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Making Choices

Post-16

Subject Information 2017

CEIAG@ St Columb’s College

‘Proud of our past; ambitious for our future’

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Introduction

‘Life presents many choices, the choices we make determine our

future.’ Catherine Pulsifer

This booklet is designed to provide information for our Year 12 students who are considering

their subject choices post-GCSE. This is a very important time for students who need to think

about their various options and the career opportunities available to them. They need to

discuss these options with their parents and teachers and make decisions that best suits their

individual needs.

It can be a confusing time for students as they weigh up their options and make plans for their

future; yet it can also be an exciting and rewarding time, when they continue to take

responsibility for and make mature and important decisions that may shape their future.

In October 2016 all of our Year 12 students attended our annual Careers Fair where they

had the opportunity to meet with local business professionals and experts from a variety of

careers as well as talk to representatives from a wide range of universities and other higher

education institutions. This experience should help inform their current decision-making.

Each individual Year 12 student has had an interview with a careers adviser from the

Northern Ireland Careers Service in order to discuss the importance of making choices as

well as receiving a weekly timetabled CEIAG lesson as part of their KS4 school experience.

In addition to their CEIAG experience, students have developed their interpersonal and

employability skills through the Pastoral Programme and by undertaking Employability as

part of Learning for Life and Work. They have participated in a range of Young Enterprise

Programmes designed to develop life skills and aid career decision-making. They have also

taken part in ‘Focus on Your Future’ Week in order to raise awareness of the different

subjects available at GCSE, potential careers pathways and the importance of making

choices, all designed to help them to become effective career decision makers.

Choosing what subjects to study Post-16 requires careful consideration and students and

parents should take careful note of the advice given by subject teachers, form tutors and the

careers staff. Students are encouraged to take responsibility for their own career plan and to

carry out independent research into different career areas and alternative pathways. They are

advised to ask questions, seek advice where necessary, attend careers information sessions

and participate in any available workshops.

It is vital that the right choices are made so that students enjoy the learning process and are

able to maximise their potential and achieve of their best at A-level. Students should choose

subjects that they like and enjoy and in which they perform well. We hope to equip our

students with the necessary knowledge, skills and experiences to develop their full potential

and prepare them for the adult world with both confidence and ambition.

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Contents

Page No.

Introduction 1

Admission to the Sixth Form 3

Subject information

Art and Design 9

Biology 11

Business related subjects 13

Chemistry 14

Construction 16

Engineering 19

English Literature 21

French 23

Geography 25

German 28

Government and Politics 30

History 33

ICT related subjects 35

Irish 38

Life and Health Sciences 40

Mathematics and Further Mathematics 42

Moving Image Arts 45

Music 48

Physics 50

Psychology 52

Religious Studies 53

Spanish 54

Sport and Physical Education 57

Technology and Design 59

General comments 61

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Criteria for the Admission of Pupils to Years 13 and 14 (Sixth Form)

St. Columb’s College, Derry is a Catholic Grammar School for boys. The school wishes to

accept boys who are suitable for the type of education it offers, and whose parents are in

agreement with the Philosophy and Aims of the school. Applicants must:

a) Produce a report from the Principal of St. Columb’s or the Principal of the applicant’s

previous school indicating a satisfactory standard of attendance, punctuality, behaviour

and work.

b) Give a parental undertaking of continuing support for school aims and acceptance of

responsibility for the applicant’s meeting the school standards of behaviour; and

c) Accept the rules of the school and understand that progress to Year 14 depends on a

satisfactory standard of attendance, punctuality, behaviour and work.

Entry to Year 13 is open to candidates that:

a) After 5 years studying for GCSE (or 6 if having repeated any of Years 8-11), have

achieved a minimum of 10 points over six subjects (points being allocated as follows: A*

= 4 points; A = 3 points; B = 2 points; and C = 1 point). At least one of the subjects

passed must be English or Mathematics. Any applicant who has failed to pass either

English or Mathematics at GCSE must re-sit that subject before progressing into Year 14.

b) After having spent 6 years studying for GCSE (and not having repeated any of Years 8-

11), have achieved a minimum of 12 points over six subjects. At least one of the subjects

passed must be English or Mathematics. Any applicant who has failed to pass either

English or Mathematics at GCSE must re-sit that subject before progressing into Year 14.

c) Have achieved, in the opinion of the Board of Governors, an equivalent standard to those

stated in Clauses 1 or 2 above.

d) Wish to repeat Year 13, having been in Year 13 at St. Columb’s the previous year, having

been recommended by the Principal, and to whom ‘special circumstances’ (i.e. medical or

other problems which may have affected a student’s performance in Year 13) may

apply.*

e) Will, in the opinion of the Board of Governors, achieve success in the courses open to

them even if they have lower levels of achievement at GCSE.*

*Points are allocated as follows:

Grade A* A B C

Points 4 3 2 1

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In selecting applicants for entry to Year 13 preference will be given in order of priority to:

1. Applicants wishing to repeat Year 13, having been in Year 13 at St. Columb’s the

previous year, having been recommended by the Principal, and to whom ‘special

circumstances’ (i.e. medical or other problems which may have affected a student’s

performance in Year 13) may apply.*

2. Applicants qualifying for entry from Year 12 St. Columb’s College.*

3. Applicants from other schools which do not have a Sixth Form, including those

applicants that have in the opinion of the Board of Governors attained an equivalent

standard to those stated in Clauses a) or b) above.*

4. Applicants from other schools including those applicants that have in the opinion of the

Board of Governors attained an equivalent standard to those stated in Clauses 1 or 2

above.*

5. Applicants that will, in the opinion of the Board of Governors, achieve success in the

courses open to them even if they have lower levels of achievement at GCSE.*

If there are more applicants - who satisfy any one or all of the above five criteria when they

are being applied in the order of priority set out above - than there are places available, then

applicants will be selected to fill the remaining places by applying the following sub-

criterion:

Applicants will be ranked by overall GCSE scores with A* = 4 points; A = 3 points; B = 2

points; C = 1 point.

6. Applicants from St. Columb’s College that have failed to meet the criteria for entry into

Year 14 and have in the opinion of the Principal a good chance of achieving success in

the courses available to them.*

7. Applicants from St. Columb’s College that wish to repeat Year 13.*

* In addition, applicants must have achieved a satisfactory standard in terms of attendance,

punctuality and behaviour. A satisfactory standard is deemed to be:

Attendance:

At least 93% attendance in Years 11 and 12 (or Year 13). Those applicants who have not

achieved this level of attendance must provide medical evidence to account for their

absences. The Principal may take account of ‘special circumstances’ that have impacted upon

attendance.

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Punctuality:

No more than 10 ‘lates’ in Years 11 and 12 (or no more than 5 ‘lates’ in Year 13 without due

cause).

Behaviour:

Not more than one suspension in Years 11 and 12 (or Year 13).

Each applicant to Year 13 will be expected to study at least 3 full A-levels or the equivalent.

It will only be in very exceptional circumstances that a student will be permitted to drop one

AS subject and take up another one in Year 14 (this will also be subject to timetable

restrictions).

Applicants wishing to study four AS-levels are required to gain 14 points over five subjects.

Criteria for Any Extra Places Made Available by the Department of Education for

Admission into Year 13

The Department of Education may, on request, increase the number of applicants that the

school can admit into its Year 13. Places that become available in this way shall be allocated

only to applicants who meet the basic eligibility criteria for Sixth Form study (as above) and

shall be allocated in the order determined by the criteria to be applied in the order set down.

1. Applicants who have most recently completed Year 12 in St. Columb’s College.

2. Applicants from other schools where admission to an extra place at St. Columb’s

College has been agreed by the Department of Education.

Parents should note that the Department of Education will, in response to a school’s request,

increase the school enrolment number in order to allow an extra post-16 applicant to enrol.

DE will first check whether there is another school or schools of a type suitable for that

applicant within an hour’s journey of where the applicant lives. If there is, DE will then check

whether this other school or schools with places available may provide all of the post-16

courses that the applicant wishes to pursue. If these checks find that no other suitable school

may provide all of the post-16 courses that the applicant wishes to pursue – then DE will

agree a school’s request for an extra place.

What is a school of a type that is suitable for a pupil? To determine this, DE first

considers all schools to be one of 4 types: (i) denominational; (ii) non-denominational; (iii)

integrated and (iv) Irish-medium. A school requesting an extra place for a post-16 pupil will

belong to one of these 4 types and DE will consider any other school or schools from this

same type as suitable for the pupil. DE will also consider as suitable for the pupil any school

from the same type as the type of school that the child attended in Year 12.

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Entry to Year 14 is open to applicants that:

1. Have completed Year 13 in St. Columb’s to the satisfaction of the Principal by

achieving a minimum of four points over three subjects (points being allocated as

follows:

Grade A B C D E

Points 5 4 3 2 1

2. Having completed one year of A-level study or its equivalent in another school, have

arrived in the Derry area from outside the school’s traditional catchment area (details of

which are available from the College and at the College’s Open Evenings) and have

submitted to the Principal a report from the Principal of that school which, as well as

providing the information required in Clause 1 above, indicates that the applicant is

likely to achieve a satisfactory A-level outcome (i.e. 3 grade Cs) in subjects offered by

St. Columb’s.

3. Qualify by age for grant-aid from DENI and wish to repeat Year 14, having been in

Year 14 at St. Columb’s the previous year, having a recommendation from the Principal

and either (a) claiming ‘special circumstances’ (i.e. medical or other problems which

may have affected an applicant’s performance in Year 14 or in the GCE Advanced

Level examinations) or (b) having obtained a minimum of four points over three

subjects at Advanced Level (points being allocated as follows: A* = 6 points; A = 5

points; B = 4 points; C = 3 points; D = 2 points and E = 1 point) and having a realistic

ambition to pursue a particular Third Level course of study and having fallen short of

confirmation of his chosen UCAS offer(s) by not more than three grades.

Applicants who do not obtain a minimum of four points over three subjects must make an

appointment (for themselves and a parent/guardian) with the Principal on the day that results

are issued in order to discuss their options.

In selecting applicants for entry to Year 14 preference will be given in order of priority to:

1. Applicants that qualify by age for grant-aid from DENI and wish to repeat Year 14,

having been in Year 14 at St. Columb’s the previous year, having a recommendation

from the Principal and to whom ‘special circumstances’ (i.e. medical or other problems

which may have affected a student’s performance in Year 13) may apply.

2. Applicants that have completed Year 13 in St. Columb’s to the satisfaction of the

Principal by achieving a minimum of four points over three subjects (points being

allocated as follows: A = 5 points; B = 4 points; C = 3 points; D = 2 points and E = 1

point).

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3. Applicants that have completed one year of A-level study or its equivalent in another

school, has arrived in the Derry area from outside the school’s traditional catchment

area (details of which are available from the College and at the College’s Open

Evenings) and have submitted to the Principal a report from the Principal of that school

which, as well as providing the information required in Clause 1 on the previous page,

indicates that the applicant is likely to achieve a satisfactory A-level outcome (i.e. 3

grade Cs) in subjects offered by St. Columb’s.*

4. Applicants that qualify by age for grant-aid from DENI and wish to repeat Year 14,

having been in Year 14 at St. Columb’s the previous year, having a recommendation

from the Principal and having obtained a minimum of four points over three subjects at

Advanced Level (points being allocated as follows: A* = 6 points; A = 5 points; B = 4

points; C = 3 points; D = 2 points and E = 1 point) and having a realistic ambition to

pursue a particular Third Level course of study and having fallen short of confirmation

of his chosen UCAS offer(s) by not more than 3 grades.*

* In addition, applicants must have achieved a satisfactory standard in terms of attendance,

punctuality and behaviour. A satisfactory standard is deemed to be:

Attendance:

At least 93% attendance in Year 13 (or Year 14). Those applicants who have not achieved

this level of attendance must provide medical evidence to account for their absences. The

Principal may take account of ‘special circumstances’ that have impacted upon attendance.

Punctuality:

No more than five ‘lates’ in Year 13 (or Year 14) without due cause.

Behaviour:

Not more than one suspension in Year 13 (or Year 14). Any applicant who has been

suspended in Year 13 will be required to meet with the Principal before returning to Year 14.

Applicants with lower levels of achievement at AS-level may be accepted for A2-level study

if other evidence suggests that they are likely to achieve success in courses available to them.

Important!!!

Any pupil wishing to study an Applied Subject* at A-level should have their own

laptop/tablet device which they must bring to school for the completion of coursework units.

* Applied Business, Applied Science, Applied ICT, Construction and Engineering.

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ART AND DESIGN

Please note: The Art and Design specification is changing and the new (draft) proposed

changes can be found via this link. http://ccea.org.uk/qualifications/revision/specifications

"Art is 99% perspiration, 1% inspiration" Michelangelo

Specification: CCEA

COURSE STRUCTURE

Assessment

Unit

Teaching and

Learning

Nature of

Unit

Assessment

Weighting

Session

Availability

AS 1 Coursework

Portfolio

Coursework

50 % of AS

25 % of A-L

Summer only

AS2

Externally Set

Assignment

External Test

50 % of AS

25 % of A-L

Summer only

A2 1

Personal Investigation

Coursework

50% of A2

25% of A-L

Summer only

A2 2

Externally Set

Assignment

External Test

50% of A2

20 % of A-L

Summer only

COURSE CONTENT

This specification builds on the broad Art and Design experiences gained at GCSE and promotes a

broad Art and Design experience at AS and a more focused experience for Advanced GCE (A2) that

includes a Personal Investigation which enables candidates to explore areas of the subject which are of

particular interest to them.

ASSESSMENT

A candidate's total submission is initially marked by their teachers and externally moderated by

CCEA.

ENTRY

Entry to the subject is by recommendation of a student's present teacher of Art and Design. This is

based on the student's interest, ability and commitment to succeed at AS and A-level and an expected

C grade or higher in Art and Design. In exceptional circumstances students who have studied Design

and Technology at GCSE can also apply by contacting the Subject Head. Intending applicants should

discuss their intentions with their Art and Design teacher.

FURTHER INFORMATION

This course of study provides a very solid foundation for study at a higher level in a range of Art and

Design areas of practice, or in areas of study related to Art and Design. (See Careers section).

You can obtain further information from your present Art and Design teachers or the Head of Art and

Design, Mrs Catherine O’Hagan.

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Careers with Art

Essential

Study of Art and Design is essential

for entry to many university courses

and for going directly into many

areas of employment.

Some courses are listed here but this

list is not exhaustive. You should

ask your careers teacher about a

complete list.

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Biology

Biology is the study of living organisms. It is concerned with studying microbes, classifying

organisms and investigating different species and their interactions with each other and the natural

environment. The 21st century offers biologists many challenges. Today's biologists are involved in

researching and understanding some of the most controversial advances in human knowledge

including the cloning of embryos, designer babies and genetically modified food.

Studying AS or A-level Biology will allow you to delve much deeper into the subject than when

studying at GCSE-level. Topics which may be familiar to you from GCSE are studied in much more

detail and are updated with contemporary developments in the subject.

In addition, new topics such as biochemistry and molecular biology will help to give you a deeper

understanding of the subject as a whole and make links between different areas of biology.

CCEA’s GCE Biology has two levels: AS and A2. There are three units in each level. Students can

take the AS qualification or complete both levels to achieve the full A-level qualification. The AS

units make up 40% of the full A-level qualification, and the A2 units make up 60%. At each level,

students must study all three units.

Content Content Summary Assessment Weighting

AS 1 Molecules and Cells External written exam

1 hour 30 mins.

Students answer six to eight

structured questions and write an

essay.

37.5% of AS

15% of A-level

AS 2 Organisms and

Biodiversity

External written exam

1 hour 30 mins.

Students answer six to eight

structured questions and write an

essay.

37.5% of AS

15% of A-level

AS 3 Practical Skills External written exam assessing

practical skills

1 hour.

Internal practical assessment.

25% of AS

10% of A-level

A2 1 Physiology, Co-ordination

and Control, and

Ecosystems

External written examination

2 hours 15 mins.

Students answer six to nine

structured questions and write an

essay.

24% of A-level

A2 2 Biochemistry, Genetics

and Evolutionary Trends

External written examination

2 hours 15 mins.

Students answer six to nine

structured questions and write an

essay.

24% of A-level

A2 3 Practical Skills External written examination

assessing practical skills

1 hour 15 mins.

Internal practical assessment.

12% of A-level

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FYI - Frequently Asked Questions

Q Where can Biology take me?

FURTHER INFORMATION

You can obtain further information from your

current Biology teacher, any of the Biology

teachers in St Columb’s or the Head of

Department, Mrs Ursula Grimley.

Q Is there an internally assessed component that counts towards the final grade?

Yes, for both AS and A2 qualifications there is a teacher-assessed practical component. The focus is on carrying out experiments and recording observations and/or drawing conclusions. Evaluation and detailed analysis are assessed in an external examination.

Q How does A2 differ from AS?

As well as the difference in content, A2 papers are longer and carry more marks. The weighting of the three assessment objectives (AOs) is slightly different for the A2 papers. The A2 units include some questions assessing synoptic material, encouraging students to develop their understanding of the subject as a whole. The A2 assessment units also provide opportunities to demonstrate higher order thinking skills.

Q Are the AS and A2 units equally weighted for the final qualification?

No, the AS units together contribute 40 percent of the overall A level qualification and the A2 units together contribute 60 percent.

Q Are there any prerequisites for this course?

Yes, the AS specification builds on the knowledge, understanding and skills developed within GCSE Science: Double Award, GCSE Science: Biology and other equivalent courses. Knowledge, understanding and skills developed within GCSE Mathematics are also relevant.

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Business-related Subjects

We offer two routes to success at A-level Business Studies. You can choose:

1. Professional Business Services (CCEA)

2. BTEC Level 3 National Diploma in Business (BOARD)

1. Professional Business Services:

Equivalent to one A-level.

Six Units to be completed over two years.

Year 13:

AS 1: Introduction to Professional Services. This unit is assessed in an examination.

AS 2: Human Resource Services. This Unit is assessed through a report.

AS 3: Financial Decision Making. This unit is assessed in an examination.

Year 14:

A2 1: Technology in Business. This is assessed in an examination.

A2 2: Leadership and Management. This s assessed in an examination.

A2 3: Project Management Skills and Processes. This Unit is assessed through a report.

2. BTEC Level 3 National Diploma

Equivalent to two A-levels.

Eight Units to be completed over two years.

There are six compulsory units to be completed and two optional units. Some units are assessed

internally and others are assessed externally.

The compulsory units are:

1. Exploring Business (Internally assessed).

2. Developing a Marketing Campaign (Externally assessed).

3. Personal and Business Finance (Externally assessed).

4. Managing an Event (Internally assessed).

5. International Business (Internally assessed).

6. Principles of Management (Externally assessed).

The two optional units are selected from a list of 21 other units on offer.

The BTEC Student

BTEC Business is excellent for students who enjoy coursework and are prepared to work in groups to

solve problems, run enterprises and meet deadlines.

VERY IMPORTANT

ALL YEAR 13 BTEC STUDENTS MUST HAVE FULL ACCESS TO A LAPTOP OR TABLET

FOR EVERY CLASS. THE SCHOOL DOES NOT SUPPLY THESE AND THEY ARE AN

ESSENTIAL TOOL. FAILURE TO PROVIDE DAILY ACCESS WILL RESULT IN A STUDENT

BEING REFUSED ENTRY TO, OR WITHDRAWN FROM, THE COURSE.

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Chemistry

Syllabus: CCEA

COURSE STRUCTURE

Unit

AS1

Basic Concepts in Physical and Inorganic

Chemistry

16%

AS Units

AS2

Further Physical and Inorganic Chemistry

and an introduction to Organic Chemistry

16%

Done in Full

AS3

Basic Practical Chemistry 8%

Year 13

Unit A-level

A21

Further Physical and Organic Chemistry

24%

A2 Units

A22

Analytical Transition Metals,

Electrochemistry and Organic Nitrogen

Chemistry

24%

Done in 6 Units

A23

Further Practical Chemistry

12%

Year 14

COURSE CONTENT

The content of the course is an extension to A-level standard of many of the concepts of Inorganic,

Organic and Physical Chemistry encountered in the Chemistry element of Double Award Science

AS1, AS2, A21, A22). This is extended by some advanced analytical techniques (Part of A22).

ASSESSMENT

All units are externally assessed. AS3 and A23 consist of a practical examination.

ENTRY

Entry to the subject is by recommendation of a pupil’s present teacher of Chemistry. This

recommendation will usually be based on the likelihood of a pupil being successful in A-level

Chemistry based on his present work rate, commitment and ability in the subject and an expected BB

grade, or higher, in Double Award Science. Intending applicants should discuss their intentions with

their Chemistry teacher.

FURTHER INFORMATION

You can obtain further information from your present Science teacher, another

Science teacher or the Head of Chemistry - Mr Noel Finn.

CAREERS

Essential

Study of Chemistry is essential for entry to many university courses and for going

directly into many areas of employment. Some courses are listed below but this list is not exhaustive.

Ask your Careers teacher or Science teacher about a complete list.

Agricultural Sciences Forestry Microbiology

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All Biological Earth Sciences Mineral Sciences

Biochemical and Biomedical Environmental Sciences Molecular Sciences

Sciences Food Science Nutrition

Biochemical Engineering Food Technology Oil Technology

Botany Fuel Science Pathology

Cell Biology Genetics Pharmacy

Chemistry Geochemistry Pharmaceutical Chemistry

Chemical Engineering Geology Pharmacology

Chemical Technology Human Biology Physical Sciences

Crystallography Materials Science Physiology

Dentistry Marine Biology Polymer Sciences

Dietetics Medicine Veterinary Science

Useful

A-level Chemistry would be regarded as a very acceptable subject for entry into many university

courses that have no scientific connection e.g. Accountancy, Law, Psychology, Journalism etc.

Possible Employment

Animal Technician Food Technologist Nurse

Biochemist Forensic Scientist Pharmacist

Chemical Engineer Fuel Technologist Pharmacy Technician

Chemist Home Economist Physiotherapist

Dental Hygienist Laboratory Technician Public Analyst

Dental Technician Materials Scientist Quality Control Technician

Dentist Medical Laboratory Schools Science Adviser

Dietician Scientific Officer Teacher

Doctor Metallurgist Textile Technician

Farm Manager Microbiologist Veterinary Surgeon

Food Farmer

Many other non-Science careers

Note: A-level Chemistry is a demanding course of study but is well within the capability of a pupil

who works consistently over the two A-level years.

Details of when unit examinations can be taken (and re-taken) can be obtained from Careers or subject

teachers.

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Construction and the Built Environment (BTEC Level 3 Diploma)

All we see around us, to live in, to work in, to learn in, to play on and to travel on, have been

designed and realized by a team of Architects and Engineers. The Construction profession is a

well-respected and thriving industry. The BTEC Level 3 Diploma offers pupils an exciting

and diverse range of learning opportunities and will provide a path to third level education in

a range of Construction related degree courses.

BTEC LEVEL 3 DIPLOMA IN CONSTRUCTION

Through studying the BTEC Diploma pupils will gain a qualification equivalent to two A-

levels. The course is 100% coursework and over the two years, students will undertake 12

units of coursework (six units in each year) covering a wide range of related topics. Each unit

involves the student working through a series of set tasks to which they will apply the

knowledge acquired from a range of learning environments including classroom teaching,

computer research, site visits and practical demonstrations. The students will undertake three

units in St Columb’s and three units at the NWRC each year.

Recent Site Visits

ASSESSMENT

Assessment will be on-going over the two years. Interim deadlines will be set for the

submission of work for each unit, which will be assessed using Pass, Merit and Distinction

grading criteria. On completion of 12 units, an overall final grade will be calculated.

In each unit a Distinction grade is worth nine points;

In each unit a Merit grade is worth eight points;

In each unit a Pass grade is worth seven points.

How the final grade is calculated

When a unit is complete you will be awarded an overall grade for that unit;

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A Pass is worth seven points/A Merit is worth eight points/A Distinction is worth nine

points;

Your final grade is calculated by multiplying the grade achieved (in each of the 12 units

you study) by the credit rating of the course - which is ten.

For example, if a student achieves ten Distinctions and two Merits, the calculation of the final

grade is as follows - 10 x 9 + 2 x 8 = 108 / 108 x 10 (credit rating) = 1080 points in total.

The student will have achieved a total of 1080 points. This is the equivalent of an overall

Double Distinction* in the BTEC course and is equivalent to two A* grades at A-level.

Point range BTEC grade Equivalent A-level grades

880 - 919 MERIT/PASS D/D

920 - 959 MERIT/MERIT C/C

960 - 999 DISTINCTION/MERIT B/B

1000 - 1029 DISTINCTION/DISTINCTION A/A

1030 - 1059 DISTINCTION/DISTINCTION* A/A*

1060 and above DISTINCTION*/DISTINCTION* A*/A*

ENTRY

Entry to the subject is by recommendation of the student’s teachers at GCSE. This

recommendation will be based on the student’s likelihood of success, his ability to work

independently, and his commitment to his work at GCSE, particularly his ability to time

manage and complete coursework to the required level.

Site visit – New PE Hall

CAREER OPPORTUNITIES INCLUDE:

Architect, Quantity Surveying, Civil Engineering, Site Engineer, Building Surveying,

Construction Engineering, Urban Planning and Property Development and Architectural

Technology, CAD Technician etc.

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THE UNITS OF WORK

The BTEC Diploma in Construction consists of six core units that the student must complete

plus a number of specialist units from which the student will study an additional six.

Unit Core Units that must be undertaken

1 Health, Safety and Welfare in Construction and the Built Environment

2 Sustainable Construction

3 Mathematics in Construction and the Built Environment

4 Science and Materials in Construction and the Build Environment

5 Construction Technology and Design in Construction and Civil Engineering

6 Building Technology in Construction

Unit Some of the Specialist Units that can be chosen

7 Project Management in Construction and the Built Environment

8 Graphical Detailing in Construction and the Built Environment

9 Measuring, Estimating and Tendering Processes in Construction and the Built

Environment

10 Surveying in Construction and Civil Engineering

13 Environmental Science in Construction

15 Building Surveying in Construction

17 Building Regulations and Control in Construction

18 ICT and CAD in Construction and the Built Environment

This course is not suitable for any candidate who does not like coursework or has had a

problem with getting his coursework in on time. You must also be capable of working

independently.

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ENGINEERING (BTEC Level 3 Subsidiary)

“Engineers create that which has never been” Albert Einstein

Engineering is well respected, well paid and has plenty of job opportunities on offer. The BTEC Level

3 Subsidiary Diploma offered by St. Columb’s College ensures students can enter appropriate degree

courses.

The final qualification is equivalent to one A-level and is accepted, for example, by Queen’s

University (grades permitting) in lieu of A-level Physics (Minimum grade C in Double Award

Science at GCSE) with an A-level in Mathematics and one other A-level.

Queen’s University Belfast is one of the top twenty Universities in the United Kingdom and a

member of the distinguished Russell Group.

Specification: Edexcel

COURSE STRUCTURE

The BTEC Level 3 Subsidiary Diploma involves the delivery of six units over two academic years.

Each unit is worth 10 credits – 60 credits in total.

Year One (Year 13)

Unit 1 - Health and Safety in the Engineering Workplace

Unit 4 - Mathematics for the Engineering Technician

Unit 35 - Principles and Applications of Electronic Devices

and Circuits

Year Two (Year 14)

Unit 10 - Mechanical Principles and Applications

Unit 5 - Properties and Applications of Engineering Materials

Unit 16 – Engineering Drawing for Technicians

COURSE CONTENT

During the course, students will complete a range of unit assignment based tasks, each chosen to

maximise their opportunities at higher and further education or in the workplace.

An important element of the teaching and learning experience is the provision of industrial visits.

These visits will provide invaluable first-hand knowledge and experiences that will assist students in

the research and completion of various assignment tasks.

In addition, guest speakers from a range of engineering disciplines will share relevant skills,

knowledge and experience with students, focused on their needs.

TIME MANAGEMENT

While some tasks in the assignments will be completed in class time, the majority of work needs to be

completed by the student in their own time. This promotes independent research and working which

are transferable skills and essential for students progressing to third level education.

Good time management is crucial and students will be encouraged to meet interim deadlines and

report on progress.

ASSESSMENT PROCEDURES

1.

1.

1.

20

Work is INTERNALLY assessed and final grades are verified by Edexcel.

Each unit within the qualification has specified assessment and grading criteria which are to be used

for grading purposes. A summative unit grade can be awarded at Pass, Merit or Distinction:

to achieve a Pass a learner must have satisfied all the Pass assessment criteria;

to achieve a Merit a learner must additionally have satisfied all the Merit grading criteria;

to achieve a Distinction a learner must additionally have satisfied all the Distinction grading

criteria.

Students who complete the unit but who do not meet all the pass criteria are graded as Unclassified.

ENTRY REQUIREMENTS

Entry to the subject requires appropriate academic ability and an enthusiasm and aptitude for

Engineering. Students will require a recommendation from their GCSE teachers. This

recommendation will be based on the student’s likelihood of success, his ability to work

independently, commitment at GCSE, and particularly his ability to manage time and complete

coursework tasks to the required level.

Students must have as a minimum, grade B at GCSE Mathematics to cope with the mathematical

content of the course.

CAREERS OPPORTUNITIES

Most pupils who choose to do an Engineering course will seek career opportunities in a related field.

There are many disciplines open to those with suitable Engineering qualifications and experience, for

example, Mechanical Engineering, Aerospace Engineering, Environmental Engineering, Engineering

Project and Business Management.

1.

21

English Literature

Syllabus: AQA (LitB 7717)

ENTRY

Pupils intending to study A-level English Literature should have achieved at

least Grade B in GCSE English Language and, due to the 100% focus on

Literature, a Grade A in Literature. While this is not an essential requirement,

pupils with wider background knowledge of English Literature will perform

better in this subject at A-level. Pupils intending to study English Literature are

encouraged to discuss their choice with their English teacher. Pupil interest in

and enthusiasm for the subject, coupled with teacher recommendation, are vital

factors when pupils are selecting English Literature for study at A-level.

It is important to remember that as the Syllabus has now changed, there is

currently no option to cash-in your AS grade to earn a qualification after

Year 13. Ask the Head of Department, Mr McGonigle, about this.

SHOULD I CHOOSE ENGLISH LITERATURE?

Pupils who have an interest in reading, writing, debate and discussion will enjoy

A-level English Literature. Over the two year course you will be expected to

show knowledge and understanding of the texts you are studying and to read

widely. You will also develop your ability to read, analyse and communicate

accurately and effectively and this will also benefit other subject areas.

TEXTS WE CURRENTLY STUDY

The theme of this course is Tragedy. From Shakespeare to Arthur Miller to

Khaled Hosseini, Prose, Poetry and Drama are all explored over the two years.

There is a variety of assessment to challenge students, build their confidence and

provide excellent preparation for higher education and the workplace.

There are two Coursework essays to be completed over the two years; this will allow you to show off

your independent reading and discuss the books that made you decide to study this Subject in the first

place…

Question papers have been designed so that students are clear what they have to do.

They test an extensive range of skills and depth of knowledge.

There are opportunities for Open and Closed Book study.

There are extensive resources to support you…all of which can also be found in Shared

Documents both in school and at home.

22

COURSES AND CAREERS

English Literature is a useful and desirable A-level for entry to many university

courses. Popular choices for students who have studied English at A-level include

a degree in English, Media, Journalism, Law, American Studies, Education and

Philosophy. In recent years Medicine and Engineering students have also reported

back that their highly accomplished communication skills and creative thinking

skills, engendered by their exposure to Literature, have proven especially useful in

their interviews for these over-subscribed subjects. Increasingly, students with

English degrees in Northern Ireland are finding employment in the Creative

Industries, including publishing, screenwriting and directing, and writing within

the IT industry e.g. developing story lines for computer games.

If you are considering choosing English Literature, please talk to your current English teacher or

the Head of Department, Mr McGonigle, who will be able to give you further information.

COURSE STRUCTURE

A-level = two Terminal Exams of A2 plus two pieces of CW

AS = Stand-alone qualification which does not contribute to the overall A-level.

23

French

COURSE STRUCTURE

A-level French is divided into three units: three for AS-level in Year 13 and a

further three for A2-level in Year 14. French may be studied in Year 13 for

the award of an AS qualification, or as a foundation for A2 French in Year

14. The full A-level is composed of AS (40%) and A2 (60%). A-level French

is well within the capabilities of any pupil who achieves a Grade A*-B at

GCSE.

In Year 13 and in Year 14, students are timetabled for ten periods of French

per week: eight with their French teacher(s) and two with the French

Assistant. The lessons with the Assistant enable students to practise their conversational French and

prepare their Presentation (Year 13) or Discussion (Year 14). A-level students have their conversation

classes in small groups of two or three students. In Year 14, students are timetabled for one-to-one

tuition, which means that the French Assistant can tailor his/her lessons to individual student’s needs.

COURSE CONTENT

There are two Contexts for Learning at AS: Relationships and Culture and Lifestyle. These Contexts

cover many of the topics studied at GCSE-level, such as Family life, Interests and Education and

Physical Well-Being. There are two further Contexts for Learning at A2; these are Young People in

Society and Our Place in a Changing World.

AS 1 (AS 30%; A2 12%) is an 11 minute Speaking Test, similar to the GCSE oral. At AS, you will

give a Presentation (3-4 minutes) on a topic of your choice and answer conversation questions (8-9

minutes) on home and school life, hobbies, interests and leisure activities, hopes and aspirations and

any area of particular interest to you.

AS 2 (AS 40%; A2 16%) is divided into three sections: Listening, Reading comprehension and

Translation and Use of Language.

Section A (40 minutes, 25 marks) is a Listening test that contains two audio passages on two topics

chosen from the themes. During this test, you will respond in French to questions in French and in

English to questions in English on authentic sources, such as news items and discussions. Unlike at

GCSE, at AS each student gets the opportunity to use a personal CD player (provided by the school),

which means that you can listen to parts of the recording you find difficult as many times as you need

to in the time allowed.

Section B (50 minutes, 40 marks) of Unit 2 consists of a reading comprehension exercise in French

based on authentic sources and a translation from French into English.

In Section C (30 minutes, 35 marks) you will complete a series of short grammatical and lexical

exercises. You will also translate short sentences from English into French.

AS3 (AS 30%; A2 12%) is a written essay response in French based on the study of one set work,

either a French film or a French literary text. You will have one hour to complete this section of the

examination.

24

A2 1 (A2 18%) is a 15 minute Speaking test consisting of an Introduction (1 minute) and Discussion

(5 minutes) based on and individual research project and Conversation questions (9 minutes), similar

to those asked at AS.

A2 2 (A2 24%) is divided into two sections: Listening and Reading.

Section A (2 hours 45 minutes, 25 marks) is a Listening test consisting of questions and answers in

French and questions and answers in English. As at AS, the A2 passages are recorded on individual

student CDs.

Section B (1 hour 20 minutes, 75 marks) of Unit 2 consists of a gap-filling exercise in French,

questions and answers in French, a summary in English of a passage in French and a translation into

French.

A2 3 (A2 18%) (1 hour, 75 marks) you will write an essay in French on one literary text (La

Symphonie Pastorale by André Gide).

CAREERS: Why study AS/A2 French?

Increasingly, employers are seeking students who can offer good interpersonal skills; these are

developed through the Programme of Study for French.

Communication skills will be practised in class and during two

additional timetabled periods when you will get the opportunity to

discuss topical issues in small groups with the French Assistant.

An A-level or a degree in French can lead to a wide range of career

opportunities; indeed, the majority of students who can offer a

second language work in business-related areas: in finance, language

services, pharmaceuticals, technology etc.

Increasingly, universities are offering courses which combine the study of French with another

subject, such as Law, Business Studies, or even a Science subject. French is the official language of

29 countries and dozens of worldwide organisations. For students who would like to read French at

university in France, the University of London now offers students the chance to complete a three-year

degree programme in its Paris College. A former student of St. Columb's College, currently studying

French at the University of London in Paris, highly recommended the cultural and linguistic benefits

of the course when he returned to the College in 2014 to speak to Year 13 French students.

Entry to AS and A2 French is primarily dependent upon a pupil’s work at GCSE-level and the

recommendation of his French teacher in Years 11 and 12. This recommendation will usually be

based on the prospect of the pupil being successful in French studies at Advanced Level. Naturally,

teachers will be influenced by a pupil’s work rate, commitment and general attitude in class as well as

his ability to achieve at least a Grade B in GCSE French. Pupils considering studying AS French are

encouraged to discuss their work, progress and potential in the subject with their GCSE French

teacher.

25

Geography

There has never been a better or more important time to study Geography. With growing interest in issues such as climate change, migration, environmental degradation and social cohesion/ ethnic conflict, Geography is one of the most relevant courses you could choose to study.

What Geography will do for you

Geographers are highly employable. Most employers are concerned that schools should provide for the development of general skills – literacy, numeracy, spoken communication, computer literacy, use of maps and diagrams, analysis, interpretation and presentation of information, decision-making, planning and organisation, individual initiative and teamwork. The AS/A-level Geography courses in particular, contribute greatly to developing such skills.

Entrance requirements

Minimum Grade C in the Higher Tier at GCSE-level – in both modules.

Good performance in the Controlled Assessment component.

Come with a good recommendation from your Year 12 Geography teacher.

Have a sound interest in the subject.

Be prepared to read widely around the subject.

26

You will study…..

A2-level - This course consists of three assessment units as outlined below: Assessment Unit A2 1:

Physical Geography: students study two units from:

Option A: Plate Tectonics

Option B: Tropical Ecosystems

Option C: Dynamic Coastal Environments

Option D: Climate Change – Past and Present

Assessment Unit A2 2:

Human Geography: students study two units from:

Option A: Cultural Geography

Option B: Planning for Sustainable Settlements

Option C: Ethnic Diversity

Option D: Tourism

Assessment Unit A2 3:

Decision making exercise

Fieldtrips with A-level Geography at St. Columb’s.

AS-level - This course consists of three assessment units as outlined below:

Assessment Unit 1 - Physical Geography: 1. Fluvial Environments (Rivers) 2. Ecosystems 3. Atmosphere (weather and climate)

Assessment Unit 2 - Human Geography: 1. Population 2. Settlement 3. Development Assessment Unit 3 - Fieldwork Skills and Techniques in Geography: Section A: Skills related to fieldwork, including a written report (100 words). Section B: Skills and techniques – data collection, data processing, graphical and statistical techniques. All pupils participate in group fieldwork (compulsory element). There is no project -but there is a written report of 100 words only, which is taken into the examination. All three examinations take place at the end of Year 13.

The three examinations are at the end of Year 14. AS- level comprises 40% of total A-level mark. A2- level comprises 60% of total A-level mark.

Umbra Dune Reserve, Maglligan Vesuvius, Italy Titanic Quarter, Belfast

27

Geography may be combined with many other subjects at A-level, but the combination is important as it

will also affect the range of opportunities available beyond school. Some courses at university will have

specific subject requirements while many others do not. However, there are some subjects that are more

likely to be required or preferred for entry to degree courses. The Russell Group of universities have

categorised such subjects as “facilitating” subjects – subjects which will give you a wider range of

options at university. By choosing such subjects, however, you are not restricted to applying for courses

which require those subjects. Geography is considered to be a “facilitating” subject.

28

German

Specification CCEA

CCEA offers excellent online support material: http://ccea.org.uk/german/

The German AS/A2 course consists of six units, three for AS-level and three for A2-level.

Students can take the AS course units as a final qualification or they can take the AS

course units for a full GCE A-level qualification. The full A-level is composed of AS

(40%) and A2 (60%).

AS1: An 11- minute Speaking test (a prepared presentation and a general

(30%) conversation) – topics taken from AS contexts for learning

(12%A2)

AS2: Consists of:

(40%) Section A Listening test (each candidate receives his own CD)

(16%A2) Section B Reading comprehension and Translation (German to English)

Section C Use of Language (short grammatical and lexical exercises)

(Total 2 hours)

AS3: Extended Writing One essay in response to a set film or a literary text.

(30%)

(12%A2)

A2 1: A 15 minute Speaking test (discussion based on a societal theme and a general

(18%) conversation)–topics from AS/A2 contexts for learning

A2 2: Consists of:

(24%) Section A Listening test (each candidate receives his own CD)

Section B Reading and Translation (English to German)

A2 3: Extended Writing One essay in response to a set literary text.

(18%)

WHAT WOULD THE AS/A-LEVEL BE USEFUL FOR?

Germany has Europe’s strongest economy– in terms of language it is the biggest language in Europe

after Russian. There are over 100 Million native speakers of German in Europe – a quarter of the

European Union. Germany is the UK’s largest non-English speaking trading partner, second behind

the USA. Germany is the world’s second-largest exporter overall. The German economy ranks

number one in Europe and number four worldwide. Its economy is comparable to that of all the

world’s Spanish-speaking countries combined.

Germany offers excellent training/employment opportunities. Having a good knowledge of German

can open opportunities in other countries, which are dealing with Germany (for example the U.S.).

With the opening of the European Union to Eastern European countries, German has become

increasingly relevant and useful as it is often the first foreign

language in those countries.

AS/A-level German can give students the ‘edge’ when

competing against other, otherwise equally well qualified

29

applicants, as fewer students now study German as a foreign language.

Study German in combination with a degree in Science/ICT/Law/Business Studies as they enhance

employability in the global market. In combination with an Arts degree, employers prefer linguists

because of their transferable qualities, i.e. their communication/personal skills. An A-level in German

is considered to be a very academic qualification which ranks highly in the Russell group universities.

German companies offer excellent job opportunities in UK/Ireland and worldwide:

Adidas, Agfa, Allianz, Audi, BASF, Becks, Bayer, Blaupunkt, Bosch, BMW, Braun, Carl Zeiss, Dr

Oetker, DPD, Deutsche Telekom, Grundig, Haribo, Hoechst, Leica, Lufthansa, MAN, Mercedes-

Benz, Milka, Osram, Opel, Porsche, Rolex, Siemens, Swissair, Thyssen, Volkswagen, Zeiss, Zurich

Financial – to mention but a few of the best known names.

Study abroad and save money

As EU citizens, students from St. Columb’s College are free to attend a university of their choice

anywhere in the EU. German universities charge no university fees and therefore are a very attractive

alternative to studying in the UK. Moreover, most qualifications are now internationally recognised

and some degrees, particularly business degrees, are conducted in English. Studying German to A-

level would provide a major advantage for any student considering this option.

Take a gap year

Germany also actively recruits young people

from abroad who wish to complete a gap-year

after leaving school. Gap-year students receive

free accommodation and food as well as some

pocket money in return for helping in

organisation in the community such as working

with disabled children or the elderly.

In St. Columb’s College students who study

German have a wide range of opportunities to

travel abroad and take part in projects, which often attract funding from Germany and/or the EU. We

have partner schools in Hannover, Munich and Berlin and we offer exchanges in all these schools,

each time with a different focus and with very topical political, social and economic relevance such as

the environment, food, nature and careers. Most recently we have built contacts with local industries

and businesses in the industrialised part of Northern Germany near Hannover. Students have the

opportunity to complete a placement in a German company – or an international company in Germany

– in an area which interests them, ranging from engineering to politics, veterinary medicine to

journalism.

30

Government and Politics

Comments from our Politics Students:

1. ‘Politics helps develop key skills…which can be used in other subjects like History, English, and

Geography…’

2. ‘…The Politics Society is an excellent way of developing organisational skills…it gives us a

voice…’

3. ‘...Politics gives me the chance to meet Political leaders from all sections of the community in

Northern Ireland…’

Syllabus: CCEA

COURSE STRUCTURE

Unit Assessment

Format

Duration Weightings

and Marks

Availability

AS1: The Government and Politics of

Northern Ireland

Students take

an externally

assessed paper

involving one

source and four

questions.

1 hour 15

mins

40% of AS

and

16 % of the

A-level

Summer

AS 2: The British Political Process

Students take

an externally

assessed paper

consisting of

five questions.

1 hour 45

mins

60% of AS

and 24% of

the A-level

Summer

A2 1: Comparative Government

Students take

an externally

assessed paper

consisting of

two options:

UK and USA or

UK and Ireland.

There is one

source and six

questions in

each option.

2 hours 15

mins

35% of the

A-level

Summer

31

A2 2: Political Power and Political

Ideas

Students take

an externally

assessed paper

with two

options:

Political Power

or Political

Ideas. There is

one source with

five questions

in each option.

Questions 1 and

2 to require

textual analysis

and evaluation.

1 hour 30

mins

25% of the

A-level

Summer

COURSE CONTENT

The course aims to develop students’ awareness and understanding of Government and Politics

through investigating and analysing the political systems and their operation in Northern Ireland, the

United Kingdom and the United States of America. Students are also given the opportunity to

examine the major elements of Political Power (deciding who really runs our countries).

TEACHING METHODOLOGY

The Department uses a variety of teaching methods, particularly focusing on the use of group work

and ICT. Particular emphasis is put on developing independent learning skills through structured use

of the Library and Study facilities. As Politics is an ever-changing subject, students are encouraged to

develop their awareness of current affairs and to incorporate such knowledge into their written work.

In addition, students are given regular opportunities to meet with local politicians and are taken on an

annual study visit to Parliament Buildings at Stormont.

ASSESSMENT

All Modules are externally assessed.

ENTRY

Entry to the subject is based on a number of criteria. While the Subject Leader will consult recent

reports and will talk to relevant Subject and Form Teachers, the main requirement demanded from any

prospective student is a commitment to work to the best of his ability in the subject.

CAREERS

Developing the skills associated with the study of Politics can equip students with the ability to pursue

any number of professions. Students develop skills in writing, communication and analysis. They are

taught to think independently, showing tolerance for others and concern for current affairs. Politics

students can go on to gain employment in any number of areas including Accountancy, Business, Law,

Journalism, Education, Finance, the Civil Service or any other profession where possession of the

above skills is regarded as a necessity by employers. We, also, have a number of past pupils who have

successfully become local political representatives. Two of these pupils are:

32

Colum Eastwood (class of 2001) Michael McCrossan (class of 2011)

FURTHER INFORMATION

For further information or advice in subject selection, please speak to any of the Politics teachers (Mr

L Boyle, Mrs C McLaughlin, Mr J McQuillan or Mrs N Barr).

33

History

Syllabus: CCEA

COURSE STRUCTURE

UNIT TOPIC ASSESSMENT

1 Germany 1918-1945 50% of AS/25% A-level

2 Italy 1914-1943 50% of AS/25% A-level

3 Clash of Ideologies 1900-2000 20% of A-level

4 Ireland 1775-1800 30% of A-level

ASSESSMENT

All units are externally assessed. There is no coursework.

ENTRY REQUIREMENTS

Entry to the subject in Year 13 is based on a recommendation from the student’s History

teacher. A pupil must have displayed a commitment to the subject in Year 12. Pupils should

discuss their intentions in regard to the subject with their Year 12 teacher. Occasionally

pupils who have not studied History at GCSE may choose to study the subject at A-level.

Their ability to do so will be based on a recommendation from their Form Teacher/Year

Head.

Further information may be obtained from the Head of History (Mrs C McLaughlin) or any

member of the History Department.

HISTORY AND CAREER OPPORTUNITIES

Why study History?

Well, it’s ‘enjoyable, interesting and challenging’ according to our current Year 13 students.

It will enable you to develop important skills that will be useful to you throughout your life

and particularly in your career. It enables you to:

Ask questions properly;

Express your own opinions;

Process information;

Think independently;

Structure arguments;

Understand the views of others.

The Higher Education Statistical Agency places History in the top five disciplines in terms of

successful employability within the six months of graduation. This is because of the variety

of skills acquired on a history degree are so wide-ranging that history graduates are excellent

34

employment prospects for almost every type of employer. Many history graduates move

into jobs as researchers while employment can

also be found with a variety of government

departments and agencies, both local and

national.

Further career options can include working in

libraries, museums or galleries not forgetting

archaeology. Due to their solid foundation in

research and analysis, a significant number of

history graduates pursue careers in the law and

management.

History graduates generally possess high levels

of literacy and critical thinking abilities, so are often suited to careers in media and

journalism. Of course there’s always teaching!

Careers which may seek History as a necessary qualification:

Archaeology Town Planner

Architecture Archivist

Broadcasting Building Restoration

Conservation Officer History Teacher

Museum Worker Academic

Careers in which employers will find History useful:

Auctioneer Barrister

Architecture Book Trade

Broadcasting Civil Service

Local Government Diplomatic Service

Drama/Theatre Performing Arts

Economic Research Educational Administration

Journalist Legal Executive

Librarian Planning Officer

Political Research Public Relations

Solicitor Teacher

35

ICT related subjects

The ICT Department in St Columb’s offers a variety of courses catering for the needs of all students:

Post-16

Digital Technology.

BTEC Level 3 National Diploma in Information Technology.

Course Overview

Digital Technology

Objective of the course is to help students.

Develop an interest in digital technology.

Gain an understanding of the systems development process.

Gain an awareness of a range of technologies and the impact they have on individuals,

organisations and society.

Develop an application while adhering to the system development process.

Apply their skills to relevant work-related scenarios.

Develop advanced study skills and help them prepare for third level education.

Course Outline

80% Written Exam.

20% Coursework.

AS Weightings A2 Weightings

Un

it 1

Approaches to

Systems

Development

External written

examination – 1 hour

30 minutes

Short and extended

questions based on

approaches to

systems development

50% of AS-

level

20% of A-

level Un

it 3

Information

Systems

External written

examination – 2

hour 30 minutes

Short and extended

questions based on

information

systems

40% of A-

level

36

Un

it 2

Fundamentals of

Digital Technology

External written

examination – 1 hour

30 minutes

Short and extended

questions based on

fundamentals of

digital technology

50% of AS-

level

20% of A-

level

Un

it 4

Application

Development

[case study]

Internal

assessment

Create a portfolio

showing evidence

of analysis, design,

development,

testing and

evaluation for an

application

20% of A-

level

Course Requirements Students must have achieved a grade B or above in GCSE ICT.

37

BTEC Level 3 National Diploma in Information Technology

The qualification provides the knowledge, understanding and skills that will prepare students

for further study or training.

It is an applied qualification that is equivalent in size to two A-levels.

Carries UCAS tariff points.

In the course there are:

Six mandatory units [three of these are assessed externally].

Two optional units.

Mandatory Units

These have been designed so students can study the relationship

between hardware and software, managing and communicating information and data, and the

principles of designing and developing digital technologies and processes to support organisations.

Here is an example of some of the options students can choose from:

Information technology systems.

Creating systems to manage information.

Using social media in business.

Programming.

IT project management.

Cyber security and incident management.

Optional units

These have been designed to support progression to more specialist IT courses in higher education

and to link with relevant occupational areas.

They allow students to choose a specific specialist area in which they wish to develop their skills.

Here is an example of some of the options students can choose from:

Data Modelling.

Website development.

Mobile apps development.

Computer games development.

Suitable for students who enjoy coursework and can working independently. If you want to focus

most of your studies in the area of ICT then this might be the course for you!

38

IRISH

The AS and A2-level courses build on the skills developed at GCSE-level.

At AS the student undertakes 2 modules:

Module 1 - The Speaking Test (12%)*

An 11 minute speaking test consisting of a three minute presentation on a topic of your choice linked

to Irish culture and a conversation lasting approximately eight minutes on a topic relevant to the AS

specification. This is carried out by a visiting examiner.

Module 2 – Listening, Reading and Use of Language (16%)*

This consists firstly of a listening exercise which the student does at his own pace using an individual

CD player. The student also has a reading comprehension exercise, a short Irish - English translation

and grammar exercises to complete.

Module 3 – Extended Writing (12%)*

The student writes an essay in response to a short film studied in class.

A-level

Module 3 – The Speaking Test (18%)*

15 minutes - This consists of a discussion of a prepared societal theme and a general conversation

similar to that of AS. A visiting examiner carries out this exam.

Module 4 – Handling Information (24%)*

This examination includes listening - as at AS, reading comprehension, a passage to be summarized

and a short piece of English - Irish translation.

Module 6 – Extended Writing (18%)*

Students write an essay in Irish in response to a text studied in class.

* Percentages listed refer to the weighting towards the final A-level grade.

In both courses extensive use is made of the

internet and online newspapers etc. Listening

materials include radio and television programmes.

Small conversational classes with an Irish language

assistant are arranged to enable students to perfect

their spoken Irish. Students are encouraged to

attend Gaeltacht courses designed to meet the

requirements of the new syllabuses.

ENTRY REQUIREMENTS

Entry to the subject is by recommendation of a

pupil’s present teacher of Irish. This

39

recommendation will usually be based on the likelihood of a pupil being successful in A-level Irish

based on his present work rate, commitment and ability in the subject and an expected B grade in

GCSE Irish. Intending applicants should discuss their intentions with their Irish teacher.

Please note that students who have attended Irish-Medium primary schools and have not attended

Irish classes in St. Columb’s but wish to sit AS Irish must sit an internal exam to the standard of

GCSE in the September of AS in order to establish their current level of Irish. These students must

also achieve a grade B in this and have a recommendation from their GCSE language teacher.

CAREER OPPORTUNITIES

The successful AS/A-level student will have a

qualification which should enhance his employment

prospects anywhere in Ireland, and indeed further

afield, as Irish is now a recognized European

language.

These qualifications can give him access to

University courses including, but not limited to, Arts, Business Studies and Media Studies. There is

also an increase in the number of Irish – Medium university courses available to students with A-level

Irish. This is a rapidly growing employment sector where year on year there is increased employment

for fluent Irish speakers, even in times of growing unemployment.

40

LIFE AND HEALTH SCIENCES - DOUBLE AWARD [CCEA]

The Advanced Level GCE in Life and Health Sciences course has been designed to produce a

qualification which provides knowledge and understanding of this vocational area. They are ideal

qualifications for those students who want a broad background in science, which will allow them to

progress to further or higher education, training or employment. The candidate will be awarded two

A-level grades on completion.

The fundamental basis of this specification is that, in order to understand the nature of science,

students must actively experience the science environment. This can be achieved through a variety of

approaches including links with local employers, case studies and research.

Assessment is designed to give credit for what students can do as well as what they know and

understand. It is based both on portfolio evidence which is marked by the centre and moderated by

CCEA and external assessments which are set and marked by CCEA.

The Advanced-Level Double Award will comprise six AS units plus a further six A2 units.

AS

AS Unit 1 Experimental Techniques

AS Unit 2* Human Body Systems *

AS Unit 3* Aspects of Physical Chemistry in Industrial Processes*

AS Unit 4 Brain Science

AS Unit 5* Material Science *

AS Unit 6 Medicine, Drugs and Clinical Trials

A2 The school will choose 6 units (3 exams and 3 portfolio units)

A2 Unit 1 Scientific method, Investigation, Analysis and Evaluation

A2 Unit 2* Organic Chemistry *

A2 Unit 3* Medical Physics*

A2 Unit 4* Sound and Light*

A2 Unit 5* Genetics, Stem Cell Research and Cloning*

A2 Unit 6 Microbiology

A2 Unit 7 Oral Health and Dentistry

A2 Unit 8 Histology and Pathology

A2 Unit 9 Analytical Chemistry Techniques

A2 Unit 10 Enabling Technology

All Units have equal weighing

Units marked with [*] will examined via written exams

All other units will be internally assessed through portfolio evidence.

41

Possible courses at University/Employment with Life and Health Sciences would be:

• Nursing/Podiatry/Optometry/Radiography/Physiotherapy.

• Dietetics/Food Nutrition.

• Occupational Therapy.

• Sports Science.

• Teaching.

• Marine Biology.

CAREERS

The qualification allows for a number of progression routes:

Higher Education: The Advanced awards provide a sound basis for progression to a range of HE

courses, e.g. Biochemical Science, Chemistry, Food Technology, Human Physiology, Materials

Science, Medical Physics, Nursing, Sports Science or any Science-based course.

Employment: The specification aims to maintain and support the recognised standards demanded for

science education and training in order to meet the requirements of various science sectors: chemical

industry, health care, leisure and associated industries, medical and laboratory based science, food and

catering industries.

Criteria

BB in Double Award Science.

Any pupil wishing to study this subject at A-level should have their own laptop/tablet device which

they must bring to school for the completion of coursework units.

For further information contact Mrs A O’Kane

42

MATHEMATICS/FURTHER MATHEMATICS

WHY SHOULD I STUDY A-LEVEL MATHEMATICS?

A-level Mathematics prepares you well for

university and work as it helps you to

develop skills that are essential for your

future career path.

An A-level Mathematics course helps you to

develop transferable skills, such as:

Analytical skills - clear thinking,

attention to detail, ability to follow

complex reasoning, ability to understand

and construct logical arguments.

Communication skills – the ability to

answer questions clearly and to

communicate an argument precisely and logically, both orally and in written form

Investigative skills – knowing where and how to find information

Learning skills – the ability to understand difficult concepts and apply them to a problem.

Problem solving skills – being able to present a solution clearly, take a flexible approach, tackle a

problem with confidence and appreciate when to seek help.

Self-management – through approaches to work, time management, ability to work independently,

determination.

These are all skills that employers are looking for and which help when you are applying for jobs and

filling in the personal statement on your UCAS form.

WHAT DO I NEED TO STUDY A-LEVEL MATHEMATICS?

Grade A in GCSE Mathematics.

(Note: A Grade B may in exceptional circumstances be acceptable if your Mathematics teacher

assesses you for Grade A before you sit your examination, considers your work is at an appropriate

level, and is satisfied you have a very good understanding of Algebra and Problem Solving evidenced

by your T4 module result.)

GCSE Further Mathematics is beneficial for studying A-level Mathematics but not essential.

AIMS OF THE A-LEVEL MATHEMATICS COURSE

Develop abilities to reason logically and recognise incorrect reasoning, to generalise and to

construct mathematical proofs;

Recognise how a situation may be represented mathematically and understand the relationship

between ‘real world’ problems and standard and other mathematical models and how these can be

refined and improved;

Develop an awareness of the relevance of Mathematics to other fields of study, to the world of

work and to society in general.

43

WHAT DOES THE A-LEVEL MATHEMATICS COURSE INVOLVE?

Students study two modules for AS-level Mathematics in Year 13. The modules studied are AS1 and

AS2

AS1 (Pure) (60% of AS) AS2 (Applied) (40% of AS)

Algebra and functions Co-ordinate Geometry

Sequences and Series

Trigonometry

Exponentials and

logarithms

Calculus: Differentiation

Calculus: Integration

Vectors

Quantities and units

Kinematics (Moving in a straight

line)

Forces and Newton’s Laws Statistical sampling

Data presentation and

interpretation

Probability

Statistical distributions

Students study two modules for A-level Mathematics in Year 14. The modules studied are A21 and

A22

A2 1 (Pure)

Algebra and functions Co-ordinate Geometry

Sequences and series Trigonometry Calculus: Differentiation

Calculus: Integration

Numerical Methods

A2 2 (Applied) Kinematic

Moments

Impulse and momentum

Probability

Statisitcal distributions

Statistical hypothesis testing

UNIVERSITY ENTRANCE

An A-level Mathematics qualification is required for some degree courses.

You must have A-level Mathematics if you wish to study courses in Mathematics, Statistics, Actuarial

Studies and it is useful for a range of other courses: Geography, Psychology, Biology, Medicine and

Sports Science degrees.

EMPLOYABILITY

Mathematics A-level students and graduates are in high demand by employers;

Mathematics is the essential transferable component across all Science, Engineering, Technology

and Mathematics subjects;

Currently 59% of employers state they are having difficulty recruiting people with Mathematical

skills.

Jobs Requiring A-level Mathematics

Actuary

Engineer: Chartered (Mechanical)

Engineer: Chartered (Aeronautical)

Engineer: Chartered (Electrical)

Medical Physicist

Physicist

Software Engineer

Statistician

Teacher: (Mathematics)

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Jobs Preferring A-level Mathematics

FURTHER MATHEMATICS

The GCE Further Mathematics course offers an opportunity to broaden and

deepen your experience of Mathematics. The topic areas are often different in

style from A-level Mathematics although there is a degree of overlap. Studying

Further Mathematics equips students with skills and understanding relevant to

other areas of study at degree level: Chemistry, Engineering, Actuary Science and Physics to mention

a few. The fact that students select Further Mathematics indicates to colleges/universities, a

willingness to engage with a challenge and to deepen knowledge.

St Columb’s students achieve excellent grades in A-level Further Mathematics.

45

Moving Image Arts - AS/ A2 LEVEL

“Film as dream, film as music. No art passes our conscience in the way film does and

goes directly to our feelings, deep down into the dark rooms of our souls.”

Specification CCEA

46

COURSE CONTENT

Course based on this specification will stimulate and encourage creativity by introducing candidates to

a rich variety of Moving Image practices.

There are two key Moving Image Art forms which underpin this specification at both AS and A2:

Film: which refers to live action fictional narrative films; and

Animation: which refers to rostrum, stop motion and CGI animated narrative films.

Through units AS1 and A21 candidates must demonstrate competence in the theory and practice of

creating moving images.

47

The emphasis both at AS and A2 will be on narrative and therefore representational Moving Image

Art. Although exploration of unconventional formal and stylistic approaches will be expected at A2,

narrative and storytelling will still form the premise of creative work on both courses. At A2 narrative

may, however, be structured in an experimental or unconventional way.

ASSESSMENT

A candidate’s coursework submission is initially marked by their teacher and externally marked by

CCEA. Examinations will be ‘Online’.

ENTRY

Entry to this subject is based on the students interest and commitment at AS and A-level. Intending

applicants should discuss their intentions with the MIA Head of Department.

Criteria Any pupil wishing to study this subject at A-level should have their own laptop/tablet device which

they must bring to school for the completion of coursework units.

Equipment for filming such as a camera/ tripod would also help any people wishing to study the

subject. Equipment is available for signing out but pupils will have increased flexibility with their

own equipment.

FURTHER INFORMATION

This course of study provides a very solid foundation for study at a higher level in a range of Moving

Image areas of practice – (see Careers section).

ESSENTIAL

Study of Moving Image Arts is essential for entry to many university courses and for going directly

into areas of employment. Possible employment is listed below, but this list is not exhaustive. You

should see your Careers teacher about a complete list.

Production Designer Art Director Storyboard Artist

Set Decorator Draughtsman Camera Operator

Cinematographer Film Director Titles Designer

Editing and Post Production Editor Projectionist

Lighting Technician Director of Photography Moving Light Operator

Please visit http://ccea.org.uk/movingimagearts/ for more

information.

48

Music

AS MUSIC (40% of the A-level)

The AS-level in Music consists of three compulsory units. Within these units, you will be expected to

perform, compose/arrange and undertake a listening/essay type examination. Below is a summary of

the units.

Unit 1 - “Performing”

1. Minimum grade 4 standard (non-classical players e.g. Rock musicians will be advised by

the teacher-in-charge).

2. Performance duration is 5-7 minutes.

3. Solo performance only (no ensemble/band).

4. Includes a short discussion with the external examiner.

5. Worth 32.5% of the AS course.

Students who perform at Grade 5 and above will gain credit for doing so.

Unit 2 - “Composing”

1. Must choose option A or B. Option A is a straight composition task while option B is a

composition task with a technology element.

2. Must be accompanied by a written commentary (1,000 words).

3. Worth 32.5% of the AS course.

Unit 3 - “Responding to Music”

1. Two examinations.

2. Examination one is an aural perception paper (listening) and lasts 1 hour.

3. Examination two is a written paper and lasts 2 hours.

4. Worth 35% of the AS course.

49

A2 MUSIC (60% of the A-level)

The A2-level in music consists of three compulsory units and is similar in structure to the AS course.

Within these units, you will be expected to perform, compose/arrange and undertake a listening/essay

type examination.

Unit 1 - “Performing”

1. Minimum grade 5 standard (non-classical players e.g. Rock musicians will be advised by

the teacher-in-charge).

2. Performance duration is 8-10 minutes.

3. Solo performance only (no ensemble/band).

4. Includes a short discussion with the external examiner.

5. Worth 19.5% of the A2 course.

Students who perform at Grade 6 and above gain credit for doing so.

Unit 2 - “Composing”

1. Must choose option A or B. Option A is a straight composition task while option B is a

composition task with a technology element.

2. Must be accompanied with a written commentary (1,200 words).

3. Worth 19.5% of the A2 course.

Unit 3 - “Responding to Music”

1. Two examinations.

2. Examination one is an aural perception paper (listening) and lasts 1 hour 15 minutes.

3. Examination two is a written paper and lasts 2 hours.

4. Worth 21% of the A2 course.

To achieve an A* at this level you must achieve an A grade at AS-level and have gained 90%+ at

A2-level.

**The AS/A2 course is interesting and challenging, and will suits all types of music students who are:

Dedicated to regular practice;

Open to learning about other styles of music;

Prepared to improve their knowledge of music theory;

Interested in music technology and being creative.

CAREERS: A-level Music would be advantageous in the following career areas:

Teaching (School/Private) Recording Industry/Sound Engineer

Music Therapy Arts Administrator

Broadcasting – TV/Radio Music Management

Composing Acoustic Consultancy

Performer Computer programming- Music Software

Conductor Music Lawyer

50

Physics

Syllabus: CCEA

COURSE STRUCTURE AND CONTENT

AS 1 Forces, Energy and Electricity

AS 2 Waves, Photons and Astronomy

AS 3 Practical Techniques

A2 1 Deformation of Solids, Thermal Physics, Circular Motion,

Oscillations and Atomic and Nuclear Physics

A2 2 Fields, Capacitors and Particle Physics

A2 3 Practical Techniques

N.B. In A-level Physics, instead of coursework there are two practical examinations.

ENTRY REQUIREMENTS A-LEVEL PHYSICS

Entry to the subject is by recommendation of a pupil’s present teacher of Physics. This

recommendation will be based on the likelihood of a pupil being successful in A-level

Physics. It is expected that pupils will have achieved a BB grade, or higher, in Double

Award Science and a minimum A grade in Mathematics. (It is desirable but not essential to

have studied Additional Mathematics.). The pupil’s work-rate, commitment and ability in

the subject up to GCSE level are taken into account.

FURTHER INFORMATION

It is highly recommended that physics should be chosen in addition to A-level Mathematics

in order to enable the pupils to handle the heavy mathematical content. You may obtain

further information from your present Physics teachers or from the Head of Physics – Mr V

Doherty.

CAREERS

Many employers want to employ physicists because they are

regarded as having highly adaptable minds and are good

problem-solvers.

Study of Physics is highly desirable for entry to many university

courses and for going directly into many areas of employment.

Some courses are listed below but this list is not exhaustive.

You should ask your Careers teacher or Science teacher about a

complete list.

51

52

Psychology

ENTRY REQUIREMENTS

Students who have grades A*/A in Mathematics and in English Language and who have a good

behaviour record will normally be given a place in A-level Psychology.

YEAR 13 AS-LEVEL/Year 1 of A-level

Students study both Introductory topics in Psychology (Paper 1) and Psychology in Context

(Paper 2) from the AQA Specification. Topics in Paper 1 include: Social influence, Memory

and Attachment. Topics in Paper 2 include: Approaches in Psychology, Psychopathology and

Research Methods.

In May of Year 1 students sit 2 examination papers (1 hour 30 minutes duration each). Each

examination is worth 50% of AS but does not count towards the final A-level. There is no

coursework element.

YEAR 14 A-LEVEL

Students complete 3 modules on Introductory topics in psychology (Paper 1); Psychology in

Context (Paper 2) and Issues and Options in Psychology (Paper 3).These areas are examined at

the end of Year 14 in three 2 hour examinations (each paper is worth 33.3% of A-level.

CAREERS

A good grade in A-level Psychology provides pupils with opportunities to go on to Third Level

Education. Pupils may go on to follow courses in Professional Psychology e.g. Educational,

Clinical, Forensic or Occupational. Some pupils decide to go into further research so that they

can secure a position in a University as a Psychology lecturer. Other might go on to pursue

careers in Law, Medicine, The Humanities, Education, Accountancy, Social Work, Counselling

and/or addiction work. Psychology also gives students a good overall grounding in research

methods, statistical analysis and problem solving, which will equip them for any career or

vocation. As a department we pride ourselves on the concern we show for every aspect of each

pupil’s development.

53

RELIGIOUS STUDIES

ENTRY REQUIREMENTS

Students who have shown commitment to Religious Studies at GCSE-level and who have achieved at

least a grade C will normally be given a place at AS/A-level.

YEAR 13 AS-LEVEL

Students study both Religion and Ethics (AS7) and Philosophy of Religion (AS8) from the CCEA

Specification. Topics in the Religion and Ethics module include: Deontological and teleological

approaches to moral decision making; Life and Death issues and Developments in Bioethics.

Topics in the Philosophy of Religion module include: Arguments for the existence of God; God,

atheism and the problem of evil; The problem of miracle and the validity of Religious experience.

In May/June students sit 2 examination papers (1 hour 20 minutes duration each), one for each

module. Each examination is worth 50% of AS and 20% of overall A-level There is no coursework

element at AS.

YEAR 14 A2-LEVEL

Students complete another 2 modules on Global Ethics (A27) and the Themes in the Philosophy of

Religion (A28) These areas are examined at the end of Year 14 in two 2 hour examinations (each

paper is worth 50% of A-level and 30% overall grade). They are required to make connections

between the two chosen areas of study and their relevance for today.

CAREERS

A good grade in A-level Religious Studies provides pupils with opportunities to go on to Third Level

Education. In the past pupils who have studied RE have gone on to follow courses in Law, Medicine,

the Humanities, Education, Accountancy and Priesthood/Religious Life. Religious Studies also gives

students a good overall grounding in ethical values and problem solving, which will equip them for

any career or vocation. As a Department we pride ourselves on the concern we show for every aspect

of each pupil’s development.

54

SPANISH

Why A-level Spanish? 350 million people around the world speak Spanish. Speaking Spanish will

improve your employment potential and will allow you to operate in the

future on a global platform.

Combining Spanish with other subject areas will enhance your career

opportunities in international business, government, travel or

communications, where knowledge of a foreign language

and of foreign cultures will give you an edge. An A level

in Spanish will enable you to communicate effectively in

the Spanish-speaking world opening up rich and diverse

cultures. The ability to speak Spanish allows all

professions to work internationally: e.g. an engineer, a

medical graduate, an accountant, an IT consultant, a

journalist, etc.

Learning Spanish will enrich you culturally and enhance

your travel experiences. Knowing the language and culture of a country gives a real insight

to the country and people. Spain has long been the number one holiday destination for the

UK and Ireland but increasingly we have opportunities to travel to Central and South

America for leisure and business.

Learning a language is good for brain development and is

believed to improve creativity. Also by learning Spanish now,

you will find it easier to access other languages at a later stage in

your career; many universities offer beginner courses in

languages such as Russian, Chinese or Arabic.

Interestingly, learning languages may

help your understanding of the

English language. A good understanding of grammar and

sentence construction in a foreign language can actually improve

your ability to communicate in your own language!

Course Structure

Pupils have eight classes per week with their

teacher and two classes with our Spanish

Assistant Sra Pozo-Rodríguez. Pupils are

encouraged to express themselves through

Spanish and with much of the teaching done

through Spanish, they soon gain the confidence

necessary to converse idiomatically and

fluently. The Department uses multi-media

resources and pupils are encouraged to access

Spanish material for further study through websites, international press

and video. Pupils who enjoy Spanish will find the atmosphere of the A-level class quite

different from that of GCSE. There is a much higher level of pupil interaction and a great

deal of the classes centre around conversation and discussion of the following topic areas.

Syllabus CCEA

55

Pupils who do A-level Spanish will be given an opportunity to take part in a Spanish trip or

exchange

Course Content

The newly revised GCE course is broken into 4 thematic categories:

1 AS Relationships Different family structures, roles, responsibilities and

relationships within families, challenges, intergenerational

issues, influences on young people.

2

AS

Culture and Lifestyle Physical well-being, diet and exercise, smoking, alcohol,

drugs, extreme sports, hobbies and interests, the Arts, film,

fashion and design, social media, new technology, holidays,

festivals and tourism.

3

A2

Young People in

Society

Part-time jobs, education and employment, career planning,

young people and democracy, European citizenship, societal

attitudes and young people

4

A2

Our Place in a

Changing World

Equality/ inequality and discrimination/ prejudice, poverty,

immigration and emigration, multicultural society and

cultural identity, conflict, sustainable living and

environmental issues.

The recently revised Specification now includes the addition of several films as subjects for

the AS3 examination in Writing. These films, which raise important societal issues, have

proven very enjoyable to our A-level students.

AS3 Film

Zambrano: Solas, Cuerda: La lengua de las mariposas, Mañas: El Bola

Literary Text

Esquivel: Como Agua para Chocolate

A23 Literary Texts

García Lorca: La Casa de Bernarda Alba or Muñoz Molina, El dueño del secreto or

Sender: Réquiem por un campesino español or Neruda; Veinte poemas de amor y una

canción desesperada.

56

Assessment

AS 1 Speaking Presentation based on

an AS-level theme (3

minutes).

Conversation

(8 minutes).

30% of

AS-level

12% of A-

level

2 Listening, Reading

and Use of Language (2

hours)

Listening with

individual CD player.

Reading.

Translation from

Spanish to English.

Use of Language.

40% of

AS-level

16% of A-

level

40% of

A level

3 Extended Writing

(1 hour) One essay in response

to set film or literary

text.

30% of

AS-level

12% of A-

level

A2 1 Speaking Discussion on

research project (6

minutes),

Conversation (9

minutes).

18% of A-

level

2 Listening and

Reading (2 hours 45

minutes)

Listening.

Reading – gap-fill,

reading

comprehension,

summary, translation

from English to

Spanish.

24% of A-

level

60% of

A level

3 Extended Writing (1

hour) One essay on set

literary text.

18% of A-

level

Entry Requirements

A pupil will be recommended by their KS4 teacher based on their level of commitment, enthusiasm,

work rate and ability. Students should discuss their suitability for the subject with their Spanish

teacher and will be recommended on the basis that they will achieve at least a Grade B in their GCSE

Spanish. Pupils must be prepared to work independently and contribute actively in the A-level

classroom.

Career Opportunities

Studying Spanish will expand the variety of jobs available to you; many of our former language

students have obtained prestigious careers in areas such as International Banking, European Union

Institutions and large international corporations.

Spanish is a global language that can give you the edge in your chosen career and can be a gateway to

a world of opportunities.

57

Sport and Physical Education

AS Unit 1:

Exploring Physical Education written examination: 1 hour 45 minutes; 24% of qualification.

To assess all AS subject content. Question types - Contextualised questions to include

multiple choice, data response, short and extended answers.

AS Unit 2: Improving Personal Performance in Physical Education. Non-exam assessment; 16% of

qualification.

To assess:

· Practical performance in one activity as a player/performer.

· Practical performance as a coach or official.

· Personal Performance Profile A-level Units (AS units plus a further 2 units)

A2 Unit 3: Evaluating Physical Education. Written examination: 2 hours; 36% of

qualification.

A2 Unit 4: Refining Personal Performance in Physical Education.

Non-exam assessment 24% of qualification.

To assess:

· Practical performance in one activity as a player/performer, coach or official.

· Investigative research.

Essential Criteria for Entry to A-level PE

1. Academic knowledge of PE. Normally judged by the candidate’s score in the written

GCSE PE paper.

2. Good practical ability in two activities/roles - which is necessary for AS PE.

3. Demonstrates proven interest in PE over previous five years through classroom PE and

representation of the school teams. The pupil will be REQUIRED to represent the school

in at least ONE practical activity.

Preferable Criteria

1. At least BB in Double Award Science.

2. Willing to represent the school in a second activity/role. NB Often this may be in the role

of COACH, helping out with one of the school’s junior teams.

3. Has achieved A/A* in GCSE PE.

58

Careers in Sport/PE

Students taking A-level PE will open up a

range of career opportunities from sport,

physiology, sports medicine and psychology.

Some of the most common career paths that

students follow after A-level study include

becoming PE Teachers, Coaching, Personal

Training, Physiotherapy, Police, Fire

service, Nursing, Sports Development, Sports

Psychology, Child Psychology, Sociology

and the Leisure Industry.

The range of topics offered to

students who study sport means that

they will have a large range of

careers available to them.

59

Technology and Design

Syllabus/Course Title: CCEA – GCE RESISTANT PRODUCT DESIGN

All that we use every day, including sportswear, mobile

phones, cars and furniture have been inspired and created by

a Product Designer. Never before has the role of the designer

been more challenging. Not only does a successful design

solution have to function as required and be safe to use, now,

more than ever, consideration must also be given to

aesthetics, ergonomics, energy usage and sustainability. The

study of A-level Technology and Design offers an exciting

and diverse range of learning opportunities and will provide a

path to third level education in a range of Product Design related degree courses.

COURSE CONTENT

The course builds upon the skills and knowledge acquired at GCSE and introduces a range of

topics at a higher level. These include resistant materials, processes, Industrial and

commercial practice, sustainability as well as design in context.

ASSESSMENT

Units AS-1 and A2-1 are externally assessed through written examination. Units AS-2 and

A2-2 are coursework units and are internally marked and externally verified. The coursework

at AS-2 involves the analysis, development and redesign of an existing product. The

coursework A2-2 involves designing & making a product to suit a selected client’s needs

using a range of resistant materials.

ENTRY

To be accepted into A-level the student must have completed his GCSE in Technology and

Design or GCSE in Engineering and must be recommended by his teacher at GCSE. This

recommendation will be based on the student's attitude and commitment to his work at

GCSE, his ability to work independently and the likelihood of his success at A-level.

Although not essential, it is desirable that the student would have achieved at least a B grade

at GCSE.

Recent A-level Coursework

60

CAREER OPPORTUNITIES

Relating to – Engineering, Systems Design, Manufacturing Engineer, Product Design, CAD

Technician, and Teaching.

FURTHER INFORMATION ON THE 4 UNITS OF STUDY

AS specification involves study of the following units:

AS-1 External Written Examination (Two 1 hour papers)

Paper 1 (Common core) will incorporate the following topics – Materials, Manufacturing

processes, Emerging Composite Technologies, Product Analysis, Quality and Safety.

Paper 2 (Product Design) will incorporate the following topics – Design and Communication,

Components and Smart Materials, Manufacturing Production and Quality, influences on

Product Design and Intellectual Property rights.

AS-2 – Product Development (Portfolio of 10 A3 pages and 3D Model)

The emphasis in this unit is on the analysis and development of an existing product with a

view to redesigning either the product or an aspect of it. Students should submit a portfolio

with the practical component. The portfolio should include written and graphical information

produced on not more than 10 A3 sheets. Students can present the portfolio in electronic

format, using a range of appropriate media.

A2 specification involves study of the following units:

A2-1 External Written Examination (One 2 hour paper)

Assessment for this unit consists of a written examination that includes both short and

extended questions and will include the following topics – Environmental Issues, Product

Life Cycle, ICT in Manufacture, From Mind to Market, Quality Assurance and Quality

Control

A2-2 Product Design and Manufacture (Portfolio of 10 A3 pages and Product)

Students complete one task, producing a practical outcome with a design folder. Students

should submit a portfolio with the practical component. The portfolio should include written

and graphical information produced on not more than 20 A3 sheets. The final outcome must

incorporate a range of product design features Students can present the portfolio in

electronic format, using a range of appropriate media.

COURSE STRUCTURE OVERVIEW

AS Units Title Assessment Weighting

AS-1 Written Examination (Two 1 hour papers) External 50% - AS-level

20% - A-level

AS-2 Product Development (Coursework) Internal 50% - AS-level

61

External

verification

20% - A-level

A2 Units Title Assessment Weighting

A2-1 Written Examination (One 2 hour papers) External Exam 30% - A-level

A2-2 Product Design and Manufacture

Coursework)

Internal

External

verification

30% - A-level

This course is not suitable for any candidate who does not like coursework or has had a

problem with getting his coursework in on time. You must also be capable of working

independently.

62

General Comments

Your choice of subject or course after GCSE will have important implications for your future

career. It will influence your attitude to study, your leisure time, your ability to apply for

university courses and the type of work you may do in the future.

In making a choice, consider carefully the following questions:

Where are you now?

What is your current academic achievement?

Do your Year 12 Christmas results reflect your real ability?

Have your efforts been honest and committed?

Where do you want to get to?

What ambitions do you have?

Are you waiting for someone else to tell you?

How do you feel about further study?

Are you prepared to study each evening?

Are you prepared to make sacrifices?

What skills and attitudes do you need to succeed?

Have you found out about the effort that you will need to apply to succeed?

How do GCSE subjects differ from Year 10?

Remember that there are a number of possible routes after GCSE. Consider which one is best

for you. Don’t choose a path simply because others are following it. Embarking on further

study will be right for many pupils and is likely to give a career advantage later, but for some

it can be a struggle and therefore not always the best option.

Opportunities at the end of your school career will be varied, complex and competitive, and

yet few people clearly know what they are capable of doing, or what they would like to do.

In this case, you can only be guided by recent personal experience and the best information

currently available.

63

It is impossible to list completely and accurately the requirements for all courses.

Universities are free to set their own requirements. Courses may be found where the above

requirements do not apply. However, within the above, choice of course may be limited. It

is also important to note that the grades required may differ significantly between universities

for the same course.

CEIAG @ St Columb’s

Useful websites

www.nidirect.gov.uk/careers

www.thecompleteuniversityguide.co.uk

www.studentfinanceni.co.uk

www.ulster.ac.uk

www.qub.ac.uk

http://www.cao.ie

http://www.cafre.ac.uk

www.hpat.org.uk

www.ucas.co.uk

www.admissionstestingservice.org

http://www.suttontrust.com/

http://thepopejohnpauliiaward.com/

http://www.volunteernow.co.uk/