects at tertiary level some of which include Law, Literature, Drama, Media Studies, Politics, History and Psychology.

21

EDEXCEL BTEC SUBSIDIARY DIPLOMA/CERTIFICATE IN ENGINEERINGDelivered by the Northern Regional College

BTEC Subsidiary Diploma is equivalent to 1 ‘A’ Level - based on final grade – Pass, Merit, Distinction.

BTEC Certificate is equivalent to 1 ‘AS’ level.

Subsidiary Diploma in EngineeringBTEC Subsidiary Diplomas are six-unit qualifications at Level 3 of the National Qualifications Framework. The Subsidiary Diploma is equivalent to 1 ‘A’ Level and as such is a great supplement to a pupil’s ‘A’ Level portfolio. The subsidiary Diploma in Engineering gives learners a solid foundation for building a career in the engineering sector or moving on to further qualifications or training. Pupils can also take a one-year three- unit certificate in Engineering which equates to an ‘AS’ level.

Criteria

- Pupils need to demonstrate strength in Mathematics (Grade B minimum) and minimum Grade BB in Double Award Science, showing strength in Physics, or Grade B in GCSE Physics.

Note: Pupils wanting to progress to study Engineering at university are strongly advised to look at admissions criteria to ensure that they meet the requirements in terms of subject and qualification combinations.

Course Delivery

This course is delivered by the NRC as part of a collaborative arrangement with other schools in the Ballymena Learning Community. The course will be attended by pupils from other schools. The time-table slots are determined by the Learning Community. Whilst every effort will be made to accommodate this as an option within a pupil’s subject choices, it may not always be possible to schedule it given the time-table restraints determined by each pupil’s other option choices.

The course is taught at the Farm Lodge Campus of the Northern Regional College, where pupils have access to state of the art equipment. Pupils are expected to make their own travel arrangements to the course for sessions which begin first period. They are also expected to make their own travel arrangements home if the session is at the end of the day; otherwise transport will be provided to and from school. Details of time-table slots and transport arrangements will be provided at the beginning of the Autumn term.

Course Content

Six units are required for the achievement of a Subsidiary Diploma (See Unit Content chart overleaf).Three units are required for the achievement of a Certificate.

Assessment Methods

Continuous Assessment over the two year period. Methods include assignments and practical activities.

Special Features

Particularly suited to students who achieve high grades in course work and assignment work.Recognised by University of Ulster and Queen’s University, Belfast.

Career Prospects

22

For students who are decided on a career within engineering, undertaking the Subsidiary Diploma means they arrive at University already understanding the fundamentals, which should ultimately give them an advantage over their peers.

Students may also progress to a Higher National Diploma or Certificate (HND, HNC) in a range of disciplines relating to engineering such as:

Mechanical Engineering Electrical/Electronic Engineering Communications/Software Engineering Engineering Management Biomedical Engineering Technology and Design Sports Technology

If you want to get employment straight away local employers recruit apprentices with BTEC National qualifications to train them for jobs such as:

Manufacturing technicians Electronics service technicians Maintenance technicians

Unit Content

Prospective Queen’s University Entrants

Prospective University of Ulster Entrants

Prospective Foundation Degree

AS/A2 Mathematics (Essential) Mathematics (Essential) Mathematics (Desirable)

AS/A2 Physics/Technology/IT (Desirable)

Physics/Technology/IT (Desirable)

Subsidiary Diploma Engineering Engineering Engineering

Units to be studiedYear 1 Health & Safety Health & Safety Health & Safety

Electrical & Electronic Principles

Electrical & Electronic Principles

Electrical & Electronic Principles

Engineering Drawing Engineering Drawing Engineering Drawing

Year 2 Mechanical Principles & Applications

Mechanical Principles & Applications

Mechanical Principles & Applications

Properties and Applications of Engineering Materials

Selecting & Using Programmable Logic Controllers

Selecting & Using Programmable Logic Controllers

Principles and Applications of Electronic Devices & Circuits

Applications of Computer Numerical Control in Engineering

Applications of Computer Numerical Control in Engineering

For Further Information contact: Mr. T. Heaney – Northern Regional College

23

ENGLISH LITERATURE ‘AS’/A2

INTRODUCTION

The AS and A2 modules provide students with the opportunity to thoroughly engage with a wide range of literature. From Chaucer's medieval Tale to McCabe’s 1992 novel, you will develop your appreciation and enjoyment of literature through in-depth study of both the texts and their contexts. Where possible, you will also have the opportunity to see your set texts realised on stage or screen.

English Literature has a long-standing and academically respected reputation in higher education. Study of the subject will develop your powers of analysis and argument as well as skills in critical reading, detailed observation, essay writing, oral expression and research, all of which are highly valued by universities and employers.

Above all, the study of Literature is highly enjoyable! Past students have been enthusiastic about their texts, and have been challenged and rewarded by their studies, with many choosing to continue the subject at university.

ENTRY REQUIREMENTS

Students ideally should have studied GCSE English Literature since the ‘A’ Level course builds upon the knowledge, skills and understanding developed within the GCSE programme of study. However, a competent and conscientious student who has attained an A/A* combination in English and Media at GCSE may also find that the subject is well within their capabilities.

COURSE SUMMARY

The course is divided into four modules:

AS1: The Study of Drama (Coursework)

Section A: The Study of Shakespeare - You will study Antony and Cleopatra, analysing characters, themes and the influence of social and historical contexts on the playwright.

Section B: The Study of a Twentieth Century Dramatist - After studying A Streetcar Named Desire and The Glass Menagerie, both by Tennessee Williams, you will write a new scene for the characters in the style of Williams.

AS 2: The Study of Poetry Written after 1800 and The Study of Prose 1800 – 1945

In this module you will explore a selection of poems by Irish poets Seamus Heaney and John Montague. You will also study The Great Gatsby, the 20th century novel by F. Scott Fitzgerald recently adapted into a film starring Leonardo DiCaprio.

A2 1: The Study of Poetry 1300-1800 and Drama

You will study The Pardoner’s Prologue and Tale, part of Chaucer’s Canterbury Tales. This also requires considerable study of the Medieval period of English history. At the same time you will study the genre of Tragedy, looking at King Lear by Shakespeare and Burial at Thebes, Heaney’s translation of Antigone.

A2 2: The Study of Prose – theme based -‘The Outsider’

This module requires you to compare two novels, Salinger’s The Catcher in the Rye and The Outsider by Camus. You will also have to analyse an extract from The Butcher Boy by McCabe.

24

ASSESSMENT

AS 1: Coursework (40% AS)

AS 2: 2 hour external exam - one essay on poetry, one essay on The Great Gatsby (60% AS)

A2 1: 2 hour external exam - one essay on Chaucer, one essay on Tragedy (50% A2)

A2 2: 2 hour external exam - one essay on the theme of ‘Outsider’, one extract analysis (50% A2)

CAREER OPPORTUNITIES

Studying English Literature opens up a wide variety of careers. Some graduates follow careers which draw directly on the subject: journalism, teaching, publishing and librarianship. Many others follow career paths which draw on the transferable skills acquired in the study of Literature, such as the ability to organise and analyse information, read critically and communicate clearly. Such careers include the civil service, accountancy, law, social work, management and business, medicine, public relations and advertising.

25

FRENCH AS/A2

INTRODUCTION

An assumption made by people is that everybody in the world speaks English. In fact only 6% of the world’s population are native English speakers and 75% of the world’s population speaks no English. A language nowadays is being regarded less as a subject and more as a skill. By learning a language four communication skills are acquired – the ability to read and understand the language, to listen and understand the language, to write in the language and to speak in the language. In the 21 st century the global economy and the world of work rely on communication tools such as Internet, e-mail, texting, Skype etc. These communication tools all have one thing in common – language. A language is therefore a vital communication skill for today’s world. These communication skills can be acquired and developed through AS/A2 French and can sit alongside any other subject in the curriculum.

WHY FRENCH?

French is the second most influential language in the world – after English French is spoken in five continents French is the official language in 30 countries French is the second most taught language after English and the only language along with English

taught in every country of the world France currently has the fifth largest economy in the world There is huge U.S. investment in France French is the working language of international organisations including the UN, the European Union,

UNESCO, NATO, the International Olympic committee, the International Courts, the International Red Cross

French is the second most used language on the Internet after English French is the working language of culture – art, cuisine, dance, fashion French is the largest donor of vocabulary to the English language – 50% of English vocabulary

derives from French

ENTRY REQUIREMENTS FOR AS AND A2 FRENCH

In order to study the subject at AS and Advanced GCE, students should normally have acquired the knowledge, understanding and skills equivalent to those specified for GCSE at Higher Tier in French, and attained grade A* - B.

COURSE SUMMARY

AIMS

The CCEA specification aims to encourage students to: develop an interest in, and enthusiasm for learning a language develop an understanding of the language in a variety of contexts and genres communicate confidently, clearly and effectively in the language for a range of purposes develop awareness and understanding of the contemporary society, cultural background and heritage

of countries or communities where French is spoken and consider their study of the language in a broader context

It also aims to enable students to: derive enjoyment and benefit from learning a language acquire knowledge, skills and understanding for practical use, further study and/or employment; communicate with speakers of French; and take their place in a multilingual, global society.

PROGRESSION FROM GCSE TO AS/A2

26

The AS specification aims to promote continuity, coherence and progression within the study of French by building on the knowledge, understanding and skills developed within GCSE. AS is a coherent, satisfying and worthwhile course of study for students who wish to take their GCSE level of French further but who may not wish progress to further study in the subject at A2 level. AS level French can thus provide you with linguistic skills that can sit alongside other AS subjects. The A2 section then builds upon the foundations of knowledge, understanding and skills developed within AS. A2 French provides a foundation for entering directly into employment, for further study of French and/or related subjects and for admission into other degree courses.

CONTEXTS OF LEARNING

AS Relationships – Family life and relationships/Personal and interpersonal relationships Health and lifestyle – Physical and mental well-being/Interests Young People in Society – Influences on young people/Education and career planning

A2 Local and Global Citizenship – Equality/Multicultural Society/Democracy and Conflict Environmental Awareness – Conservation/Energy/Climate Change

ASSESSMENT AT AS

Unit Assessment Format Duration Weightings/Marks

Availability

AS 1Speaking

Q1 : PresentationQ2 : Conversation

Approx.13 minutes

Speaking:70 marksAS 35%A2 17.5%

January andSummer

AS2ListeningReadingWriting

Section A – ListeningStudents answer two questions based on two passages recorded on individual CDs.Questions are a mixture of objective type tasks and questions and answers in French.

30 minutes Listening: 30 marks

January and Summer

Section B – ReadingTwo reading comprehension questions based on one text. Questions are a mixture of objective type tasks and questions and answers in French.Q2 : Translation into English

1 hour15 minutes

Reading:30 marks

Translation:20 marks

Section C – WritingExtended Writing question. Students must write an essay response of 200-250 words to a stimulus text on a topic.

1 hour Writing:50 marks

Total time:2 hours45 minutes

Total marks: 130AS: 65%A2: 32.5%

ASSESSMENT AT A227

Unit Assessment Format Duration Weightings/Marks

Availability

A2 1Speaking

Q1 : Discussion based on societal themeQ2 : Conversation

Approx.15 minutes

70 marksA2 17.5%

Summer only

A2 2ListeningReadingWriting

Section A – ListeningStudents answer two questions based on two passages recorded on individual student CDs. Questions are a mixture of objective type tasks, questions and answers in French and questions and answers in English.

35 minutes 30 marks Summer only

Section B – ReadingStudents answer three questions based on two texts. Questions are a mixture of objective type tasks and questions and answers in French.Q3: Translation from English into French.

1 hour25 minutes

Reading:30 marks

Translation:20 marks

Section C – WritingStudents answer one essay response in French of 300-350 words based on a literary text.

1 hour Writing:50 marks

Total time:3 hours

Total marks: 130A2: 32.5%

The specification provides opportunities for the development of Skills in the following areas: Improving Own Learning and Performance Information and Communication Technology and Working with Others

FRENCH AND CAREERS

TRANSFERABLE SKILLS AND KNOWLEDGE

By studying French pupils will: acquire attractive and highly sought after linguistic skills for life and the work place acquire and develop a wide range of communication skills attractive to University admissions develop transferable communication skills necessary for a global society and economy dependant on

communication tools, which in turn rely on language for their use acquire valuable linguistic skills which can be used alongside other subjects in the curriculum develop knowledge of topics across the curriculum through the study of cross curricular topics increase their knowledge of their own language improve their employability and prospects for work in Northern Ireland, mainland UK, France,

French speaking countries, Europe, the U.S. (whose largest companies IBM and Microsoft operate in France) and worldwide and

widen their horizons through the study of another language, its country and its culture.

FRENCH AND UNIVERSITY COURSES

28

A French degree course offers the valuable opportunity of a year abroad working or studying in France or a French speaking country.

A2 French can facilitate entry into apparently unrelated courses such as Law, Medicine, Journalism. French can be combined with many university courses, e.g. Law, Business Studies, Marketing,

Computing, Management Studies, Finance, Economics, Management Studies. Some university courses enable you to continue with French alongside your main course.

FRENCH AND THE WORLD OF WORK

Employers say that you should be able to buy in your language and sell in another. 80% of English exporters state they are unable to conduct business in a foreign language; 77%

believed they had missed or lost business because of it. The U.K. economy could be missing out on contracts worth up to £21 billion a year because of the

lack of language skills of the workforce. The fields of Sales and Trading, Administration and Finance and I.T. and Technology all recruit

linguists. Learning a language is about learning how to communicate properly, learning how to understand

others and being able to understand – these are desirable skills needed in employment.

29

GEOGRAPHY AS/A2

INTRODUCTION

The content that falls within Geographical study is indeed diverse. It ranges from the physical processes which shape our coasts or create our weather to the human processes which have given us a planet of seven billion people with such vast extremes of wealth and poverty. Then there are the vital inter-relationships between the physical and human environments - how do we respond to the challenge of a flooding river, what has been the impact of human activity on natural ecosystems and how can greater sustainability be achieved? Furthermore, Geography incorporates the fascinating dimensions of time and space – how did the tiny village which existed a few centuries ago become the ‘Million City’ of today, how do urban areas across the world differ, what problems do they all encounter? In delivering knowledge and encouraging the understanding of it, Geography also allows the development of certain skills/techniques. They will include those necessitated by the pursuit of any academic subject at Advanced level where young people are required to think about and master sometimes difficult concepts. Given Geography’s prime role in analysing the physical and human world around us, this subject also requires the acquisition of fieldwork techniques and the ability to process data collected in the field by use of graphs, maps and statistics.

In sum, Geography offers a varied base of knowledge/skills and, most significantly, the understanding which will allow pupils to conduct their day-to-day lives with an enhanced insight into what is happening around them – from issues affecting local rural areas to explaining the latest hurricane to strike the U.S.A. The benefits of studying Geography are there for all who approach it with an enthusiasm for the subject matter and a willingness to work hard.

ENTRY REQUIREMENTS

Entry to the AS requires a pass in GCSE Geography, grade A* to B.The AS acts as the foundation for the A2 year.

COURSE SUMMARY

AS - Pupils must study the following 2 units in Year 13.

AS 1 – Physical Geography (including fieldwork skills)This unit has two sections.

Section A - Pupils will plan the collection of data in the field in order to investigate a specific question/hypothesis. After suitable fieldwork has been conducted, each pupil will produce a table of results and a 100 word summary statement, outlining the location/aims of the fieldwork. The table and statement will be taken into the examination where they will be the basis of a question requiring pupils to show knowledge of their investigation, from initial planning through to the drawing of conclusions and including the ability to apply statistical or graphical techniques to the data collected.

Section B - Pupils will study physical processes and systems and human interaction with them. This will be in a range of places and at a variety of scales. The focus will be on:-

Fluvial Environments – a general look at river processes and features; case study material on flooding in a drainage basin.

Ecosystems – the working of a small scale ecosystem; the study of a vegetation succession; the impact of human activity in an area of mid-latitude grassland.

The Atmosphere – the study of global patterns of precipitation, temperature, pressure and winds; an understanding of depressions and anticyclones; case study of the effects of a hurricane.

AS 2 – Human Geography (including skills and techniques)30

This unit has two sections.

Section A - Pupils will become conversant with the skills and techniques required for the collection of data in the field and the subsequent processing of this data through the use of maps, graphs and statistics.

Section B - Pupils will study human processes, systems and outcomes, again in a range of places and at a variety of scales. The focus will be on:-

Population – population data; population structure including an examination of one country’s population pyramids; case study of the relationship between population distribution and resources in a country.

Settlement – challenges for rural environments; planning issues in the countryside including the management of rural areas and the work of rural development agencies; case studies of a MEDC and LEDC city with reference to the challenges each experience.

Development – the nature and measurement of development including contrasts between and within countries; case study of a LEDC and the issues that have affected its development.

A2 – Pupils must study the following 2 units in Year 14.

A2 1 – Human Geography and Global IssuesThis unit has two sections.

Section A – Pupils will study two out of three optional units, i.e. Option A : Impact of Population Change – an examination of global contrasts in fertility and

mortality; an understanding of the causes and impacts of migration; case study of a fertility and a migration policy.

Option B : Planning for Sustainable Settlements – an understanding of the rationale underpinning sustainability; issues affecting the sustainability of urban land use including a city case study; the specific influence of traffic and transport on urban sustainability including a city case study.

Section B – Pupils will investigate one of four global issues. The choice will be “Issues in Tourism”.

A2 2 – Physical Geography and Decision-MakingThis unit has two sections.

Section A – Pupils will study two out of three optional units, i.e. Option A : Fluvial and Coastal Environments – human demands on rivers and coasts; case

study of river and basin management strategies; coastal processes and features; case study of coastal protection strategies.

Option B : The Nature and Sustainability of Tropical Ecosystems – location and climatic characteristics of major tropical biomes; case study of the processes in a tropical forest ecosystem; issues relating to the management of tropical ecosystems including case study material.

Section B – In the decision-making exercise pupils will be provided with a variety of resources and asked to use these as the basis on which to make and justify a particular decision. In addition there will be two new statistical techniques.

In Years 13 and 14 pupils will have two teachers – one for AS 1 and A2 2 and one for AS 2 and A2 1.

ASSESSMENT

31

UNIT TYPE OF ASSESSMENT

AS 1 Physical Geography(including fieldwork skills)

50% of AS 25% of A Level

1 hour 30 minutes external examination paper:- a multi-part question on fieldwork 3 short structured questions on physical geography 2 extended response questions on physical geography

AS 2 Human Geography(including skills and techniques)

50% of AS 25% of A Level

1 hour 30 minutes external examination paper:- a multi-part question on skills and techniques 3 short structured questions on human geography 2 extended response questions on human geography

A2 1 Human Geography and Global Issues

25% of A Level

1 hour 30 minutes external examination paper:- 3 questions – one on each of the two human options and

one on the global issue; questions will be multi-part but with a greater extended writing requirement than at AS.

A2 2 Physical Geography and Decision-Making

25% of A Level

2 hours 30 minutes external examination paper:- 2 questions – one on each of the two physical options;

questions will be multi-part but with a greater extended writing requirement than at AS

Decision-making exercise.

Assessment units for AS 1 and AS 2 will be taken at the end of Year 13.

Assessments units for A2 1 and A2 2 will be taken at the end of Year 14.

The Geography Department will be happy to provide any further information on the content and assessment of this subject.

32

GERMAN AS/A2

INTRODUCTION

The specification extends naturally from the skills developed at GCSE.

Candidates who have followed this specification will be well prepared to use the language for practical communication and to continue their studies in higher education.

In order to study German at ‘AS’ and ‘A’ Level, candidates should normally have acquired the knowledge, understanding and skills equivalent to those specified for GCSE at Higher tier, and attained grade A* - B.

SUMMARY OF SUBJECT CONTENT

‘AS’ Units:

Unit 1 : Listening, Reading and Writing

Media, Popular Culture, Healthy Living/Lifestyle, Family/Relationships.

Unit 2 : Speaking Test

Based on the topic areas listed under Unit 1.

There is no literature component at ‘AS’.

A2 Units:

Unit 3 : Listening, Reading and Writing

Environment, The Multicultural Society, Contemporary Social Issues and two Cultural Topics.

Unit 4 : Speaking Test

Based on the topic areas listed under Unit 3.

SKILLS OPPORTUNITIES IN GERMAN

The nature of German makes it an ideal vehicle to assist candidates to develop their knowledge and understanding of the Skills of Communication, Information Technology, Working with Others and Improving own Learning and Performance.

SCHEME OF ASSESSMENT - ADVANCED SUBSIDIARY [‘AS’]

Unit 1 : Listening, Reading, Writing

Candidates will answer a range of questions based on approximately 5 minutes of heard material which is within their individual control, and on a selection of written texts. They will also respond in writing to a question based on one of the ‘AS’ topics listed under Unit 1 from a choice of three.

Unit 2 : Speaking Test

Part 1 – Discussion of a stimulus card (5 minutes)

Candidates have 20 minutes supervised preparation time during which they should prepare one of two cards given to them by the examiner. The cards will be based on the four topics listed under Unit 1, i.e. Media, Popular Culture, Healthy Living/Lifestyle and Family/Relationships.

33

Candidates may make notes during their preparation time and may refer to these notes during this part of the test. There will be five questions printed on each card which will form the basis of the discussion.

Part 2 – Conversation (10 minutes)

The Conversation will cover three of the four ‘AS’ topics. The first topic in the Conversation will be nominated by the candidate. The remaining two topics in the Conversation will be chosen by the examiner.

The test will be conducted and recorded by the teacher. All tests will be marked by an AQA examiner.

SCHEME OF ASSESSMENT ADVANCED LEVEL [A2]

Unit 3 : Listening, Reading and Writing

Candidates will answer a range of questions based on approximately six minutes of heard material which is within their individual control, and on a selection of written texts. They will also respond in writing to a question based on one of the two cultural topic areas studied. Two questions will be set on each of the areas.

Unit 4 : Speaking Test

Part 1 – Discussion of a stimulus card (5 minutes)

Candidates have 20 minutes supervised preparation time during which they should prepare one of two cards given to them by the examiner. The cards will be based on the three topics listed under Unit 3, i.e. Environment, the Multicultural Society and Contemporary Social Issues. Candidates are expected to choose one of the two points of view expressed on their chosen card, present this point of view for no more than one minute and then defend or justify it.

Candidates may make notes during their preparation time and may refer to these notes during this part of the test.

Part 2 – Conversation (10 minutes)

The Conversation will cover both Cultural Topics studied by the candidate. Approximately five minutes should be spent discussing each Cultural Topic.

The test will be conducted and recorded by the teacher. All tests will be marked by an AQA examiner.

34

HEALTH AND SOCIAL CARE (APPLIED) AS/A2

INTRODUCTION

This GCE in Health and Social Care has been designed for those students who want a broad background in health and social care, which will allow them to progress to further and higher education or employment. Students who attain this qualification will be fully prepared to enter a variety of degree courses.

SKILLS AND INTERESTS REQUIRED

an ability to plan study time in order to complete coursework satisfactorily. the ability to meet deadlines a willingness to work independently a keen interest in the health, social care and early years' sector.

ENTRY REQUIREMENTS FOR AS/A2

GCSE English with at least a Grade B, and

at least BB grades in Double Award Science, OR at least a B grade in Chemistry or Biology, OR an A grade in Single Award Science

It is essential that pupils can demonstrate that:-

they have been able to meet homework, coursework and Controlled Assessment deadlines they have presented coursework and Controlled Assessment of a high standard at GCSE

COURSE SUMMARY (AS and A2)

The six unit single award is equivalent to an Advanced GCE Award. All units relate to the care sector and include health, social care and early years.

SUBJECT CONTENT

YEAR 13 (AS)

Unit 1 Promoting Positive Care

This unit provides you with the opportunity to examine how legislation impacts upon the rights and responsibilities of clients and carers. It focuses on how practices within one setting of your choice promote the positive care of clients and how staff in the chosen setting apply the principles of the Care Value Base. Heath and safety within these environments is investigated. (Report)

Unit 2 Communication in Care Settings

This unit investigates the different types of communication skills used in health, social care and early years' settings and their effectiveness in developing good relationships and showing people that they are valued. In your chosen setting you will have the opportunity to learn and practise your communication skills with service users and/or care workers. (Report)

Unit 3 Health and Well-being

35

This unit investigates the range of lifestyle and societal factors that influence health and well-being. It will involve examining the ways in which ill-health can be prevented and the health promotion methods that are used by health and social-care practitioners. An understanding of the attitudes and prejudices that influence individuals’ health and well-being will be developed. (Examination)

YEAR 14 (A2)

Unit 9 Providing Services

This unit examines how the health, social care and early years’ services are organised. An understanding of how workers in these settings meet the individual’s needs and the benefits of the multi disciplinary approach is developed.In addition the importance of quality assurance in raising the standard of care provided and how national policy and legislation affects service provision locally is considered. (Examination)

Unit 10 Health Promotion

This unit provides an opportunity to research health priorities in N.I. and design and implement a Health Promotion campaign. (Report)

Unit 11 Supporting the Family

This unit provides an opportunity to investigate the functions of the family and to explore how family structures have changed. (Report)

ASSESSMENT

Units are assessed by either examination or report.Each unit will be awarded a grade on a five-point scale from A-E.

PlacementThe AS course involves a period of work experience in a health, social care or early years setting.

CAREER OPPORTUNITIES

Many career opportunities are open to students in the health, social care and early years’ environments. This course will provide the necessary skills which can be transferred to any higher education course.

Specific examples include:

Child CareChild PsychologyDieteticsEducational Psychology

Health PromotionHealth VisitingLaw NursingOccupational Therapy

PhysiotherapyPoliceSocial WorkSpeech TherapyTeaching

36

HISTORY AS/A2

INTRODUCTION

The AS and A2 level courses provide the serious student with the opportunity to study ‘real’ History. Not only are the historian’s skills refined and developed but studying the 17 th Century opens up a world when kings were really kings and power and influence rested in the hands of the few. This is a period when the British legal system and constitution were transformed, shaping the country, and indeed the world, we inhabit today. The in-depth study, which ‘A’ level allows, ensures students can research a wider range of topics yet also develop a greater understanding of the complexity and intrigue of the past.

As in Key Stage 3 and 4 pupils will be encouraged to research and debate the issues examined. Students will be expected to read widely and enter fully into class discussions, often presenting their conclusions before their peers and engaging in historical debate. Critical examination of historical documents is an integral part of the course and will help develop the pupils’ analytical skills. These are further refined in the structured questions and essays which form the bulk of the course’s assessment. During the course, but particularly at A2 level, pupils will learn how to prepare, structure and compose fluent, yet concise, pieces of extended writing. The study of ‘A’ level History will ensure a development in literacy skills and enable pupils to express their ideas clearly and cogently.

‘A’ level History is not solely for the super-intelligent. Experience suggests that enthusiasm for the subject is vital and ample opportunities are provided for more in-depth or tangential studies. Certainly most past students have enjoyed their studies with many continuing the subject at university.

In sum, the study of History offers a sense of the sweep of time and human development and the thrill of new discoveries. It teaches skills such as critical appraisal of documents and the ability to use evidence to advance an argument. To most students it offers an interesting and fulfilling course of study.

ENTRY REQUIREMENTS FOR AS AND A2

To have studied History at GCSE level, or indeed at all, is not a prerequisite for embarking on Advanced Level History. A pupil who is a competent and perceptive reader and who can write well possesses the qualities necessary for success though his/her fund of historical knowledge may be small. A student commencing the study of AS level History without GCSE should possess a good grade in a related subject, e.g. English. A student who has studied GCSE History should possess at least a grade B.

COURSE SUMMARY

AS Module One – England 1603-49

Viewed as one of the most interesting and certainly the most revolutionary periods of British History this module focuses on the reasons why Parliament, due to increasing political, religious and economic reasons, was faced with no alternative but to take up arms against the king. The reigns of the first two Stuart monarchs, James I and Charles I, are studied to trace the roots of this first modern European revolution. Key areas of focus include seventeenth century terrorism in the futile Gunpowder Plot, the religious extremism of the puritans, radical socialists such as the Levellers and, of course, the revolutionaries who were prepared to execute God’s representative on earth - the King.

AS Module Two – The Ascendancy of France in Europe 1660-1714

This module focuses on ‘The Sun King’, Louis XIV of France, the longest reigning monarch in history. His expansionist policies were to provoke two continent wide wars and change the face of European politics forever. As he built the opulent Palace of Versailles, to reflect his own glory, he began a series of disputes with William of Orange to gain territory and increase his ‘gloire’ abroad. Pupils will have the opportunity to investigate this complex, fascinating man and the reaction against him that was to culminate in the emergence of one of Britain’s greatest generals, the Duke of Marlborough.

A2 Module One – Anglo-Irish Relations 1607-169137

Here we examine one of the most important and controversial events in British and Irish history – the Battle of the Boyne. Pupils will trace the background to the conflict by studying the legacy of the Ulster Plantation and the crucial period of James II’s rule that saw European war explode in Ireland. Examining the siege of Derry and the battles of Aughrim and the Boyne allows pupils to understand the political and historical significance of the Williamite Wars for seventeenth century Europe and, indeed, Ireland today. They will also have the chance to study the reign of ‘The Merry Monarch’, Charles II, one of the most charismatic kings of modern times and his ill-fated brother, James II, who was to lose the throne forever in 1688. No study of this period would be complete without an analysis of the importance of religion and how it provoked much of the conflict of the late seventeenth century.

A2 Module Two – Crown and Parliament in England 1603-1702

This is a synoptic study of the constitutional change during the seventeenth century. Information studied in the previous three modules is connected and analysed to understand the changing role and status of the monarchy. The flashpoints of conflict between crown and Parliament are identified to assess when and how our modern constitutional monarchy was birthed.

38

HOME ECONOMICS AS/A2

INTRODUCTIONHome Economics is concerned with the management of human and non-human resources and with making informed decisions about nutrition and consumer issues. The new specification is designed to promote continuity, coherence and progression within the study of Home Economics. The AS builds on, but does not depend upon, the knowledge, understanding and skills developed within GCSE Home Economics. In addition, it provides a basis for those seeking employment in a wide range of careers, such as industry, commerce, education and the health and social services.

ENTRY REQUIREMENTS FOR AS AND A2

It is preferable to have studied Home Economics and attained at least Grade B in the written examination.

Where Home Economics has not been studied at GCSE it is essential to have attained

EITHER GCSE Single Award Science with at least Grade A

OR Double Award Science with at least Grades BB

OR a B grade in Biology and Chemistry.

COURSE SUMMARY (AS and A2)Both AS and A2 courses are organised into units of manageable content with associated assessment units. All units are compulsory.

The units are listed below:

AS 1 : Nutrition for Optimal HealthThis unit requires the study of macro and micro-nutrients and other dietary constituents. Nutritional requirements and current dietary recommendations across the lifespan are also studied.

AS 2 : Priority Health IssuesThis unit requires the study of current research in relation to diet and health, mental health and sexual health. Targets, strategies, initiatives and campaigns for optimising health are also studied.

A2 1 : Consumer IssuesThis unit requires the study of Consumer Issues prevalent in today’s society. It involves consideration of factors which affect the ability of consumers to make informed decisions and manage available resources.

A2 2 : Research-based AssignmentThis unit requires the submission of a report on a research based activity which should not exceed 4,000 words. The chosen research area should come from AS 1, AS2 or A2 1

ASSESSMENT

Unit AssessmentUnit

Nature ofAssessment

Assessment weighting (%)

Nutrition for Optimal Health

AS 1(compulsory)

External Exam Paper

50% of AS25% of Advanced Level

Priority Health Issues

AS 2(compulsory)

External Exam Paper

50% of AS25% ofAdvanced Level

Consumer Issues A2 1(compulsory)

ExternalExam Paper

25% of Advanced Level

Research-based Assignment

A2 2(compulsory)

Internal assessment 25% of Advanced Level

39

INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) ‘AS’/A2

Introduction

This specification is from CCEA and is available for students as an ‘AS’ subject and as a full ‘A’ Level. This course may be delivered in partnership with the Northern Regional College.

Entry Requirements

Students must have completed GCSE ICT to be able to choose ‘AS’ ICT in Year 13. They are expected to have achieved a grade B or higher in their GCSE ICT.

In order to ensure breadth of study at ‘A’ level, pupils are strongly advised that it may not be in their best interests to take ICT along with Software Systems Development.

ADVANCED SUBSIDIARY LEVEL (‘AS’)

AS 1 - Components of ICT - 60%

This theory module will be assessed through a 2-hour examination in June and covers the following topics:

Data and information Hardware and software components Network communication Applications of ICT Developing ICT applications

The theoretical content is taught with the aid of theory booklets containing worksheets, sets of past paper question and answer booklets, slideshows, videos, newspaper articles etc.

AS 2 – Coursework - 40%

To gain marks in the upper band, candidates will be expected to provide detailed solutions to demanding tasks.

Assessment for this module will be made up of:

1. A Data Processing Task (a Database using Microsoft Access) 20%2. A Multimedia Task (a Website using Abode GoLive, Photoshop, Movie Maker) 20%

The students are provided with detailed coursework booklets, coursework samples, set of deadlines and feedback sheets.

The tasks are assessed by the teacher and moderated by CCEA. Students must be prepared to undertake at least 100 hours outside class time between October and March to complete both projects.

40

ADVANCED LEVEL ICT (A2)

A2 1 – Information Systems - 60%This module will be assessed through a 2-hour examination in January with the possibility of a re-sit in June. The theory module covers the following topics:

3.1 Database systems

3.2 Networked systems

3.3 Software development

3.4 The user interface

3.5 User support and training

3.6 Legal and professional issues

3.7 Implications of information systems

The theoretical content is taught as described in the AS 1 module.

A2 2 – Coursework - 40%To gain high marks, students are expected to provide a detailed solution to a demanding problem and use a range of advanced software features and functionalities. In reality, students will submit their ‘AS’ Database solution which has been revised and enhanced to meet the required standard at A2. The problem will allow students to demonstrate skills in all of the following areas:

analysing a system; designing a solution; implementing and testing their solution; documenting their solution; and evaluating their solution.

Submission of Coursework

Coursework can only be submitted to CCEA in the summer term of each year. Interim deadlines will be agreed and set for students to submit each section of the coursework for feedback. Opportunities for improvement will only be provided where interim deadlines have been met.

For more details contact Mrs. B. Smyth.

41

MATHEMATICS AS/A2

INTRODUCTION‘A’ level Mathematics continues the study of the two areas of Mathematics introduced in the Additional Mathematics GCSE course, namely, Pure Mathematics, and Applied Mathematics.

ENTRY REQUIREMENTS‘AS’ Mathematics can be considered by pupils who have achieved a good grade in GCSE Additional Mathematics and/or grade A* - B in GCSE Mathematics at Higher Tier, including the T4 module, otherwise their subject request will be examined by the Head of Mathematics to ensure they are making an appropriate choice.

COURSE SUMMARYThe new specification, which started in September 2004, has a reduced content in comparison with previous courses. This should mean that the A-level Mathematics course is now accessible to a greater number of pupils, especially those who have not studied GCSE Additional Mathematics.

In Year 13 pupils will study 3 modules (2 in Pure Mathematics and 1 in Applied Mathematics) leading to an ‘AS’ award in Mathematics.

In Year 14, those pupils wishing to complete the ‘A’ level course will study a further 3 modules (again, 2 in Pure Mathematics and 1 in Applied Mathematics).

ASSESSMENT

The ‘AS’ award in Mathematics is assessed at the end of Year 13 by three 1½ hour assessment units.

The three modules studied in Year 14 will be assessed at A2 level in June, again by three equally weighted 1½ hour assessment units.

The ‘AS’ assessment units may be retaken during the Year 14 year and the best result will count towards the final award.

There is no coursework component in any module in ‘AS’ or ‘A’ level Mathematics.

WHY DO A-LEVEL MATHS?

“I didn’t do Additional Maths at GCSE but I chose Maths at A-level because it is useful for my career choices and it is a subject I enjoy.” (Brian Moorhead)

“A large number of University courses require A-level Maths and the subject is popular with employers because of the problem-solving skills that pupils acquire.” (Catherine McGivern)

“Maths is an A-level that concentrates on applying skills and techniques rather than factual recall and heavy learning. It overlaps well with Science and helps with the study of those subjects.” (Nicholas Kinghan)

“If you’ve done Additional Maths then you’ll have met many of the A-level topics. With Maths, I like the certainty of knowing that there is a right answer!” (Adam Jackson)

For more details contact Mr. J. Donnelly.

42

FURTHER MATHEMATICS AS/A2

INTRODUCTION

The aim of this subject is to extend and develop the ‘A’ level course with the study of further topics in Pure and Applied Mathematics. The Further Mathematics modules broaden the pupils’ mathematical experience, yet many of the new topics are no more difficult than those included in the ‘A’ level Mathematics course. Pupils who are interested in careers involving Mathematics or Engineering will find the course very useful and in some cases necessary – the two mechanics modules studied at ‘AS’ level will prove particularly useful to potential Engineers. However, it should be considered only by pupils who have displayed both an aptitude and liking for Mathematics and indeed enjoy working mathematically!

ENTRY REQUIREMENTS

Further Mathematics should be considered by pupils who expect to achieve at least Grade A in both GCSE and Additional Mathematics.

COURSE SUMMARY

In Year 13 pupils will study 3 modules (1 in Pure Mathematics and 2 in Applied Mathematics) leading to an ‘AS’ award in Further Mathematics.

In Year 14 pupils will complete the ‘A’ level course with a further 3 modules (2 in Pure Mathematics and 1 in Applied Mathematics).

ASSESSMENT

The ‘AS’ award in Further Mathematics is assessed at the end of Year 13 by three equally weighted 1½ hour assessment units, two assessed at AS level and one at A2 level.

The three modules taken in Year 14 will be assessed by three equally weighted 1½ hour assessment units.

Assessment units taken in Year 13 may be retaken during the Year 14 year and the best result will count towards the final award.

WHY DO FURTHER MATHS?

“There is a big overlap between Maths and Further Maths and this takes a weight off the amount of study required in both subjects.” (Richard Hayes)

“For university courses such as Engineering and Natural Sciences, having an A-level in Further Maths is preferred and sometimes essential.” (Richard Wallace)

“I loved Additional Maths and thought Further Maths would be just as good. I was wrong ….. it’s better!” (Esther Dunlop)

“It is a subject that is interesting and fun. Did you know that 5 + 5 can equal 3? It does in Further Maths.!” (Peter Taylor)

For more details contact Mr. J. Donnelly.

43

MEDIA STUDIES AS/A2

BACKGROUND

The mass media have become an important focus for exploration by students in an increasingly media saturated world. Media Studies offers candidates a framework through which they can study the distinctive contribution which the mass media make to their understanding and enjoyment of the world around them.

Through a variety of approaches to the changing media environment candidates will develop a critical and analytical approach to a range of media texts as well as the institutions which created them.

Attention will be paid to the textual characteristics and representations found in media texts such as newspapers, magazines, television and radio programmes, films, the Internet.

Candidates will further explore the kinds of relationships the texts propose with audiences through a range of practical, investigative, research and production activities.

The framework will be further extended by directing attention to the deeper study of selected media industries and to the changes and debates surrounding the development, expansion and impact of media technologies within an international context.

ENTRY REQUIREMENTS

Candidates studying for ‘AS’ and A2 Media Studies are most likely to succeed at a high level if they have successfully studied GCSE Media Studies; are reasonably familiar with Information Technologies; and, have private access to a computer with Desk Top Publishing and Image Editing programmes. The minimum requirement to study Media Studies at ‘AS’ or Advanced Level is a pass at grade A* - B in G.C.S.E. Media Studies. Pupils who have not taken GCSE Media Studies will be considered for the ‘AS’ Media Studies programme provided they have attained an ‘A’ grade in GCSE English and can demonstrate good computer skills and a sound knowledge of the mass media.

AIMS

All ‘AS’ and A2 candidates will be encouraged to: develop their interest and enjoyment in media texts and to become critical autonomous media readers examine the development of media institutions, their practices and output analyse the ways in which different media represent the world apply their knowledge and understanding about media issues and practices to their own practical work examine critically the ways in which they have been produced, circulated, consumed and interpreted by

audiences.

In addition, at A2 students should: critically appraise the development and current organisation of selected media institutions develop investigative and research skills and apply them to the analysis of recent media texts.

SKILLSSkills are integral to the study of Media Studies and a number of them - Communication, Information Technology, Application of Number – will be covered in the context of the subject.

Moreover, candidates will be assessed on their ability to organise and present information, ideas, descriptions and arguments clearly and logically, taking into account the use of grammar, punctuation and spelling.

In addition, opportunities will arise in all ‘AS’ and A2 Modules for Improving Own Learning and Performance, Working with Others and Problem Solving.

44

GENERAL COURSE CONTENT

ADVANCED SUBSIDIARY (AS)

MS 1 Written Paper 2 hours 30 minutes 50% of the total AS mark25% of the total A2 mark

In this module candidates will study how media texts are constructed and how audiences and users respond to and interpret them.

MS 2 Coursework Module 50% of the total AS mark25% of the total A2 mark

This unit is designed to enable candidates to demonstrate knowledge, understanding and skills in media production processes through research, planning, production and evaluation.

Candidates will be required to produce three pieces of linked work:

a pre-production reflecting research and demonstrating planning techniques a production which has developed out of the pre-production a report of 1200 – 1600 words.

ADVANCED LEVEL (A2)

MS 3 Coursework Module 25% of the total A2 mark

This unit develops the knowledge and skills acquired at AS and as such contributes to synoptic assessment. In particular, it is designed to demonstrate the importance of research in informing media production and to develop the skills acquired in MS 2.

Candidates are required to produce three pieces of linked work:

a research investigation (1400 – 1800 words) a production (informed by the investigation) a brief evaluation (500 – 750 words).

MS 4 Written Paper 2 hours 30 minutes 25% of the total A2 mark

In this unit candidates will develop their understanding of the connections between different elements of the specification and their knowledge and understanding of the relationship between media texts, their audiences and the industries which produce and distribute them.

Media Degree Courses : Career Opportunities

Many universities offer Media degrees in subjects as diverse as Animation and Journalism. In addition, Media Studies may be combined with Languages, Accounting, Management, Finance and elements of Law to help broaden the skill-base of the student.

45

MUSIC AS/A2

AS LEVEL MUSIC

‘AS’ Level Music is accessible to all students with an interest in Music and presents the opportunity to study the subject in accordance with a wide range of interests and musical tastes. Whether you play one instrument, two instruments, or have an interest in music technology or composition, the course can be tailored to suit your individual needs. ‘AS’ level Music also contains ‘signposts’ for the study of five Skills disciplines. Moreover, you do not need to have passed GCSE Music to enter this course!

ENTRY REQUIREMENTS

Essential - ability to play a musical instrument (including Rock guitar and Drum Kit) to Grade 5 standard, or

proven proficiency in composition. ability to read music fluently. a good theoretical knowledge (e.g. a pass at GCSE Music or Grade 5 Theory). good written and oral communication skills. basic computer skills.

Preferable - a good pass in a literary GCSE subject (e.g. English, History). a good pass in GCSE Music (i.e. A* - B). basic keyboard (piano) skills. some experience of song writing or other compositional techniques. some experience of ‘LOGIC’ sequencing software.

‘AS’ COURSE SUMMARY (2 Units)

Unit Assessment WeightingAS 1:Making &AppraisingMusic 1

Students should select one of the following options:

Option A : core solo or ensemble performance + composition task

Option B : core solo or ensemble performance + multi-tracking task

Option C : core solo or ensemble performance + sequenced arrangement task

Option D : core composition task + solo or ensemble performance

Note: Performances also include a viva voce. Composition and music technology tasks also include a commentary.

64% of ‘AS’

AS 2:Responding to Music 1

Test of aural perception lasting 1 hour.

Written examination lasting 75 minutes.

36% of ‘AS’

A2 LEVEL MUSIC

46

A2 Music further develops and deepens the skills and knowledge gained at AS level.

A2 Music is designed to foundations for those wishing to progress to Higher Level Music and related Music Technology and Sound/Acoustic Engineering courses, but will also provide skills valued for many other courses.

Analytical and investigative skills are developed through the study of set works, self-discipline, self-reflection, presentation, and non-verbal communication are honed through high level performance and compositional techniques. The importance and centrality of Creative skills are inherent in the study of Music with pupils benefitting from creative/holistic/lateral problem solving skills: furthermore the use of digital music technology brings an added dimension of Creative ICT.

All the above mentioned skills are of great benefit and advantage when applying for the courses mentioned earlier but also in joint degrees with Computers, Maths and Physics. Music Therapy – using Music in the fields of Special Needs and brain damage/recovery is now recognised and valued in the Medical world. Music and languages have long been linked, with courses now incorporating a year at a prestigious musical establishment such as the Conservatoire de Paris. It has also been the experience that our pupils studying A Level Music have found it most advantageous in gaining places in Medicine, Dentistry and Law with Universities valuing and seeking the creative, communication, social/cultural enrichment and personal discipline skills inherent in the study of Music.

ENTRY REQUIREMENTS

Essential - a good pass at AS level. ability to play a musical instrument to Grade 5 standard. good written and oral communication skills. a good working knowledge of computer sequencing or multi-track recording.

Preferable - experience of playing in a variety of musical ensembles.

A2 COURSE SUMMARY (2 Units)

Unit Assessment WeightingA2 1:Making &AppraisingMusic 2

Students should select one of the following options:

Option A : core solo or ensemble performance + composition task

Option B : core solo or ensemble performance + multi-tracking task

Option C : core solo or ensemble performance + sequenced arrangement task

Option D : core composition task + solo /ensemble performance

Note: Performances also include a viva voce. Composition and music technology tasks also include a commentary.

30% of AL

A2 2:Responding to Music 2

Test of aural perception lasting 1 hour.

Written examination lasting 90 minutes.

20% of AL

The remaining 50% of the marks are taken from the candidate’s performance at ‘AS’ level.

47

PHYSICS AS/A2

INTRODUCTION

To maintain the wealth of our nation and its position amongst other nations it must have strong foundations of science, technology and engineering. Physics is the most fundamental of the sciences and the one on which all other sciences are based. An aim of Advanced Level Physics is to provide a knowledge and understanding of the principles and applications of Physics which contribute to a technologically-based society. This is achieved by providing a course which builds on knowledge and understanding acquired at GCSE and which stimulates interest and enjoyment of Physics and its applications.

Employers look favourably on Advanced Level Physics because it is an indicator of an ability to benefit from further training, and because the subject provides a good background for training in the use of new technology.

Advanced Level Physics provides a basis for the further study, at university, of Physics and related subjects, such as Applied Mathematics, Astronomy, Astrophysics, Engineering, Geophysics, Materials Science and Radiography.

An ‘A’ Level or AS award is relevant to university studies in subjects such as Architecture, Chemistry, Computer Science, Dentistry, Medicine, Mineralogy and Crystallography, Ophthalmic Optics and Teaching.

For those going directly into employment, an ‘A’ Level or AS award provides a basis for work in the fields of Science, Engineering, Medicine, Communications, Computers and Information Technology. It is also relevant to areas of Commerce in which problem-solving and practical skills are highly valued.

ENTRY REQUIREMENTS

To make a success of this ‘A’ level you require a Grade B, or higher in GCSE: Physics or a Grade BB or higher in GCSE Science: Double Award.

Double Award students with a Grade BB will have their performance in Physics at GCSE closely examined by the Head of Department to ensure that Physics is a strength and they are making an appropriate choice for advanced level study.

COURSE SUMMARY

The Physics specification is presented in six assessment units. Three units comprise the Advanced Subsidiary course with the remaining three making up the second half of the full ‘A’ level course.

There are four content based assessment units and two units testing practical skills which are internally assessed by practical examinations, rather than ongoing coursework.

SUMMARY OF SUBJECT CONTENT

Unit AS 1 – Forces, Energy and ElectricityPhysical quantities and units.Equations of Motion, Projectiles and Newton’s Laws.Energy and Deformation of solids.Electricity.

Unit AS 2 – Waves, Photons and Medical PhysicsWaves.Refraction, Lenses.Superposition of waves, Stationary waves, Interference, Diffraction.Photons and Energy levels.Imaging techniques.

48

Unit AS 3 – Practical TechniquesExperimental and Investigative Skills: planning, implementing, analysing the evidence and drawing conclusions, evaluating evidence and procedures, communicating.

Unit A2 1 – Momentum, Thermal Physics, Circular Motion, Oscillations and Atomic and Nuclear Physics

Momentum.Thermal Physics.Circular Motion.Simple Harmonic Motion.The Nucleus, Nuclear decay and Nuclear energy.

Unit A2 2 – Fields and their ApplicationsGravitational and Electric Fields.Capacitors.Electromagnetism: Magnetic effects of a current, Electromagnetic Induction.Electron Physics.Particle accelerators.Fundamental particles.

Unit A2 3 – Practical TechniquesExperimental and Investigative Skills: planning, implementing, analysing the evidence and drawing conclusions, evaluating evidence and procedures, communicating.

SKILLS

While studying Advanced Subsidiary or Advanced Level Physics, there will be good opportunity to develop the Skills of Application of Number and Information Technology. In addition there will be opportunity to develop the Skill of Communication.

SCHEME OF ASSESSMENT

Each of Units AS 1, AS 2, A2 1 and A2 2 will be assessed by a single written paper of 1½ hours duration.

Each of Units AS 3 and A2 3 will be assessed by a practical examination of 1½ hours.

Units AS 1 and AS 2 will be assessed at the end of Year 13 (AS) year.

Units A2 1 and A2 2 will be assessed at the end of Year 14 (A2) year.

Pupils will also have the opportunity to re-sit their AS units at the end of Year 14.

49

RELIGIOUS STUDIES AS/A2

AIMSCourses based on this specification should encourage students to:

develop their interest in and enthusiasm for a rigorous study of religion and relate it to the wider world;

treat the subject as an academic discipline by developing knowledge, understanding and skills appropriate to a specialist study of religion;

adopt an enquiring, critical and reflective approach to the study of religion; and reflect on and develop their own values, opinions and attitudes in the light of their learning.

SPECIFICATION STRUCTURECandidates must study two units, AS 2* & 4. The units offered are named in the tables which follow. Each AS examination paper will have two sections: A and B. Candidates must answer two questions: one from Section A and one from Section B. In Section B, part B of the question will examine the wider human experience element of the assessment objectives. Each unit is assessed using two 1 hour 20 minutes externally assessed written papers. Each paper is worth 50% of the AS and 25% of the A Level. Examination availability is in January and during the summer term.

At A2 candidates must study two units from A2 2* & 4. These units must be the same units that are studied at AS Level. The units offered are outlined in the table overleaf. Each A2 examination paper will have two sections: A and B. In Section A, candidates answer two questions from a choice of four. In Section B, there will be a compulsory question assessing the synoptic strand based on a pre-released theme. Each unit is assessed using two 2-hour externally assessed written papers. Each paper is worth 50% of the A2 and 25% of the A Level. Examination availability is during the summer term only.

* It must be noted that teacher timetabling and specialisation might dictate a change in the units offered at both AS and A2 level.

ENTRY REQUIREMENTS FOR AS AND A2To have studied Religious Studies at GCSE level or indeed at all is not a prerequisite for embarking on Advanced Level Religious Studies. A pupil who is a competent and perceptive reader and who can write well possesses the qualities necessary for success though his fund of religious knowledge may be small. A student commencing the study of AS level Religious Studies without GCSE should possess a good grade in a related subject e.g. English. It would be preferable for a student who has studied full course and/or short course GCSE Religious Studies to possess at least a grade B.

SUMMARY OF EXAMINATION INFORMATIONCandidates will be assessed by means of assessment units, two for the AS in June of Year 13 and an additional two A2 units for those taking full Advanced GCE in June of Year 14.

In the A2 examination, the synoptic element will be assessed in Section B of each examination paper. A different theme for each A2 unit of study will be pre-released at the start of the course. Each synoptic question will assess the candidate’s ability to make links between the two areas of study, the key learning outcomes, human experience and the set theme. Candidates will therefore study two different themes at A2 Level.

The possible themes that could be examined are listed below:Faith, hope, discipleship, leadership, mission, authority, sin, suffering, afterlife, moral living, reconciliation, nature of true worship, inspiration, discipline, forgiveness, religious controversy, alienation, belief, religious and ethical living, religion and state, autonomy, duty, religion and the secular, orthodoxy, spirituality and holiness.

SKILLSThis specification provides opportunities for developing the following nationally specified skills:Communication, Information Technology, Working with Others, Improving own Learning and Performance, and Problem Solving.

Modules taught50

Unit AS 2 : An Introduction to the Acts of the ApostlesThis unit explores the beginnings of the Church of the New Testament, tracing the journey of the gospel. The list of references is not exhaustive and candidates may refer to other material in Acts in their assessment responses. In addition, candidates are required to explore the relationship of Acts with other aspects of human experience.

Themes Learning OutcomesBackground to Acts Knowledge, understanding and critical evaluation of:

date, authorship, sources; purpose, characteristics; and the historical accuracy of Acts.

The beginnings of the Church

Knowledge, understanding and critical evaluation of: Jesus’ initiation of the Church’s mission (1:1-11); Pentecost event (2:1-13); and the first preaching of the Gospel (2:14-42).

Growth and expansion of the Church

Knowledge, understanding and critical evaluation of: Peter as leader, miracle worker, evangelist and disciplinarian (1:12-26); (3:1-26), (4:1-5:42),

(9:32-43), (10:1-48), (11:1-18), (12:1-20); Stephen’s speech and martyrdom (6:1-7), (6:8-8:1); and The evangelising activity of Philip (6:1-7), (8:4-25), (8:26-40), (21:8-9).

Paul the Apostle Knowledge, understanding and critical evaluation of: Paul’s conversion (9:1-19); and the main features of Paul’s missionary activity (11:19-30), (13:1-14:28), (15:36-18:22),

(18:23-21:17).Faith, work and witness in Acts

Knowledge, understanding and critical evaluation of: the role of the Holy Spirit in Acts; the role of miracles in aiding the spread of the Gospel (3:1-9), (4:23-31), (5:12-16), (16:16-

37); and Church life and organisation (2:43-47), (4:23-37), (6:1-7).

Unit A2 2: A Study of Acts, Galatians and 1 CorinthiansThis unit explores Paul’s work as pastor and preacher (through a study of relevant chapters from the book of Acts, Galatians and 1 Corinthians) and traces Paul’s journey to Rome. The list of references is not exhaustive and candidates may refer to other material in their assessment responses. In addition, at A2 Level candidates are required to explore the relationship of Acts, Galatians and 1 Corinthians with another area of study and other aspects of human experience.

Themes Learning OutcomesPaul in captivity Knowledge, understanding and critical evaluation of:

Jerusalem (21: 15-23 : 22), Caesarea (23:23-26:32); journey to and stay in Rome (27:1-28:31); and The ending of Acts.

The theology of Acts Knowledge, understanding and critical evaluation of: the Council of Jerusalem (15:1-35); and Paul’s speeches at Pisidian Antioch (13:13-43); Athens (17:22-34) and Miletus (20:17-36).

Paul’s letter tothe Galatians

Knowledge, understanding and critical evaluation of: purpose, characteristics and main themes of Galatians; the defence of Paul’s authority (1-2); Paul’s teaching on law and grace, justification by faith (3-4); and life in the Spirit and Christian freedom (5-6).

Paul’s 1st letter tothe Corinthians

Knowledge, understanding and critical evaluation of: purpose, characteristics and main themes of 1 Corinthians; issues raised by Paul: unity (1-4), immorality (5-6), lawsuits (6); and issues raised by the Corinthians: marriage (7), worship and Lord’s Supper (11); spiritual gifts

(12-14).

Paul in Acts and Letters Knowledge, understanding and critical evaluation of the personality of Paul: the Paul of Acts, the Paul of Letters; and Paul on the Resurrection.

51

Unit AS 4: The Christian Church in the Roman Empire: Beginnings, Expansion and External PressureThis unit explores the beginnings of the Christian Church in the first three centuries, focusing in particular on its spread, expansion, persecution and the development of early Christian thought. In addition, at AS Level candidates are required to explore the relationship of this unit with other aspects of human experience.

Themes Learning OutcomesExpansion of Christianity

Knowledge, understanding and critical evaluation of: Numerical, geographical and social expansion; Political and religious factors; and Martyrdom and its impact with particular reference to Justin, Polycarp and Blandina.

Church government Knowledge, understanding and critical evaluation of: New Testament origins; monarchical episcopacy; apostolic succession; and the primacy of the Bishop of Rome.

Persecution Knowledge, understanding and critical evaluation of: the causes of persecution; persecution in the first four centuries: Nero, Domitian, Trajan, Marcus Aurelius, Decius,

Valerian and Diocletian; and the problem of the lapsed.

Constantine Knowledge, understanding and critical evaluation of: life and rise to power; conversion; and religious policy.

Early Christian thought Knowledge, understanding and critical evaluation of: Apostolic Fathers: Clement of Rome and Ignatius of Antioch; and Justin Martyr, Apologist.

Unit A2 4: The Continued Development of the Christian Church in the Roman Empire to AD 325This unit takes a more in-depth look at the life of the early Christian Church in the first three centuries, focusing in particular on worship, doctrine, heresy and early Christian literature. In addition, candidates are required to explore connections in this unit with another area of study and other aspects of human experience.

Themes Learning OutcomesChurch life and worship Knowledge, understanding and critical evaluation of:

General features of worship; Doctrine and practice of Baptism with reference to the Didache, Justin, Hippolytus,

Tertullian and Cyprian; Doctrine and practice of the Eucharist with reference to the Didache, Justin, Hippolytus,

Tertullian and Cyprian; and Sin and repentance with reference to Hippolytus and Tertullian.

Heresy and schism Knowledge, understanding and critical evaluation of: Gnosticism; Marcionism; and Montanism.

Defining the faith Knowledge, understanding and critical evaluation of: emergence and development of Creeds/Rule of Faith; the Canon of Scripture; and Irenaeus’ polemic against heresy.

Christian writers Knowledge, understanding and critical evaluation of: Tertullian: teachings, life, impact; and Origen: teachings, life, impact.

Council of Niacaea Knowledge, understanding and critical evaluation of: The Arian Controversy; and Constantine and the Council of Nicaea.

52

SOFTWARE SYSTEMS DEVELOPMENT (AS/A2)

Software Systems Development is an applied qualification in which you develop knowledge, understanding and programming skills in the development of software applications. All lessons are taught using hands-on practical examples in Visual Studio. The ability to write computer programs in languages that are used widely in the industry is one of the most valuable skills to have in the world today. Knowing languages such as C#, SQL, and PHP allow you to programme and develop applications on a range of platforms such as desktops and mobiles.

Criteria - Essential

- minimum of an ‘A’ grade in Mathematics, OR- a proven interest in programming and a minimum of a B grade in Mathematics - preferably minimum ‘A’ grade in Chemistry, or Physics or ‘A/B’ in Double Award Science, showing

strength in Chemistry/Physics.

In situations where the course is oversubscribed, additional academic criteria will be applied, e.g. overall GCSE attainment, ability to meet deadlines.

In order to ensure breadth of study at ‘A’ level, pupils are strongly advised that it may not be in their best interests to take ICT along with Software Systems Development.

Why study Software Systems Development?

This specification is excellent preparation for those students intending to pursue computing studies at degree level, or for anyone considering any kind of career in computing. Queen’s University and the University of Ulster, alongside some of the most influential IT Companies in Northern Ireland, were heavily involved in devising this course and much of the content taught over the two years is directly relevant to many of the modules covered in the 1st and 2nd years of the computer science degree course. You will therefore have a head start and you will be in a better position to move on and learn other languages very quickly.

What will I study?

There are two units at AS and a further two units at A2:

Unit Areas of Study Unit Areas of Study

AS 1:

Introduction to Object Oriented Development

In this unit you will develop a thorough understanding of object oriented systems.You will learn about: Software Defining Data e.g. variables Program Control Structures e.g.

While, IF, Else If, Switch Objects Data Structures e.g. Arrays,

Strings Exception Handling Managing Input/Output - File

Handling Testing an Object Oriented

Application.

AS 2 : Internal Assessment

Event Driven Programming

In this unit you will learn how to develop and implement object oriented technologies in an event driven environment such as creating an Educational Quiz Application with an appropriate user interface.You will learn about: Defining Graphical User Interface

(GUI) Objects Understanding Events Using Multiple Forms Designing an Event Driven

Application Linking an Object Application to

Simple Files Testing and Evaluating an Event

Driven Application

53

Unit Areas of Study Unit Areas of StudyA2 1:

Systems Approaches and Database Concepts

This unit will provide you with a thorough understanding of the reasons for systems development. You will also be introduced to database concepts, enabling you to understand relational database systems.You will learn about: Reasons for Systems Development Systems Methodologies Managing Projects Testing Database Concepts & Entity

Relationship (ER) Models Normalisation Structured Query Language (SQL)

A2 2: Internal Assessment

Implementing Solutions

In this unit you will learn to design and build a solution to a given problem using an RDMS through an event driven programming environment.You will learn about: Applying Project Management

Techniques to the Development Process

Defining and Documenting User Requirements

Documenting the Design of the Solution and Testing the Design

Developing and Implementing a Desktop Solution Using an RDMS through an Event Driven Programming Environment

Testing & Evaluating the Solution

How will I be assessed?

Unit Assessment Weightings AvailabilityAS 1: Introduction to Object Oriented Development

External written examination 2 hours

The exam will have short and extended questions on stimulus response and data response.

50% of AS

25% of A Level

Every Summer(beginning in 2014)

AS 2: Event Driven Programming

Internal Assessment

You will produce an event driven educational game with accompanying written documentation.

25% of A Level

50% of AS

Every Summer(beginning in 20l4)

A2 1: Systems Approaches and Database Concepts

External written examination 2 hours

The exam will have short and extended questions based on a pre-release case study.

25% of A Level Every Summer(beginning in 2015)

A2 2: Implementing Solutions

Internal Assessment

You will design and implement a form driven SQL solution to a given problem. It will be accompanied by written documentation.

25% of A Level Every Summer(beginning in 2015)

What can I do with a qualification in Software Systems Development?In terms of career opportunities the options are plentiful. There are numerous apprenticeships being offered in Computing and there is still an acknowledged skills gap (less people than jobs) in the computing sector. Some of the careers available to pupils wishing to continue with Computing include Systems Development, Website Design, Software Engineering, Games Design, Database Administration and Multimedia Design.

What qualities do I need to become a successful programmer in this course?You will have to learn to embrace self-learning as many of the skills you have to acquire cannot be taught solely in formal class time. This means you need to be prepared to work independently for periods of time, using your own initiative when finding solutions to problems you will encounter when developing your project. Attention to detail as well as natural curiosity is a must. You need to have a fairly analytical and logical mind and have an enthusiasm, interest and love for programming.

What preparation can I undertake for this course?You will be given a link to an online video course in C# which you will be expected to complete in advance of the course. Pupils who opt for this early in the year may be in a position to do this over the summer. Those who opt in later in August will have time – late August/early September to complete the course. You will also be supplied with an Educational Quiz Tutorial which you will use to build a sample quiz. These combined activities will give you a ‘taster’ opportunity as well as an excellent foundation in preparation for a very challenging and exciting course.

Further Information: Mrs Smyth - Head of Department

54

SPANISH AS/A2

INTRODUCTIONThe specification extends naturally from the skills developed at GCSE.

Candidates who have followed this specification will be well prepared to use the language for practical communication and to continue their studies in higher education.

In order to study Spanish at AS and A Level, candidates should normally have acquired the knowledge, understanding and skills equivalent to those specified for GCSE at Higher Tier, and attained grade A* - B.

SUMMARY OF SUBJECT CONTENT

AS Contexts for Learning:

Context 1 - Relationships

Family life and relationships Personal and interpersonal relationships

Context 2 - Health and Lifestyle

Physical well-being Mental well-being Interests

Context 3 - Young People in Society

Influences on young people Education and Career planning

A2 Contexts for Learning:

Context 5 - Local and Global Citizenship

Equality Multicultural Society Democracy and Conflict

Context 5 - Environmental Awareness

Conservation Energy Climate Change

SKILLS OPPORTUNITIES IN SPANISH

The nature of Spanish makes it an ideal vehicle to assist candidates to develop their knowledge and understanding of the Skills of Communication, Information Technology, Working with Others and Improving own Learning and Performance.

55

SCHEME OF ASSESSMENT - ADVANCED SUBSIDIARY [AS]

Unit AS 1 – SpeakingThis unit consists of two elements:

a prepared presentation, which is drawn from a topic within the AS context for learning (3 – 4 minutes)

a general conversation which will focus on issues pertaining to the life and interests of the candidate (8 – 9 minutes).

Unit AS 2 – Listening, Reading and WritingThis unit consists of three sections:-

SECTION A – Listening (40 minutes)The content of the listening extracts will be based on the topics listed at AS level and may consist of authentic sources such as announcements, news items, talks, presentations and discussions. The recordings are on CD format with candidates having full control over the recording and the playback facility.

SECTION B – Reading (1 hour 5 minutes)This section comprises a reading comprehension exercise and a translation from the target language into English. The stimulus material for the reading test will be drawn from sources such as magazines, newspapers, reports, books or other forms of extended writing and which relate to the topics listed at AS level.

SECTION C – Writing (1 hour)This is a responsive writing exercise. There will be a choice of questions based on two of the three contexts for learning at AS each with a short written stimulus. Candidates respond to one question only in 200- 250 words.

SCHEME OF ASSESSMENT - ADVANCED LEVEL [AS + A2]

Unit A2 1 – SpeakingThis unit consists of two elements:

a discussion based on a societal theme selected for study by the candidate from Literature and Society (5 minutes)

a general conversation which will also focus on personal issues, such as home and school life, hobbies, interests and leisure activities, hopes and aspirations and any area of particular interest (10 minutes).

Unit A2 2 – Listening, Reading and WritingThis unit consists of three sections:

SECTION A – Listening (40 minutes)The content of the listening extracts will be based on the topics listed at A2 level and may consist of authentic sources such as announcements, news items, talks, presentations and discussions. The recordings are on CD format with candidates having full control over the recording and playback facility.

SECTION B – Reading (1 hour 20 minutes)This section consists of reading comprehension exercises and a translation from English into the target language. The stimulus material for the reading test will be drawn from sources such as magazines, newspapers, reports and books.

SECTION C – Writing (1 hour)This is an extended writing exercise based on the three literary titles from Literature and Society. Each question will have an alternative. Candidates are expected to respond to one open-ended question only in 300 – 350 words and be able to demonstrate a capacity for critical thinking and awareness by developing arguments and presenting views, opinions and justifications. They should demonstrate a capacity for critical analysis, evaluation and comparison of characters, plot and themes, literary style and motivation.

56

SPORTS SCIENCE AND THE ACTIVE LEISURE INDUSTRY AS / A2

INTRODUCTION

The Leisure sector is one of the fastest growing industries in the world today, with gym and indoor sports facility use becoming a way of life. Those who are interested in Sports Science can go on to enjoy careers in Personal and Fitness training, the Leisure industry, Event Management, Sports Massage and Therapy, Physical Education and Teaching. By studying this course you will develop an understanding of Sports Science and the active leisure industry relating specifically to Sport and Recreation and Health and Fitness. This course can open up a wide range of opportunities in Higher Education or in a successful career, for example as a P.E. teacher, Personal Trainer, Leisure Centre Manager or a Sports Therapist.

ENTRY REQUIREMENTS

To make a success of this ‘A’ level you need to:-

be involved in an organised sport have attained either a Grade B or above in GCSE P.E., OR have at least BB in Double Award Science, with evidence of high attainment in the Biology component,

OR have at least a Grade B in GCSE Biology

COURSE SUMMARY (AS and A2)

There are two units at AS and a further two units at A2:

Unit Areas of Study Unit Areas of Study

AS 1 : InternalAssessment

Fitness and Training for Sport

This unit will provide you with an understanding of the components of fitness, training methods, fitness testing and first-aid. You will plan, perform and evaluate a sport specific fitness programme.

You will learn about: Components of Fitness Training Methods Fitness Testing Planning Fitness Programmes

and Leading Exercise Sessions Safety and Risk Assessment First Aid

AS 2 :

The Active Leisure Industry: Health, Fitness and Lifestyle

This unit will develop your knowledge and understanding of an active lifestyle. It introduces you to key concepts including health, fitness and lifestyle and explores the relationships between these concepts.

You will learn about: The Active Leisure Industry Lifestyle and Health Nutrition for Health and

Exercise Enhancing Fitness The Need for Safety in the

Active Leisure Industry Barriers to Participation Health of the Nation and

comparisons made to other European Countries

57

Unit Areas of Study Unit Areas of StudyA2 1 : Internal Assessment

Event Management in the Active Leisure Industry

This unit introduces you to the Leisure Industry. It helps you prepare for employment in the active leisure industry by giving you the opportunity to develop the essential workplace business skills.

You will learn about: Introduction to the Key

Components of the Leisure Industry

Choice of Active Leisure Event Linked to Key Components of Leisure ‘Sport’

Feasibility of the Event Teamwork The Event Evaluating of the Event

A2 2 :

The Application of Science to Sports Performance

This unit concentrates on the examination of the structure of the respiratory, circulatory, muscular and skeletal systems and how they function during and after exercise, and at rest. You will develop a knowledge and understanding of the short-term responses and long-term adaptations of exercise associated with each system.

You will learn about: Respiratory System Cardiovascular System Skeletal System Muscular System Effects of Exercise Ethics in Sports Performance Skill Acquisition Understanding Learning and

Performance

Assessment

Unit Assessment Weightings Availability

AS 1:Fitness and Training for Sport

Internal Assessment

You will produce a portfolio showing written evidence of training methods, fitness assessment and planning, leading and evaluating exercise sessions, and risk assessment.

60% of AS

30% of A Level

Every Summer(beginning in 2015)

AS 2:The Active Leisure Industry: Health, Fitness and Lifestyle

External written examination2 Hours

You will respond to short and extended questions and stimulus response questions.

40% of AS

20% of A Level

Every Summer(beginning in 2015)

A2 1:Event Management in the Active Leisure Industry

Internal Assessment

You will produce a portfolio showing written evidence of planning for an active leisure event and evaluation of outcome.

30% of A Level Every Summer(beginning in 2016)

A2 2:The Application of Science to Sports Performance

External written examination2 Hours

You will respond to short and extended questions and stimulus response questions.

20% of A Level Every Summer(Beginning in 2016)

58

TECHNOLOGY AND DESIGN : SYSTEMS AND CONTROL AS/A2

The AS/A2 specification is designed to promote continuity, coherence and progression within the Technology and Design framework. The AS builds on the knowledge, understanding and skills developed within GCSE Technology and Design.

The A2 section of the Advanced GCE builds upon the knowledge, skills and understanding developed within the AS.

Technology and Design offers the opportunity for exposure to the processes involved in beneficially harnessing the resources of people and the earth in which we inhabit through the creation of appropriate artefacts and/or system. It provides opportunities to solve technological problems which meet human needs within a range of contexts, such as home, school, recreation, community, business and industry. As a subject it is closely related to engineering and would be beneficial to students wishing to pursue a career in engineering and design.

Technology and Design Capability is viewed as an interactive process which can be achieved through a broad range of approaches. The design and technological decisions and problem solving activities inherent in the design and make process should provide scope for students to demonstrate originality, creativity and imagination leading to quality outcomes.

SKILLS

A GCE AS/A2 course in Technology and Design is an ideal tool for covering skills in terms of communication, application of number, ICT, improving own learning and performance, working with others and problem solving.

ENTRY REQUIREMENTS

Entry to the AS requires a pass in GCSE Technology and Design, grade A* to B strongly recommended. It would be preferable that students undertaking an AS should have a pass in GCSE Double Award Science, and a good grounding in Mathematics is beneficial.

SUBJECT CONTENT

The subject content is organised into four teaching and learning units. Two to be completed for AS and two for A2.

AS UNIT 1 : PRODUCT DESIGN AND SYSTEMS AND CONTROL

This unit is a study of product design, including materials and systems and control. Students will sit a 2-hour examination on these areas in the summer. This will form 50% of the AS.

AS UNIT 2 COURSEWORK : PRODUCT DEVELOPMENT

The emphasis in this unit is on the analysis and development of an existing product, with a view to re-designing either the product or an aspect of it. Students will produce a model or prototype of the developed product. A portfolio of written and graphical information will accompany the product, and will be approximately 10 A3 sheets in length. This will form 50% of the AS course.

A2 UNIT 1 : SYSTEMS AND CONTROL59

Students will study electronic and microelectronic control systems, and sit a 2-hour examination in the summer term. This will form 25% of the Advanced GCE course.

A2 UNIT 2 ; COURSEWORK, PRODUCT-SYSTEM, DESIGN AND MANUFACTURE

Pupils will design and manufacture a technological product or system. A portfolio will accompany the practical product, being not more than 20 A3 pages containing written and graphical information. The product design will draw on the knowledge and skills in other units, and reflect the theory taught in A2 UNIT 1. This will form 25% of the Advanced GCE course.

The structures of the AS and A-level courses are summarised in the table below.

Unit Assessment Weighting Availability

AS 1Product Design and Systems and Control

2-hour examination 50% of AS25% of AdvancedGCE

Summer only

AS 2Coursework:ProductDevelopment

45 hour Courseworkinternally assessed externally moderated

50% of AS25% of Advanced GCE

Summer only

A2 1Systems and Control

2-hour examination 25% of AdvancedGCE

Summer only

A2 2Coursework:Product-System,Design and Manufacture

60 hour CourseworkInternally assessed externally moderated

25% of Advanced GCE

Summer only

60