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POST 16 OPTION CHOICES BOOKLET

2018-2020

ST. CIARAN’S COLLEGE BALLYGAWLEY

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CONTENTS

Introduction Page 3

Courses Offered Page 6

Applied Courses Health and Social Care Page 10

Software Systems Development Page 13

Business Studies Page 14

Children’s Care, Learning and Development Page 15

Engineering Page 16

Sports Page 17

Information Technology Page 19

A Level Courses Art and Design Page 20

Biology Page 22

Chemistry Page 24

Design and Technology Page 26

English Literature Page 29

French Page 32

Geography Page 34

History Page 37

Irish Page 39

Mathematics Page 41

Moving Image Art Page 42

Music Page 46

Nutrition and Food Science Page 47

Physics Page 49

Religious Education Page 50

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SIXTH FORM COURSES 2018-2020

Dear Student

Post 16 provision at St Ciaran’s is recognised for its quality not only in providing an

excellent foundation for our students to progress with academic and vocational courses at

Higher Education but also in providing a broad education for those seeking direct entry

into the world of work.

St Ciaran’s is committed to providing a learning experience within a supportive

environment aimed at assisting you to develop the knowledge, skills and understanding

needed to make the most of your potential. At Post 16 you are regarded as young adults

and you will be given greater responsibility for your own learning but there needs to be a

genuine commitment on your part to the studies in which you are engaged. A positive

attitude is necessary for success. In turn, we will ensure that you are provided with

personalised pastoral and study support, are given careers guidance to suit your needs and

aspirations and that you are given assistance with preparations for Higher Education or

the working world as appropriate.

There are no easy options at Post 16 if you wish to maximise your career opportunities. If

you have a particular career in mind, it is important that you choose any subjects that are

essential for entry into that career. If you have not yet decided on a particular career, it is

important that you choose subjects in which you have the ability to succeed, subjects

which you would enjoy studying and which will enable you to gain entry to whatever

subsequent career route you may decide upon.

Whatever you choose to do, you should not settle for second best or choose courses which

may limit your options at a later stage in your working life.

Both university and employer demand a wide range of personal qualities, skills and

attributes beyond those provided by academic study. We believe in providing you with a

wide range of experiences beyond the classroom. Our enriched curriculum aims to

develop highly sought skills and attributes such as self-confidence, self-discipline,

initiative, leadership, team work, self-management and a sense of service. In this context,

as with post 16 students before you, you will be expected to be role models for your peers,

using what you have already gained from your time at St Ciaran’s to give something back

to the rest of the school as well as the local community. Such a service will bring rewards

not only in terms of your own personal development but also in terms of assisting you

with your Curriculum Vitae, UCAS statement, interview technique and so on.

I would advise you to research your options thoroughly and discuss your plans with your

parents and with others especially those who have undertaken the courses you are

considering before making your decision.

On behalf of the staff of St Ciaran’s, I wish you every success in your decision making.

Mrs M. McCarron

Assistant Principal Curriculum

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ST. CIARAN’S SIXTH FORM

St. Ciaran’s courses for sixth form students are intended to equip them with as many

qualifications, skills and interests as possible. Students are offered a range of courses,

both examination-based and non-examination based.

EXAMINATION COURSES The choice of post-16 qualification is primarily determined by a student’s GCSE results.

Students can choose from both academic and vocational (Applied) subjects. Those with a

particular profession in mind and who have appropriate GCSE grades may wish to choose

both AS/A2 levels and applied courses. Whereas others who prefer a more vocationally

useful qualification together with an assessment procedure that better meets their needs

may choose the GCE Applied Courses or BTEC Nationals (which are offered as Single

Awards).

Entry Requirements: Entry to the Post-16 courses is dependent on a good range of GCSE results. Students are

required to have a minimum of six GCSE’s at grades A-C including English or Maths. (A

Level 2 in Occupational Studies is a C at GCSE). However, individual consideration is

given to every applicant, and these requirements may be varied in circumstances where

the subject teacher is aware of the potential ability and commitment of the particular

student.

We offer the following: - GCE AS/A2 Level

- GCE Applied Single Award

- BTEC L3 Diploma

- BTEC L3 Subsidiary Diploma

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The following table shows the UCAS points for entry to Third Level Education for the

courses we offer;

Points for Entry equivalents

This table shows the new Tariff points for some popular qualifications.

AS

level

A

level

New

Tariff

point

s

BTEC

Subsidiary

Diploma

168

160

152

144

128

112

104

96

80

64

A* 56 D*

A 48 D

B 40

C 32 M

28

D 24

A 20

B E 16 P

C 12

D 10

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E 6

Mid Tyrone Area Learning Partnership –Collaboration

St. Ciaran’s College is part of the Mid Tyrone Area Learning Partnership. The partnership

is one of 31 currently operating in Northern Ireland. As such the College actively

collaborates with Dean Maguirc College, Carrickmore and Fivemiletown College to offer

Post 16 students a much wider choice of post 16 courses in line with the requirements of

the Entitlement Framework.

St. Ciaran’s College offers students access to 24 courses at post 16 both Applied

(vocational) and General (academic). Subjects currently involved in collaboration are

Chemistry, Biology and Child Care Learning and Development.

Formal evaluation of the process suggests that students are enjoying the new approach to

teaching and learning. They have an opportunity to gain from the combined expertise of

teaching staff, a chance to mix with students from different cultures and backgrounds and

are better prepared for the dynamism of the new teaching environments which they will

encounter at third level.

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St. Ciaran’s College offers the following:

GCE APPLIED COURSES

Health and Social Care

(Single Award)

Health and Social Care

(Double Award)

GCE Software Systems Development

BTEC Level 3

BTEC Level 3 Subsidiary Diploma in Business

BTEC Level 3 Subsidiary Diploma in Children’s Care Learning

and Development

BTEC Level 3 Subsidiary Diploma in Engineering

BTEC Level 3 Subsidiary Diploma in IT

BTEC Level 3 Subsidiary Diploma in Sport

BTEC Level 3 Diploma in Sport

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AS and A-LEVEL COURSES

St. Ciaran’s College offers a full range of AS and A-Level subjects:

Art & Design

Biology

Chemistry

Design and Technology

English Literature

French

Geography

History

Irish

Mathematics

Moving Image Arts

Music

Nutrition and Food Science

Physics

Religious Studies

NB - It is important to remember if there are not enough

students selecting a subject it will not be offered.

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EXTENDED POST-16 CURRICULUM:

All Year 13 pupils are compulsorily required to complete their timetable from the subjects

on offer;

(a) All sixth form students who have not achieved a grade C or above in GCSE English

Language or Mathematics will be required to repeat these subjects.

(b) It may be possible, after consultation with the subject teacher, for a pupil to take up

an additional GCSE subject or retake a GCSE subject.

EDUCATION MAINTENANCE ALLOWANCE (EMA)

The EMA scheme is a Central Government Initiative to encourage retention attendance

and performance in education. It is a payment of up to £30 per week paid directly to you

(the student) when you remain in full-time education after compulsory schooling ends

(16).

Bonus payments of £100 are payable to all EMA students depending on progress and

performance in January and June.

CAREERS GUIDANCE

St. Ciaran’s has a dedicated Careers Guidance Team led by Mrs Maria Curran along with

the careers staff who are available to offer advice and assistance. This includes help in

deciding on courses and relevant combinations, working out career aims and supporting

students in planning and applying for their next steps e.g. Higher Education through

UCAS or CAO and employment.

PASTORAL SUPPORT

At St. Ciaran’s we have a very caring and supportive staff who will help you with any

academic or personal problems. The pastoral support team is led by Miss Roisin Mallon

and Learning Tutors will be there to support you over the two years. They will assist you

in the preparation of your personal statement for your UCAS and CAO application forms.

Support is also available form Mrs M Owens, Senior Teacher Vocational Curriculum and

Sixth Form Student Development

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GCE APPLIED COURSES

GCE Applied courses are part of a suite of vocationally-focused GCEs. They incorporate

an extremely wide range of AS and A2 level units, which are flexibly structured. Using

work-related contexts and assessment methods, these new awards offer a broad

introduction to the vocational areas. They are designed to provide a progression route to

higher education and further training for employment.

These qualifications are designed to give the students a broad introduction to a vocational

area and help them develop and apply knowledge in a variety of work-related situations.

The assessment is modular to suit individual learning styles.

The GCE Applied courses qualify for UCAS points. They give students a wide choice of

progression options into higher education, further training or relevant employment.

The Advanced GCE units and qualification (Single Award) are graded A* to E.

Ways of Working

GCE Applied courses allow the student to work in many different ways.

These could include:

▪ Working on your own or as part of a team

▪ Doing short projects or longer assignments

▪ Using the Internet to find information

▪ Looking at processes and products either in local companies or through case studies

▪ Planning and organising events

▪ Designing products and services and

▪ Getting work experience.

Throughout the year, the students will often be expected to take responsibility for their

own work.

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GCE APPLIED HEALTH & SOCIAL CARE - CCEA

SA Health and Social Care equivalent to one GCE A Level DA Health and Social Care equivalent to two GCE A Levels

The CCEA Advanced GCE in Health and Social Care offer students the opportunity to

develop skills, knowledge and understanding that provide a broad educational basis that

will advantage them when entering into employment or higher education within the health

and social care sector. The specifications examine the structures which exist within

Northern Ireland in the health and social care sectors and explore issues which have

regional, national, European and global dimensions.

The GCE Health and Social Care specification provides:

•opportunities to enable progression for study at further and higher education, training and

employment;

•opportunities to enable students to apply their knowledge in realistic Health and Social

Care contexts;

•opportunities for the development of the transferable skills necessary in a changing and

dynamic working environment.

Candidates studying the six unit GCE (Single Award) are required to study the

following:

AS1 - Promoting Quality Care - Portfolio

AS2 - Communication in Health, Social Care and Early Years Settings - Portfolio

AS3 - Health and Well Being - Test

A23 - Providing Services - Test

A24 - Health Promotion - Portfolio

A25 - Supporting the Family - Portfolio

Candidates studying the twelve unit GCE (Double Award) are required to study all

of the above units in addition to six additional units -in total, six units in Year 13

and six units in Year 14.

AS = 40% of the overall qualification

A2 = 60% of the overall qualification

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Specification at a glance for SA Health and Social Care

AS 1:

Promoting Quality Care

Internal assessment Students produce a written report based on practice in a health, social care or early years

setting that they have experienced

25% of AS

10% of A Level

AS 2:

Communication in Health, Social Care and Early Years Settings

Internal assessment Students produce a written report on communication in a health, social care or early years

setting

25% of AS

10% of A Level

AS 3:

Health and Well-Being

External written examination 2 hours

Students answer three compulsory questions

50% of AS

20% of A Level

A2 – Students studying SA Health and Social Care are required to study three units

in Year 14

A2 3:

Providing Services Examination based on pre-release material

2 hours

Students answer three compulsory questions

30% of A Level

A2 4:

Health Promotion

Students are required to prepare a written report on health improvement priorities in

Northern Ireland, and undertake a health promotion activity and report their findings

15% of A Level

A2 5:

Supporting the Family

Students are required to complete a review of changes to family structure, a case study

and a report on services for families experiencing issues

15% of A Level

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NB - DA Health and Social Care students are required to study 6 units in Year 13

and 6 units in Year 14.

Skills developed throughout this course will include: Ability to manage one’s own roles and responsibilities

Working in a team

Motivational skills

Organisational skills

Communication skills

Independent learner

Time Management

Self-management

Working with others

Managing information

Problem solving/decision making

This is an ideal course for students who want a broad background in health and social

care. Many students with a qualification in GCE Applied Health and Social Care go on to

degree-level study in a variety of subjects such as health studies, nursing and/or social

work. Some students go straight into employment in the field of health and social care.

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CCEA

GCE Software Systems Development The GCE Software Systems Development course is equivalent to 1 A Level

(over 2 years).

Aim: This course is designed to equip students for higher level study within

the software development industry. This course is an applied qualification

which is to help students to develop the knowledge, understanding and skills

required to work in software development.

Entry Requirements:

A minimum Grade B in GCSE Mathematics.

Modules Studied and Mode of Assessment: Students are required to undertake 2 modules over each year.

In Year 1

● Introduction to Object Oriented Development:

This unit is externally assessed through a two hour examination paper.

● Event Driven Programming

This unit is internally assessed through a portfolio showing

evidence of designing, implementing, testing and evaluating an

event driven application.

In Year 2

● Systems Approaches and Databases Concepts

This unit is externally assessed through a two hour examination

paper with a pre-release case study.

● Implementing Solutions

This unit is internally assessed through a portfolio showing evidence of the

analysis, design and implementation of a software solution of a specified

problem in a pre-release case study and task.

Career Opportunities:

You could progress to a Foundation Degree in Computing in South West College or a

Degree in Computing or Software Development in University or College of Higher

Education. You may consider full time employment within the private sector or public

sector in areas such as software engineering, software development or web development.

Software controls every computer system function in the world. The ability to write

computer programs in languages that are used widely in the industry is one of the

most valuable skills to have in the world today. Knowing languages such as Java

and C# allows you to program and develop applications for mobiles. Wouldn’t it be

great to have the skills to become part of this growing industry?

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BTEC Level 3 Subsidiary Diploma in Business

The BTEC Level 3 Subsidiary Diploma in Business is a 60 credit qualification that

consists of 4 mandatory units plus 2 optional units that provide for a combined total of

60 credits. The BTEC Level 3 Subsidiary Diploma in Business is primarily an Applied

General qualification. It is broadly equivalent to one GCE A Level.

What is the course about?

The course will give you an excellent grounding in the vocational skills and knowledge

required for all types of work in the business environment.

Mandatory units include:

1. The Business Environment

2. Business Resources

3. Introduction to Marketing

4. Business Communication

These four core units give you an introduction to and understanding of the business

environment, management of resources, marketing and communication – all fundamental

to the success of business organisations. There is a wide range of optional units for a

variety of pathways in business.

Assessment and Grading

All units are internally assessed in this specification. Evidence for this assessment may be

generated through a range of diverse activities including assignment and project work,

case studies, role play and oral presentation.

A summative unit grade can be awarded at pass, merit or distinction:

● To achieve a “pass” you must have satisfied all the pass assessment criteria

● To achieve a “merit” you must additionally have satisfied all the merit grading

criteria

● To achieve a distinction you must additionally have satisfied all the distinction

grading criteria. Anyone who completes this unit but who does not meet all the

pass criteria are graded “unclassified”.

Career Opportunities

Studying Business Studies opens the way to many degree and career opportunities

including Accountancy, Law, Interactive Multimedia Design, Communications,

Advertising and Marketing, Property Investment, Teaching, Business Management and

many more.

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BTEC Level 3 National Award Children’s Care, Learning and

Development

This BTEC qualification in Children's Care, Learning and Development has been

developed in the children’s sector to focus on:

● Education and training for children’s care, learning and development

● Giving learners the opportunities to achieve a nationally recognised Level 3

vocationally specific qualification

● Giving learners the opportunity to gain a nationally recognised vocationally

specific qualification to progress to higher education vocational qualifications

including a Foundation Degree

● Giving learners the opportunity to develop a range of skills and techniques,

personal skills and attributes essential for successful performance in working life.

The BTEC qualification in Children’s Care, Learning and Development provide much of

the underpinning knowledge for the National Occupational Standards in Children’s Care,

Learning and Development, as well as a good deal of the underpinning knowledge for the

National Occupational Standards in Playwork. Consequently they act as a robust

introduction to both sectors. They prepare learners for employment in the sectors or for

Higher Education.

The BTEC qualification in Children's Care, Learning and Development consists of 5 core

units - all learners should successfully complete all units - i.e. achieve at least a pass

grade, in order to achieve the whole qualification. There are no examinations and all units

will be assessed through coursework.

1 Positive Relationships for Children’s Care, Learning and Development

2 Positive Environments for Children’s Care, Learning and Development

3 Promoting Children’s Development

4 Safeguarding Children

5 Reflecting on Practice in the Children’s Care, Learning and Development Sector

Learners must also complete 60 hours placement in an early years setting, which will be

arranged with the help of school. (Schools to carry out Access NI)

● All students entering BTEC qualification must possess 5 GCSEs (Grade C and

above)

● Attendance is a crucial part of this course

● Students must successfully complete Year 13 to allow progression to Year 14

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BTEC Nationals Engineering

Pearson BTEC Level 3 Certificate in Engineering

This vocational qualification helps level 3 students develop the practical knowledge, skills and understanding they need to prepare for their engineering career.

Units offered include electrical, electronic and mechanical principles, mathematics for engineering technicians, and properties and applications of engineering materials

The Pearson BTEC Level 3 Subsidiary Diploma (360 GLH) in Engineering is part of a larger suite of BTEC Engineering qualifications, in a range of sizes, which share the common purpose of helping people to become occupationally ready to take up employment in the Engineering sector at the appropriate level. This can follow either directly after achieving the qualification, or via the stepping stone of Higher Education (HE) in university or college. By studying a BTEC National, learners develop knowledge, understanding and skills required by the sector, including essential employability skills, and apply them in real work contexts. Learners can operate at a standard that can reasonably be expected of an 18 year old in full-time education. Its main purpose is to allow learners to develop the core specialist knowledge, understanding and skills, including Health and Safety in the Engineering Workplace and a choice of either Mechanical Principles and Applications or Electrical and Electronic Principles, required by the sector. The Pearson BTEC Level 3 Subsidiary Diploma in Engineering also provides a well-established route into a variety of specialist Higher Education (HE) courses in this sector, when taken alongside other qualifications appropriate for the desired course of study.

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Btec Level 3 Subsidiary Diploma in Sport equivalent to one GCE

Btec Level 3 Diploma in Sport equivalent to two GCEs

Introduction:

The programme is assessed through a variety of methods which will include written

assignments, practical activities, interviews, presentations and portfolio building which

will test your application of knowledge and understanding development of practical and

technical skills.

If you are interested in…………..

Health and Fitness Instruction, Careers in Leisure and Recreation, Sports Activities,

Fitness Training and Testing, Working with People, Sports Coaching or Professional

Sport

Or you think you might be good at…………..

Communication with Others, Working in Teams, Training, Coaching and Teaching in the

Sports Industry

Then, the BTEC Level 3 Subsidiary Diploma in Sport/BTEC Level 3 Diploma in

Sport is the course for you!!

The BTEC Level 3 subsidiary Diploma in Sport/Level 3 Diploma in Sport is a two-year,

full-time programme validated by Edexcel combining practical sports activity with

academic study giving you the opportunity to combine sport and fitness units.

The BTEC Level 3 subsidiary Diploma in Sport/Level 3 Diploma in Sport will give you

the chance to equip yourself with the knowledge, skills and understanding to enhance

employment prospects in the health and fitness business, sports and leisure industry,

sports coaching and professional sport.

Level 3 Subsidiary Diploma in Sport - You will study 7 units over the 2 years. This

course offers the opportunity to engage practical skills and sport knowledge in a variety of

exercise settings.

Level 3 Diploma in Sport - You will study 13 units over the 2 years. This course offers

the opportunity to engage practical skills and sport knowledge in a variety of exercise

settings.

Students may have the opportunity to gain further qualifications, such as coaching

awards.

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Assessment

Assessment is primarily by portfolio building but will include some practical assessments

and presentations. There is a substantial amount of theory which is backed up by practical

pathways. Students are provided with extensive support from unit assessors in order to

complete their assessments. Students are required to complete additional work at home.

However, you are asked to use your free time effectively. The 'Learning Resource Centre'

is available to enhance research and studying.

Level 3 Subsidiary Diploma in Sport

Year 13 Units ➢ Principles of Anatomy and Physiology in Sport

➢ The Physiology of Fitness

➢ Assessing Risk in Sport

➢ Fitness Training for Sport And Exercise

Year 14 Units

➢ Fitness Training and Programming

➢ Practical Team Sports

➢ Exercise Health and Lifestyle

This qualification is equivalent to one ‘A’ Level. Graded as Distinction*, Distinction,

Merit.

Level 3 Diploma in Sport - students will study all of the above plus an additional 6

units.

This qualification is equivalent to two GCEs.

Criteria for Success

● Ability to manage one’s own roles and responsibilities

● Working in a team

● Motivational skills

● Organisational skills

● Communication skills

● Independent learner

● Time Management

● Self-management

● Working with others

● Managing information

● Problem solving/decision making

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BTEC Level 3 Subsidiary Diploma in IT

The BTEC Level 3 Subsidiary Diploma in IT is a 60 credit qualification that consists of 2

mandatory units plus 4 optional units that provide for a combined total of 60 credits.

The BTEC Level 3 Subsidiary Diploma in IT is primarily an Applied General

qualification. It is broadly equivalent to one GCE A Level. All the units are coursework

based.

What is the course about? This course aims to encourage students to develop the broad skills, knowledge and

understanding of the IT sector. Living in today’s world requires everyone to have some

IT competence. Therefore, IT is a highly valuable subject regardless of the employment

or University path you wish to follow.

Mandatory units include: 1. Communication and Employability Skills for IT

This unit will help you to improve your general communication and employability

skills by exploiting certain application packages and IT tools.

2. Computer Systems

This unit looks at the Microsoft operating systems which currently dominate the

market, as well as other operating systems. It looks at both hardware and software

components.

There is a wide range of optional units for a variety of pathways in IT – 4 optional units

must be studied.

Assessment and Grading All units are internally assessed in this specification. You will have no exams to sit in this

specification. You will have assignments to do for each unit.

A summative unit grade can be awarded at Pass, Merit or Distinction:

To achieve a “Pass” you must have satisfied all the Pass assessment criteria

To achieve a “Merit” you must additionally have satisfied all the Merit grading

criteria

To achieve a “Distinction” you must additionally have satisfied all the Distinction

grading criteria

Anyone who does not meet all the Pass criteria is graded “Unclassified”

Careers using Information Technology:

Web Designer Graphic Designer

Software Engineer Telecommunications Engineer

Technical Manager Information Technology Manager

ICT Teacher/Lecturer Computer Operator

Data Centre Manager Network Manager

User Support Manager Technical Support Manager

Project Manager Systems Analyst

Business Analyst Systems Developer/Programmer

Help Desk Operator/Supervisor Information Technology Trainer

PC Support Officer User Support Analyst

Technical Support Officer Database Administrator

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A-LEVEL COURSES

Art & Design Art and Design is about encouraging students to express their own ideas through a wide range of media from pencil and paint to clay and textiles. The coursework projects enable students to develop highly personal artwork. Students will have opportunities to develop ideas, research and experiment as their practical skills develop with more confidence and independence. Deadlines will be set and closely monitored by the teachers, in order to guide and support students with their time management. The Art & Design specification aims to encourage students to develop: • Intellectual, imaginative, creative and intuitive capabilities; • Investigative, analytical, experimental, practical, technical and expressive skills; • Aesthetic understanding and critical judgement; • Independence in generating, refining and communicating their own ideas, intentions and personal outcomes; • Interest in, enthusiasm for and enjoyment of art, craft and design; • Experience of working with a broad range of media; • Understanding of the interrelationships between art, craft and design processes; • Awareness and experience of real-world contexts and the creative industries; • Knowledge of art, craft and design media and technologies in contemporary and past societies and cultures; and • Awareness of different roles, functions, audiences and consumers of art, craft and design. Students can take: • The AS course as a final qualification; or • The AS units plus the A2 units for a full GCE A level qualification. The full Advanced GCE award is based on students’ marks from the AS (40%) and the A2 (60%).

Method of Assessment AS and A-Level: Each unit is available for assessment in summer each year. It is possible to re-sit individual AS and A2 assessment units once and count the better result for each unit towards an AS or A level qualification. Advanced Level Art and Design (A2): At this level students will be expected to respond creatively to ideas, themes and subjects. They will be expected to analyse ideas, research and appreciate the work of artists and designers and to communicate effectively. Students will be able to choose which areas of Art and Design they wish to focus on.

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Specification at a Glance The table below summarises the structure of the AS and A level courses:

Content Assessment Weightings AS 1: Experimental Portfolio

Teachers assess students’ work, and CCEA moderate their marks. Students develop, explore and record ideas. Assessment Objectives 1, 2, and 3 only A final outcome is not required for this unit.

50% of AS 20% of A level

AS 2: Personal Response- Final Outcome

Teachers assess the controlled task, and CCEA moderate their marks. Students present a personal outcome. This is brought to completion during a 10 hour controlled test. Assessment Objective 4 (Final Outcome) is more heavily weighted than Assessment Objectives 1,2 and 3 A final outcome is required for this unit.

50% of AS 20% of A level

A2 1: Personal and Critical Investigation

Written investigation 1000–3000 words – externally assessed 20% of A2 -12% of A level Teachers assess the practical investigation and CCEA moderate their marks. 40% of A2 - 24% of A level Written and practical work, inform each other and are integrated, but are marked separately. Assessment Objectives 1,2 and 3 only A final outcome is not required for this unit.

60% of A2 36% of A level

A2 2: Thematic Outcome

Teachers assess students’ work, and CCEA moderate their marks. Students present an outcome in response to the theme. This is brought to completion during a 15 hour controlled test. Assessment Objective 4 more heavily weighted than Assessment Objectives 1, 2 and 3 A final outcome is required for this unit.

40% of A2 24% of A level

Career Opportunities: Teaching, Educational Advisor, Art Therapy, Graphic Design, Fashion Designer, Milliner, Fashion Buyer, Advertising, Photographer, Interior Design, Beauty Therapy, Hairdressing, Ceramist, Jewellery Designer, Web Page Designer, Landscape Gardener, Occupational Therapy, Cartography, Archaeology, Furniture Designer, Scientific Illustrator, Architecture, Architectural Technician, Retail, Weaver, Film and Theatre Design, Journalism, Performing Arts, Exhibition Organiser, Window Display, Product Design, Sales, Choreography, Acting, Marketing, Lighting, Community Artist etc.

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‘AS’ AND ‘A’ LEVEL BIOLOGY

Why study Biology? To provide a course which:

▪ is complete in itself and performs a useful educational function for students not

intending to study Biology at a higher level;

▪ will be suitable preparation for university courses in Biology for biological studies in

other educational establishments and for professional courses which require students

to have a knowledge of Biology when admitted.

GCSE Double Award Science at Higher Tier is needed. Grades A*A* - BB at this

level are recommended.

What modules will I study? The specification adopts a modular structure and candidates are required to study three

teaching and learning modules for AS course and six modules for the full Advanced GCE

course, i.e. A2.

Unit Assessment Weightings

AS 1: Molecules and Cells External

1 hour 30 minutes written

examination,

37.5% of AS

15% of A Level

AS 2: Organisms and

Biodiversity

External

1 hour 30 minutes written

examination,

37.5% of AS

15% of A Level

AS 3: Practical Skills in AS

Biology

External

1 hour written examination

and

internal practical assessment

(marked by teachers and

moderated by CCEA)

25% of AS

10% of A Level

A2 1: Physiology,

Co-ordination and Control

and Ecosystems

2 hour written examination,

externally assessed

24% of A Level

A2 2: Biochemistry, Genetics

and Evolutionary Trends

2 hour written examination,

externally assessed

24% of A Level

A2 3: Practical Skills in

Biology

External

1 hr 15 minutes written

examination

and

internal practical assessment

(marked by teachers and

moderated by CCEA)

12% of A Level

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Which undergraduate courses at University prefer A-Level Biology?

Anatomy Biomedical Engineering

Biological Sciences Radiography

Agricultural Technology Physiotherapy

Genetics Optometry

Marine Biology Occupational Therapy

Medical Biology Podiatry

Medicine Nursing

Microbiology Dietetics

Physiology

Zoology

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‘AS’ and ‘A’ LEVEL CHEMISTRY

This is a two year full time course that prepares students for University study and for

employment in industry.

The course consists of six units, three AS units and three A2 units.

GCSE Double Award Science at Higher Tier is needed.

Grades A*A* - BB at this level are recommended.

There are no January exams so AS 1 and AS 2 are undertaken in summer of Year 13 and

A2 1 and A2 2 are undertaken in summer of Year 14.

What modules will I study?

Unit Duration of exam % of GCE Grades

AS 1

Basic Concepts in Physical and

Inorganic Chemistry

1 hour 30 minutes

40% of AS

16% of A-Level

AS 2

Further Physical and Inorganic

Chemistry and an Introduction to

Organic Chemistry

1 hour 30 minutes 40% of AS

16% of A-Level

AS 3

Basic Practical Chemistry

Practical booklet A – exam

in the lab

1 hour 15 minutes

Practical booklet B – exam

is external

1 hour 15 minutes

20% of AS

8% of A Level

A2 1

Further Physical and Organic

Chemistry

2 hours 40% of A2

24% of A-Level

A2 2

Analytical, Transition Metals,

Electrochemistry and Organic

Nitrogen Chemistry

2 hours 40% of A2

24% of A-Level

A2 3

Further Practical Chemistry

Practical booklet A – exam

in the lab

1 hour 15 minutes

Practical booklet B – exam

is external

1 hour 15 minutes

20% of A2

12% of A Level

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University Courses requiring A Level Chemistry include: Dietetics, Medicine, Optometry, Pharmacy, Veterinary.

Career Opportunities : Career pathways that past A-level Chemistry students from St Ciaran’s have undertaken

include : Pharmaceutical Science, Pathology, Astrophysics, Engineering, Zoology,

Medicine,

Dentistry, Veterinary, Computer Science, Accountancy, Podiatry, Pharmacy,

Mathematics,

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Design and Technology: Product Design This creative and thought-provoking qualification gives students the practical skills, theoretical knowledge and confidence to succeed in a number of careers. Especially those in the creative industries. They will investigate historical, social, cultural, environmental and economic influences on design and technology, whilst enjoying opportunities to put their learning into practice by producing prototypes of their choice. Students will gain a real understanding of what it means to be a designer, alongside the knowledge and skills sought by higher education and employers.

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By following this specification candidates should be able to: • Develop and sustain their creativity and innovative practice. • Recognise and overcome challenges and constraints when working towards the production of high-quality products. • Develop a critical understanding of the influences of the processes and products of design and technological activities from a contemporary and historical perspective. • Draw on a range of skills and knowledge from other subject areas. • Draw on and apply knowledge, understanding and skills of production processes to a range of design and technology activities. • Develop an understanding of contemporary design and technology practices. • Use digital technologies and information handling skills to enhance their design and technological capability. • Recognise the values inherent in design and technological activities, and develop critical evaluation skills in technical, aesthetic, ethical, economic, environmental, sustainable, social, cultural and entrepreneurial contexts. Career Opportunities: There are many career choices where Design and Technology would be considered excellent preparation. Some of these include; Architecture, Quantity Surveying, Lecturer, Teacher, Product Designer, Mechanical, Electrical or Electronic Engineering, Educational Advisor.

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‘AS’ and ‘A’ LEVEL ENGLISH LITERATURE

SYLLABUS AND EXAM PAPER

AS LEVEL

Unit AS1: The Study of Poetry 1900 – Present and Drama 1900 - Present

Unit AS2: The Study of Prose Pre 1900

A2-LEVEL

Unit A2 1: Shakespearean Genres

Unit A2 2: The Study of Poetry Pre 1900 and Unseen Poetry

Unit A2 3: Internal Assessment

The assessment scheme is summarised in Table 1 and amplified in sections Summary

of unit tests for AS and summary of unit tests for A2.

Unit Assessment Format Duratio

n

Weightings

and Marks

Availability

AS 1:

The Study of

Poetry 1900-

Present and

Drama 1900-

Present

External written

examination

Students answer two

questions, one from

section A and one from

Section B

Section A is open book

Section B is closed book

2 hours 60% of AS

24% A Level

Summer

AS 2:

The Study of

Prose Pre 1900

External written

examination

Students answer one

question

Closed book

1 hour 40% of AS

16% of A

Level

Summer

A2 1:

Shakespearean

Genres

External written

examination

Students answer one

question

Closed book

1 hour

30 mins

20% of A2

Summer

30

A2 2:

The Study of

Poetry Pre

1900 and

Unseen Poetry

External written

examination

Students answer two

questions, one from

Section A and the

question set in Section B

Closed book

2 hours 20% of A

level

Summer

A2 3: Internal

Assessment

Internal Assessment

Students complete a

2500- word essay.

20% of A

Level

Summer

AIMS

Students should be encouraged to:

● Read widely and independently both set texts and others they have selected for

themselves;

● Engage creatively with a substantial body of texts and ways of responding to

them;

● Develop and effectively apply their knowledge of literary analysis and evaluation

in speech and writing;

● Explore the contexts of the texts they are reading and others’ interpretations of

them; and

● Deepen their understanding of the changing traditions of literature in English.

Spiritual and Moral Issues

The study of English Literature provides students with a range of opportunities to engage

with spiritual and moral issues. With regard to spiritual issues, students, through the

study of texts, will, in all modules, be able to explore:

● The world of imagination, inspiration and creativity;

● Aspects of human life other than the physical and material;

● Concepts of identity and self-worth and the valuing of others;

● How the world in which we live is recognised and valued;

● The quest for meaning in life, truth and ultimate values;

● Feelings of transcendence, awe and mystery.

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All modules will enable students to consider moral issues and explore:

● values and attitudes of individuals and society as a whole and socially accepted

codes of behaviour;

● the rationale underpinning matters concerning values, attitudes and actions of

individuals in society;

● how reasonable judgements on issues of significance to individuals and society in

general are made;

● Concepts of personal conduct and taking responsibility for one’s own actions.

Career Opportunities

English is a flexible and adaptable subject, which opens up a wide range of career

choices. In addition to professions like teaching, law and journalism, English Literature

students go on to careers in general management, research and consultancy and the public

services, as well as publishing and the creative industries.

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AS/A LEVEL FRENCH

The AS French programme builds on the knowledge, understanding and skills developed

within GCSE at Higher Tier. The A2 section of the Advanced GCE builds upon the

foundation of knowledge, understanding and skills developed within the AS level

programme, and provides the basis for further study of French.

The scheme of assessment is in two parts:

Three units make up the Advanced Subsidiary (AS) and a further three A2 units make up

the six units required for Advanced GCE.

AS level

Content Assessment Weightings

AS1: Speaking Test

Q1 Students give a three

minute presentation on a

topic of their choice.

Q2. Conversation in French

for 8 minutes.

*Speaking Test conducted

with an external examiner.

30% of AS Level

12% of A Level

AS2: Listening , Reading &

Use of Language.

Listening test: 40 minutes.

Reading test: 50 minutes

Use of Language: 30

minutes

40% of AS

16% of A Level

AS3:Extended Writing.

Students write one essay in

response to a French film or

novel they have studied.

1 hour

30% of AS Level

12% of A Level

AS: 40% of A Level.

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A2 level

Content Assessment Weightings

A2 1: Speaking Test

Q1 Students speak about

two Irish films they have

watched and studied.

Q2. Conversation in Irish

for 8 minutes.

*Speaking Test conducted

with an external examiner.

30% of A2 Level

18% of A Level

A2 2: Listening , Reading &

Writing.

A2 3 Extended Writing.

Section A - Listening test:

40 minutes.

Section B:

Reading: Pupils read a

comprehension and answer

questions in French.

Translation: Pupils translate

an article from English to

French.

1 hour 20 minutes.

Section C -Writing

1 hour

Students write an essay in

French about a novel they

have studied.

40% of A2

34% of A Level

30% of A2

18% of A Level.

A2 = 60% of A Level.

Employers are always asking for candidates with language skills. Examples of

employment where language skills are valued include; journalism and media, law,

engineering, business and marketing, ICT, sport and leisure, travel and tourism, customer

service, civil service, (immigration, customs and excise, diplomatic service) and teaching

(UK and abroad).

“Learning a language makes our minds stronger and more flexible. Actually using it

gives us an entirely new experience of the world.”

John Cleese

34

CCEA AS and A-Level Geography

Summary of Scheme of Assessment There are six assessment units - percentage weighting is listed in the table below:

AS 1: Physical Geography ● Rivers

● Local and Global Ecosystems

● Weather and Climate

AS 2: Human Geography ● Population

● Settlement

● Development

AS 3: Fieldwork Skills and Techniques in Geography ● Fieldwork

A2 1: Physical Processes, Landforms and Management Two options from the four available:

● Option A: Plate Tectonics: Theory and Outcomes

● Option B: Tropical Ecosystems: Nature and Sustainability

● Option C: Dynamic Coastal Environments

● Option D: Climate Change: Past and Present

A2 2: Processes and Issues in Human Geography Two options from the four available:

● Option A: Cultural Geography

● Option B: Planning for Sustainable Settlements

● Option C: Ethnic Diversity

● Option D: Tourism

A2 3: Decision Making in Geography ● This unit enables students to develop decision-making skills in a real world

scenario.

The table below summarises the structure of the AS and A level courses:

Unit Assessment

Format Duration Weightings Availability

AS 1: Physical

Geography

External written

examination

1 hour 15

minutes

40% of AS

16% of A Level

Summer

AS 2: Human

Geography

External written

examination

1 hour 15

minutes

40% of AS

16% of A Level

Summer

35

AS 3:

Fieldwork

Skills and

Techniques in

Geography

External written

examination 1 hour 20% of AS

8% of A level

Summer

A2 1: Physical

processes,

Landforms and

Management

External written

examination

1 Hour 30

minutes

24% of A Level Summer

A2 2: Processes

and Issues in

Human

Geography

External written

examination

1 hours 30

minutes

24% of A Level Summer

A2 3: Decision

Making in

Geography

External written

examination 1 hour 30

minutes

12% of A Level Summer

Skills Developed The skills can be beneficial when undertaking UK CATS and HPAT tests

Your Future with Geography? Geography is in the privileged position of being recognised in universities including QUB

as an Arts and a Social Science subject. As such it can be studied successfully with any

combination of other A level subjects. Geography therefore allows pupils access to all

faculties in university and maximises their opportunity to choose a course and career that

they are best suited to. The subject develops pupil’s ability to communicate in both oral

and written form including the development of research and data handling skills.

Geography easily incorporates IT skills which are considered essential for lifelong

learning as recognised in the Empowering Schools document which proposes

developments in the new curriculum over the next five years.

Career Opportunities Past Geography students from St Ciaran’s are currently pursuing careers or courses in

law, medicine, pharmacy, radiography, architecture, quantity surveying, civil engineering,

teaching, environmental planning, animal science, construction and engineering

management, social work, housing management, environmental health, biomedical

engineering, radiography, physiotherapy, transport and supply chain management to name

a few.

Environment and Sustainability Do you care about the future of the planet? Are you interested in green issues? Current

concern about climate change, shrinking energy resources and sustainability make

Geography a very relevant course to study. Often the top media story of the day, the

environment is at the heart of local, national and international affairs.

Physical Systems: Are you interested by the natural environment? Do you enjoy being out in the field

studying landforms and researching the processes that have formed them? Geographers

explain and understand the world’s weather, oceans, biospheres and landscapes and the

36

way our environment is shaped by wind, water, ice and tectonic activity. Often TV, radio

and newspapers report on these.

Society: Do you want to work with people and affect their everyday lives? Geographers’ broad

skills and appreciation of the inter-connections between people and communities equip

them with a sound base with which to enter these areas of work.

The Business World: Are you interested in the way the economy works? Geography graduates have excellent

transferable skills which attracts business, law and finance sectors.

Geographical Techniques: Do you enjoy map work and using software such as Google Earth? Geographical

information systems offer tools to show data on maps to analyse changing patterns in the

landscape.

Development & Global Issues: Do you have a genuine interest in global affairs and a real passion to make a difference?

The challenges of global peace and security, economic and social development, human

rights, humanitarian issues and international law offer demanding yet fulfilling careers for

geographers

Settlement: Are you interested in where you live, how places change and who decides about the

environment we live in? Geographers look at how and why the areas we live in develop

and change. They understand interactions between regional, national and international

influences.

Travel, Tourism, Leisure and Culture: Interested by the world of opportunities? Would you like a career, combining a job with

opportunities to travel and explore new places at home and abroad? Take Geography

with you as you lead a group of holiday-makers on an expedition, market Toyko for the

2020 Olympics or research and write travel literature for a guide book company.

Useful websites to find out about career paths with Geography

● http://geography.about.com/od/careersingeography/Careers_in_Geography.htm

● http://www.rgs.org/OurWork/Schools/CareersAndFurtherStudy/Carees+and+progression+w

ith+geography/Careers+and+progression+with+geography.htm

● http://www.rgs.org/NR/exeres/452912F2-5103-4FC8-8732-

D64F2E7923BD.htm

● http://www.plymouth.ac.uk/pages/view.asp?page=8542

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AS AND A-LEVEL HISTORY

Studying GCE History will give you the opportunity to explore key political, economic

and social events which have helped shape our world today. It will build upon your

understanding of the past and ability to make links and draw comparisons with or across

different periods and aspects of the past.

Why study History? By studying GCE History you will be able to build upon your knowledge and

understanding of past events and the impact on those events on our world today. This in

turn gives you a better understanding of the consequences of past actions on civilisations

and a greater empathy for people of different cultures today.

History is much more than reading about past events. This course can help develop and

deploy a range of important skills such as collecting and evaluating information,

independent thought, weighing up the evidence that you have found and putting a case

together to support your conclusions.

How will I be assessed? There are a total of four units in this course, two at AS and two at A2. The breakdown of

the units is detailed in the table below. Assessment is based upon performance in

examinations.

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Unit Type of Assessment

AS 1

Historical Investigations and

Interpretations

Worth 50% of AS, 20% of A Level

1 hour 30 minutes external examination

paper

Germany 1918-1945 in June of Year 13.

AS 2

Conflict and Change in Europe

Worth 50% of AS, 20% of A Level

1 hour 30 minutes external examination

paper

Italy 1871-1943 in June of Year 13.

A2 1

Change Over Time

Worth 20% of A Level

1 hour external examination paper

The Presidency of the USA 1901-2000

A2 2

Historical Investigations and

Interpretations

Worth 40% of A Level

2 hours and 30 minutes external

examination paper

Partition of Ireland 1900-1925 in June of

Year 14.

What can I do with a qualification in History? History can open up a wide range of opportunities for further and higher education and

interesting and rewarding careers. Through following this course, you will have the

opportunity to develop skills that are transferable and are highly sought after by

employers.

You will have the opportunity to develop your skills and increase your self-confidence

through researching, organising information, having a questioning approach to the

evidence before you, arguing a case, reaching balanced conclusions based on the evidence

and writing in a clear and coherent way. These are skills which are highly desired by

employers and will help you in further education, to succeed in your chosen career as well

as in everyday life.

Many History students go on to have interesting and challenging careers, for example in

the media, law, communication and marketing, journalism, banking, personnel, politics,

library or information work, writing or editorial work, teaching, lecturing, business or

civil service.

An interest in History may direct you to perhaps a more specialist career as an

archaeologist, archivist working in a records office, historical researcher, solicitor,

barrister, museum curator or genealogist.

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AS/A LEVEL IRISH

The AS Irish programme builds on the knowledge, understanding and skills developed

within GCSE at Higher Tier. The A2 section of the Advanced GCE builds upon the

foundation of knowledge, understanding and skills developed within the AS level

programme, and provides the basis for further study of Irish.

The scheme of assessment is in two parts.

Three units make up the Advanced Subsidiary (AS) and a further three A2 units make up

the six units required for Advanced GCE.

AS level

Content Assessment Weightings

AS1: Speaking Test

(May 2019)

Q1 Students give a three

minute presentation ón a

topic of their choice.

Q2. Conversation in Irish

for 8 minutes.

*Speaking Test conducted

with an external examiner.

30% of AS Level

12% of A Level

AS2: Listening , Reading &

Use of Language.

(June 2019)

Listening test: 40 minutes.

Reading test: 50 minutes

Use of Language: 30

minutes

40% of AS

16% of A Level

AS3:Extended Writing.

(June 2019)

Students write 1 essay in

response to an Irish film

they have watched.

1 Hour

30% of AS Level

12% of A Level

AS = 40% of A Level.

40

A2 level

Content Assessment Weightings

A2 1: Speaking Test

(May 2020)

Q1 Students speak about

two Irish films they have

watched and studied.

Q2. Conversation in Irish

for 8 minutes.

*Speaking Test conducted

with an external examiner.

30% of A2 Level

18% of A Level

A2 2: Listening , Reading &

Writing.

(May 2020)

A2 2:Extended Writing.

May 2020

Section A - Listening test:

40 minutes.

Section B:

Reading: Pupils read a

comprehension and answer

questions in Irish.

Translation: Pupils translate

an article from English to

Irish.

1 hour 20 minutes.

Section C -Writing

1 hour

Students write an essay in

Irish about a poem they

have studied.

40% of A2

24% of A Level

30% of A2

18% of A Level

A2 = 60% of A Level.

Employers are always asking for candidates with language skills. Examples of

employment where language skills are valued include; journalism and media, law,

engineering, business and marketing, ICT, sport and leisure, travel and tourism, customer

service, civil service, (immigration, customs and excise, diplomatic service) and teaching

(UK and abroad).

41

AS AND A LEVEL MATHEMATICS

Mathematics is a subject that opens doors and provides opportunities: doors to

employment and further/higher educational courses and opportunities to learn about the

relevance of mathematics to everyday life.

SYLLABUS The syllabus taught is the CCEA modular scheme. It is comprised of 3 modules for AS

level and a further 3 for A-Level. The modules have equal weighting.

CONTENT The units followed in Year 13 for AS Level are;

C1 Core Mathematics 1

(Algebra and functions, Co-ordinate geometry in the (x, y) plane, Calculus)

C2 - Core Mathematics 2

(Algebra and functions, Co-ordinate geometry in the (x, y) plane, Sequences and series,

Trigonometry; Exponentials and logarithms; Calculus)

M1 - Mechanics 1

(Mathematical models in mechanics; vectors in mechanics; kinematics of a particle

moving in a straight line, statics of a particle; moments)

In Year 14 the modules studied for A Level are;

C3 - Core Mathematics 3

(Algebra and functions, Series, Trigonometry, Exponentials and logarithms, Calculus,

Numerical methods)

C4 Core Mathematics 4

(Algebra and functions, Trigonometry, Calculus, Vectors)

S1 - Statistics 1

(Mathematical models in probability and statistics; representation and summary of data;

probability; discrete and continuous distributions; the normal distribution)

ASSESSMENT: Assessment consists of one 11/2 hour paper for each module. No coursework is required.

Examinations take place at the end of years 13 and 14.

REQUIREMENTS: Some knowledge of Physics and/or Additional Maths is particularly useful, especially for

the mechanics aspect of the course, but not essential.

CAREERS:

Local industry is crying out for engineers. The only subject which universities specify

students must have in order to study Engineering is Mathematics. However, Mathematics

is not only useful for Engineering but for almost any career path including, Actuary,

Medicine, Veterinary, Teaching, Computing, Banking, Dentistry, Accountancy,

Optometry, Psychology, Business Management, Architecture and Pharmacy.

Make a CALCULATED DECISION to study Mathematics!

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MUSIC Music is one of the most important and powerful means of human expression. Through performance, composition and the many fields of critical and historical study, we are able to express our creativity, intellect and emotions. Music is a subject that trains the student in a diversity of skills that can be transferred into other areas. Skills Developed: Listening, performing, self-discipline, the ability to cooperate with others and work as a team, coordination skills, self-awareness and self-confidence, creativity, inventiveness and the ability to use your imagination and initiative, ability to analyse, use of music technology. SUMMARY OF ASSESSMENT UNITS AS

% of AS Award % of A2 Award

AS 1: Solo Performance 32.5% 13%

AS 2: Composition/Composition with Technology 32.5% 13%

AS 3: Listening /Written Papers 35% 14%

SUMMARY OF ASSESSMENT UNITS A2

% of A2 Award

A2 1: Solo Performance 19.5%

A2 2: Composition/Composition with Technology 19.5%

A2 3: Listening /Written Papers 21%

AREAS OF STUDY

AS A2

Music for Orchestra 1700-1900 Sacred Vocal Music (Anthems) Secular Vocal Music (Musicals)

Music for Orchestra in the 20th Century Sacred Vocal Music (Mass/Requiem) Secular Vocal Music (1600 to the present day)

Careers Opportunities: A career in Music is the obvious choice for anyone with a strong interest in Music. Studying Music at degree level opens the door to many careers. Statistics show that employment prospects for Music graduates are good. Part of the reason for this is that the transferable skills gained in studying Music are vast and find their application both inside and outside the Music industry. The Music industry is one of the largest in the world and falls into two categories. On the one hand, there are performers and composers who create Music, on the other, the administrators, publishers, record companies, instrument manufacturers, teachers, librarians, broadcasters and journalists who work with Music. Strengthening your ability to listen critically, evaluate, research, write, analyse, apply the latest technology, compose, present and perform will certainly enhance your employment profile. N.B. Students wishing to pursue Music at AS/A2 level should have experience of taking extra-curricular music lessons on an instrument or voice. There is a minimum standard Grade 4 required for AS and Grade 6 for A2 in performance to have access to the top mark bands. It is advised that students will also have studied GCSE Music or have prepared for Grade 3 Music Theory at least.

47

Nutrition and Food Science (replacing Home Economics)

Nutrition and Food Science focuses on the health and well-being of people in their everyday lives.

The course will enable you to address increasingly complex challenges related to human needs

and the management of resources to meet those needs.

The AS (Advanced Subsidiary)/A2 structure of this GCE means you can study for the AS level

award, completing units AS 1 and AS 2 and then if you wish to continue to A2 level where you

will complete the two additional units: A2 1 and A2 2. This will lead to an award for the full

Advanced GCE.

Why study Nutrition and Food Science? Through a range of practical and theoretical contexts, the course will enable you to develop and

demonstrate your knowledge, understanding and skills of factors which impact upon us as

humans– for example, resource management to meet human needs in a diverse and ever changing

society; rapid technological changes and the growth of scientific knowledge and understanding.

What do I need to be able to take this course? A good standard GCSE in Home Economics (or equivalent) is essential. A genuine interest in

current social and consumer issues and an enthusiasm for learning will help you in this course.

Nutrition and Food Science

Content Assessment Weightings

AS 1: Principles of

Nutrition

External written examination

1 hour 30 minutes

Students answer all short questions in

Section A and two extended writing

questions from a choice of three in Section

B.

50% of AS

20% of A level

AS 2: Diet, Lifestyle and

Health

External written examination

1 hour 30 minutes

Students answer all short questions in

Section A and three extended writing

questions from a choice of four in Section

B.

50% of AS

20% of A level

A2 1:

Option A: Food Security

and Sustainability

or

Option B:

Food Safety and Quality

External written examination

2 hours 30 minutes

Students answer a compulsory structured

question in Section A and three extended

writing questions from a choice of four in

Section B.

30% of A level

A2 2: Research Project Internal assessment

Students complete a 4000 word research-

based project.

Teachers mark the projects, and we

moderate the results.

30% of A level

Qualities/Skills needed to succeed in the course Students must:

48

● Be familiar with a range of ICT packages.

● Be able to work independently and work with others.

● Be able to self-evaluate with a view to improvement.

● Be able to think critically and evaluate information.

49

‘AS’ AND ‘A’ LEVEL PHYSICS

All Physics students should have studied GCSE Double Award Science at Higher

Tier. Grades A*A* - BB at this level are recommended.

It will also be beneficial to have studied Additional Maths at GCSE.

Studying Mathematics at Advanced Level is also highly recommended.

This revised specification aims to encourage students to:

● develop their interest in and enthusiasm for physics;

● begin to understand how society makes decisions about scientific issues and how

the sciences contribute to the success of the economy and society;

● develop and demonstrate a deeper appreciation of the skills, knowledge and

understanding of how science works; and

● develop essential knowledge and understanding of different areas of physics and

how they relate to each other.

The syllabus is part of the CCEA Modular Science Scheme. The content is divided into

six units. There no longer any exams in January of AS or A2 so all exams will take place

in the summer of each year.

Unit Duration of

exam

% of GCE

Grades

AS 1

Forces, Energy and

Electricity

1 hour 45

minutes

40% of AS

16% of A-Level

AS 2

Waves, Photons and

Astronomy

1 hour 45

minutes

40% of AS

16% of A-Level

AS 3

Practical Techniques and Data

Analysis

2 x 1 hour 20% of AS

8% of A Level

A2 1

Deformation of Solids, Thermal

Physics, Circular Motion,

Oscillations and Atomic

and Nuclear Physics

2 hours 24% of A-Level

A2 2

Fields, Capacitors and Particle

Physics

2 hours 24% of A-Level

A2 3 Practical Techniques and

Data Analysis

Practical Techniques

2 x 1 hour 12% of A Level

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AS is the first part of the full Advanced GCE course. The full Advanced GCE comprises of the AS and the second half of the Advanced GCE course referred to as A2. However the AS can be taken as a ‘stand-alone’ qualification without progression to A2. The Advanced GCE award will be based on the aggregation of the marks from the AS (50%) and the A2 (50%). Students who opt for R.E. will sit at a course combining a study of ‘Religion and Ethics’ and ‘The Celtic Church’. Q. How will I be assessed? There are a total of four units in this course, two at AS and two at A2.

Unit AS Duration and Format

AS 5

AS 7

1.The Celtic Church in Ireland in the Fifth, Sixth and Seventh Centuries - The arrival of Christianity in Ireland - Celtic Monasticism - Celtic Penitentials -Celtic hagiography - Other aspects of human experience 2.Foundations of Ethics with Special Reference to Issues in Medical Ethics -Deontological approaches to moral decision making - Teleological to moral decision making -Life and death issues -Developments in bioethics - Other aspects of human experience

Weightings: 50% of AS 40% of A Level Duration and format: Two 1 hour 20 minutes externally assessed written papers

Unit A2 Duration and Format

A2 5

A2 7

3. Themes in the Celtic Church, Reformation and Post-Reformation Church - Controversy and authority - Missionary outreach - Developments and outreach in Christianity Synoptic assessment theme: Faith, Morality and the State. 4. Global Ethics - Moral theory - Global rights - Global issues -Synoptic assessment theme: Conscience, Freedom and Tolerance

Weightings: 60% of A Level Duration and format: Two 2 hour externally assessed written papers

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AS/A2 Religious Ethics & Celtic Church What can I do with an RE qualification? Religious studies can open up a wide range of opportunities for further and higher education and interesting and rewarding careers. If you wish to continue with your study of Religious Studies at degree level, you will need to complete the full A' level course comprising the two units at AS together with the two at A2. The results in RE A Level at St Ciaran’s have been excellent and are above the Northern Ireland average. Through studying religious studies, you will learn how to critically evaluate different topics and issues, developing your skills in considering evidence and arguing a case based on evidence. Student of religious studies can go on to have careers, for example in teaching, medicine, public service, advice work, counselling, journalism, ministry, social work, charity organisations, youth work and community work. Ethics and the Celtic Church are a very challenging yet rewarding course to complete.

NON-EXAM RELIGION There is also a general R.E. Programme for all our post 16 pupils. In this class we engage pupils with a range of social, moral and religious issues and provide an opportunity for open discussion on how their relationship with God might impact on the issues they have to face. Year 13 Topics include Prayer and sexual morality, drugs, alcohol and related problems and justice. Year 14 - Topics include; stress management, faith questions, Church unity, other religions, communication, and preparation for Sacrament of Reconciliation and end of year celebration of Eucharist. All Year 14 pupils will experience a one-day retreat out of St Ciaran’s to help them reflect on their own spirituality and lifestyle. We also have developed a strong link with Zambia and take a group of Yr. 13 & 14 pupils to work on one of these projects biannually.