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cGCSE Options 1

ContentsPrincipal’s WelcomeMaking Informed Choices University Entry Extra-curricularCriteria for AdmissionSources of Guidance How to ChooseAdvice from Charlotte Key Dates and Submission of ChoicesSubject Information2

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Dear Parents/Carers and Year 10 students,It is hard to believe that we have reached the stage of the year when decisions around GCSE subjects are to be made. Choosing GCSE subjects is a crucial and important stage in the educational career of any young person, and, at St Dominic’s, we are committed to ensuring that you are fully supported to make informed and effective decisions.At the heart of our Catholic ethos is the reality that every student is made in the image and likeness of God, possessing unique gifts and talents. Our students are encouraged to work hard, to identify these gifts and talents and to build on them, all in the spirit of truth. Our students achieve highly, and this is a key priority coupled with the development of character, honesty, goodness, and kindness. We are dedicated to fostering excellence in education, empowering students to achieve their full potential in a supportive and caring environment. We are absolutely delighted to have been ranked as the top performing Girls’ Grammar School in Northern Ireland in The Sunday Times Parent Power Report 2023.We are looking forward to working with you as you make these crucial decisions for the future. I would encourage you to work closely with your child’s teachers and listen to their advice when making decisions. It is also vital that you research careers and ensure that the subjects you choose keep as many doors open to you as possible.Hopefully, the information in this booklet will be helpful to you in the weeks ahead.4

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Now that you are approaching the end of Key Stage 3, it is time to decide which subjects you want to take to GCSE level. In your first three years in St Dominic’s you have experienced a wide range of subjects which have helped to identify your particular strengths and preferences.In St. Dominic’s, students take 9 or 10 GCSE subjects. All Key Stage 4 students will study English, English Literature, Religious Education and Mathematics and will choose a further 5 subjects. In order to ensure a broad and balanced curriculum, students are expected to take a Science and a Modern language. This requirement can only be waived in exceptional circumstances.It is important to listen to the advice of the Careers Staff and your subject teachers when making your choices. You should consider carefully the following questions:Making Informed Choices6

Making Informed Choices1. Do you enjoy this subject?2. Have you received satisfactory results in your class work, homework and school examinations in this subject?3. Have you asked for advice from a Careers Teacher on your choice?4. Have you asked for advice from your Subject Teacher as to whether you have the potential to reach GCSE standard in this subject?5. Have you taken your future career aspirations into consideration when choosing your subjects?6. Do you know which careers will be closed to you if you drop certain subjects?7. Have you consulted your family about your choice?The most important points about making any choice are:-(i) That you have as much information as possible about the different options.(ii) That you make the right choice.7

University Entry It is difficult at 14 years of age to know what career choice you will make in the future. However, the best way to avoid making a wrong choice is to be well-informed about University Entrance Requirements.A University requires from everyone who applies:-(a) Evidence of a good general education. This is called the General Requirement and for most applicants itincludes three 'A' levels and a good GCSE profile. Some Universities specify particular GCSE subjects e.g. most universities including Queen's University and the University of Ulster require English GCSE (Grade C minimum).(b) Evidence that applicants have covered enough ground in a particular field to enable them to start the degree course they have chosen. This is called Course Requirement.(c) In some degree course e.g. Law, Medicine, Dentistry, Accountancy,Economics and probably others within the next few years, Universities are making offers only to students who have shown, by their GCSE results, that they have the ability and attitude to study at degree level.8

During your years in St. Dominic's your education will be concerned with two important aspects of your personal development:(1) Academic (2) SocialWhile your subjects will concentrate mainly on the development of your academic skills, the importance of acquiring good social skills must also be emphasised.Employers and Universities require evidence of - your ability to communicate well- your ability to show your potential as a leader- your ability to co-operate in a group- your involvement in school and community activitiesIt is therefore important that you participate in school societies, sports and clubs, as well as pursuing hobbies and interests outside school and becoming involved in your local community. These may play a crucial role in persuading employers or universities to offer you a place. ACT NOW - DON'T WAIT UNTIL IT IS TOO LATEExtra Curricular 9

Criteria for AdmissionIt is important to realise that admission to Year 11 is not automatic. The criteria includes1. Consistently satisfactory progress across a range of subjects.2. Satisfactory attendance and punctuality records.3. Pupils who have been consistently disruptive will not be admitted to Year 11.4. Pupils who fail to reach these standards will be asked to repeat Year 10.What Do I Need To Know About GCSEs?The information on GCSE subjects in the following pages will give you some guide but you need to consider the following:• What kind of skill does each subject demand?• How much factual learning will be involved?• Does the course involve a problem-solving approach?• Is there any overlap between the subject areas I am considering?• Do my subjects form a sensible learning whole?• How important will my command of written English be?• Is wide reading a prerequisite of success?• Is GCSE success a good predictor in my case?• How appealing is a new subject?• Will there be any practical work in the examinations?• Are my interests well represented in the final choice of subjects?Before Making Your Final ChoiceLink the subjects you are considering with possible degree courses. (Consult the University Entrance Guide and Prospectuses in the Careers section of the website).If you have a career in mind, check that you have the required GCSEsubjects and find out if specific A levels are needed.Remember that many degrees e.g. Law, Medicine, Accountancy, will expect a very high GCSE profile (a good range of passes at Grade A or B).10

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Sources of GuidanceListed below are useful Web Sites and software packages to support the learning outcomes of Careers Exploration at Key Stage 3 and Key Stage 4.The Careers section of the school’s website has many links to external websites as well as documents which can help with your decision making.The Careers Service site which is ideal for pupils can be found at Careers Service NI. It also hosts an occupational questionnaire and database called Cascaid.Unifrog https://www.unifrog.org/St. Mary’s University College is a college of Queen’s University of Belfast. St. Mary’s offers degrees in both primary and secondary education as well as B.A. Degree in Liberal Arts. http://www.stmarys-belfast.ac.ukThe Queen’s University of Belfast. www.qub.ac.ukUniversity of Ulster. www.ulst.ac.ukBelfast Metropolitan College. www.belfastmet.ac.ukNursing. www.qub.ac.uk/nurOxford University. www.ox.ac.ukCambridge University. CambridgeExamination BoardsNICCEA. www.ccea.org.ukAQA. www.aqa.org.ukEDEXCEL. www.edexcel.org.uk12

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REMEMBER THAT GCSEs DEMAND COMMITMENT AND TWO YEARS IS A LONG TIME TO SURVIVE A SUBJECT THAT IS TAKEN RELUCTANTLY OR INADVISEDLY.Who Can Assist Me In Making An Informed Choice?No one individual or source can provide you with all the information you require to make a good decision. You should, therefore, consult the following:• Parents• Subject Teachers• Careers Teachers• Careers Library• Careers materials which are available in the Careers Room and Library• Friends and relations who have studied GCSEPupils may have the opportunity to alter their choices at a later date.However, you must remember that the timetable will have been constructed on the basis of the choices made at this stage by Year 10 students so some new combinations may not be possible.Sources of Guidance 14

How To ChooseChoosing your GCSE SubjectsHow to choose an option• Research all your options before you make a decision. • Listen to your teachers and be data informed.• If you have a firm career idea, choose the options you need to meet the entry requirements for the post-16 opportunities that interest you - further education, higher education, an Apprenticeship, a job with training. • If you don't have a firm career idea, choose subjects that keep your options open for Sixth Form. • Don't be afraid to ask for help and advice from your family, friends, teachers, careers adviser (Orla Loughlin) and others. Good reasons for choosing an option• You're good at the subject. • You think you'll enjoy the subject. • It fits your career ideas and plans. • It goes well with your other choices. • It helps to give you plenty of choice post-16. • You think you might want to continue studying it post-16. • Your research shows that it will interest you and motivate you to learn.Bad reasons for choosing an option• Your friends have chosen it. • You think it will be easy. • You think it's a good option.• Someone else thinks that it's a good idea. • You like the teacher you have now. • You didn't have time to research your options properly. 15

Hello Year 10I would like to offer you some advice when choosing your GCSE subjects. The first piece of advice is to relax and breathe; you may feel stressed and overwhelmed but there is no need to panic. I am in Year 12 now, and, looking back, there are things I wish I had known. I hope I can break the process down and help you make informed and sensible choices. Remember a number of your GCSEs are already chosen for you – Maths, English and RE are compulsory subjects. You will have 5 more to choose. I would encourage you to begin by thinking about the subjects you enjoy and then research possible careers. This will help you understand any qualifications required for your desired career and hopefully make the decision making process easier. Next, you need to ask yourself some questions:• Are there any specific subjects that I need to study for my chosen career path?• What if I change my mind over the next few years? Have I kept my options open or have I closed doors already? DO NOT CLOSE TOO MANY DOORS!• Are the subjects I have chosen all exams? Is there coursework or controlled assessment? Should I have a mix of both?• Have I listened to my teachers advice? They know what is best!Advice from Charlotte16

Advice from CharlotteIf you, like many of us, have no idea what you want to do, the best course of action is to keep your options open. Think about what A levels you might enjoy, what skills you have and what career they would suit. If you are studying subjects that you enjoy you are more likely to succeed. Do not let your friends persuade you to choose certain subjects; do what you enjoy! Also, do not choose a subject just because you like the teacher.My main piece of advice is that these choices are not the ‘be-all and end-all’. They are just the start of your journey. You are doing 9 or 10 subjects, and this should help keep your options open for A Level. Talk to an older sibling or cousin and they might help guide your thought process.Remember… these are important decisions but don’t stress! Give your subject choices plenty of thinking time, do your research and choose the best fit for you. GCSEs are hard work but very rewarding.Good luck for the start of this exciting journey. Enjoy!Charlotte England 17

Key Dates 2024 18Year 10 Options Assembly: 24th January at 2:10pmYear 10 Options Event & PT Meeting: Thursday 8th February 12-3:10pmDeadline for submission of subject choices to form tutor: Tuesday 20th February at registration.To submit subject choices parents and students should:1. Work together to complete the options form. It is vital that this process is completed after discussion and research and is informed by the information provided at the parent-teacher meeting. 2. Parents must sign the form.Option forms should be returned to form tutors by registration on Tuesday 20th February 2024.

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Art and DesignEducation BoardCCEA Art and DesignContentPart A; Fine art – drawing and painting, sculpture, printmakingTextiles, Ceramics, Graphic design, Photography, Moving image or animation, Digital media, 3D design You must explore at least two disciplines.Part B; You will complete one practical task, set by your teacher. You will build on the knowledge and skills gained in Part A.You will learn about the different roles and work practices used in the production of art, craft and design in the creative and cultural industries. This may include practical opportunities, for example workshops, museum visits, gallery visits or collaborating on a project.Assessment Component Assessment Weightings Component 1Part A: Exploratory Portfolio Controlled AssessmentPortfolio of experimental workTeacher assessed, moderated by us 50 marks (25%)60%Component 2: Externally Set AssignmentPersonal Outcome or Design SolutionTeacher assessed, moderated by us 70 marks (35%).Part B: Investigating the Creative and Cultural IndustriesControlled AssessmentPreparatory Work and a Final OutcomeTeacher assessed, moderated by CCEA80 marks40%20

Art and DesignTransferrable SkillsUsing written or visual language of art and design or making a personal response informed by contextual understanding;estimating quantities of materials required and costing a design; andusing digital graphic design, website design, video art, animation, social media and experimenting with relevant software to help explore and realise creative intentions. GCSE Art and Design students develop the conceptual, visual literacy and communication skills necessary for critical thinking, independence of thought and self-expression. Career Opportunities Animator, Ceramics designer, Community arts worker, Exhibition designer, Fashion designer, Fine artist, Furniture conservator/restorer, Furniture designer, Glass blower/designer, Graphic designer, Illustrator, Industrial/product designer, Interior and spatial designer, Jewellery designer, Make-up artist, Medical illustrator, Museum/gallery conservator, Photographer, Press photographer, Printmaker, Production designer, theatre/television/film, Textile designer, Web designer21

Business StudiesEducation BoardCCEA Business StudiesContentThis subject provides a sound basis of business knowledge which pupils can use in a wide variety of careers such as accountancy, financial services, management and law. They will study current business and economic events in local, national and global contexts. Students will learn how to use key terms and concepts that describe business behaviour. Pupils will also consider business ethics and the impact of business on the environment.Assessment Year 11Module One – Starting a businessExternal written examination 1 hour 30 mins 40%Students will study Creating a Business • Marketing • Business OperationsYear 12Module Two - Developing a businessExternal written examination 1 hour 30 mins 40%Students will study Human Resources • Business Growth • FinanceYear 12Controlled assessmentCompleting a business plan 20% Transferrable SkillsThrough this experience, pupils develop as independent learners and gain the necessary skills required to start up a business and manage the production and marketing of a product or service of their choice. Career Opportunities This course is invaluable to those students who wish to pursue further study and careers in accountancy, management, marketing, human resources, project management, management consultancy, and business journalism.22

Business Communication SystemsEducation BoardCCEA BCSContentThe CCEA GCSE Business and Communication Systems specification introduces students to the business world. They also explore the changing role of digital technology in business today.Students learn about file management and applications such as word processing, spreadsheets, databases, web authoring, web browsing, email and presentation software. They also study types of business, recruitment, selection, training, marketing, the role of stakeholders and customers, and how best to communicate a message.Students then have an opportunity to connect all they have learned to plan and develop a digital solution for a business.Assessment Unit 1: Software Applications for BusinessYear 11 External computer-based examination 2 hours 40%Students complete tasks using a range of software applications.Unit 2: The Business EnvironmentYear 12 External written examination 1 hour 35%Unit 3: Developing Digital Solutions.Year 12 Controlled assessment 25%Students project, manage and develop a digital solution for a given problem within a business context.Transferrable SkillsThis qualification builds on the knowledge, understanding and skills developed through theLearning for Life and Work Area of Learning and theCross-Curricular Skill of Using ICT.Career Opportunities A qualification in Business and Communication Systems could lead to further study or a career in business, digital technology or ICT.23

Digital Technology (Programming Pathway)Education BoardCCEA GCSE Digital TechnologyContentPupils considering GCSE Digital Technology should be prepared to participate fully in the class. Pupils should have enjoyed Year 9 and 10 programming and be committed problem solvers. Pupils should be determined in their goals and be prepared to keep working at programming throughout Year 11.Core Unit:This unit looks at digital technologies available today for data storage, manipulation, presentation and transfer along with issues relating to maintaining the security of data and the legislation that governs its use. Topics include:Digital Data, Software, Database Applications, Spreadsheet Applications, Computer Hardware, Network Technologies, Network Security and Data Transfer, Cloud Technology, Ethical, legal and environmental impact of digital technology on wider society.Assessment Content Assessment WeightingCore Unit 1:Digital Technology1 hour external exam30% of final gradeUnit 4: Digital Authoring ConceptsSoftware Development and Programming1 ½ hours external exam40 % of final gradeUnit 5: Digital Authoring PracticeSoftware Development and ProgrammingControlled Assessment30 % of final gradeTransferrable SkillsSelf-management; working with others; thinking; problem solving; decision making; managing information; being creative.Career Opportunities Database administrator, Information systems manager, IT consultant, IT technical support officer, Multimedia programmer, Network engineer, Systems analyst, Systems developer, Programmer, Auditing manager, Mobile development, Communications development, Website design, Testing and Evaluating24

DramaEducation BoardCCEA DramaContentThe study of Drama at GCSE level offers an exciting course for pupils who are interested in performance and theatre skills. The course structure places considerable emphasis on improvisation, acting, dance drama and mime. There is also a compulsory written paper which deals with the study of set texts. Study for the written paper will also involve practical and written assignments to gain a better understanding of the text. Pupils considering GCSE Drama should be prepared to participate fully in the class. You do not need specific talent to excel at this subject but you must be prepared to join in all classroom activity to the best of your ability. Drama is an enjoyable subject which develops communication skills and personal qualities. Pupilsstudying Drama will have the opportunity to be involved in Drama workshops and will visit the theatre to experience live performances.Assessment Unit 1: Understanding Drama Unit 2: Drama PerformanceWritten exam Practical coursework40% 60%Transferrable SkillsThrough the study of Drama students are encouraged to:•actively engage in the process of dramatic study so they develop as effective and independent learners and as critical and reflective thinkers with enquiring minds;•reflect on and evaluate their own work and the work of others;• develop and demonstrate competence in a range of practical, creative and performance skills;•develop as active citizens for their future, in employment and society.Career Opportunities Lawyer, Theatre director , Dramatherapist , Community arts worker , Arts administrator, Broadcast presenter , Secondary school teacher , Higher education Lectureror further education Lecturer , Marketing Director, Journalist, Lighting Designer, Producer, Casting Director, Drama Practitioner25

English LanguageEducation BoardCCEA English LanguageContentEnglish Language and English Literature are two separate subjects but they are taught in an integrated way and to all students. While English Literature is not a core subject in all schools, we in St. Dominic’s see the study of literature as the right of all our pupils – whether it be in preparation for A level, to foster a love of reading, to develop the ability to decode a variety of texts or to develop their analytical skills.Students complete a GCSE examination in both English Language and English Literature at the end of Year 11. Further examinations are taken in Year 12.In St. Dominic’s we study the Northern Ireland Syllabus in both language and literature. The course is assessed by both coursework and examination and involves an oral component worth 20% called Speaking and Listening.Assessment For written coursework (Controlled Assessment) you complete two assignments produced in class over the two years on spoken language and a literature text. Marks are allocated in the following proportions:Speaking and Listening20%Controlled Assessment20%Examination60%100%Transferrable SkillsIndependent working, time management and organisation;, planning and researching written work, articulating knowledge and understanding of texts, concepts and theories, leading and participating in discussions, negotiation and teamworking to present ideas and information, effectively conveying arguments and opinions and thinking creatively, using your judgement to weigh up alternative perspectives, critical reasoning and analysis, using IT.Career Opportunities Editorial assistant, English as a foreign language teacher, Lexicographer, Magazine journalist,, Newspaper journalist, Primary school teacher, Secondary school teacher, Writer, Academic librarian, Advertising account executive, Advertising copywriter, Arts administrator, Information officer, Marketing executive, Public relations officer, Records manager26

English LiteratureEducation BoardCCEA English LiteratureContentMany of your language skills will be taught through literature on this course. You study the three main genres – drama, prose and poetry and complete a controlled assessment folder as with language.You will be given opportunities to study work from poets such as Carol Ann Duffy, Robert Frost, Philip Larkin, W B Yeats and Seamus Heaney. You will study a Shakespearean play and a modern play and you will study modern and pre-twentieth century prose.Assessment •Controlled Assessment in literature comprises 20% of your total marks.•You will complete one controlled assessment in the classroom. This is based on a Shakespearean play and will be completed in Year 12.•The examination comprises the other 80% of the marks.•You will be expected to write an essay on your prose text and C19 unseen prose in the GCSE examination at the end of Year 11. In Year 12 you will sit another GCSE paper in which you write essays on poetry (from a Poetry Anthology) and a drama text. Transferrable SkillsIndependent working, time management and organisation; planning and researching written work, articulating knowledge and understanding of texts, concepts and theories, leading and participating in discussions, negotiation and teamworking to present ideas and information, effectively conveying arguments and opinions and thinking creatively, using your judgement to weigh up alternative perspectives, critical reasoning and analysis, using IT.Career Opportunities Editorial assistant, English as a foreign language teacher, Lexicographer, Magazine journalist,, Newspaper journalist, Primary school teacher, Secondary school teacher, Writer, Academic librarian, Advertising account executive, Advertising copywriter, Arts administrator, Information officer, Marketing executive, Public relations officer, Records manager27

Why Take Languages?1. Languages are ‘facilitating’ subjects for Universities?2. Speaking only English is a disadvantage in a global job market. “English is an important world language, but the latest cutting-edge research shows that, in the 21st century, speaking only English is as much a disadvantage as speaking no English.” Only 5% of the world’s population speaks English as a first language. 20% speak English AND another language. Most of the world speaks more than one language….3. Employers value languages. Languages enhance career prospects. Clear evidence from the ‘Born Global’ Reports (SMEs): 68% agreed that multilingual international graduates had a strong advantage in the jobs market and greater chances of promotion. 58% of all SMEs agreed that foreign language skills and international experience were becoming tie-breakers at interview and 71% agreed that future executives would need (foreign) language skills and international experience.4. European languages are most in demand. The CBI (Confederation for British Industry (CBI) Education and Skills Report 2018) says that: “Our survey shows the major European languages are those most commonly mentioned as being in demand, led by Spanish (54%), German (51%), and French (50%). The major European economies are still the largest export markets for British goods and are likely to remain so after Brexit. The growing demand for Spanish reflects its use both in Europe and Latin America. 5. Only a small minority of languages graduates go into teaching, translation and interpreting. Languages graduates work in a huge range of sectors. Popular areas for Languages graduates are business, marketing, the media, finance, tourism, international development, civil service (including diplomatic service). 28

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FrenchEducation BoardCCEA FrenchContentThe GCSE content is based upon the language which students studied in the Junior School. French is an international language and it opens many doors for students wishing to travel and to work abroad. The course is assessed through a combination of speaking and written examinations.Context 1: Identity, Lifestyle and Culture•Students’ lives, families, homes and interests, and those of others in French-speaking countries/communities.Context 2:Local, National, International and Global Areas of Interest•Students’ lifestyles and attitudes to environmental, social and global issues and those of other French speaking countries/communities.Context 3: School Life, Studies and the World of Work•Education and employment issues in students’ country or community and in French-speaking countries/communities.Assessment Unit 1: Listening External written examination 25%Unit 2: Speaking Teacher-conducted & externally marked examination 25%Unit 3: Reading External written examination 25%Unit 4: Writing External written examination 25%Transferrable SkillsPupils will develop their ability to:•Listen and respond to different types of spoken language•Express themselves in speech using a variety of vocabulary, syntax and structures•Read and respond to different types of written language•Express themselves in writing using a range of vocabulary, syntax and structures•Understand and apply the grammar of the language appropriate at this levelCareer Opportunities Job opportunities for linguists are many and varied. Apart from teaching, interpreting and translating, many students at university level now study French in combination with tourism, marketing, accountancy, science, banking, law and hotel management. For those intending to be journalists, the ability to communicate in French is a very valuable asset. Recruitment agencies say that having a language can increase your salary from between 8 to 20% depending on your jobInterpreter, Secondary school teacher, Translator, Broadcast journalist, Diplomatic Services operational officer, English as a foreign language teacher, Event organiser, Logistics and distribution manager, Marketing executive, Patent examiner, Retail buyer, Sales executive, Solicitor, Tour manager30

SpanishEducation BoardCCEA SpanishContentThis specification aims to encourage students to:•derive enjoyment and benefit from language learning and be inspired by following a broad, coherent and worthwhile course of study;•recognise that their linguistic knowledge, understanding and skills provide them with a suitable basis for further learning opportunities and opportunities for career progression;•develop knowledge of and an enthusiasm for language learning skills by providing opportunities for the practical use of Spanish;•develop the confidence to communicate effectively in Spanish;•develop the ability to work independently and with others;•develop an understanding of Spanish in a variety of contexts;•develop awareness and understanding of Spanish-speaking communities;•take their place as citizens in a multilingual, global society.•This specification offers opportunities to build on the skills and capabilities developed through the delivery of the N I Curriculum at Key Stage 3.•It supports progression to AS and A level study, further or higher education, vocational training and employment.•There is a flexible pattern of entry (Foundation and Higher Tiers) for the reading, listening and writing papers.Assessment Content Assessment WeightingUnit 1:ListeningExternal written examination with stimulus material in Spanish. Two tiers of entry: • Foundation (35 mins approx.) and Higher (45 mins approx.). Students answer 12 questions. Responses include: • selection; gap-filling; answering questions in English and in Spanish. 25%Unit 2:SpeakingOne teacher-conducted and externally marked speaking exam. There is one tier of entry. The test lasts 7−12 minutes, plus 10 minutes of supervised preparation time. Each test includes: • two role-plays and a general conversation on two topics. 25%31

SpanishAssessmentContent AssessmentWeightingUnit 3:ReadingExternal written examination with stimulus material in Spanish Two tiers of entry: • Foundation (50 mins) and Higher (1 hour). Students answer 12 questions. Responses include: • selection; gap-filling; answering questions in English and in Spanish; and translating short sentences from Spanish into English. 25%Unit 4:WritingExternal written examination. Two tiers of entry: • Foundation (1 hour); and Higher (1 hour 15 mins). Students answer four questions. Responses include: • a listing and short phrase task in Spanish (Foundation Tier only); short phrase/sentence responses in Spanish (both tiers); short responses in Spanish to one or more pieces of text (Higher Tier only); translation of short sentences from English into Spanish (both tiers); and one structured, extended writing task in Spanish from a choice of three (both tiers). 25%Transferrable SkillsStudents should be able to investigate, understand, describe, discuss and give opinions, in relation to their own environment and the countries and communities where Spanish is spoken. They should also be able to communicate effectively, produce creative pieces in speech and writing, and listen and respond to stimulus material. They should also gather information, assess and interpret it, lead and participate in discussions and groups, organise their workload and work to deadlines, develop opinions and propose ideas, read pages of text and pick out the essential points.Career Opportunities Interpreter, Secondary school teacher, Translator, Broadcast journalist, Diplomatic Services operational officer, English as a foreign language teacher, Events organiser, Logistics and distribution manager, Marketing executive, Patent examiner, Retail buyer, Sales executive, Solicitor, Tour manager.Students at GCSE level will be granted the opportunity to visit Seville for a full week, where they will study an intensive Spanish course in a specialist school for foreigners.32

GeographyEducation BoardCCEA GeographyContent‘Geography is the subject which holds the key to our future.’ Michael PalinUnit 1 – Understanding our Natural WorldTheme A – River EnvironmentsTheme B - Coastal EnvironmentsTheme C – Our Changing Weather and ClimateTheme D – The Restless Earth (Earthquakes and Volcanoes)Unit 2 – Living in Our WorldTheme A – Population and MigrationTheme B – Changing Urban AreasTheme C – Contrasts in World DevelopmentTheme D – Managing Our EnvironmentUnit 3 – FieldworkStudents will go on a fieldtrip to develop their fieldwork skills and to collect data. On return to class, students will produce a short fieldwork statement and table of data which will then be used in their Unit 3 examination.Assessment WeightingAssessmentUnit 1 Understanding Our Natural World40 %1 ½ hours - Four multipart questions with one on each theme.Unit 2Living in Our World40 %1 ½ hours - Four multipart questions with one on each theme.Unit 3Fieldwork 20%1 hour – Short questions based on one fieldwork experience Transferrable SkillsStatistics show that compared with other subjects, geographers are amongst the most employable. This is because geographers possess the abilities and skills that employers look for. The nature of people’s working lives is changing. It is less likely that someone will spend all their life in one company or organisation (the so-called job for life). If your career path is to be varied, you will need to develop transferable skills and you will need to be flexible. Geography fosters these qualities and provides a firm base for life-long learning. These skills include communication skills (oral, written, ICT), teamwork and leadership skills, analytical skills, an ability to read maps, graphs, diagrams, interpret photographs (including aerial), satellite images, tables of data, numeracy skills, cartographic skills (map drawing), problem solving, decision making and fieldwork skills.Career Opportunities Cartographer, Commercial/residential surveyor, Environmental consultant, Geographical information systems officer, Planning and development surveyor, Secondary school teacher, Town planner, International aid/development worker, Logistics and distribution manager.33

Health & Social CareEducation BoardCCEA GCSE Health & Social CareContentThe CCEA GCSE Health and Social Care specification provides opportunities for students to develop a broad knowledge and understanding of what is required for working in the health, social care and early years sectors. In particular, they learn about:•human development through the main life stages and age ranges;•factors affecting health and development, including behavioural, environmental, physical and socio-economic factors;•how relationships influence social and emotional development;•how a range of factors influence self-concept;•major life changes and sources of support; •how health and social care services meet a range of service users’ needs;•barriers to health and social care services and how they can be overcome.•job roles of a range of practitioners and how they apply the values of care in their day-to day work; and the importance of safeguarding in health, social care and early years setting.Students will study two compulsory units as follows:Unit 1 – Personal Development, Health and Well-Being (Examination)•In this unit, students investigate human development throughout the life stages. They also investigate factors affecting health and well-being, including relationships and the impact of major life changes.Unit 2 – Working in the Health, Social Care and Early Years Sectors (Controlled Assessment)•In this unit, students develop their understanding of the world of work in the health, social care and early years sectors and how the needs of different service user groups are met. Students learn about a range of job roles in health, social care and early years services and how practitioners apply the values of care roles.Assessment Unit 1: One examination paper (90 mins) – 50% of the overall markUnit 2: Three controlled assessment tasks – 50% of the overall markTransferrable SkillsProblem solving, Independent research/learning, Communication skills, ICT skills, Presentation skills, Critical thinking.Career Opportunities •Social Work•Nursing•Midwifery•Dietetics•Counselling•Allied Health Professions (e.g. Occupational Therapy)34

HistoryEducation BoardCCEA HistoryContentWhy Study History?History is a core subject which allows pupils to gain highly sought after transferable skills for future careers. Everyone is strongly influenced by his or her understanding of history. This is one reason why you should consider studying the past and the way that historians interpret it. A deeper knowledge of history will enable you to put contemporary thoughts and actions into context which make them more understandable.Assessment Unit One Modern World Studies in Depth and Local Study1 hr 45 minutes External Examination (60%) · Life in Nazi Germany 1933-1945 and Changing Relations: Northern Ireland and its Neighbours 1965-1998Unit Two - Outline Study 1 hour 15 minutes External examination (40%) International Relations 1945-2003Transferrable SkillsStudying history develops your ability:•to read critically and think independently •to gather, organise and evaluate evidence •to analyse and assess a wide variety of viewpoints and complex situations •to construct a logical, well-supported argument Career Opportunities There are many jobs and career paths directly related to the study of History including: Academic librarian, Archivist, Civil Service administrator, Heritage manager, Information officer, Museum/gallery conservator, Politician's assistant, Records manager, Trade union research officer. Jobs where History would be useful include: Barrister, Broadcast journalist, Magazine journalist, Newspaper journalist, Primary school teacher, Secondary school teacher, Solicitor 35

IrishEducation BoardCCEA IrishContentThe current GCSE Irish specification supports the aim of the Northern Ireland Curriculum to empower young people to achieve their potential and to make informed and responsible decisions throughout their lives.This specification aims to encourage students to:•develop an understanding of written and spoken Irish in a variety of contexts; •develop the ability to communicate effectively in written and spoken Irish, using a variety of vocabulary, syntax and structures; •develop awareness and understanding of Irish-speaking communities.•derive enjoyment from language learning. The course provides a sound base for further study of Irish at AS and A2 level. It also helps students make informed decisions about further learning opportunities and career choices.The course is divided into three contexts for learning. Context 1: Identity, Lifestyle and Culture - Students’ lives, families, homes and interests, and those of others in Irish-speaking countries and communities. Context 2: Local, National, International and Global Areas of Interest -Students’ lifestyles and attitudes to environmental, social and global issues, and those of others in Irish speaking countries and communities. Context 3: School life, Studies and the world of work - Education and employment in students’ own communities and in other Irish-speaking communities.Assessment Skill Assessment WeightingSpeakingOne teacher conducted and externally marked examination25%WritingExternally assessed written paper25%ListeningExternally assessed written paper25%ReadingExternally assessed written paper25%Transferrable SkillsWell-developed interpersonal skills including listening, clarifying, questioning, comprehensive command of grammar and vocabulary, ability to organiseand memorise detailed information, proficiency in phonetics, evaluative and analytical skills and oral and written communication skills.Career Opportunities Interpreter, Secondary school teacher, Translator, Broadcast journalist, Diplomatic Services operational officer, English as a foreign language teacher, Event organiser, Logistics and distribution manager, Marketing executive, Patent examiner, Retail buyer, Sales executive, Solicitor, Tour manager36

GaeilgeEducation BoardCCEA GaeilgeContentThe current specification is designed to promote continuity, coherence and progression within the study of Gaeilge. The specification builds on the knowledge, understanding and skills developed within the Key Stage 3 Northern Ireland Curriculum programme of study for Gaeilge. This syllabus and scheme of examination is designed primarily for those candidates whose first language is not Irish and for whom Irish may not be the everyday language of the home. They will however have obtained their formal education at primary school through the medium of Irish and provision will have been made in their secondary school to enable them to continue their study of the language through Irish-medium education.Assessment Content Assessment WeightingListening and Speaking in GaeilgeControlled assessmentStudents prepare and complete two tasks under supervision:20%Reading and Writing inGaeilge Controlled assessmentStudents prepare and complete one written task under supervision: 20%Reading in Gaeilge One externally assessed written paper1 hour 30 mins30%Writing in Gaeilge One externally assessed written paper1 hour 30 mins30%Transferrable SkillsWell-developed interpersonal skills including listening, clarifying, questioning, comprehensive command of grammar and vocabulary, ability to organiseand memorise detailed information, proficiency in phonetics, evaluative and analytical skills and oral and written communication skillsCareer Opportunities Interpreter, Secondary school teacher, Translator, Broadcast journalist, Diplomatic Services operational officer, English as a foreign language teacher, Event organiser, Logistics and distribution manager, Marketing executive, Patent examiner, Retail buyer, Sales executive, Solicitor, Tour manager37

MathematicsEducation BoardCCEA MathematicsContentMathematics 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.Mathematics is all around us. It exists in the proportions of artistic works, in the scores of our favourite songs and in the physical structures we live and work in daily. It is also the bedrock of many other subjects including the Sciences, Economics and Engineering and is extremely relevant to subjects like Psychology and Design.All pupils will sit the CCEA specification which:•requires more problem-solving and applying Mathematics than previous specifications; and •introduces functional elements in Mathematics. Assessment All units in GCSE Mathematics are assessed through written examination papers, which CCEA set and mark. Some students may sit a mix of papers, aimed at allowing the individual pupil to obtain the best grade possible whilst being supportive of the range of ability levels in the school.Those who have displayed very strong skills in Maths at Key Stage 3 will be selected to study for their GCSE qualification in one year and then, progress permitting, study GCSE Further Maths in Year 12 (see next page for more detail).NB Study of GCSE Further Maths is a pre-requisite for pupils wishing to choose ‘A’ level Mathematics in Sixth FormTransferrable Skills•develop their knowledge, skills and understanding of mathematical methods and concepts; •acquire and use problem-solving strategies; •select and apply mathematical techniques and methods in mathematical, every day and real-world situations; •reason mathematically, make deductions and inferences, and draw conclusions; and •interpret and communicate mathematical information in a variety of forms. Career Opportunities Aeronautical engineer, Higher education lecturer, Investment analyst, Research scientist (maths), Secondary school teacher , Statistician, Actuary, Chartered accountant, Chartered certified accountant, Chartered management accountant, Corporate investment banker, Financial risk analyst, Operational researcher38

GCSE Further MathematicsEducation BoardCCEA Further MathematicsContentGCSE Further Mathematics takes the study of Mathematics beyond the content of GCSE Higher Tier. It introduces some of the mechanics and statistics topics that students encounter in GCE Mathematics and acts as a ‘stepping-stone’ between GCSE and GCE. It can also be of benefit to students who are studying (or intending to study) the following subjects at both GCSE, GCE and Higher levels: •Business Studies•Economics•Geography•SciencePure Mathematics continues the study of algebra and trigonometry beyond the requirement of GCSE Higher Tier. It also introduces three new topics: •Matrices and Determinants •Logarithms •CalculusMechanics is a branch of Mathematics that is introduced for the first time in this subject. It introduces the concept of a vector (a quantity that has direction as well as magnitude) and considers two examples of vector quantities (force and displacement) that can help explain what happens in the world about us.Statisticsdevelops concepts introduced in Handling Data in GCSE Mathematics and introduces two new topics: •Normal and Binomial Distributions•Bivariate AnalysisAssessment CCEA have divided the subject content of GCSE Further Mathematics into two main sections: Pure Mathematics and Applied Mathematics. Applied Mathematics is further divided into Mechanics and Statistics. NB Study of GCSE Further Maths is a pre-requisite for pupils wishing to choose ‘A’ level Mathematics in Sixth FormTransferrable Skills•develop their knowledge, skills and understanding of mathematical methods and concepts; •acquire and use problem-solving strategies; •select and apply mathematical techniques and methods in mathematical, every day and real-world situations; •reason mathematically, make deductions and inferences, and draw conclusions; and •interpret and communicate mathematical information in a variety of forms. Career Opportunities Aeronautical engineer, Higher education lecturer, Investment analyst, Research scientist (maths), Secondary school teacher , Statistician, Actuary, Chartered accountant, Chartered certified accountant, Chartered management accountant, Corporate investment banker, Financial risk analyst, Operational researcherSystems developer.39

Media StudiesEducation BoardCCEA Media StudiesContentGCSE Media Studies is designed to allow students to draw on their existing experience of the Media and to develop their ability to explore and create MediaAssessment Component 1 40%Written examination: 1 hour 30 minutesSection A: Exploring Media Language and RepresentationStudents study magazines, film posters, newspapers, and print advertisementsSection B: Exploring Media Industries and AudiencesStudents study the film industry (No Time To Die), newspapers (The Guardian and The Sun), radio (The Archers) and video games (Fortnite)Component 2 40%Written examination: 1 hour 30 minutesSection A: TelevisionStudents study sitcoms (The Sweeney and Luther)Section B: Music video and online mediaStudents study 2 music videos and performers’ websites: (Lizzo and Bruno Mars)Music video from the 1980’s: (Rio by Duran Duran)Component 3 30%Non- exam assessment (coursework)Students plan and produce a magazine for a specific target audience. Transferrable SkillsThrough studying GCSE Media students:Think about the media, involving investigating Media texts and their contexts.Create the media, involving planning, producing and presenting Media texts.Career Opportunities Media planner, Multimedia specialist, Programme researcher, broadcasting/film/video, Public relations officer, Runner, broadcasting/film/video, Television/film/video producer, Advertising account executive, Broadcast journalist, Information officer, Magazine journalist, Market researcher, Writer40

St. Dominic’s Grammar School Music DepartmentRequirements for entry to GCSE Music On-timetable Class 20231. All students are expected to be of at least Grade 2 ABRSM standard (or equivalent) in performing. 2. Prospective students must perform and submit a short audition piece to determine their standard. These will be submitted through Google Classroom; please join the Google Classroom with code qc6kptta for further details.3. It is compulsory for all GCSE Music students to attend at least one musical activity per week (Choir/Orchestra/Band/Traditional Group/African Drumming). Activities will be decided in conjunction with the Music Department Staff. Students must also demonstrate commitment and dedication to the Music Department.4. GCSE Music students may also be required to attend a weekly Music Theory class (lunchtime or after school).Requirements for entry to GCSE Music Off-timetable class 20231. All students are expected to be of at least Grade 3 ABRSM standard (or equivalent) in performing. 2. Prospective students must perform and submit a short audition piece to determine their standard. These will be submitted through Google Classroom; please join the Google Classroom with code qc6kptta for further details.3. The GCSE Music Off-timetable Class will be limited in numbers. Preference will be given to those students who have previously demonstrated a commitment to the Music Department and are currently members of the various extracurricular Music groups. 4. It is compulsory for all GCSE Music students to attend at least one musical activity per week (Choir/Orchestra/Band/Traditional Group/African Drumming). Activities will be decided in conjunction with the Music Department Staff. Students must also demonstrate commitment and dedication to the Music Department.5. Poor attendance at the classes and/or extracurricular groups may result in the student being withdrawn from the subject. 6. GCSE Music students may also be required to attend a weekly Music Theory class (lunchtime or after school).41

MusicEducation BoardCCEA MusicContentThe Revised GCSE Music Specification consists of 3 Components as follows:Component 1: Performing and AppraisingExternal examination assessed by a visiting examinerStudents present one solo and one ensemble performance.The combined duration of the performances should be no longer than 6 minutes.Students discuss and evaluate performances with the visiting examiner.Discussion lasts approximately 3 minutes.Total: 35%Performances: 30%Discussion: 5% Component 2: ComposingControlled assessmentStudents create two compositions. One is in response to a pre-release stimulus and oneis free choice.Teachers mark the tasks, and CCEA moderate the results.Total: 30%Component 3: Listening and AppraisingExternal written examination1 hour 30 minutesStudents answer questions based on familiar and unfamiliar music relating to the Areas of Study.Total: 35%Assessment 1.Composition Portfolio internally assessed and externally moderated.2.Practical Performance assessed by a visiting examiner.3.Test of Aural Perception.Transferrable SkillsComposing, Performing, Listening and Appraising are the key skills developed.Career Opportunities Music graduates work in a wide range of professions inside and outside music. If you choose to follow a music career, be mindful that no two career paths are the same. Approach career planning creatively and be prepared to develop a portfolio of roles. You may want to combine teaching with freelance performance work, as well as doing contract/session work on particular projects. It is common for graduates to take several years to establish themselves in creative industries.Music therapist, Musician, Private music teacher , Secondary school teacher , Arts administrator, Community arts worker, Customer service manager, Editorial assistant, Event organiser, Retail merchandiser, Sound technician, broadcasting/film/video 42

Physical EducationEducation BoardCCEA PEContentSuitable candidates must participate regularly in at least one extra-curricular club sport. Final decisions on pupils who gain entry will rest with the P.E. Department due to the practical nature of this subject. Suitable candidates must participate regularly in at least one extra-curricular club sport. Final decisions on pupils who gain entry will rest with the P.E. Department due to the practical nature of this subject.Assessment The subject content is divided into three compulsory components:•Component 1: Factors Underpinning Health and PerformanceExternal written examination 1 hour 15 minsStudents answer short response questions and questions that require extended writing.100 marks•Component 2: Developing PerformanceExternal written examination 1 hour 15 minsStudents answer short response questions and questions that require extended writing.100 marks•Component 3: Individual Performances in Physical Activities and Sports.Controlled assessment(a) Students are assessed on the consistent quality, efficiency and effectiveness of their performances in physical activities and/or sports.Students perform three physical activities and/or sports from the list that we supply.For one physical activity or sport, the assessment may be based on the consistent quality, efficiency and effectiveness of the student’s performance as an event manager.3 × 50 = 150 marksand(b) Students are assessed on the consistent quality of their analysis and evaluation of their own and others’ performances.50 marksTransferrable SkillsThe following skills are assessed through controlled assessment: • planning and implementing actions to develop and maintain a balanced, healthy lifestyle; • developing competence in different types of physical activity, in different roles and contexts within the activities; • selecting and applying tactics, strategies and compositional ideas; and• analysing and evaluating performance and identifying areas for improvement.Career Opportunities Fitness centre manager, Holiday representative, Outdoor activities/education manager, Sport and exercise psychologist, Sports administrator, Sports coach, Sports development officer, Theme park manager, Tour manager, Tourism officer, Tourist information centre manager, Travel agency manager43

Religious StudiesEducation BoardCCEA Religious StudiesContentReligion is compulsory at GCSE. It is important to study RE for the following reasons:In RE we learn about our own faith.It helps us to think about our beliefs.We also learn about other faiths e.g. Islam, Judaism and Hinduism.RE is different from other subjects because we think about the big questions such as: is there a God, what is God like, is there life after death and what is the purpose of life?RE is also character building, it is a subject which can teach me about self-respect and respecting others.It is important to study RE as so many people live their lives based on the teachings of their faith and this has had an impact on world History and Politics.Through this subject we will develop a greater understanding of global issues. We learn to be understanding and tolerant of others, we will learn to respect the rights and views of others also.Assessment Students will studytwo units:•An Introduction to Philosophy of Religion•An introduction to Christian ethicsTwo externally assessed Written Papers lasting 1 hour and 30 minutes.Each paper is worth50%Candidates can choose toresit individual assessment units once.All units will be available for assessment every summer.Transferrable SkillsAll units provide opportunities for students to develop and generate evidence for assessing the following nationally recognised Key Skills:CommunicationImproving Own Learning and PerformanceInformation and TechnologyProblem SolvingWorking with Others.Career Opportunities Advice worker, Archivist, Broadcast journalist, Charity officer, Civil Service administrator, Community Development worker, Editorial assistant, Higher education lecturer, Newspaper journalist, Primary or Secondary school teacher, Social worker, Youth worker44

ScienceThe following three options are available for Year 11 pupils to study Science in the academic year 2024-26:1. Double Award Science (CCEA)This is considered as two subjects (10 periods per week) and will appear as two identical grades on a GCSE certificate. Students will study Biology, Chemistry and Physics. 2. All three Science subjects (Triple Award Science)Biology, Chemistry and Physics (all CCEA). This option will count as 3 subjects (3x5=15 periods per week)2. Single Award Science (CCEA)This is one subject (5 periods per week) and students will achieve a single grade. Students will study Biology, Chemistry and Physics. This option does not allow entry into A Level Biology, Chemistry or Physics. There will be limited places for this subject and decisions will be made using data to ensure this is the right option for individual students. All of the aforementioned subjects have undergone revisions by CCEA which have been implemented in September 2017. The majority of the content remains the same but some of the assessment arrangements have changed, see below. 45

Science Single AwardEducation BoardCCEA SA ScienceContentWe follow the modular CCEA (Northern Ireland) syllabus. GCSE Single Award Science provides a broad, coherent and practical course that develops confidence in and a positive view of science. It encourages you to appreciate the value of science in your life and in the wider world. This will lead to a single grade at G.C.S.E. The scheme of assessment consists of three module tests over the course of two years and a practical skills component.Candidates will be awardedone grade in the candidate's G.C.S.E. certificate.It does not allow progression to study an A-Level Science. Assessment Unit 1 (Biology)External 1 hour exam 25%Completed in Year 11 during the month of FebruaryUnit 2 (Chemistry)External 1 hour exam 25%75% ofCompleted in Year 12 during the month of NovemberexaminationUnit 3 (Physics)External 1 hour exam 25%Completed in Year 12 during the month of MayPractical Skills Unit 7Externally marked 25%Students carry out two pre-release practicals in the final year of study. Students answer compulsory structured questions that include short responses, extended writing and calculations.Booklet A: 7.5% - Between 1 January and 1 May in Year 12.Booklet B: 17.5% - Summer Year 12Transferrable SkillsAll units provide opportunities for students to develop and generate evidence for assessing the following nationally recognised Key Skills:•Communication•Improving Own Learning and Performance•Information and Technology•Problem Solving•Working with Others.Career Opportunities This course provides foundations for study of a wide variety of scientific and other courses at GCE Advanced level and Advanced Subsidiary level. This course should provide an adequate preparation to enable you to study a teaching/nursing or sports related course at third level. It also allows you to develop transferable skills that will benefit you in vocational training and employment.46

Science Double AwardEducation BoardCCEA DA ScienceContentWe follow the modular CCEA (Northern Ireland) syllabus. This syllabus supports the view that Science should foster interest, enthusiasm, understanding and critical evaluation through exploration and investigation. It also allows opportunity to develop communication skills and the ability to discuss the environmental, technological and social aspects of Science. This will be taught by three specialist teachers and will lead to a double grade (A*A* - GG) at G.C.S.E. This course should provide an adequate preparation to enable you to continue any of the three separate sciences at A level. The scheme of assessment consists of, a three module test at the end of the Form 4 year (Year 11), a terminal examination at the end of Form 5 (Year 12) and a practical skills component.Candidates will be awarded a pair of grades which will appear on a separate line of the candidate's G.C.S.E. certificate.Assessment Unit B1 (Biology)External exam 11% }Completed in Year11 during the month of May}Unit C1 (Chemistry)External exam 11% }Completed in Year11 during the month of May} Total = 33%Unit P1 (Physics)External exam 11% }Completed in Year11 during the month of May}Unit B2 (Biology)External exam 14% }Completed in Year 12 during the month of June}Unit C2 (Chemistry)External exam 14% } Total = 42%Completed in Year 12 during the month of June}Unit P2 (Physics)External exam 14% }Completed in Year 12 during the month of June}Practical Skills Unit 7Externally marked 25%Students carry out three pre-release practicals (Biology, Chemistry and Physics) in the final year of study. Students answer compulsory structured questions that include short responses, extended writing and calculations.Booklet A: 7.5% - Between 1 January and 1 May in Year 12.Booklet B: 17.5% - Summer Year 12Transferrable SkillsAll units provide opportunities for students to develop and generate evidence for assessing the following nationally recognised Key Skills:•Communication•Improving Own Learning and Performance•Information and Technology•Problem Solving•Working with Others.CareersSee individual science subjects below.47

BiologyEducation BoardCCEAContentBiology is the study of living organisms which includes their structure, functioning, origin and evolution, classification, interrelationships and distribution.Assessment Content Assessment WeightingUnit 1: Cells, LivingProcesses andBiodiversityAn externally assessed written examination consisting of a number of compulsoryquestions that provide opportunities for short answers, extended writing and calculationsFoundation Tier: 1 hour 15 minsHigher Tier: 1 hour 30 mins35%Unit 2: BodySystems, Genetics,Microorganisms andHealthAn externally assessed written examination consisting of a number of compulsorystructured questions that provide opportunities for short answers, extended writing and calculationsFoundation Tier: 1 hour 30 minsHigher Tier: 1 hour 45 mins40%Unit 3: PracticalSkillsStudents carry out two externally marked pre-release practicals in the final year of study.Students answer compulsory structured questions that include short responses, extended writing and calculations, all set in a practical context7.5%17.5%25%48

BiologyCareer Opportunities Adult nurse, Clinical cytogeneticist, Clinical embryologist, Clinical molecular geneticist, Clinical psychologist, Clinical scientist, histocompatibility and immunogenetics, Community pharmacist, Dentist, Diagnostic radiographer, Dietitian, Exercise physiologist, Forensic psychologist, General practice doctor, Health promotion specialist, Health visitor, Healthcare scientist, audiology, Healthcare scientist, clinical biochemistry, Healthcare scientist, haematology, Healthcare scientist, immunology, Healthcare scientist, medical physics, Horticultural therapist, Hospital doctor, Hospital pharmacist, Learning disability nurse, Mental health nurse, Microbiologist, Midwife, Nutritional therapist, Occupational therapist, Ophthalmologist, Optometrist, Orthoptist, Paediatric nurse, Paramedic, Physiological scientist, Physiotherapist, Podiatrist, Radiation protection practitioner, Speech and language therapist, Sports therapist, Therapeutic radiographer49

ChemistryEducation BoardCCEAContentThe syllabus supports the view that Chemistry should foster interest, enthusiasm, understanding and critical evaluation through exploration and investigation. The syllabus also allows the opportunity to develop communication skills and pupils' appreciation of the scientific, social economic, environmental and technological contributions and applications of chemistry.Assessment Content Assessment WeightingUnit 1: Structures,Trends, ChemicalReactions andAnalysisAn externally assessed written examination consisting of a number of compulsory structured questions that provide opportunities for short answers, extended writing and calculationsFoundation Tier: 1 hour 15 minsHigher Tier: 1 hour 30 mins35%Unit 2: FurtherChemical Reactions,Organic Chemistryand MaterialsAn externally assessed written examination consisting of a number of compulsory structured questions that provide opportunities for short answers, extended writing and calculationsFoundation Tier: 1 hour 30 minsHigher Tier: 1 hour 45 mins40%Unit 3: PracticalSkillsStudents carry out two externally marked pre-release practicals in the final year of study.Students answer compulsory structured questions that include short responses, extended writing and calculations, all set in a practical context7.5%17.5%25%50

ChemistryTransferrable SkillsCritical analysis, research, a broad commercial and cultural awareness of the media and creative industries, teamwork, initiation and development of creative work in writing, audiovisual or other electronic media, a flexible, creative and independent approach to tasks, the ability to work to a brief and meet deadlines.Career Opportunities As well as most of the jobs available on the Biology list, a degree in Chemistry will be a good route into the following careers and many more besides. Chemistry at A Level is essential for the study of Medicine, Dentistry, Pharmacy and Veterinary ScienceJobs directly related to chemistry include: Analytical chemist, Chemical engineer, Clinical biochemist, Forensic scientist, Pharmacologist, Research scientist (physical sciences), Science writer, Toxicologist, Clinical research associate, Clothing/textile technologist, Colour technologist, Food technologist, Metallurgist, Meteorologist, Oceanographer, Product/process development scientist, Research scientist (life sciences), Research scientist (maths), Research scientist (medical), Research , Scientific laboratory technician, Teaching laboratory technicianJobs where your degree would be useful include: Chartered certifiedaccountant, Environmental consultant, Patent attorney, Secondary school teacher, Financial risk analyst, Actuary51

PhysicsEducation BoardCCEAContentPhysics is often referred to as the exact science in that is uses Mathematics as a language; for this reason it appeals to the more numerate student. The G.C.S.E. course covers a wide range of topics relating to the applications of Physics to everyday life in a technologically based society and it provides students with very valuable logical and analytical skills.Assessment Content Assessment WeightingUnit 1: Energy, Forces, Radioactivity & MotionAn externally assessed written examination consisting of a number of compulsory structured questions that provide opportunities for short answers, extended writing and calculationsFoundation Tier: 1 hour 15 minsHigher Tier: 1 hour 30 mins35%Unit 2: Waves, Earth in Space & ElectricityAn externally assessed written examination consisting of a number of compulsory structured questions that provide opportunities for short answers, extended writing and calculationsFoundation Tier: 1 hour 30 minsHigher Tier: 1 hour 45 mins40%Unit 3: PracticalSkillsStudents carry out two externally marked pre-release practicals in the final year of study.Students answer compulsory structured questions that include short responses, extended writing and calculations, all set in a practical context7.5%17.5%25%52

PhysicsTransferrable Skillsproblem-solving - physics gives you a pragmatic and analytical approach to problem-solving;reasoning- construct logical arguments, apply analytical skills and grasp complex problems;numeracy - create mathematical modelling and interpret and present information graphically;practical skills - plan, execute, report experiments, using technical equipment attention to detail;communication - you can convey complex ideas and use technical language correctly.Career Opportunities The study of GCSE Physics provides you with a firm foundation for the further study of physics, and related subjects at university, such as applied mathematics, astronomy, astrophysics, medical physics, engineering (including aeronautical, civil, electrical, electronic and mechanical), geophysics and materials science. Many students who study GCE A-Level Physics subsequently study Medical Physics, Optometry, Medicine and Veterinary Science. There are increasing opportunities to pursue careers in the Energy Industry through the need to develop the existing technology and exploit alternative energy resources. The Information Technology Industry continues to require science graduates to develop hardware and design software. Geophysicist/field seismologist, Medical physicist , Radiation protection practitioner, Research scientist (physical sciences), Scientific laboratory technician, Meteorologist53

Technology and DesignEducation BoardCCEAContentTechnology and Design is an interesting and varied subject, which includes creative, practical and academic elements.The course consists of 3 units of work:Unit I and 2 cover the theory elements of the course, whilst Unit 3 is the coursework components, where pupils will design and make their individual projects.Unit 1: Technology and Design CoreStudents study manufacturing, electronics, mechanical control systems, computer control systems and pneumatic systems and control. Unit 2: Students study the Product Design option. Unit 3: Design ProjectStudents must demonstrate their ability to design and manufacture a product under controlled conditions.An additional design coursework task is carried out in Year 11 and internally marked as part of pupil tracking but is non-contributing to their GCSE gradeAssessment Content Assessment Weighting Unit 1:Technology and Design Core ContentExternally assessed written paperExamination lasts 1 hour 30mins 25%Unit 2: Product DesignExternally assessed written paperExamination lasts 1 hour 30mins25%Unit 3: Design & Manufacturing ProjectControlled assessment moderated by CCEA50%Transferrable SkillsThe pupils will develop academic and practical skills through the design and manufacture of their project. There will be significant use of I.C.T. for C.A.D. (computer aided design) graphics and computer control. This will incorporate a number of software programmes including Solidworks. Technology and Design enables the pupils to develop valuable team working, communication and problem solving skills which are also transferable across a wide range of subjects.Career Opportunities Materials engineer, Secondary school teacher, Product/process development scientist, Technical sales engineer, Biomedical engineer, Manufacturing systems engineer, Patent examiner, Quality manager, Control and instrumentation engineer, Manufacturing systems engineer, Network engineer, Systems analyst, Systems developer, Aeronautical engineer, Chartered management accountant, Management consultant, Quality manager, Sales executive.54

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