POST 16 OPTION CHOICES BOOKLET 2018-2020 - ST. CIARAN'S COLLEGE BALLYGAWLEY - St Ciarans Ballygawley
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POST 16 OPTION
CHOICES BOOKLET
2018-2020
ST. CIARAN’S COLLEGE
BALLYGAWLEY
1
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
2
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
3
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
4
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 A New BTEC
level level Tariff Subsidiary
point Diploma
s
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
8
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.
5
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
6
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.
7
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
8
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.
9
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
10Specification 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
11NB - 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.
12CCEA
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?
13BTEC 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.
14BTEC 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
15BTEC 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.
16Btec 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.
17Assessment
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
18BTEC 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
19A-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.
20Specification at a Glance
The table below summarises the structure of the AS and A level courses:
Content Assessment Weightings
AS 1: Teachers assess students’ work, and CCEA 50% of AS
Experimental moderate their marks. Students develop, 20% of A level
Portfolio explore and record ideas.
Assessment Objectives 1, 2, and 3 only
A final outcome is not required for this unit.
AS 2: Teachers assess the controlled task, and CCEA 50% of AS
Personal Response- moderate their marks. 20% of A level
Final Outcome 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.
A2 1: Written investigation 1000–3000 words – 60% of A2
Personal and externally assessed 36% of A level
Critical 20% of A2 -12% of A level
Investigation 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.
A2 2: Teachers assess students’ work, and CCEA 40% of A2
Thematic Outcome moderate their marks. Students present an 24% of A level
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.
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.
21‘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 37.5% of AS
1 hour 30 minutes written 15% of A Level
examination,
AS 2: Organisms and External 37.5% of AS
Biodiversity 1 hour 30 minutes written 15% of A Level
examination,
AS 3: Practical Skills in AS External 25% of AS
Biology 1 hour written examination 10% of A Level
and
internal practical assessment
(marked by teachers and
moderated by CCEA)
A2 1: Physiology, 2 hour written examination, 24% of A Level
Co-ordination and Control externally assessed
and Ecosystems
A2 2: Biochemistry, Genetics 2 hour written examination, 24% of A Level
and Evolutionary Trends externally assessed
A2 3: Practical Skills in External 12% of A Level
Biology 1 hr 15 minutes written
examination
and
internal practical assessment
(marked by teachers and
moderated by CCEA)
22Which 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
23‘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 1 hour 30 minutes 40% of AS
Basic Concepts in Physical and 16% of A-Level
Inorganic Chemistry
AS 2 1 hour 30 minutes 40% of AS
Further Physical and Inorganic 16% of A-Level
Chemistry and an Introduction to
Organic Chemistry
AS 3 Practical booklet A – exam 20% of AS
Basic Practical Chemistry in the lab 8% of A Level
1 hour 15 minutes
Practical booklet B – exam
is external
1 hour 15 minutes
A2 1 2 hours 40% of A2
Further Physical and Organic 24% of A-Level
Chemistry
A2 2 2 hours 40% of A2
Analytical, Transition Metals, 24% of A-Level
Electrochemistry and Organic
Nitrogen Chemistry
Practical booklet A – exam 20% of A2
in the lab 12% of A Level
A2 3 1 hour 15 minutes
Further Practical Chemistry Practical booklet B – exam
is external
1 hour 15 minutes
24University 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,
25Design 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.
2627
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.
28‘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 Weightings Availability
n and Marks
AS 1: External written 2 hours 60% of AS Summer
The Study of examination
Poetry 1900- 24% A Level
Present and Students answer two
questions, one from
Drama 1900-
section A and one from
Present Section B
Section A is open book
Section B is closed book
AS 2: External written 1 hour 40% of AS
The Study of examination Summer
Prose Pre 1900
Students answer one 16% of A
question Level
Closed book
A2 1: External written 1 hour 20% of A2
Shakespearean examination 30 mins Summer
Genres
Students answer one
question
Closed book
29A2 2: External written 2 hours 20% of A
The Study of examination level Summer
Poetry Pre Students answer two
1900 and questions, one from
Section A and the
Unseen Poetry
question set in Section B
Closed book
A2 3: Internal Internal Assessment 20% of A Summer
Assessment Level
Students complete a
2500- word essay.
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.
30All 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.
31AS/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 30% of AS Level
minute presentation on a
topic of their choice. 12% of A Level
Q2. Conversation in French
for 8 minutes.
*Speaking Test conducted
with an external examiner.
AS2: Listening , Reading & Listening test: 40 minutes. 40% of AS
Use of Language.
Reading test: 50 minutes 16% of A Level
Use of Language: 30
minutes
AS3:Extended Writing. Students write one essay in 30% of AS Level
response to a French film or
novel they have studied. 12% of A Level
1 hour
AS: 40% of A Level.
32A2 level
Content Assessment Weightings
A2 1: Speaking Test Q1 Students speak about 30% of A2 Level
two Irish films they have
watched and studied. 18% of A Level
Q2. Conversation in Irish
for 8 minutes.
*Speaking Test conducted
with an external examiner.
A2 2: Listening , Reading & Section A - Listening test: 40% of A2
Writing. 40 minutes.
34% of A Level
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.
A2 3 Extended Writing. Section C -Writing 30% of A2
1 hour
Students write an essay in 18% of A Level.
French about a novel they
have studied.
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
33CCEA 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 Duration Weightings Availability
Format
AS 1: Physical External written 1 hour 15 40% of AS Summer
Geography examination minutes
16% of A Level
AS 2: Human External written 1 hour 15 40% of AS Summer
Geography examination minutes
16% of A Level
34AS 3: External written 1 hour 20% of AS Summer
Fieldwork examination
Skills and 8% of A level
Techniques in
Geography
A2 1: Physical External written 1 Hour 30 24% of A Level Summer
processes, examination minutes
Landforms and
Management
A2 2: Processes External written 1 hours 30 24% of A Level Summer
and Issues in examination minutes
Human
Geography
A2 3: Decision External written 1 hour 30 12% of A Level Summer
Making in examination minutes
Geography
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
35way 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
36AS 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.
37Unit Type of Assessment
AS 1 1 hour 30 minutes external examination
Historical Investigations and paper
Interpretations Germany 1918-1945 in June of Year 13.
Worth 50% of AS, 20% of A Level
AS 2 1 hour 30 minutes external examination
Conflict and Change in Europe paper
Worth 50% of AS, 20% of A Level Italy 1871-1943 in June of Year 13.
A2 1 1 hour external examination paper
Change Over Time The Presidency of the USA 1901-2000
Worth 20% of A Level
A2 2 2 hours and 30 minutes external
Historical Investigations and examination paper
Interpretations Partition of Ireland 1900-1925 in June of
Worth 40% of A Level 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.
38AS/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 Q1 Students give a three 30% of AS Level
(May 2019) minute presentation ón a
topic of their choice. 12% of A Level
Q2. Conversation in Irish
for 8 minutes.
*Speaking Test conducted
with an external examiner.
AS2: Listening , Reading & Listening test: 40 minutes. 40% of AS
Use of Language.
(June 2019) Reading test: 50 minutes 16% of A Level
Use of Language: 30
minutes
AS3:Extended Writing. Students write 1 essay in 30% of AS Level
(June 2019) response to an Irish film
they have watched. 12% of A Level
1 Hour
AS = 40% of A Level.
39A2 level
Content Assessment Weightings
A2 1: Speaking Test Q1 Students speak about 30% of A2 Level
(May 2020) two Irish films they have
watched and studied. 18% of A Level
Q2. Conversation in Irish
for 8 minutes.
*Speaking Test conducted
with an external examiner.
A2 2: Listening , Reading & Section A - Listening test: 40% of A2
Writing. 40 minutes.
(May 2020) 24% of A Level
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.
A2 2:Extended Writing. Section C -Writing 30% of A2
May 2020 1 hour
Students write an essay in 18% of A Level
Irish about a poem they
have studied.
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).
40AS 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 Music for Orchestra in the 20th Century
Sacred Vocal Music (Anthems) Sacred Vocal Music (Mass/Requiem)
Secular Vocal Music (Musicals) 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.
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