february 2012 - aquinas diocesan grammar...

Aquinas Diocesan Grammar School

Year 12 Options

Information BookletFebruary 2015

Year 12 Options

Information Booklet Contents February 2015

CONTENT PAGEIntroductory Letter from the Principal 3

Careers Guidance Section 4

Entitlement Framework Curriculum Offer 6

AS/A2 Subject Details

Art and Design 7

Biology 9

Business Studies 10

Chemistry 12

Economics 14

English Literature 15

Geography 17

Government and Politics 19

History 20

Home Economics 21

Information and Communication Technology 22

Mathematics 24

Further Mathematics 25

Media Studies 26

Modern Languages 28

Moving Image Arts 33

Music 35

Physical Education 36

Physics 41

Psychology 42

Religious Studies 43

Sociology 45

Technology and Design 47

Theatre Studies 49

Examples of Subjects Required for Degree Courses 51

Options Form 55

Aquinas Diocesan Grammar School Year 12 Options 2015

February 2015

Dear ParentsWe are beginning to plan for next year’s sixth form and important decisions need to be made in terms of subject choices. It is our expectation that most students will follow four (AS) courses in Lower Sixth, possibly reducing to three A Level courses in Upper Sixth. It is also important to note that many ‘high demand’ university courses e.g. medicine require applicants to have studied four subjects to at least AS Level. Students are expected to indicate their choice of 3-4 A Level subjects on the Options Form. Generally the fourth subject is studied to AS Level only, so it would be helpful for our timetabling team to have the fourth subject clearly indicated on the form . We will try to meet all our students’ needs but sometimes there are difficulties caused by a class size being too small to be viable or alternatively too large, or if timetabling problems prevent accommodating certain combinations of subject choices. The choice of subjects will obviously not be finalised until late August when changes may be necessary because of ‘unexpected’ grades achieved at GCSE.In order to be eligible for admission into Year 13 priority will be given to:

1. Students who have achieved a minimum of 5B grades and 3 C grades at GCSE; 2. A student must be able to take A-Level subjects which are within the curriculum on offer at Aquinas;3. A student must subscribe to attendance, punctuality and uniform requirements and sign up to the sixth form

contract and4. A pupil must subscribe to the ethos of the school.

The selection of subjects is all important. May I suggest a number of points which will help your son or daughter in their selection? Obviously the actual GCSE results will be important in the final decision but other features are crucial too. A student must have a real feeling for the subject he/she selects and the enthusiasm to embark upon the in-depth study which A Level will demand. Equally, the student should be reasonably confident that a certain standard and pace of study can be maintained. It is also essential that where a student indicates a subject choice there is a proven track record of consistent effort and interest in that subject. Similarly, where a student intends to pursue the study of a new subject (e.g. Psychology) they must be able to show consistent effort and a good performance in the GCSE subject required as outlined in the Options Booklet. All the subjects which we intend to offer are outlined and described in this booklet. It is essential that the summary of the content of the subjects is read carefully before any selection is made.

While the curriculum is an essential part of the two year A Level course, there are other activities which we wish to promote in the Sixth Form. Various modules will be offered to our students e.g. Careers Education, Physical Education as well as regular Religious Studies classes and a Personal and Social Education Programme. We hope that this booklet will provide you with the information which will help in the decision making progress. Each subject area is described in terms of the coursework component, examination requirement and career implications.There will be an Options Afternoon for Year 12 pupils and their parents on 3rd March 2015 when you will have an opportunity to discuss your ideas and concerns with subject teachers. The afternoon will begin for Year 12 parents at 1.30pm with a short presentation where I will outline the approach adopted by the school and will also offer important careers and labour market information.Parents will be given the opportunity to countersign the choices agreed and should return the form to their son / daughter’s Form Tutor by 18th March 2015.

Yours sincerely

Mr Barry KellyPrincipal


CAREERS GUIDANCE

The most valuable things you can do to help with your career planning are be open to ideas and explore all your options base your choices and decisions on your aspirations and abilities

Parents, encourage your child to: talk about their careers ideas and future plans research a wide range of career pathways and progression routes be aware of all the options available, including those in education, employment and training ensure your son/daughter prepares for and makes the most of their career guidance interview in

school with their careers adviser. If they require a follow up interview, ask the careers teacher to arrange this

find out about training, college, and university entrance requirements as well as what is needed for jobs they are interested in

develop their skills by taking part in clubs and activities, both within and outside of school - this will help them when they are applying for courses or jobs

find out about the world of work through work experience or talking to relatives or family friends about the kinds of work they do

talk to their teachers and attend any careers events their school organises

Look at future career options with your childTo make a successful career choice, it is crucial that you and your child are aware of current and future employment opportunities.There are job opportunities across all occupations in Northern Ireland but the following areas have been highlighted as being extremely important to the Northern Ireland economy:

business and financial services (including accountancy, corporate recovery, financial analysts) ICT (particularly software development skills, database development, systems architecture and

internet specialist skills) agri food sector (including lab technicians, food scientists, biotechnologists, quality managers, food

marketing and production managers) advanced manufacturing and engineering (CAD skills, CNC machine operatives, mechanical and

electrical engineering skills including at technician level, strategic marketing skills) renewable energies and recycling land use and environmental engineering health and life sciences (biotechnology, pharmaceuticals, biomedical technologies, life applications

technologies, nutriceuticals and biomedical devices) creative and digital media hotels and catering (to boost tourism)

Our pupils are making important decisions at this time which may affect future employment prospects. In terms of job opportunities, STEM subjects offer many openings however, it would be foolish to choose these subjects if strengths lie in Arts and Humanities subjects. There are many university and college courses for which there are no specific subject requirements. These include courses such as: Accountancy, Law, Journalism, Banking and Finance and Social Work. However certain A Levels may be more relevant than others. If you have not yet decided on a particular course of study then consider carefully the careers which your course of study may exclude and seek advice from a careers teacher.


It is important for our pupils to recognise that they are not on their own – there are a wide range of people within the school that they can discuss their career pathways and subject choices with. These include:

Careers Teachers Form Teacher Year Head Careers Service N.I Adviser Subject Teachers

In Careers lessons, your son/daughter has had the opportunity to develop a career plan which has included identifying:

Their skills Their qualities Their learning style What subjects they are good at What subjects they enjoy Job research – requirements for certain jobs.

The purpose of these learning opportunities is to help each pupil to make informed subject choices for AS Level and identify where their employability strengths lie.

To best support your son/daughter in this important transition period we recommend that you discuss with him/her their career plan and assist them in making appropriate choices. Key School ContactsHead of Careers - Mrs C FosterCareers Teachers - Mr D Brophy

- Mr J Mc Aufield- Mrs E Niblock

Careers Service N.I Adviser – Ms M Mc Guigan

Useful Websiteswww.nidirect.gov.uk/careerswww.ucas.co.ukwww.cao.iewww.prospects.ac.ukwww.qualfax.ie (for courses in ROI)

It is essential that pupils and parents check entrance requirements for courses carefully before they make their final choices. They should refer to specific university prospectuses, university websites or contact university admissions officers directly. A very useful reference is the UCAS website www.ucas.co.uk.


http://www.qualfax.ie/

http://www.prospects.ac.uk/

http://www.cao.ie/

http://www.nidirect.gov.uk/careers

Entitlement Framework: A’Level

2015-16:Aquinas will offer 27 subjects: 16 General subjects + 11 Applied at A’Level

General General Applied

1. Biology 12. Physics 1. Design & Technology

2. Business Studies 13. Psychology 2. Drama & Theatre Studies

3. Chemistry 14. Religious Studies 3. HE

4. English Literature 15. Sociology 4. ICT

5. French 16. Spanish 5. Art & Design

6. Geography 6. Moving Image Arts

7. Government & Politics 7. Music

8. History 8. Physical Education

9. Irish 9. Media Studies (at Wellington)

10. Maths 10. Economics (at Wellington)

11. Further Maths 11. Health & Social Care (at St Joseph’s)


ART & DESIGN

Why Study Art and Design?Art and design is all around us. It has universal appeal to the mind, the senses and the imagination. We encounter and interact with art and design artefacts in every aspect of our daily lives from product design to fine art and the potential for careers associated with art and design is ever expanding. Art and design education develops the intellect, stimulates creative ability and heightens aesthetic awareness thus enriching our lives. As the creative industries in Northern Ireland continue to flourish, the demand is high for individuals who can think and work creatively and artistically. The study of art and design hones observational skills, encourages you to be a creative thinking individual, adept at problem solving and adaptable and responsive in our contemporary world.

Year 13 AS LevelThe AS Level is an exciting and engaging course that builds on the knowledge, understanding and skills developed within GCSE Art and Design.

What does AS Art and Design Involve?AS level Art and Design consists of two units of work.

AS 1 Coursework Portfolio 60% of AS (30% of the overall award)AS 2 Externally Set Assignment 40% of AS (20% of the overall award)

What is the Coursework Portfolio?The coursework portfolio should be based around themes and subject matter developed from personal starting points and students’ own interests. This unit consists of between 8-14 A2 preparatory pages or the equivalent in other formats and a final piece in the student’s chosen medium. This unit is completed between September and January of Year 13.

What is the Externally Set Assignment (ESA)?The Externally Set Assignment is issued during February of the year of the examination and is inspired by a word or phrase set by CCEA. Typically, students create approx. 7 preparatory A2 pages or the equivalent in other formats and a final piece in the student’s chosen medium. A period of 8 hours is scheduled and supervised for the completion of the final piece.

What type of activities will the coursework involve?Across both units of work, students should freely demonstrate and communicate artistic interests, visual curiosity, creativity and personal skills in art, craft and design. Students will observe and record through photography and a range of graphic mediums, experiment with techniques and processes and research the work of artists, designers and craft workers to inspire their ideas and support the development of their unit.

There will be opportunities for educational visits to local exhibitions and to participate in a print workshop to experience intaglio etching and printing within the AS and A2 level courses.

What can I do with AS Art and Design?All work created may contribute to a portfolio for presentation at interview for other courses or employment.

The qualification may contribute to applications for Further Education or for University courses. The creative nature of the subject can enhance your CV.


Year 14 A2 LevelCandidates studying GCE Advanced Level Art and Design will complete a body of work known as Personal Investigation. This will provide an opportunity for students to freely demonstrate and communicate artistic interests, visual curiosity, creativity and personal skills in art, craft and design. It should be a presentation of work developed from the student’s strengths and personal interests. It should consist of visual and written investigations including an extended essay of 1000-2000 words. This unit consists of between 8-12 A2 preparatory pages or the equivalent in other formats and a final piece in the student’s chosen medium.

Candidates will be required to complete an Externally Set Assignment (40%) which will be issued during February of the year of the examination. Typically, students create approx. 7 preparatory A2 pages or the equivalent in other formats and a final piece in the student’s chosen medium. A period of 12 hours is scheduled and supervised for the completion of the final piece.

Summary of Examination InformationAS 1 Coursework Portfolio 60% of AS (30% of the overall award)AS 2 Externally Set Assignment 40% of AS (20% of the overall award)A2 1 Personal Investigation 60% of AS (30% of the overall award)A2 2 Externally Set Assignment 40% of AS (20% of the overall award)

It is anticipated that students will be allowed freedom of personal expression, creative intention and realisation. They will be encouraged to explore and develop ideas and experiment with materials and techniques to generate original responses. A broad and flexible range of stimuli should be encountered allowing them to respond to their personal interests and enthusiasm. It is expected that students will be involved in a continuous process of evaluation. Pupils who are considering taking this course will have been well prepared by GCSE, have a keen interest in extending their abilities and show an open-minded attitude to new areas of experience.

What can I do with A level Art and Design? The study of Art and Design is especially useful for the following types of students:Those who will undertake further study in Art and Design, (possibly through a Foundation Course in Art and Design in an Art College attached to a University;Those who will study subjects or take up careers for which an Art and Design education is relevant: (Many Universities offer combined courses with Art e.g. Media Studies;Those who, while having an interest and aptitude in the subject, will benefit from the course yet are not intending to study the subject further.

What Career Opportunities are available from Art and Design?Talented pupils intending to specialise in Art (Fine or Applied) may apply for a place in a Foundation Course in Art and Design in an Art College attached to a University. Many Universities are now offering combination courses with Art e.g. Media Studies.

The study of Art and Design is especially useful for those considering a career in the following:Product Design Teacher Museum WorkTextile Design Conservation Special EffectsCostume Designer Restoration Set designAnimator Make-up Art Graphic designAdvertising Jewellery Design Furniture DesignArchitecture Ceramics PhotographyInterior Design Illustration Fashion DesignCAD Printmaking Art Therapy


BIOLOGY

This specification builds on concepts and skills that have been developed at GCSE. It is designed to promote continuity, coherence and progression within the study of Biology. The AS course can be taken as a final qualification or as the first half of the A level qualification. The A level award provides a basis for the further study, at tertiary level, of Biology and related courses. For those progressing directly into employment, an AS or A level award is relevant not only in the fields of science, engineering and medicine, but also to areas of commerce and the public service in which problem-solving and practical skills is valued. The specification helps to provide an understanding of how biological developments affect the environment. The specification also contributes towards an understanding of ethical and cultural issues, thus adding to a full and rounded education.

UnitAS 1: Molecules and cell (1 hr 30 min written examination, externally assessed).

AS 2: Organisms and Biodiversity (1 hr 30 min written examination, externally assessed).

AS 3: Assessment of practical skills (Internal practical assessment).

A2 1: Physiology and Ecosystems (2hr written examination, externally assessed).

A2 2: Biochemistry, Genetics and Evolutionary trends (2hr written examination, externally assessed).

A2 3: Assessment of Investigational and Practical Skills in Biology (Internal practical assessment).

AimsPupils will be encouraged to:

Develop their interest in and enthusiasm for Biology, including developing an interest in further study and careers in the subject;

Appreciate how society makes decisions about scientific issues and how the sciences contribute to the success of the economy and society;

Develop and demonstrate a deeper appreciation of, and understanding of, how science works;

Develop and demonstrate their skills and knowledge;

Develop essential knowledge and understanding of different areas of the subject and how they relate to each other.

For entry into AS level it is essential to have achieved a minimum of 80 % in the Biology component of GCSE Double award (with an overall grade A) or a B grade in GCSE Biology. Anyone taking this subject should enjoy finding out about living organisms and how they work. Ideally they should require Biology for their chosen career. Students at this level need to be proficient in a wide range of mathematical skills. Intensive, independent study at home will be required in order to consolidate and develop issues raised in class. . University courses which require a knowledge of Biology include, Biological Sciences, Environmental Biology, Genetics, Plant Science, Marine Biology, Zoology, Nursing, Physiotherapy, Medicine, Pharmacy, and Veterinary Science.


BUSINESS STUDIES

The NICCEA GCE Advanced Level Business Studies specification has been designed to provide candidates with a critical understanding of the following: The internal functions of contemporary business organisations of all types. The dynamic external environment within which businesses operate and the effects

this can have upon decision-making within a business. Major topical issues that can generate change for business organisations and the

ways in which businesses respond to these issues. The range of stakeholder perspectives that can be taken on business activities.

It encourages candidates to acquire a range of important and transferable skills: Data skills – candidates will be expected to manipulate data in a variety of forms and

to interpret their results. Presenting arguments and making judgements and justified recommendations on

the basis of the available evidence. Recognising the nature of problems, solving problems and making decisions using

appropriate business tools and methods. Planning work, taking into account the demands of the task and the time available to

complete it. Conducting research into specific themes in preparation for tasks. Challenging their own assumptions using evidence that has become available.

Teaching Methods: Case Studies - Discussion/Debate Whole Class Work Guest Speakers/Industrial Visits Use of ICT Business Magazines/Newspapers Role Play Investigation/Research Group Work DVD/Videos/Pod-casts Mini-Enterprise

AS Examinations:Unit 1 – The Competitive Business Unit 2 – Managing Business Resources

50% of AS, 25% of A Level 50% of AS, 25% of A Level1 hour 30 minutes examination 1 hour 30 minutes examination2 compulsory structured data

responses (40 marks each)2 compulsory structured data responses (40 marks each)

Examined in June of Year 13 Examined in June of Year 13


A2 Examinations:Unit 3 – Making Business Decisions Unit 4 – The Changing Business Environment

50% of A2, 25% of A Level 50% of A2, 25% of A Level2 hours examination 2 hours examination

One compulsory structured data response (80 marks)

Unseen case study with problem-solving/decision making focus. Candidates are required to produce business report analysing problems, evaluating evidence and proposing/ justifying solutions (80 marks).

Examined in June of Year 14 Examined in June of Year 14

Career Opportunities:Business Studies can be continued to third level education. It can be combined with a wide range of other subjects, e.g. Modern Languages, Engineering, ICT, Marketing etc. From a careers perspective it can lead to Business Accountancy, Business Management, Retailing, Human Resources, Banking and Finance and various administrative posts in the public and private sectors. For those interested in entering the commercial world either as part of an established firm or independently i.e. setting up a business, Business Studies is a very useful course component at any stage.


CHEMISTRY

This subject will be offered in 2011. Students taking the Advanced Level Chemistry Course traditionally fall into two categories:a. those who need to study the course as a preparation for their chosen career andb. those who have not yet decided on their future career but have enjoyed the study of Chemistry

throughout their GCSE course.

Students who have completed a Chemistry course at A Level are scientifically literate, numerate, have a high level of practical ability and are reasonably conversant in problem solving.University courses which require A Level Chemistry include: Medicine, Pharmacy, Optometry, Veterinary Science, Food Science and Chemical Engineering. Students who study Chemistry as a pure science or as a joint degree with a modern language, for example Chemistry with French, find employment in the chemical research sector, in the Patent Office, in forensic science laboratories or as analytical chemists in the quality control sector of the manufacturing industry. Unusually chemists are also in high demand as accountants. Accountancy firms need highly scientifically literate employees to balance the books of clients whose main income is generated by chemical production.

In conjunction with other Advanced Subsidiary courses AS Chemistry may be used in the following ways:a. As a final qualification, allowing candidates to broaden their studies,b. As the first half of an Advanced Level qualification.

The Advanced Level qualification is in two parts:a. Advanced Subsidiary (AS) 50% of the total awardb. Advanced Level (A2) 50% of the total awardFor entry into AS level it is essential to have achieved a minimum of 75 marks in Chemistry in GCSE Double awardThe courses AS and A2 are modular in structure.

In Year 13AS 1: Basic Concepts in Physical and Inorganic ChemistryThis module contains units on atomic structure and bonding as well as the shapes adopted by molecules and ions and the intermolecular forces existing between them. There is a general introduction to the Periodic Table with an in-depth study of Group VII. Redox reactions are introduced while analytical chemistry consists of acid-base titrations. Basic calculations and equations are an integral unit of this module.

AS 2: Further Physical and Inorganic Chemistry and Introduction to Organic ChemistryOrganic chemistry forms a major part of this unit with work on the chemistry of alkanes, alkenes, haloal kanes and alcohols. There is a qualitative introduction to equilibrium and kinetics while thermo-chemistry is covered in some depth. The analytical chemistry aspects are covered by spectroscopy and qualitative analysis. There is also further work on basic calculation.

AS 3: Internal AssessmentThis unit is timetabled and taken by candidates under controlled conditions. The papers will be marked by the centres to a CCEA-supplied mark scheme. Section A consists of two practical tasks each worth 25 and 29 marks respectively. Section B has a planning exercise worth 20 marks and a number of other questions testing knowledge of practical techniques, observations and calculations worth 16 marks.


In Year 14:A2 1: Periodic Trends and Further Organic, Physical and Inorganic Chemistry Further development of equilibrium and kinetics is included 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,

A2 2: Analytical, Transition Metals, Electrochemistry and Further Organic ChemistryAnalytical chemistry is developed through units on mass spectrometry, mr spectroscopy, volumetric analysis, colormetry and chromatography. The inorganic chemistry studied is based mainly on Transition metals with specific reference to Cr and V. Organic nitrogen compounds form the backbone of the work on organic chemistry with a final unit on polymer chemistry.

Unit A2 3: Internal AssessmentThis is a practical examination consisting of a planning exercise (20 marks) and practical exercises (50 marks). This is internally assessed.


ECONOMICS AS & A2 (CCEA)

Delivered at Wellington College

Course DescriptionEconomists study how individuals and groups of people make choices about what to do with their limited resources. Economics is, therefore, not just about money, business and the stock market. Though these are important aspects of the subject, economics also deals with wider social and environmental issues including climate change, globalisation, sustainable development and the distribution of income and wealth.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 judgments. Economics opens up a wide range of opportunities for further and higher education and interesting and rewarding careers. It also combines well and other social sciences and the humanities, with foreign languages, with mathematics and sciences and with vocational subjects such as engineering, manufacturing and business. Those with economics qualifications are well placed for careers in business, finance, government services and professions such as teaching and the law.AS Economics is divided into two units: AS 1 and AS 2. Students following the A Level course must complete the two AS units and study two further units: A2 1 and A2 2.

Unit Assessment Weighting AS 1: Markets and Prices 1 hour 30 minutes external

examination paper (data response and structured essay)

50% of AS 25% of A Level

AS 2: The National Economy 1 hour 30 minutes external examination paper (data response and structured essay)

50% of AS 25% of A Level

A2 1: Business Economics 2 hour external examination paper (unseen case study and essay)

25% of A Level

Level of Entry

Students undertaking A Level Economics must have an interest in current affairs and have a willingness to read economic and business related materials.

It is preferred but not essential to have studied GCSE Economics and/or Business Studies. Students would benefit from good standards of numeracy and literacy.

Subject Entry Criteria

Essential Minimum Criteria

Must have achieved a Grade B or above in Economics OR Business Studies.OR Must have achieved a Grade B or above in Mathematics AND English.


ENGLISH LITERATURE

GCE English Literature will give you the opportunity to study not only a wide range of literature written by home grown Irish writers but also literature from outside the UK and literature in translation. This course will give you the opportunity to explore an important part of your own cultural heritage. Moreover, with the wide range of novels, poems and plays, you will study both Irish and international writers, you will not only deepen your understanding of your own history and society but also gain an insight into others. Through independent and critical reading you will develop your interest and enjoyment in literary studies and become an accomplished, discerning reader. You can take the AS as a stand alone qualification. To obtain the full A Level qualification you must take the second half of the course, referred to as A2.

Q. Why study English Literature?English Literature continues to be a well -respected, popular A-Level in the twenty first century, providing the most sought after skills in the world of work: an assured quality of written and verbal communication;intellectual insight and psychological understanding; cultural knowledge and breadth; the ability to write evaluationally in a sustained fashion with supporting evidence; independent research skills. If you enjoy reading and discussing ideas, and have an interest in not only reading books but also critically analysing them, then this course is ideal for you. To obtain the full A Level qualification in English Literature, you will need to complete both the AS and A2 units. However if you have chosen to study subjects which are scientific or technologically based yet still have an interest and an aptitude for English Literature, why not take the AS course as a stand alone qualification simply for pleasure? This would demonstrate the breadth of your interests and competencies which would serve you well when applying for degree courses.

Q. What do I need to be able to take this course?Whilst GCE English Literature builds upon the knowledge and skills developed in GCSE English Literature, you do not need to have taken the GCSE course in order to Study GCE English Literature. A grade B in GCSE English Literature would however be a great advantage. Moreover a passion for reading and discussion literature, along with a willingness to study independently, is a must!!

Student Guide: English LiteratureThis course will encourage you to read widely and independently. Moreover you will learn how to: Articulate creative, informed and relevant responses to questions on literary texts using appropriate

terminology Explore connections and comparisons between characters, themes or issues Identify and examine a range of methods employed by the author i.e. tone, form, structure and how

these methods shape meaning Demonstrate an understanding of the context in which texts are written by drawing on appropriate

information from outside the text.

Q. What will I study?You will study 2 units at AS and a further 2 units at A2. For GCE English Literature we have selected a wide range of literary texts and themes which you will study while developing your ability to critically analyse and explore various aspects of literature.

ASDrama – critical response to Shakespeare and a creative/personal response to a c20th dramatist.Comparative study of Poetry written after 1800 – Heaney, Duffy, Kavanagh, YeatsProse 1800-1945 – Austen, Hardy, Bronte, Fitzgerald,


A2Poetry 1300 – 1800 Closed bookDrama – comparing and contrasting a set of paired playsTheme-based prose – war, women in society, the outsider, childhood

How can I find out more?There are a number of ways that you can find out more about studying English Literature. These include;

Teachers at your school or college Students who are already studying the subject www.ccea.org.uk/english_literature The English Association – ww.le.ac.uk/engassoc/ Careers advisor UCAS www.ucas.com or CAO www.cao i.e. for details on entry requirements for university courses.

Q. What can I do with a qualification in English Literature?English Literature is one of the main subjects in the Arts and Humanities family and complements subjects such as Languages, Sociology, History and Politics. A qualification in GCE English Literature could lead you into a degree course in the Arts, Humanities and Communication. Armed with GCE English Literature you could even go straight into employment. The skills you will acquire through taking this course are in high demand from employers as well as universities and colleges. If you are interested in a career in journalism, the media or law then a qualification in GCE English Literature is a good basis for further training in these areas. Other Careers include: proofreading, public relations, broadcasting, copywriting, library work, TV or Theatre Directing, interpreting, advisory work, publishing, bookselling, radio production, technical writing, office administration, translating, editorial work, secretarial work, primary school teacher and marketing.


http://www.cao/

http://www.ucas.com/

http://www.ccea.org.uk/english_literature

GEOGRAPHY (NICCEA)

A Level Geography at Aquinas has a number of fieldwork opportunities built into this course: Belvoir Park Forest; Belfast Peaceline Tour; Murlough Nature Reserve in Newcastle; and carrying out a questionnaire on tourist attitudes, usually done during the Christmas Market at the City Hall.

The booklet on the next two pages is from CCEA and they show that, although preferable, students can take this course without having studied it at GCSE. This booklet gives a clear indication of the of the course content.

In the A2 1 paper, the two optional units studied in section A are: Impact of Population Change and Issues in Ethnic Diversity. In Section B of paper A2 1, the Global Issue studied will be Tourism. Finally, in the last Paper, A2 2, in Section A, the two units studied are: Fluvial (rivers) and Coastal Environments and The Dynamic Earth (earthquakes and volcanoes).



Available in the Summer only




GOVERNMENT & POLITICS

Few subjects are as relevant to our everyday lives as Government and Politics. Government and Politics is a challenging and rewarding subject that suits any student who is interested in people, power and justice.

Many of our students will already have opinions on many issues from gun control to abortion laws; others develop these ideas as their knowledge increases through the study of politics.Studying Government and Politics gives students a real insight into the world in which they live. Students learn how the political decisions that affect our lives are made and who has the power and authority to make those decisions. They also develop valuable analytical and evaluation skills as they debate topical and controversial issues, form their own opinions and study different viewpoints.The specification is divided into four units. Students study two units at AS and two units at A2. More detail on each of the units is outlined in the table below: Unit Summary of ContentAS 1: The Government and Politics of Northern Ireland

The government of Northern Ireland and The Northern Ireland Assembly

The Northern Irish political parties How our politicians get elected or appointed to power.

AS 2: The British Political Process The relationships among the Prime Minister, parliament and

judiciary

A2 1: Comparative Government

The United Kingdom and the United States of America U.S. Constitution and the impact on key issues such as gun

control, abortion, gay rights etcU.S. Congress vs U.K. Parliament U.S. Presidency vs the powers of the U.K. Prime Minister.

A2 2: Political Power and Political Ideas

Political Power Theories of political power – Elitism, pluralism, Marxism etc.Factors involved in the exercise of political power

There is no coursework element in this course.

What can I do with a qualification in Politics?The skills developed through studying politics are transferable and highly desirable to employers. The ability to write competently and to make a coherent argument, to display empathy and deal with people are all attractive qualities.

Former students have gone on to university to study a very diverse range of courses. The most common are Law, Politics, History or English. The skills acquired in studying Politics have seen many students go on to careers in Business, Law, Journalism, Teaching & Politics itself. Many past pupils who have gone on to study Law often return to tell me that their study of Politics in Aquinas gave them an advantage over other students who had not studied politics.

Can I study politics?Yes! Politics A-level is open to all Year 12 students regardless of the GCSE’s they study.


HISTORYStudying GCE History will give you the opportunity to explore key political, economic and social events which have helped shape our world today. It will build upon your understanding of the past and ability to make links and draw comparisons with or across different periods and aspects of the past.Q. Why study History?By studying GCE History you will be able to build upon your knowledge and understanding of past events and the impact on those events on our world today. This in turn gives you a better understanding of the consequences of past actions on civilisations and a greater empathy for people of different cultures today.History is much more than reading about past events. This course can help develop and deploy a range of important skills such as collecting and evaluating information, independent thought, weighing up the evidence that you have found and putting a case together to support your conclusions.Q. What will I study?There are two units at AS and two at A2. In each of the units at AS and A2, there are a number of options and you will study one option in each unit.AS 1In AS 1, you will investigate specific historical questions using sources, information and reaching validated conclusions.

Option 5: Germany 1918-1945AS 2: In the AS 2 unit, you will study significant individuals, societies, events, developments and issues.

Option 3: Challenge and Crisis in Ireland 1821-1867A2 1: In A2 1, you will study change and/or development, making links and drawing comparisons across

different aspects of the period studied. Option 4: Unionism and Nationalism in Ireland 1800-1900

A2 2: In A2 2 you will investigate specific historical questions through sources, using information and reaching substantiated conclusions.

Option 4: Partition of Ireland 1900-1925Q. What can I do with a qualification in History?Through following this course, you will have the opportunity to develop skills that are transferable and are highly sought after by employers. You will have the opportunity to develop your skills and increase your self-confidence through researching, organising information, having a questioning approach to the evidence before you, arguing a case, reaching balanced conclusions based on the evidence and writing in a clear and coherent way. These are skills which are highly desired by employers and will help you in further education, to succeed in your chosen career as well as in everyday life.History can open up a wide range of opportunities for further and higher education and interesting and rewarding careers, for example in the media, politics, library or information work, writing or editorial work, teaching, lecturing, business or the civil service.An interest in history may direct you to a perhaps a more specialist career as an archaeologist, archivist working in a record office, historical researcher, solicitor, barrister, museum curator or genealogist.PrerequisitesIt is essential to have successfully completed the GCSE History course to a grade B standard or higher.


HOME ECONOMICS CCEA

The central focus of Home Economics Education is the health and well-being of people in their everyday living. This involves enabling students to address increasingly complex challenges related to human needs and the management of resources to meet these needs. Home Economics is concerned with the management of human and non-human resources and with making informed decisions about nutrition and consumer issues. Students need the knowledge, skills and attitudes developed in Home Economics to understand and challenge the way society impacts on their health and wellbeing. In order to pursue this course, students must offer at least a grade B in GCSE Home Economics

The structures of the AS and A Level courses are summarised below:

UNIT ASSESSMENT DURATION & WEIGHTING OF MARKSAS1 Nutrition for Optimal Health

1 hour 30 minute examination 50% of AS25% of A Level

AS2 Priority Health Issues

1 hour 30 minute examination 50% of AS25% of A Level

A2 1Consumer Issues

2 hour examination 25% of A Level

A2 2Research Based Assignment

Students undertake a compulsory 4,000 word research based assignment.This is assessed by the teacher & externally moderated25% of A Level

The students will be encouraged to: develop & apply knowledge, understanding and skills to meet human need in a broad range of

activities develop an awareness of the management of resources to meet an identified human need in a

diverse and ever-changing society, including value issues take account of rapid technological changes & the growth of scientific knowledge & understanding evaluate critically evidence to justify informed decisions use ICT where appropriate develop innovative, creative & original ideas through active investigations make use of their wider knowledge & understanding

Home Study At least 1 hour daily. Students are expected to read widely around nutrition topic in journals & health magazines. They need to keep abreast of new theories and up-to date nutritional concepts.

Career OpportunitiesHome Economics provides a basis for those seeking employment in a wide range of careers such as industry, commerce and Health & Social Services. It is a recognised & accepted qualification for entry to more advanced courses in Further & Higher Education. It may be studied at degree level leading to courses in Consumer Studies, Environmental Sciences, Dietetics, Food Science, Product Development, Hospitality Management & Tourism. Successfully completed courses can lead to employment in education or as a professional Home Economist in the food or textiles industry.


INFORMATION COMMUNICATION TECHNOLOGY (ICT) (CCEA)

A Level ICT encourages students to: develop an understanding of the main principles of solving problems using ICT; develop an understanding of the range of ICT applications and the effects of their use; take account of rapid technological changes and the growth of scientific knowledge and

understanding; develop awareness of the management of resources to meet an identified human need in a diverse

and ever-changing society develop an understanding of the organisation of computer systems including software, data,

hardware, communications and people; acquire the skills necessary to apply this understanding to developing computer-based solutions to

problems.

There are four units in the assessment of this subject

Module Title % Weighting Method of Assessment

AS 1 Components of ICTThis covers the following topics:

Data and Information Hardware and Software Components Network Communication Applications of ICT Developing ICT Applications

30 External Exam

AS 2 Developing ICT Solutions

Data Processing Task (Database) 10% Multimedia Task (Website) 10%

20 Internally assessed coursework

A2 1 Information Systems This covers the following topics:

Database Systems Networked Systems Software Development The User Interface User Support and Training Legal and Professional Issues Implications of ICT

30 External Exam

A2 2 Approaches to Systems Development

One piece of Database coursework demonstrating skills in the following areas:

Analysis Design Implementation and Testing User Documentation Evaluation

20 Internally assessed coursework


Career ImplicationsStudying A Level ICT has obvious benefits for students in this technological age. The skills taught at this level are critical in themselves as problem solving through design is an essential skill required by many professions such as engineering or architecture. It is also appropriate for those pupils wishing to study ICT / Computing at degree level.

It is recommended that a pupil should have a grade B in GCSE ICT.


MATHEMATICS

Currently our students study the CCEA modular specification for A level Mathematics.From a choice of modules, six are studied, four of which are core modules in Pure Mathematics. The remaining two are made up of a Mechanics and Statistics combination. There is no coursework element in this specification.

Year 13 Modules(End of Year 13)

Core Mathematics 1 (C1)Core Mathematics 2 (C2)Mechanics 1 (M1)


Core Mathematics 3 (C3)Core Mathematics 4 (C4)Statistics 1 (S1)

Any Year 14 student wishing to repeat Year 13 modules will only be able to do so at the end of Year 14. It is therefore essential that students work to the best of their ability in Year 13 in order to reduce their examination load in Year 14 and achieve their full potential.This course aims to enable pupils to:(i) develop their understanding and enjoyment of mathematics.(ii) understand the relationship between “real world” problems and possible mathematical models.(iii) take increasing responsibility for their own learning and the evaluation of their own mathematical

development.

Requirements for entry to Mathematics at A levelA level Course Entrance Requirements

A-level Mathematics

Prerequisite Knowledge: T3, T4 and T6 modules (GCSE Mathematics). A minimum of grade B in GCSE Mathematics or grade C in GCSE Further Mathematics is essential.

It is not required that a student has studied GCSE Further Mathematics but a strong, independent work ethic is essential and while grade B GCSE Mathematics is a minimum requirement, students who have achieved a higher standard will have a more solid foundation and are much less likely to struggle at A level.

Career Implications / Further and Higher Educational PossibilitiesFurther study in at least some of the aspects of Mathematics beyond the age of 16 is required for many other A Level subjects, courses at University and careers. This course provides a sound basis for further study of Mathematics and related subjects at a more advanced level and is an appropriate option for those pupils wishing to pursue a career in a medical, engineering, computing, educational, scientific, technological or social science field. It is important that pupils check entry requirements for future courses as A Level Mathematics and, on some occasions, A Level Further Mathematics may be an essential requirement for a chosen course.

NOTE 1: A Level Mathematics is a prerequisite for entry to Engineering courses at University and is a preferred preparation for Computing courses. To keep options open, students should check course requirements for any intended career choice and ensure that they plan and work towards satisfying these requirements.NOTE2: Further Mathematics A level is required or considered an advantage for entry to courses in some universities. Guidance on this can be found in course admission criteria for individual universities.


FURTHER MATHEMATICS

Currently our students study the following units from the CCEA modular specification for A Level Further Mathematics:


F1 F2 M2


M3 F3 M4 or S2 (also referred to as S4)

There is no coursework element in this specification.Any Year 14 student wishing to repeat Year 13 modules will only be able to do so at the end of Year 14. It is therefore essential that students work to the best of their ability in Year 13 in order to reduce their examination load in Year 14 and achieve their full potential.

A Level Further Mathematics allows the students to: develop further their understanding of mathematics and mathematical processes in a way that

promotes confidence and independent thought and fosters enjoyment extend their range of mathematical skills and techniques and use them in more difficult

unstructured problems

Requirements for entry to Further Mathematics at A level

A level Course Entrance RequirementsA level Further Mathematics

The study of A level Further Mathematics requires knowledge of two AS and two A-level Mathematics modules by the end of Year 13. Hence students taking this option must study A level Mathematics as well as A level Further Mathematics and will need to have studied GCSE Further Mathematics and have sat the T4/T6 module combination in GCSE Mathematics.

Required grades A* in GCSE Mathematics A* or a high grade A in GCSE Further Mathematics

Delivery of the course will involve a brief introduction to some aspects of the A-level module content not yet met but, due to time constraints, a considerable amount of independent study of A level content will be essential.

Career Implications / Further and Higher Educational PossibilitiesThis course provides a sound basis for further study of Mathematics and for related career paths at a more advanced level. In addition A Level Further Mathematics may be an essential or preferred requirement for a chosen course in some universities.

To keep options open, students should check course requirements for any intended career choice and ensure that they plan and work towards satisfying these requirements.

Any pupil interested in studying A Level Further Mathematics either to AS or to A2 level should speak to Mrs. Hart, the Head of Mathematics, as soon as possible and prior to submitting subject options.


MEDIA STUDIES (AQA)

Delivered at Wellington College

Course DescriptionMedia literacy is an essential skill for the 21st century. The AS and A2 Media Studies course provides an engaging, challenging and enjoyable opportunity for candidates to explore the rapidly changing media landscape. Students will gain a solid understanding of the purposes, principles, concepts, techniques and systems of media products in print, audio-visual and new/emerging media platforms. They will study contemporary media to look at the changing ways and contexts in which media texts are produced and consumed.

Assessment objectivesAO1 - Demonstrate knowledge and understanding of media concepts contexts and critical debatesAO2 - Apply knowledge and understanding when analysing media products and processes and evaluating their own practical work, to show how meanings and responses are createdAO3 - Demonstrate the ability to plan and construct media products using appropriate technical and creative skillsAO4 - Demonstrate the ability to undertake, apply and present appropriate research.

The AS specification has 2 units:Unit 1: Investigating Media 1: Written Paper: 2 hours Weighting: 50% of total AS / 25% of total A Level marksSection A: Four compulsory short answer questions based on one unseen piece of stimulus material (from moving image, digital/web-based (e-media) or print). 60% (A01)Section B: One essay question from a choice of two. 40% (A02)

Unit 2: Creating Media 2Weighting: 50% of total AS / 25% of total A Level marks

Externally set brief. Two linked production pieces. 60% (AO3); 20% (AO4) Evaluation (written) on both production pieces (1500 words). 20% (AO2)

A2 MEDIA STUDIES Examining Board - AQACourse Description

At A2, candidates are encouraged to examine the media in a less formulaic way and demonstrate, develop and formulate their understanding of the media and its influential role in today's society as well as debating major contemporary media issues. Unit 4 will investigate a media theme/text in more depth and realise a production piece reflecting this research.

The A2 specification has 2 units: Unit 3: Media: Critical Perspectives Written Paper: 2 hours Weighting: 50% of A2 / 25% of total A Level marks

Section A: Three compulsory questions on unseen stimulus materials (45 minutes including 15 minutes reading/viewing time). 40% (AO1)


Section B: One essay from a choice of two pre-set topics (45 minutes). 40% (A02)Unit 4: Media Research and ProductionInternally Examined and Externally Moderated Weighting: 50% of A2 / 25% of total A Level marksSubject Entry Criteria

Essential Minimum Criteria

Must have achieved a Grade B or above in GCSE Media Studies.OR Must have a Grade B or above in GCSE English.


MODERN LANGUAGES CCEA

The Modern Languages Department will be preparing students for the CCEA Examinations in French, Irish and Spanish. We would prefer students to have achieved at least a GCSE Grade B in the relevant language before taking this course.What will I learn on this A Level course?A Modern Language GCE will give you a fascinating insight into other cultures. Whilst developing the ability to communicate confidently and effectively in the language in both speech and writing, you will also learn about the contemporary society, cultural background and heritage of countries and communities where the language is spoken. ReadingYou will be able to read, understand and extract information from written passages in the target language that are taken from authentic sources, such as magazines and newspapers, reports or books and the Internet.ListeningYou will be able to listen to, and understand contemporary spoken language and answer questions on what you have heard. The passages that you will learn to listen to will be taken from a range of sources such as news reports, weather forecasts, announcements, interviews and discussions.Speaking and WritingYou will learn how to write essays or longer pieces and to hold conversations and discussions in the target language. You will learn appropriate grammar, words and phrases that will help you to:Present information in the target languageProvide opinionsOrganise your argumentsAnalyse your ideasWhat kind of student is this course suitable for?If you are interested in languages and communication, and you enjoy learning about other cultures and ways of life, then the AS and the A2 courses could be suitable for you. Students who learn a modern language have an added advantage and can apply their skills in every day business life. Your own personal development will also benefit greatly from taking a GCE in a Modern Language. It will strengthen your confidence and help you gain a positive attitude to learning and independent study and greatly enhance your communication skills and your interpersonal skills. The AS units can be taken separately as a stand alone qualification or you can take the AS units combined with the A2 units to gain the full A Level qualification. A language can be studied independently at university level or combined with a great variety of other subjects such as Law, International Business, Engineering, Accountancy, and Economics. In a global economy the ability to speak another European language is an advantage in many careers, and facilitates flexibility in the job market, moreover the study of one language will enable a student to consider studying a new language at university or any later stage, such as Mandarin Chinese, Arabic or Portuguese.It is possible to study a language to degree level with most university courses. Similarly, if you are interested in travel then you are likely to find these courses appropriate. There are opportunities in the courses which enable you to choose topics or questions to suit your interest. Whether you want to use your language for work, for further study, training, or for leisure, AS and/or A2 will equip you with the necessary skills and knowledge.“We are looking for graduates who can be our future leaders who demonstrate qualities of courage, judgement and breadth. Where do we find such qualities? Linguists or arts graduates.”Miles Chowdry,Director of Global Corporate DevelopmentRolls Royce PLC


Studying Languages in Sixth FormStudents are given the opportunity to further practise their oral skills in their chosen languages in small groups with language assistants.Students are offered many opportunities to develop their linguistic and cultural interests in their chosen language/s.

Students may participate in an exchange with our French partner school.Students may independently go to Spain and attend tailored A level revision courses. We are currently seeking new links with Spain to meet the needs of our pupils.Students may independently go to the Gaeltacht and attend special A Level courses.Students are given opportunities to work in Gaeltacht Summer Schools.Students take part in competitions, debates and attend cultural events.

The Examinations for AS French/Irish/Spanish; CCEAUnit AS 1 – Speaking 13mins (35% AS 17.5% A2)The speaking test will be carried out by an external examiner and recorded for the purposes of monitoring and scrutiny.This unit is in two parts.

Part 1 Prepared Presentation The presentation will last approximately 3-4 minutes.You will be asked during the course to choose and prepare a topic from the list in the syllabus (See below).You will be expected to discuss briefly with the examiner the topic of the presentation.

Part 2 Conversation This will last approximately 8-9 minutes.You will be expected to take part in a general conversation, talking about yourself, your home and school life, hobbies, interests, leisure activities, future hopes, plans and ambitions and any area of particular interest. Unit 2 – Listening, Reading and Writing (65% AS 32.5% A2)This unit is in three parts. There will be a 15 minute break between part A and the other two parts.

Part 1 Listening (40 minutes)You will have to listen to two recorded items. You will have individual control of the recording and may stop and replay the recording as you wish. You will have to answer objective type questions (true or false, Information not given) and questions in the target language.

Part 2 Reading Comprehension (1 hour 05 minutes)You will be expected to read a passage and complete comprehension tasks such as “gap filling” and answering questions in the target language. The passages will relate to the topics listed for AS Level.

TranslationYou will be given a short passage for translation from the target language into English. It will also be based on the topics listed for AS Level.

Part 3 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. You will respond to one question only in 200-250 words.


A2 FRENCH/IRISH/SPANISHA Level. The full A-Level qualification is made up of the AS units plus two more units which are detailed below.Unit A2 1: Speaking (15 minutes) (A2: 17.5%)This unit consists of two elements:Part 1: DiscussionThe discussion will last approximately 5 minutes and will be based on a societal theme selected for study by the candidate from Literature and Society.

Part 2: ConversationCandidates will be expected to talk about themselves – their home and school life, hobbies, interests and leisure activities, hopes and aspirations and any area of particular interest. This unit will be carried out by an external examiner and will be recorded for the purposes of monitoring and scrutiny.Unit A 2 2: Listening, Reading and WritingPart 1: Listening (40 minutes)You will have to listen to two recorded items. You will have individual control of the recording and may stop and replay the recording as you wish. You will have to answer objective type questions (true or false, Information not given) and questions in the target language. There will also be questions and answers in English.

Part 2: 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, books or other forms of extended writing and which relate to the topics listed at A2 Level.

Part 3: Writing (1 hour) Section C 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 to 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.

The AS and A2 courses will focus on the following contexts and their related topics.

Context 1: RelationshipsWithin this context, students at AS should have the opportunity to understand and explore issues in the target language such as:• different family structures;• roles and responsibilities within families;• pressures on families;• breakdown of the family unit;• working parents;• generational issues;• different types of personal and interpersonal relationships and societal attitudes to them;• gender roles in society;• young people and their problems in society; and• topical issues.


Context 2: Health and LifestyleWithin this context, students at AS should have the opportunity to understand and explore issues in the target language such as:• physical well-being – diet/exercise;• personal responsibility;• consequences for risk-taking behaviour – including smoking, alcohol and drugs;• mental well-being – dealing with stress/pressure;• self-harm;• interests and entertainment;• options and opportunities available;• personal participation;• benefits of hobbies/interests for the individual;• travel;• positive and negative impacts of travel on the individual and on society; and• contemporary and topical issues.

Context 3: Young People in SocietyWithin this context, students at AS should have the opportunity to understand and explore issues in the target language such as:• influences on young people – peers/family/friends/school/religion;• popular culture and media – television/cinema/magazines/music/press/advertising;• cultural identity – understanding own culture and cultural differences;• school life – pressures and challenges;• dealing with school pressures;• personal responsibility for learning;• career planning – aspirations/intentions;• understanding the education system;• understanding other education systems; and• contemporary and topical issues.

Context 4: Local and Global CitizenshipWithin this context, students at A2 should have the opportunity to understand and explore issues in the target language such as:• equality and inequality – types/causes;• achieving equality in society;• discrimination and prejudice – causes and consequences;• dealing with discrimination and prejudice;• poverty – causes and consequences;• eradicating poverty locally and globally;• multicultural society – challenges and pressures;• recent developments and changes;• immigration – issues/benefits/integration;• understanding cultural differences;• development of local and global democracy;• causes and consequences of conflict; and• ending conflict.

Context 5: Environmental AwarenessWithin this context, students at A2 should have the opportunity to understand and explore issues in target language such as:


• importance of conservation for society;• different types of conservation;• opposition to conservation;• pollution and waste – sources and solutions;• alternative and renewable energy sources;• causes and consequences of climate change;• role of governments in protecting the environment; and• collective and personal responsibility.


MOVING IMAGE ARTS

IntroductionWhether accessed through cinema, television, DVD or the Internet, moving images are a primary source of information and knowledge about the world. Moving image literacy is, therefore, critical to understanding and interpreting modern society.The moving image is a key driver of the creative industries. The rapid growth of digital media technologies has made the creative industries increasingly accessible and attractive to young people. The impact is being felt within the classroom, where students are seeking opportunities to learn technical skills and express themselves creatively.The subject is anchored in the students’ creation of their own moving image art works. Exploring the rich and diverse heritage of the moving image and its relationship with other art forms and disciplines should inform and inspire the students’ work. Students will be introduced to a rich variety of moving image practices, processes, conventions, styles and techniques helping them to progress into this area of employment growth.Summary AS 1: Creative Production: Foundation Portfolio Teacher assessment of coursework with external

moderation, 70% of AS, 35% of A Level, available Summer only AS 2: Critical Response – External online exam with unseen moving image clips, 1 hr 30 mins, 30% of

AS, 15% of A Level, available Summer only A2 1: Creative Production and Research: Advanced Portfolio – Teacher assessment of coursework with

external moderation, 70% of A2, 35% of A Level, available Summer only A2 2: Critical Response and Specialisation External online exam with unseen moving image clips and optional art form specialisation with pre-set moving image clips, 30% of A2, 15% of A Level, available Summer only.

Unit Summary of Content

AS 1: Creative Production: Foundation Portfolio

Film Language Film Planning Film Production

AS 2: Critical Response Critical analysis of three unseen moving image clips chosen from the specification’s two compulsory moving image art forms: Film and Animation.

A2 1: Creative Production and Research: Advanced Portfolio ;

Film Language Film Planning Film Production

A2 2: Critical Response and Specialisation

Critical analysis of three unseen moving image clips chosen from the specification’s two compulsory moving image art forms: Film and Animation.

GCE Moving Image Arts is the first course of its kind in the UK. The course covers the technical skills necessary to produce film and animated sequences, for example:• Lighting techniques • Sound recording• Editing • Camera operation• Digitization.You will also learn about the important processes involved in pre-production, such as:• Script development • Location selection


• Character development • Storyboarding

Why study Moving Image Arts?• Promotes the development of audio-visual literacy and creativity through hands-on learning• Encourages ownership, self-expression and independence in the exploration of thoughts, ideas and

creative practices• Facilitates broad creative, technical and critical experiences of different moving image art forms and

styles• Exploits new digital technologies including online examination opportunities• Enables flexible, inter-disciplinary learning and encourages synergies across multiple art forms and curricular areas

Q. What do I need to take this course?As two of the units are assessed by online examination, you should have basic keyboarding and word processing skills.No previous experience in moving images is necessary.

Q. What will I study?• You will study film language.• You will learn about the different technical roles and work practices involved in moving image production (director, cinematographer, editor, art director, set designer, etc).• Cinematic realism and formalism will be the key Areas of Study, drawing attention to important examples of personal expression in the history of cinema.• The inter-relationship between the moving image and other art forms, disciplines and practices will be the focus of the course, highlighting the interdisciplinary nature of moving image production.

Q. What can I do with a qualification in Moving Image Arts?Rapid growth of digital media technologies has made the creative industries increasingly accessible and attractive to young people. The GCE in Moving Image Arts introduces you to this exciting and enterprising field while also embedding skills that will benefit you in a host of additional pursuits.The benefits of Moving Image Arts extend beyond a career in film or animation. Transferable skills like resource management (time, people and budgets), planning, problem solving, negotiation, and communication are also strengthened through the course activities.

Careers and further education possibilities in Moving Image Arts

Director Teacher Television ResearchScript-writer Radio Producer Special EffectsCostume Designer Radio Presenter Set designAnimator Make-up Art Graphic design


MUSIC

The Music Department offers an A Level course in Music. Pupils are encouraged to build on skills they have acquired at Key Stages Three and Four and the fundamental skills of listening, composing and performing will be developed to an Advanced Level. Pupils at this level are expected to have a sound knowledge of theory (minimum of Grade 5) and be able to read staff notation fluently. They are also expected to have good practical skills and should be working at Grade six in Year 13 and at Grade seven/eight in Year 14.AimsThe course seeks to:

Extend the skills, knowledge and understanding needed to communicate through music and to take part in music-making.

Engage in, and extend, their appreciation of the diverse and dynamic heritage of music, promoting spiritual and cultural development.

Develop particular strengths and interests encouraging life-long learning and providing access to music-related careers such as performing, composing, teaching, sound engineering, arts administration and music-journalism

A Level Music Course Content: Syllabus: NICCEAThe course consists of two units, one to be taken in each year of the course. Both units promote the central aim of making and responding to music with understanding. Students may go on to convert their AS qualification.

Module 1This is submitted and assessed in the summer of year 13 and 14.

Choose from one of the following options – each worth 32% at AS Level and 30% at A2 Level. A: Core solo or ensemble performance and composition task B: Core solo or ensemble performance and multi tracking task C: Core solo or ensemble performance and sequenced arrangement task D: Core composition task and solo or ensemble performance

Performances include a Viva Voce undertaken by students, which is an assessed conversation with the visiting examiner regarding their performance, and composition/technology tasks must be accompanied by a written commentary.

Module 2 [worth 18% (AS or 20% (A2) of A Level].

We work at this module throughout the first and second terms in years 13 and 14 and the examinations take place in May/June. This is made up of 2 papers: a test of Aural Perception lasting approximately 1 hour and a written examination lasting 75 minutes at AS Level and 90 minutes at A2 Level.

AS students study 5 set works from the Core Topic Music For Orchestra 1700-1900 which are tested in both papers. They also study an optional area of study Music For Solo Piano 1825-90 which is an essay topic. A2 students study 4 set works from the Core Topic Music For Orchestra in the Twentieth Century, which are tested in both papers, and study one of the following essay topics English Secular Vocal Music 1580-1620 or New Directions in Twentieth Century Music.

All A level music students must ‘listen around’ these topics to prepare for the unfamiliar extracts of music which will appear on the Aural Perception Paper.


Physical Education

SPORTS SCIENCE AND THE ACTIVE LEISURE INDUSTRY (CCEA)

GCE in Sports Science and the Active Leisure Industry is an applied qualification in which students develop knowledge, understanding and skills through practical demonstration and/or in a context related to employability.

The Active Leisure Industry covers the following five subsectors: Sport and Recreation, Health and Fitness, Playwork, the Outdoors, and Caravans. However, this specification concentrates only on two subsectors: Sport and Recreation and Health and Fitness.

As with all GCEs, the guided learning hours for this specification are: 180 hours for the Advanced Subsidiary award; and 360 hours for the Advanced Level award.

1.1 Aims This specification aims to encourage students to:

develop and sustain an interest in sports science and the active leisure industry specific to Sport and Recreation and Health and Fitness;

acquire knowledge and understanding of sports science and the active leisure industry specific to Sport and Recreation and Health and Fitness through practical and theoretical contexts;

undertake practical activities which allow them to apply their knowledge, understanding and skills when exploring issues associated with the subject;

develop skills that enable them to make an effective contribution to sports science and the active leisure industry including research, evaluation and problem-solving skills in a work-related context;

develop knowledge about the importance of technology to sport and physical activity in the leisure industry;

develop advanced study skills to prepare for third level education and/or employment in the active leisure industry; and

demonstrate their understanding and application of key concepts through internal and external assessments.


Specification at a Glance

Content Assessment Weightings AvailabilityAS 1: Internal Assessment. 60% of AS Every summer

from 2014

Fitness and Training for Sport

Portfolio showing written evidence of training methods, fitness assessment and planning, leading and evaluating exercise sessions, and risk assessment.

30% of A Level

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

External written examination

2 HoursThis includes short and extended questions and stimulus response questions based on health, fitness and lifestyle.

40% of AS

20% of A Level

Every summer from 2014

All questions are compulsory

Internal Assessment. 30% of A Level Every summer from 2015

A2 1:Event Management in the Active Leisure Industry

Portfolio showing written evidence of planning for an active leisure event and evaluations of outcome.

20% of A Level Every summer from 2015

A2 2:The Application of Science to Sports Performance

External written examination.

2 HoursThis includes short and extended answer questions and stimulus response questions based o anatomy and physiology, skill acquisition, principles of learning and performance. Synoptic paper.

All questions are compulsory

Unit AS 1: Fitness and Training for Sport Most sports performers aspire to reach their full potential. To achieve this they must fully commit to their personal exercise programme. Fitness is vital to achieving success in sport. Sports performers take part in fitness tests to establish their baseline measures. Fitness testing is essential to develop the performer’s physical fitness, as their coach or fitness instructor can identify areas for improvement and evaluate the success of the training programme.

Unit AS 1 gives students the opportunity to examine many topics involving components of fitness and the training methods used to improve them. Students carry out a range of fitness tests. They administer the tests, analyse the results and provide an individual with feedback. Students must devise a training programme, and plan, lead and review the training sessions.

This unit develops students’ knowledge, understanding and skills involved in fitness and training. It is internally assessed and externally moderated through an internal assessment portfolio. The student must


provide a portfolio of written evidence of their planning, recording and evaluation for Tasks 1−3. This must be supported by witness statements/documents from the teacher.

Students must complete the following tasks: Plan and perform a range of sport specific fitness tests for an individual under supervision (Task 1).

These tests allow students to evaluate the performance of that individual in their chosen sport. The students must use a number of fitness tests appropriate to the components of fitness they are evaluating. When students are assessing aerobic fitness they may use two or three suitable tests, while they may require up to a maximum of 10 tests for other components or combinations of components.

Plan, perform and evaluate a sport specific fitness programme for another individual under supervision (Task 2). This programme should last for a six to eight week period.

Construct, lead and evaluate exercise sessions that form part of a fitness programme aimed to meet the needs of an individual (Task 3). Students must plan, lead and evaluate a minimum of three sessions in detail.

Students must recognise the need for safety at all times in fitness training and assessments. They should carry out appropriate risk assessment in relation to the sport specific activities, including first aid and emergency procedures. The students should identify common injuries in specific sports.

We suggest that you allocate 25−31 weeks for AS 1 as follows:

Planning: 8−10 weeks Selecting/Performing: 14−16 weeks

Unit A2 1: Event Management in the Active Leisure Industry This unit introduces students to the Leisure Industry, which is one of the fastest growing industries in the UK and Europe. Students gain an understanding of the diverse nature of the industry and how the sports sector plays an important role in relation to employment, health, fitness and entertainment.

It is designed to develop students’ higher level skills through greater depth, complexity, and application of knowledge and understanding. It is internally assessed and externally moderated through an internal assessment portfolio. Although the activity is a group event, each student must produce their own internal assessment portfolio. We advise a group size of 4−8 students.

This unit provides students with the opportunity to organise and run an active leisure event. The student works as a group member to plan, carry out and critically evaluate a project that is relevant to the active leisure industry. The choice of event must be sufficiently demanding to meet the assessment criteria outlined and allow each student to contribute significantly to the planning, organisation, running and evaluation of the event. This unit helps students prepare for employment in the active leisure industry by giving them the opportunity to develop the essential workplace business skills.

Unit A2 1 requires each student to produce a portfolio of an active leisure event which will include written evidence of the following:

Task 1: Researching and planning an active leisure event

Students must provide: − A brief introduction to the key components of the leisure industry;


− Relevant research and analysis when assessing the feasibility and management of an active leisure event to be presented to the group; and

− A plan of the active leisure event which the student completes as part of the group.

Task 2: Working as part of a group to organise an active leisure event

The student must provide a detailed record of their individual contribution to the running of the active leisure event.

Task 3: Reviewing and evaluating an active leisure event

Students must provide an evaluation of their own and the group’s performance before, during and after the event, including recommendations for improvement.

We suggest that you allocate 25−31 weeks for A2 1 as follows: • researching and planning (Task 1): 10−12 weeks; • working as part of a group to organise an active leisure event (Task 2): 12−14 weeks; and • reviewing and evaluating an active leisure event (Task 3): 3−5 weeks (approximately 1800 words).

Content and Assessment

Content Summary Assessment Weightings AvailabilityContentAS 1: Fitness and Training for Sport

Components of fitnessTraining MethodsFitness testingPlanning fitness programmes and leading exercise sessionsSafety and risk assessmentFirst aid

Internal Assessment

Portfolio showing written evidence of training methods, fitness assessment and planning, leading and evaluating exercise sessions, and risk assessment

60% of AS Summer only from 2014

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

The active leisure industryLifestyle and healthNutrition for health and exerciseComponents of fitnessThe need for safety in the active leisure industryBarriers to participationHealth of the nation and comparisons made to other European countries

External Assessment

2 hours examination paper

Short and extended questionsStimulus response questions based on Health, Fitness and Lifestyle

40% of AS

20% of A Level

Summer only from 2014

A2 1: Event Management in Active Leisure Introduction to the key

Internal Assessment

Portfolio showing

30% of A Level



Industry components of the leisure industryChoice of active leisure event linked to key components of leisure sportFeasibility of the eventTeamworkThe eventEvaluating the event

written evidence of planning for an active leisure event and evaluation of outcome

A2 2: The Application of Science to Sports Performance

Respiratory systemCardiovascular systemSkeletal systemMuscular systemEffects in sports performanceSkill acquisitionUnderstanding learning and performance

External Assessment

2 hour examination paper

Short and extended answer questionStimulus response questions based on anatomy and physiology, skill acquisition, principles of learning and performance

20% of A Level


This new GCE in Sports Science and the Active Leisure Industry is an applied qualification in which students develop knowledge, understanding and skills through practical demonstration and/or in a context related to employability.

It combines elements of sports science/physical education and leisure studies and is designed to equip students with the knowledge and the range of skills required to work in the sports and active leisure industries.

The specification provides a sound basis for progression to further study and a range of interesting careers. It has been designed to help students:

develop subject knowledge, understanding and skills in relation to a work context within the active leisure industry;

prepare for continued development in further/higher education; acquire knowledge about the importance of technology to sport and physical activity in the active

leisure industry;participate in research, evaluation and problem-solving skills in a work-related context;understand the reasoning behind different levels of fitness; andplan, organise and evaluate an active leisure event


PHYSICS

The A level Physics course will follow the CCEA GCE Specification.There are three AS units (50% of the Advanced GCE).

1. Forces, Energy and Electricity.2. Waves, Photons and Medical physics.3. Practical techniques.

On the successful completion of the AS course, students will take a further three A2 units(50% of the Advanced GCE).

4. Momentum, Thermal Physics, Oscillations and Radioactivity.5. Fields and their Applications.6. Advanced practical techniques

While studying these units you will develop practical skills that include planning experiments, collecting data, analysing experimental results and making conclusions. You will also gain an appreciation of how scientific models evolve and are developed, the applications and implications of science, the benefits and risks that science brings, and the ways in which society uses science to make decisions.

The qualification builds on the knowledge, understanding and process skills that you have learnt in GCSE Science. It is essential as a pre-requisite of taking AS Physics that students have either a grade A or B in GCSE Physics, or have achieved 80% or above in the physics units (1 and 2) of the Higher Tier Double Award Science. In addition, students should have attained at least a Grade B in the GCSE Mathematics Higher Tier paper as numerical and mathematical skills are important in physics. Communication is also important as you will need to be able to communicate effectively, carry out research and critically think about problems.

This course is very intensive and requires consistent hard work throughout the two years. While much of the work will be undertaken in class, students must be prepared to work independently at all times. A level Physics requires a commitment to consistent study in school and particularly at home with research and revision and the determination and maturity to succeed in what is often considered a challenging subject.

Advanced Physics is highly regarded by both third level institutions and employers. It can lead to careers in science, engineering, technology, architecture, dentistry, pharmacy, metrology and related programmes. In recent years, it has gained recognition as a qualification that, when studied, nurtures critical thinking skills and creativity in problem solving exercises. Physics graduates have also followed careers in accountancy and computing.


PSYCHOLOGY

Students will be following AQA’s Psychology B Specification.The subject is taught over four units.

The first unit, PsyB1, is a general introduction to Psychology. As a new subject to all students, this unit aims to give students a feeling for what Psychology is about and how different schools of thought have developed over the years. We will broadly cover key approaches in psychology such as social learning theory, cognitive psychology and psychodynamic theory. The key concepts of gender development and biopsychology are also considered.

The key approaches in modern psychology are supported by extensive research. A study of the various research methods, descriptive statistics and how evidence is represented will also be undertaken in this unit.

The second unit, PsyB2, is more specific examining aspects of social psychology such as social influence. Cognitive psychology is also considered with a focus on memory. This unit also looks at individual differences specifically autism. It is hoped that students undertaking this course will avail of practical experience in the area of autism as the school aims to develop links with wider practices in the field of autism.

In year 14, the course aims to further develop the students’ knowledge in psychology through two modules. The first module PsyB3 considers key theories, explanations and treatments within attachment, forensic psychology, schizophrenia and mood disorders. Students are also expected to be able to apply their research methods knowledge specifically to the attachment section of the course. The second unit considers topical debates in psychology and advanced research methods. This unit also revises the key approaches taking a more evaluative approach to the subject.

Each unit is examined through modular exams each June. In Year 13, the two exam papers consist of three questions relating to units covered and are 1 hour and 30 minutes long. In Year 14 the two papers are two hours long and require extended writing.

Studying Psychology at A Level will give the student an insight into the different factors that influence human behaviour and development. It will also develop critical thinking skills and take the student through the processes of understanding and reflection. This subject is useful for those wishing to pursue a wide variety of careers such as psychology, teaching, nursing, psychiatry, counselling, social work, social care and human resources. Students wishing to take this subject should have obtained Grade B in English, Maths and Science at GCSE Level.


RELIGIOUS STUDIES (CCEA)

The course incorporates a variety of academic disciplines and is available to all students who have achieved a grade B or above in Religious Studies and English GCSE. The Ethics course explores a variety of issues such as human rights, medical ethics, the origins of morality through ethical philosophers and an understanding of religious and moral and issues evident in society today. The Acts of the Apostles course looks at the history of the time, religion and development of Christianity, along with a critical literary analysis of key biblical passages. In addition, candidates are required to explore connections with other aspects of human experience.

Aims: Through studying GCE Religious Studies, students will have opportunities to: develop knowledge and understanding of religion; discuss and evaluate religious beliefs, practices and values; develop an interest in and enthusiasm for religious studies; develop an understanding of spiritual, moral and cultural issues; adopt an enquiring, critical and reflective approach to the study of religion; and reflect on and develop their own values, opinions and attitudes.

Assessment Units: GCE Religious Studies is made up of two levels: AS and A2. The AS can be taken as a ‘stand alone’ qualification without progression to A2. However, to obtain the Advanced GCE qualification, students must complete both the AS and A2 levels.

AS – Year 1 The examination consists of two written papers lasting 1hour 20minutes each, to be examined in the summer term.

Paper 1 – AS2: An Introduction to Acts of the Apostles Paper 2 – AS6: Religious Ethics: Foundations, Principles and Practice.

A2 – Year 2 The examination consists of two written papers lasting 2hours each, to be examined in the summer term.

Paper 1 – A22: A Study of Acts, Galatians and 1 Corinthians. Paper 2 – A26: Ethics and Society.

To ensure success students should: Be highly motivated and be able to work independently. Enjoy reading and be prepared to read extensively. Have a good command of English. Enjoy active participation in discussion. Be able to make effective use of relevant factual knowledge. Display the ability to express awareness of change and continuity in the past.

Career Implications:Religious Studies can help students develop marketable skills and aptitudes including:

analytical and strategic thinking; research skills; critical judgment; the ability to work with abstract, conceptual ideas; an ability to 'understand both sides' and negotiate and resolve conflict; problem-solving skills; leadership skills; understanding of the impact of conflicting ideologies; and


an appreciation of human diversity, belief systems, cultural and spiritual experiences.

These skills have led to Religious Studies being a popular A Level subject, with universities recognizing it as a challenging, academic subject which offers an insight into morality, values, and the human desire to search for meaning. Candidates with A level Religious Studies have achieved places at top universities.

As a literary subject it demands high levels of investigative, analytical and evaluative skills, making it an excellent subject for those pursuing studies in law, medicine, philosophy, education, social work, journalism and the Arts.


SOCIOLOGY

The WJEC GCE specification is a unitised A Level which will be assessed through 2 modules at the end of AS and two modules at the end of A2.

The specification emphasizes the diversity and complexity of contemporary society and acknowledges national, regional and cultural diversity within society. It is hoped that students will have an opportunity to relate their own experiences to the study of Sociology while examining issues in a global context.

Learners will study concepts and theoretical issues through two main themes:1. Socialisation, culture and identity2. Social differentiation, power and differentiation

These themes will be covered across all units although there will be greater emphasis on the first theme in the AS units and on the second theme in the A2 units.

The course will focus on the following topic areas: Socialisation, Culture and Identity Families and Households Education Crime and Deviance Social Differentiation and Stratification Methods of Sociological Enquiry

At AS and A2 learners will be expected to demonstrate a wide range and depth of knowledge and understanding alongside skills of application, analysis, interpretation and evaluation.Throughout the two years, students will be required to undertake the writing and preparation of several essays and structured question answers.

An A Level Sociology student will be required to: Show an ability to recognise and understand the language and concepts associated with the study

of Sociology Be capable of reading, interpreting and analysing the work of known sociologists Select appropriate and relevant sociological material to analyse social issues and be capable of

applying concepts, theories and evidence to support arguments Evaluate and compare sociological and non-sociological evidence and arguments

A good student of Sociology must: Be highly motivated and enjoy the challenge of personal research Enjoy reading and be prepared to read around the specification Have a good command of English language and enjoy participating in active discussion Be able to write in an organised, structured and organised way Have achieved Grade B in English GCSE

Career OpportunitiesStudents of Sociology acquire and develop skills of understanding, evaluation, analysis and application. These skills lend themselves to many career areas such as law, journalism, teaching, research and social work. At third level education however, sociology as a subject can be combined with many other subjects opening the doorway to careers in advertising, sales, media, marketing, human resources and many others.


AS Unit 1. Acquiring Culture (including Families and Households) 1 hr 15 mins 37.5% of AS15% of A2

AS Unit 2. Understanding Society and Methods of Sociological Enquiry (including Education)

2 hours 62.5% of AS25% of A2

A2 Unit 3. Power and Control (including Crime and Deviance) 2 hours 25% of A2

A2 Unit 4. Social Inequality and Applied Methods of Sociological Enquiry (including Stratification and Differentiation)

2 hours 15 mins 35% of A2


TECHNOLOGY AND DESIGN:Systems and Control

Technology and Design is an inspiring, rigorous and practical subject. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as Mathematics, Science, Engineering, Computing and Art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present Design and Technology, they develop a critical understanding of its impact on daily life and the wider world. High quality Design and Technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.

Career ImplicationsTechnology and Design is recognised as a very relevant and acceptable combination with Maths for admission to many universities and other third level engineering courses. In particular, it is relevant to Technology & Design, Engineering, Computing and Product Design courses. Current Labour market information indicates that these are areas that should lead to employment in the future. It also provides entry into teacher training. Good design and product development combined with the advantages of Computer aided Design (CAD), Computer aided Manufacture (CAM) and computer Numerical Control (CNC) open up many fields in the Construction and Engineering sectors of employment. The school has acquired a Laser Cutter, 3D Printer and CNC Router which enables the students to mimic what happens in industry for their own product ideas. Many past students have been accepted for bursaries to aid/fund their university courses. Current A2 students are directed to apply for funding in their final year of GCE.

This specification: Builds on the broad Technology and Design experiences gained by following GCSE Technology and

Design specification; However, the broad nature of this subject at AS/A2 also lends itself to equally include students who have a grade B in Maths and/or Physics at GCSE .

Widely recognised as an entrance requirement alongside Maths for a wide range of Engineering courses at University

Provides a solid foundation for study at a higher level in a range of engineering; product design and industrial design areas of practice, or in areas of study related to engineering and design.

Students will be encouraged to: Develop and sustain their creativity and innovative practice; Recognise and overcome challenges and constraints when working towards the production of high-quality products whilst learning a wide variety of Computer Aided Design and

Computer Aided Manufacture techniques in practice; Develop a critical understanding of the influences of the processes involved in product and system

design Design and technological activities from a contemporary and historical perspective; Draw on a range of skills and knowledge from other subject areas (especially Physics, Maths and Art

& Design); Draw on and apply knowledge; understanding and skills of production processes to a range of system, design and technological activities; Develop an understanding of contemporary design and technology practices; and use digital

technologies and information handling skills to enhance their design and technological capability.


The structures of the AS and A Level courses are summarised below;

AS 1 Product Design and Systems and Control. 2 hour examination. (50% of AS & 25% of A2.)

AS 2 Coursework: Product Development. Coursework internally assessed & externally moderated.(50% of AS and 25% of A2 GCE)

A2 1 Systems and Control 2 hour examination 25% of A2 GCE.

A2 2Coursework: Product-System, Design/Manufacture Coursework internally & externally moderated.25% of Advanced GCE


THEATRE STUDIES

Through the study of Drama and Theatre Studies at A’- Level:

Students can pursue their interests and develop their skills in a range of Practical Drama elements including acting, directing, costume, setting, mask and technical design. However, the requirements of the specification, with its 60% written paper weighting, also enable students to gain an entry qualification for courses in Higher Education, whether in the area of Drama and Theatre Studies or in a host of other subjects

The specification offers students the freedom to choose both the content and the form of their Practical presentations at each level. At AS, candidates perform an extract from any play selected to illustrate their understanding of an influential Director, Designer, Theatre Company or other practitioner. At A2, candidates devise Drama on any topic to be performed in a theatrical styleof their choice

Assessment for the Practical units takes account of the students’ contribution throughout the preparation period as well as of their final performance.

A’- Level Drama and Theatre Studies is assessed over the two year course of study as follows:

AS Examinations:

Unit 1 – DRAM1:Live Theatre Production Seen and Prescribed Play:

- 60% of AS, 30% of A’- Level- 1 hour 30 minutes written examination- 100 marks- One question from each of two sections.- Section A – response to live theatre seen during the course- Section B – study of one set play from a choice of six

Unit 2 – DRAM2:Presentation of an Extract From a Play:

- 40% of AS, 20% of A’- Level- Practical performance- 80 marks- Performance by a group of an extract from a published play. The assessment also includes

candidates’ preparatory and development work and supporting notes.

A2 Examinations:

Unit 3 – DRAM3:Further Prescribed Plays, including Pre-Twentieth Century:

- 30% of A’- Level- 2 hour written paper- 100 marks- Study of two further set plays


Unit 4 – DRAM4:

Presentation of Devised Drama:- 20% of A’- Level- Practical performance- 80 marks- Performance by a group of Devised Drama. The assessment also includes candidates’ preparatory

and development work and supporting notes.

At both AS and A2, candidates are required to show knowledge and understanding of:

• how performers, designers and directors communicate meaning to an audience;• Theatre Practice through their own engagement with the medium as both participant and informed audience member;• the appropriate vocabulary and specialist terminology for the subject.

At both AS and A2, candidates are required to develop:

• the ability to form judgements about Live Theatre based on their understanding of drama and theatre;• skills in the use of subject-specific terminology in a range of contexts;• Performance and/or Production Skills appropriate to the creation and realisation of Drama and Theatre;• the ability to work creatively and collaboratively to achieve shared dramatic intentions;• the ability to respond to plays imaginatively, conveying ideas clearly and coherently.


**4 pages to insert ‘SUBJECTS REQUIRED FOR DEGREE COURSES’ **


ADVANCED LEVEL OPTIONS SHEET

Name:………………………………………………………………. Tutor group:………………………….

Select 3 or 4 subjects in order of preference 1, 2, 3, 4.

(W) = Wellington College

Restrictions could be caused by a class size being too small to be viable or alternatively too large, or if time-tabling problems prevent accommodating certain combinations of subject choices.

It is expected that most Year Thirteen students will study four AS Levels, three of which they will take through to A2 Level in Year Fourteen.We will strive to guarantee your first three choices but you may be asked to nominate a different fourth subject.

I INTEND / DO NOT INTEND returning to Aquinas for A Level Study (Please delete as appropriate)

Student’s Signature:______________________________________ Date:_____________

Parent’s Signature:________________________________________


ART AND DESIGNBIOLOGYBUSINESS STUDIESCHEMISTRYECONOMICS (W)ENGLISH LITERATUREFRENCHFURTHER MATHEMATICSGEOGRAPHYGOVERNMENT AND POLITICSHISTORYHOME ECONOMICSINFORMATION TECHNOLOGY (ICT)IRISHMATHEMATICSMEDIA STUDIES (W)MOVING IMAGE ARTSMUSICPHYSICAL EDUCATIONPHYSICSPSYCHOLOGY RELIGIOUS STUDIESSOCIOLOGYSPANISHTECHNOLOGY AND DESIGNTHEATRE STUDIES

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