Post 16 Prospectus : simplebooklet.com

A MESSAGE FROM THE PRINCIPAL OMAGH HIGH SCHOOL 6th FORM AN OUTSTANDING CHOICE The Sixth Form at Omagh High School is an integral part of an outstanding school that gives to all the students enjoyable and rewarding experiences Our senior students play a significant role in the school They are the true ambassadors of the school in and outside the building Every student in our Sixth Form is a genuine leader within their House The House system runs through all years in school up into the Sixth Form and offers many leadership opportunities at post 16 There are three house groups with upper and lower students led by an experienced house teacher with deep understanding of the needs of the students at this level All Sixth Form students will be required to contribute to the life of the school through duties representing the school at a variety of events including Open Evening Prize Giving etc and through being core representatives for the school in the wider community In Year 13 there are opportunities to apply to become a House Captain or Sports Captain with responsibility for pupils in your House throughout the school In Year 14 a number of students are selected to become prefects and senior prefects through a rigorous interview process The Sixth Form offers opportunities to students to become Library Prefects Media Prefects Charity Prefects House Mentors All these roles provide significant opportunities for personal and careers development and assist the smooth running of the school Sixth Form students have their own centre that has recently been refurbished and it includes a common room study room and private locker area An extensive range of Enrichment Activities is available These additional activities are important in developing students interests experiences and subsequently providing an interesting Curriculum Vitae which is critical for the next stage of education or work Omagh High School is an excellent choice for your post 16 studies You are at a critical stage in your education and the decisions you make in the next few months will have a very significant bearing on your future If you have decided to continue into post 16 then Omagh High School is an exciting and dynamic school community with a strong focus on academic success Additionally you will be joining a school and Sixth Form where you will be cared for encouraged challenged and gradually prepared for higher education or the world of work Omagh High School is a close knit community with a family atmosphere and a strong caring ethos Our staff take pride in students and their successes and I have no doubt you will fit in easily and soon feel at home Omagh High School is an Outstanding school the first controlled school in Northern Ireland to be awarded this accolade The school underwent a Sustaining Improvement Inspection SII and our Outstanding status was confirmed by ETI once again in May 2019 Omagh High School is working in partnership with Omagh Academy other schools in the Omagh Learning Community and South West College I am sure you will find a subject combination to suit you as we are eager to accommodate the academic needs of all our students We also have a comprehensive Enrichment Programme including opportunities to undertake work placements and voluntary work which enhances our students experiences their C V and their possibility of being accepted by the top Universities Omagh High School encourages hard working and dedicated students to become the next leaders of our learning community In return we will offer a comprehensive support programme that will allow every student to thrive and reach their full potential Omagh High School should be your number one school of choice at post 16 Kind regards Mr C Gaitatzis Principal OMAGH HIGH SCHOOL 14 Crevenagh Road Omagh BT79 0EQ T 028 8224 2656 Fax 028 8225 1568 info omaghhigh omagh ni sch uk omaghhighschool org uk Visit our Twitter Facebook Instagram account Type of School Controlled Co Educational Secondary Chairperson of the Board of Governors Mrs Iris Clarke 2 Omagh High School Post 16 Prospectus 2025 2026 OUTSTANDING CARE AND EDUCATION 3

Page 3

Page 4

Page 5

HOUSE CAPTAINS FOR AUCHINLECK Gavin Kelly Why Omagh High School I chose Omagh High School because my older brothers and sisters attended this school and it seemed like a natural choice When I was making my decision I asked them what Omagh High School was like and they informed me particularly about the outstanding support and pastoral care from the teachers and other members of staff During my time at Omagh High School I have come to realise that they were right and I would advise anyone to give Omagh High School thoughtful consideration when deciding which secondary school to attend What is the house motto The Auchinleck house motto is service with courage This has a deep rooted history as the local Lisanelly and St Lucia barracks housed many people from military backgrounds who attended Omagh High School This is why our house s symbol is Auchinleck Castle the original Auchinleck family who lived close to Omagh High School had strong military traditions that exemplified dedication and selfless courage in all walks of life Something special your house group has done this year The Auchinleck house has the honour of organising and participating in the annual remembrance service Our head of house Mrs McDowell took me and my fellow house captain to the Royal British Legion for the launch of the Poppy Appeal We raised a total of 131 24 within the school for the Poppy Appeal and donated it to the Royal British Legion after our annual remembrance service This is just one of the many events our house organises throughout the year Millie Sharkey Why Omagh High School I chose Omagh High School because during the open nights I attended I met many teachers and staff who were clearly passionate about their subjects and enjoyed teaching and sharing their knowledge with their pupils I was grateful for the welcoming and helpful nature of the staff and pupils who set up the activities and were happy to answer any questions we had about attending Omagh High School All the pupils spoke highly of their teachers and lessons assuring everyone that Omagh High School is an excellent school that cares for pupils wellbeing alongside their academics What is the house motto The Auchinleck house motto is Service With Courage and our symbol is a garrison representing the Auchinleck family s long history of military service and their connection to Omagh High School To me this symbolizes the courage and strength that Auchinleck pupils are encouraged to show every day throughout their lives tackling any problems they encounter with bravery Something special your house group has done this year The Auchinleck house group organises the Remembrance assembly each year to honour the bravery of those who gave their lives to save countless others in the First World War We invite guest speakers from around the town to pay respects to the fallen soldiers This year I spoke about the history of the Auchinleck family their impact on our school and the Roll of Honour Auchinleck house also participates in inter house competitions which we often win such as Sports Day and organises many fundraisers for charities like Air Ambulance and the Poppy Appeal HOUSE CAPTAINS FOR STRULE Dillon Evans Why Omagh High School I chose Omagh High School because my mother and her siblings all attended this school I was curious to see how Omagh High School had changed since they were last here When I was in P7 I went to several open nights and I enjoyed the Omagh High School open night the most I found the activities they provided interesting and unique This is now my sixth year at Omagh High School and I have not regretted my decision to come here at all The school has exceeded my expectations in many ways from the supportive teachers to the range of extracurricular activities I have made lasting friendships and have been given numerous opportunities to grow both academically and personally Omagh High School truly feels like a second home to me What is the house motto Strule s symbol is the fish representing the Strule River and our motto is Strength in Unity This symbol and motto remind us that we are not alone and that we don t have to struggle by ourselves The staff at Omagh High School genuinely care about their pupils and are always ready to offer support By asking for help and working together through teamwork and cooperation we can overcome any challenges we face Whether it s through academic pursuits sports or community service Strule house encourages every pupil Together in Strule we can achieve great things and make a positive impact both within the school and in the wider community Something special your house group has done this year Each year our house group works together to organise the Easter Assembly which teaches all the pupils about the significance of Easter We explain that Jesus gave his life for us on the cross and three days later rose from the dead to forgive our sins This event requires careful planning and collaboration to effectively commemorate such an important religious occasion and to reinforce the Christian ethos of our school 8 Omagh High School Post 16 Prospectus 2025 2026 Leanna Hunter Why Omagh High School I chose Omagh High School because I really enjoyed the open night when I visited in P7 It seemed like there were lots of extra activities around the school such as hockey and breakfast club and plenty of support for everyone My sister was already at the school and she always spoke highly of how much she enjoyed her time here This helped me to pick Omagh High School as my number one choice due to the excellent provision of pastoral care What is the house motto Our house symbol is a fish representing the Strule River that runs through Omagh The house motto is Strength in Unity To me this signifies how everyone in Strule house works as a team to achieve their goals and help each other succeed It also reflects the kind staff who take care of all pupils by adopting a collegial approach to school life helping us to flourish Something special your house group has done this year Last year Strule won the house trophy for having the most house points overall which meant we were rewarded with a trip to Brunswick Movie Bowl Each house is very competitive and enjoys events such as Sports Day which all contribute to the overall house points total Pupils in Strule also worked together throughout the year to gain achievement points for things like charity work or good behaviour Our Strength in Unity last academic year was definitely the reason for our success as the winning house HOUSE CAPTAINS FOR CREVENAGH Louise Cuthbertson Why Omagh High School I chose Omagh High School because it was the most appealing option for me I vividly remember sitting in my Primary 7 class listening to two current teachers and pupils from Omagh High School They were telling us about all the school had to offer and I was quickly convinced The school sounded fantastic with numerous opportunities for everyone and it certainly lived up to my expectations Having two older siblings already at the school was a bonus but it didn t matter much because everyone at Omagh High feels like family I am privileged to be part of Crevenagh house which has been fun I ve enjoyed participating in many assemblies and events organised by our house I also had the honour of being the Sports Captain in Year 10 where I organised a hockey team to represent Crevenagh in an inter house hockey tournament which was a great success What is the house motto Our house motto Honest Endeavour has been a guiding principle in everything I do throughout my time at Omagh High School The symbol a sheaf acknowledges the many students from farming backgrounds and I deeply appreciate their contributions It emphasises the values of hard work and dedication qualities that are essential in farming and agricultural work This motto encourages students to apply the same level of commitment to their studies and extracurricular activities Something special your house group has done this year I thoroughly enjoyed participating in our school s harvest assembly this year an event traditionally organised by Crevenagh This year we emphasised gratitude for what we have and the importance of giving to those less fortunate We collected and filled bags of food which we then distributed to local charities It was a rewarding experience that highlighted the spirit of community and generosity within our school Daniel Moore Why Omagh High School Omagh High School is a warm and welcoming place where everyone feels included The school is dedicated to providing a high standard of education ensuring every pupil has the chance to grow and reach their full potential Beyond academics Omagh High School offers a variety of extracurricular activities from sports and arts to clubs catering to all interests There s something for everyone to enjoy and get involved in The friendly and supportive community makes every student feel accepted and valued Choosing Omagh High School means you ll be supported challenged and inspired What is the house motto The Crevenagh house motto Honest Endeavour embodies the values of hard work and honesty that are central to our school community At Omagh High School students are encouraged to always try their best in everything they do Crevenagh house draws inspiration from the farming background of many of our students This connection is symbolised by a sheaf of wheat in our school logo representing the dedication and perseverance of our community I am incredibly proud to be a member of Crevenagh house Being part of this house has not only reinforced these important values but also provided numerous opportunities to engage in meaningful activities and events Something special your house group has done this year Every year Crevenagh house has the important responsibility of organising and participating in the annual Harvest Assembly This year I had the great honour of taking part in this event which focused on the theme of generosity and expressing gratitude The assembly was a meaningful occasion where pupils collected a variety of food items to donate to local charities This effort not only provided much needed support to those in our community who are less fortunate but also highlighted the importance of giving back and showing appreciation OUTSTANDING CARE AND EDUCATION 9

Page 6

OUR ENRICHMENT ACTIVITIES AND MERIT AND REWARD SCHEME Personal Development Activities Health Fitness Programmes Primary School Links Mentoring Charity Fundraising Activities Interview Skills Training Teamwork Skills Training Work Experience Careers Talks and Visits University Talks and Visits This important part of Sixth Form is increasing and developing all the time and the views and requests of students are taken into account when putting the programme together Students are encouraged to take a lead role in the House competitions by encouraging younger pupils and promoting positive behaviour by example It is a great opportunity to develop leadership skills and rise to the everyday challenges as senior representatives OUR CAREERS EDUCATION INFORMATION AND GUIDANCE CEIAG OFFER AND VOCATIONAL OPPORTUNITIES Omagh High School has an established CEIAG programme across all key stages which is designed to equip students with the skills and experience needed to make sound career choices and to progress to third level education or the world of work There is a significant involvement of local businesses and academic institutions QUB SWC which enhance the CEIAG programme throughout the key stages Additionally our pupils will have opportunities to enhance their academic and practical skills through training programmes offered by Queen s University Academy programme and through our more recent partnership with the SWC Omagh Campus CEIAG follows a timetabled process throughout Sixth Form and support is provided for students to make applications to university through the UCAS process and applications for Foundation Degrees at local FE colleges as well as help with filling in applications for employment and apprenticeship programmes In addition students are kept up to date with local labour market information and any job course apprenticeship or work experience opportunities that come in to school Added to this is a series of visiting external speakers university visits and careers fairs all of which add up to a comprehensive support package 10 Omagh High School Post 16 Prospectus 2025 2026 OUTSTANDING CARE AND EDUCATION 11

Page 7

OUR PASTORAL SUPPORT MRS MacCOMBE 6th Form Pastoral Leader MR FUNNELL 6th Form House Teacher MRS GILES 6th Form House Teacher In Omagh High School one of our key strengths is the support we provide to pupils of all ages and in particular our Sixth Form students You will be supported throughout your Sixth Form study whatever your need Our support programme takes account of individual student needs and tailors support around you We provide support in differing ways including PASTORAL SUPPORT House Teacher Pastoral Leader for Sixth Form Learning Mentor Student Counsellor Sixth Form Study Supervisor School Welfare Officer Head of Pastoral Care V P SENCo and Classroom Assistants Outside Agencies CURRICULUM SUPPORT Teacher Head of Subject Pastoral Leader for Sixth Form Mentor Support Group Head of Curriculum V P CAREERS SUPPORT Careers Talks Fairs and Visits Work Experience University Visits UCAS Process Head of Careers We offer wrap around support covering all aspects of school and do our very best to ensure you fulfil your potential MRS O GRADY 6th Form House Teacher MRS BEATTIE 6th Form House Teacher EMA Education Maintenance Allowance If you decide to stay on at school you may be able to get Education Maintenance Allowance EMA EMA is a fortnightly payment of up to 60 for students who are aged 16 17 18 or 19 years To qualify your household income must be 20 500 or less if you are the only young person studying full time in your household or 22 500 or less if there are other young people in your household eligible for Child Benefit More information can be found on the Education and Maintenance Allowance website A young person will receive EMA payments once they have enrolled at a school or college and have started a valid course All payments will be made direct to the student s bank account Entitlement Framework EF The EF in Northern Ireland requires schools to expand their KS5 provision to offer access to a wide range of options There should be a good variation between general and applied subjects on offer For this to be achieved we at Omagh High School collaborate with our neighbours at Omagh Academy Omagh Learning Community and South West College This allows our students to have an extensive range of subjects to choose from and remain as part of the Omagh High School community 12 Omagh High School Post 16 Prospectus 2025 2026 OUTSTANDING CARE AND EDUCATION 13

Page 8

OUR ADMISSION CRITERIA How to Apply 1 Complete an application form Enclosed at the back of this or from the school office 2 Interview with the Vice Principal to review your GCSE results 3 To be accepted for Sixth Form you may be requested to speak to individual Heads of Subjects to confirm your suitability for Post 16 Study in particular areas 4 Sixth Form students and their parents guardians must agree to and sign a Sixth Form Code of Conduct 5 Students will be required to participate in induction activities Sixth Form Admissions Criteria Enrolment figures are determined by the Department of Education Restrictions will be imposed for exceeding number for admission provided that in the opinion of the Board of Governors they would not prejudice the efficient use of resources For students to be considered for entry into Post 16 AS A2 and BTEC Level 3 courses they must satisfy the following criteria Have a minimum of 5 GCSEs at Grade C or above including English and Maths Meet the entry requirements to the Post 16 course set by the school for the subjects chosen Have completed Year 12 at Omagh High School or at another post primary school Have evidence of attendance and punctuality of at least 90 in Year 12 Students whose attendance rate falls below this level must produce medical evidence special circumstances to explain their absences Have a good behaviour record and should have demonstrated a positive attitude to work Students requesting admission to Year 13 must attend for interview Students wishing to enter Year 13 should be prepared to make a commitment to participate fully in the daily running of the school If it is necessary to select between applicants selection will be determined by academic achievement using the points system below Students with the highest GCSE score will be considered in descending order an applicant s GCSE score being calculated on the basis of GCSE results as follows A 4 points A 3 points B 2 points C 1 point In the event of the school still not reaching its quota after the application of the above criteria then the final place s will be offered to those applicant s who 1 have the highest grade scores over their best five GCSE subjects 2 live closest to the main entrance of the school We especially welcome students from schools where there is no Post 16 provision and those whose course of choice is not on offer at their own school A reference may be sought from the previous school as to the applicant s attendance behavioural record and suitability for Post 16 study Entry to Additional Studies Courses Applications will be considered on an individual basis to ensure that these courses can be tailored to meet the individual needs of the students However applicants must show evidence of an acceptable level of commitment to achieve in previous examinations and courses of study and have acceptable attendance achievement and behaviour records The Department of Education may on request increase the number of pupils that the school can admit to its Year 13 Places that become available in this way shall be allocated only to pupils who meet the basic eligibility criteria for Sixth Form study as above and shall be allocated in the order determined by the criteria to be applied in the order set down Entry to Year 14 Results in AS examinations are important indicators of success at A2 level Progression into Year 14 remains at the discretion of the school and will be reviewed once the AS results are published using the following scoring system A 60 points B 50 points C 40 points D 30 points E 20 points U 0 Pupils who achieve a total score of 120 points or less will be reviewed Their return to study at A2 level will not be guaranteed a meeting will take place with the Principal Vice Principal or a member of the Senior Leadership Team Pupils must be accompanied by a parent guardian in order to review progression into Year 14 The purpose of this meeting is to determine the best way forward for the pupil Some of the following strategies may be implemented A discussion with parents about the best way forward Regular meetings with a teacher mentor to discuss progress and targets will be arranged A decision to leave Omagh High School and pursue an alternative course of study If performance in one or more AS levels has been poor pupils must consult with subject teachers about the feasibility of studying the same subject s at A2 level In some cases if an AS level subject is passed at grade E pupils may be advised not to continue with that subject at A2 A pupil s attitude and commitment to his her school studies and to the school community high levels of attendance and punctuality form part of a student s commitment to his her work will also be considered for entry to Year 14 14 Omagh High School Post 16 Prospectus 2025 2026 OUTSTANDING CARE AND EDUCATION 15

Page 9

OUR UNIFORM It is Omagh High School s policy that all pupils should wear the school uniform in a neat clean and tidy fashion This is strictly enforced Uniform helps build a sense of identity fosters pride and encourages loyalty It is also essential practice for the future to be well turned out when required Sixth Form students as young adults are required to set an exemplary standard in this regard for the younger pupils Every item of clothing should be clearly labelled with the pupil s name The wearing of school uniform helps to foster a pride in the school Pupils must be conscious of the fact that whilst in uniform they are representatives of their school and should conduct themselves in an appropriate manner at all times GIRLS UNIFORM Black school shoes Trainers canvas or white soled shoes are not permitted Black tights to be worn with skirts from 1 November Easter White socks worn to the knee are permitted during the months of September and October as well as the summer term This may be extended at the discretion of the principal during very warm weather Grey socks to be worn with school trousers Mid grey school regulation pleated skirt of modest length Mid grey trousers Only one approved school style 16 1 Outdoor coat should either be a long or short black rain coat Hoodies and other coats must not be worn to and from school 2 A black blazer with the school crest must be worn 3 Only the recognised school scarf and school hat may be worn as outdoor clothing only They should not be worn in the summer term 4 White shirt top button must be fastened with school tie approximately 30cm Clip on ties compulsory for Years 8 12 5 Garments worn under shirt must be white 6 Mid grey V necked long sleeved jumper 7 Hair should be clean tidy of a conventional style and one natural colour and be tied back at all times if it is shoulder length or longer Any hair accessories must be discreet 8 Make up and nail varnish are not permitted 9 Badges must be confined to school badges e g House Prefect Librarian and one charity badge 10 Only one pair of small plain gold or silver studs may be worn one in each lower ear lobe No facial jewellery including tongue piercing is permitted A basic watch may be worn For safety reasons no other jewellery is permitted BOYS UNIFORM Black school shoes Trainers canvas or white soled shoes are not permitted Grey or black socks Not white Mid grey trousers Belts must be black and simple in design Omagh High School Post 16 Prospectus 2025 2026 SUBJECT CHOICES GCE Advanced Subsidiary Levels AS Levels and A2 Levels from September 2024 In general the AS course will comprise of two or three modules and will be assessed during Year 13 AS Levels are graded A to E An AS Level can be taken as a stand alone qualification without progression to A2 Pupils studying a full A Level course will take the AS course and two or three further modules known as the A2 course A2 Levels are graded A to E Pupils may be able to re sit modules in the hope of gaining a higher grade The highest grade obtained in any module will be used for accreditation purposes It is crucial that the pupil consults with the AS A2 Level Head of Department Subject Teacher for advice and carefully reads the relevant pages in this booklet prior to embarking on a course of study BTEC Level 3 Certificates AS and Subsidiary Diplomas A2 Sixth Form students may also choose to study BTEC Level 3 Certificates equivalent to an AS Level and Subsidiary Diplomas equivalent to an A2 Level These were formerly called National Awards The availability of such courses will depend on timetable constraints and viable numbers of pupils choosing these subjects These courses are offered to Omagh High School Students by South West College As well as being additional qualifications the courses also enable students to study in a more college type environment increasing their maturity and sense of responsibility Many of these BTEC subjects offer progression at Post 18 to Foundation Degree level at South West College Omagh or other South West College Campuses with a choice of 2 years full time or 3 years part time study before completion of a degree at one of the local universities Additional Studies In addition to AS A2 and BTEC Level 3 courses students may avail of the opportunity to further their vocational training in a school setting over a one or two year course of study This may be fully school based or students may link with the South West College and other training agencies It enables progression into further education at age 18 and is especially suitable for those who wish to enhance their GCSE subject grades including English and Maths OUTSTANDING CARE AND EDUCATION All subjects are listed below and details for each subject can be found on the following pages An Option Sheet for Key Stage 5 Post 16 for September 2025 can be found inserted into the back of this booklet This sheet should be completed and returned to Mrs Gibson by Friday 28th February 2025 at the latest Additional Studies AS A2 Art and Design AS A2 Biology AS A2 Chemistry AS A2 Design and Technology AS A2 Digital Technology AS A2 Drama and Theatre Studies AS A2 English Literature AS A2 French and Spanish AS A2 Geography AS A2 Health and Social Care BTEC Level 3 Health and Social Care AS A2 History AS A2 Life and Health Sciences AS A2 Mathematics AS A2 Music AS A2 Nutrition and Food Science AS A2 Philosophy AS A2 Physics AS A2 Professional Business Services AS A2 Psychology AS A2 Religious Studies BTEC Level 3 Sport BTEC Level 3 Travel and Tourism BTEC Level 3 Agriculture BTEC Level 3 Children s Play Learning and Development BTEC Level 3 Construction and the Built Environment BTEC Level 3 Engineering BTEC Level 3 Hospitality BTEC Level 3 Creative Media Practice Film and Television BTEC Level 3 Creative Media Practice Games Development BTEC Level 3 Science Applied 17

Page 10

Additional Studies ABOUT THE COURSE This course is designed to meet the needs of those students who wish to remain in a school environment in order to follow a curriculum pathway which will equip them for further education and employment 18 FOR WHOM IS THIS A SUITABLE CURRICULUM PATHWAY Those who may not wish to follow the full programme of 3 or 4 AS A2 and or BTEC Level 3 qualifications Those who wish to further their vocational training in a school setting over a one or two year course of study Those who wish to follow a course with links to the South West College or other training agencies while at the same time developing their employment opportunities Those who wish to progress into Further Education or employment at age 18 Those who may wish to improve their GCSE profile of grades in English and Mathematics and perhaps other subjects ADDITIONAL STUDIES COMPRISES OF THE FOLLOWING ELEMENTS WHICH CAN BE TAILORED TIMETABLED TO MEET THE INDIVIDUAL NEEDS OF STUDENTS OVER A ONE OR TWO YEAR PERIOD Certificate of Personal Effectiveness COPE Levels 2 3 GCSE Business and Communications Systems GCSE Digital Technology ICT GCSE English Language GCSE Mathematics Other GCSE subjects repeats as appropriate Essential Skills Games Recreation Leisure Careers Support Work Experience Volunteering Opportunities Mentoring Opportunities AS A2 BTEC Level 3 courses OTHER BENEFITS Member of Omagh High School s Sixth Form eligible for all privileges including becoming a Prefect and use of the Common Room Supportive environment of Omagh High School with access to all support networks eg exam concessions classroom assistance pastoral care Education Maintenance Allowance if eligible Enrichment programmes to enhance CVs and Personal Statements Establishing links with local employers Establishing links with South West College Supervised study time in the Sixth Form Study Room And we know you and you know us Omagh High School Post 16 Prospectus 2025 2026 AS A2 Art and Design ABOUT THE COURSE This specification includes the following options Art Craft and Design Combined Studies Photography and Lens Based Media Three Dimensional Design Textiles The creative industries are a fast growing area of the economy and are key to economic success Northern Ireland and the UK have an established reputation in these industries The study of Art and Design creates a pathway to a future career in a creative industries related field AS A2 COURSE AS Unit 1 Experimental Portfolio AS Unit 2 Personal Response A2 Unit 1 Personal and Critical Investigation Students base their portfolio on a theme issued in a stimulus paper set by CCEA at the beginning of the AS course In the unit students explore through visual enquiry a broad range of contextual sources skills techniques and disciplines This builds their confidence in working independently without the burden of a specified outcome In this unit students respond a theme from a stimulus paper It includes developmental work and an outcome that stems from the research and exploratory work completed for Unit AS 1 Building on the skills and interests developed at AS level students should develop a personal investigation based loosely on an idea issue subject or concept inspired by a broad theme set by CCEA Students will also complete a written investigation between 1000 3000 words which is externally assessed A2 Unit 2 Thematic Outcome Students respond to a theme issued at the beginning of the A2 course It includes developmental work and an outcome that stems from research and exploratory work completed for A2 1 Assessment AS Unit 1 Experimental Portfolio 50 of AS 20 of A level AS Unit 2 Personal Response 50 of AS 20 of A level A2 Unit 1 Personal and critical investigation 20 of A2 12 of A level Written 40 of A2 24 of A level Practical A2 Unit 2 Thematic Outcome 40 of A2 24 of A level Skills Developed in this Subject The study of Art and Design has an inherent capacity to develop key transferable skills and qualities which are highly sought after by employers Application of number e g planning for three dimensional design scaling up using perspective and elevations in drawings and understanding the golden ratio Communication e g written oral and visual communication of ideas responses and thoughts Improving their own learning and performance e g reviewing and refining researching and developing independently Information and communication technology e g use of a range of digital media to produce and experiment with images CAD and widespread use of research techniques Problem solving e g resolving development of ideas into outcomes managing the resources and media and Working with others e g sharing resources groups discussion and critical analysis collaborative projects and problem solving CAREERS USING THIS SUBJECT Students can progress to careers and higher education courses such as Graphic design product marketing web design Careers in fashion textiles surface pattern and costume Product design and packaging marketing Jewellery ceramics Theatre film and TV set and costume story boarding film animation Photography and related specialisms Architecture interior design Art therapy Art teaching primary and secondary OUTSTANDING CARE AND EDUCATION 19

Page 11

AS A2 Biology ABOUT THE COURSE The A Level award provides a basis for the further study at tertiary level of Biology and related courses For those progressing directly into employment an AS or A Level award is relevant not only in the fields of science engineering and medicine but also to areas of commerce and the public service in which problem solving and practical skills are valued The course helps to provide an understanding of how biological developments affect the environment and also contributes towards an understanding of ethical and cultural issues In order to study AS A2 Biology pupils must have obtained at least a B grade in GCSE Triple Award Biology or a score of at least 59 uniform marks in Unit B2 Biology and Unit C2 Chemistry of GCSE Double Award Science or equivalent In the event that an AS Biology class is over subscribed places will be allocated on the basis of performance in GCSE Biology examinations Pupils with higher total scores will take preference over pupils with lower scores Pupils wishing to take Biology to AS level who score below a total of 111 uniform marks in the Biology units of GCSE Double Award are advised to consider carefully the viability of studying AS level Biology Pupils taking GCSE Biology at foundation level will not be permitted to take an AS level in the subject AS COURSE Module 1 Module 2 Module 3 Molecules and Cells Molecules Enzymes DNA Technology Viruses Cells Cell Physiology Continuity of Cells Tissues and Organs Organisms and Biodiversity Transport and Exchange Mechanisms Principles of exchange and transport Gaseous exchange Transport in plants and transpiration Circulatory systems in mammals The Adaptation of Organisms Biodiversity The variety of life Human impact on biodiversity Assessment of Practical Skills Assessment Module 1 1 hr 30 min written examination externally assessed 37 5 of AS or 15 of A Level Module 2 1 hr 30 min written examination externally assessed 37 5 of AS or 15 of A Level Module 3 Internal practical assessment and completion of a log book alongside a written examination covering the practical aspects of the course which is externally assessed 25 of AS or 10 of A Level A2 COURSE Module 4 Module 5 Module 6 Physiology and Ecosystems Homeostasis Homeostasis principles The kidney and excretion Endocrine control and osmoregulation Immunity Co ordination and Control Ecosystems Populations Communities Ecological energetics Nutrient cycling Adverse impact of human activity in the environment Biochemistry Genetics and Evolutionary Trends Respiration Photosynthesis DNA as the Genetic Code Gene Technology Genes and Patterns of Inheritance Mechanisms of Change Kingdom Plantae Kingdom Animalia Assessment of Investigational and Practical Skills Assessment Skills Developed in this Subject Module 4 2 hr written examination externally assessed 24 of A Level Module 5 2 hr written examination externally assessed 24 of A Level Module 6 Internal practical assessment alongside a written examination covering the practical aspects of the course which is externally assessed 12 of A Level Students will be encouraged to Develop their interest in and enthusiasm for Biology including developing an interest in further study and careers in the subject Appreciate how society makes decisions about scientific issues and how the sciences contribute to the success of the economy and society Develop and demonstrate a deeper appreciation of and understanding of how science works Develop and demonstrate their skills and knowledge and Develop essential knowledge and understanding of different areas of the subject and how they relate to each other CAREERS USING THIS SUBJECT Agricultural Scientist Biotechnologist Biochemist Biomedical Engineer Chiropodist Dentist Dietician Doctor Environmental Health Officer Environmental Scientist Farming Food Scientist Technologist Forensic Scientist Horticulture Laboratory Technician Landscape Architect Midwifery Conservation Nurse Occupational Therapist Optometrist Paramedic Pharmacologist Physiotherapist Radiographer Speech Therapist Sports Scientist Teacher Vet Veterinary Nurse www societyofbiology org checkouteducation careersadvice 20 Omagh High School Post 16 Prospectus 2025 2026 AS A2 Chemistry ABOUT THE COURSE To study this subject at AS level it is recommended that students must have 67 uniform marks in the Unit 2 Chemistry component of Higher Tier Double Award Science or 128 uniform marks in Unit 2 of Triple Award Chemistry Also a good mathematical background is recommended The A2 section of the Advanced GCE builds upon the foundations of knowledge understanding and skills developed within AS and provides the basis for further study of Chemistry and related subjects More opportunity is provided to study the contribution of Chemistry to environment and society within areas such as pharmaceutical development medical research forensic analysis and many others Internal Assessment in the form of a practical examination AS COURSE Module 1 AS1 Module 2 AS2 Module 3 AS3 Assessment A2 COURSE Basic Concepts in Physical and Inorganic Chemistry 40 of AS Weighting 16 of A level Further Physical and Inorganic Chemistry and Introduction to Organic Chemistry 40 of AS Weighting 16 of A level Basic Practical Chemistry Internal Assessment in the form of a practical exam 20 of AS Weighting 8 of A level Modules 1 2 2 written papers consisting of multiple choice and structured questions 1hr 30min each Module 3 internal assessment component consisting of a 1 hour 15 min practical exam and a 1 hour 15 min theory paper based on practical techniques observations and calculations Module 4 A21 Further Physical and Organic Chemistry 40 of A2 Weighting 24 of A level Module 5 A22 Analytical Transition Metals Electrochemistry and Organic Nitrogen Chemistry 40 of A2 Weighting 24 of A level Module 6 A23 Assessment Further Practical Chemistry Internal Assessment in the form of a practical exam 20 of A2 Weighting 12 of A level Modules 4 5 2 written papers consisting of multiple choice and structured questions 2hrs each Module 6 internal assessment component consisting of a 1 hour 15 min practical exam and a 1 hour 15 min theory paper based on practical techniques observations and calculations Skills Developed An understanding of the link between theory and experiment in this Subject The ability to analyse manipulate and interpret data and present logical conclusions both orally and in writing The use of mathematical skills and knowledge to solve complex problems Dexterity and co ordination during individual practical work and interpersonal skills during group practical work Apply chemical principles to unfamiliar situations A sound basis is formed for progression into higher education CAREERS USING THIS SUBJECT The subject of Chemistry is required for a wide range of careers such as Medicine Veterinary Science Chemical Engineering Pharmacy Dentistry Biochemical and Biomedical Science However an understanding of Chemistry is highly beneficial when studying Biology related courses such as Environmental Health Environmental Science Marine Biology and Food Technology OUTSTANDING CARE AND EDUCATION 21

Page 12

A Level Design and Technology ABOUT THE COURSE This examination has been designed to provide opportunities for students to develop their creativity capability and entrepreneurial skills allow pupils to apply knowledge and understanding to a range of technological activities and develop critical thinking and collaborative skills Pearson Edexcel have now withdrawn the AS qualification for this subject so all the students will be examined in the 2nd year of the course Year 14 AS COURSE Component 1 50 of qualification Principles of Design and Technology Topics 1 12 are common topics to both AS and A level 1 Materials 2 Performance characteristics of materials 3 Processes and techniques 4 Digital technologies 5 Factors influencing the development of products 6 Effects of technological developments 7 Potential hazards and risk assessment 8 Features of manufacturing industries 9 Designing for maintenance and the cleaner environment 10 Current legislation 11 Information handling modelling and forward planning 12 Further processes and techniques Component 2 50 of qualification Assessment Skills Developed in this Subject Independent Design and Make project Students will produce a substantial design make and evaluate project which consists of a portfolio and a prototype There are four parts to the assessment covering identification of opportunities for design designing a prototype making a prototype and evaluating own design and prototype Component 1 Written exam Time 2 hours 100 marks This paper includes calculations short open and open response questions as well as extended writing questions Component 2 Non examined assessment 100 marks The investigation is internally assessed and externally moderated Application of Number Communication ICT Working With Others Improving Own Learning and Performance Problem Solving CAREERS USING THIS SUBJECT Product design Graphic design Construction Teaching Interior design Dental technology Model making Shop fitter Medical technology Prosthetics CAD CAM Set design Electrical engineering Electronic engineering Mechanical engineering Structural engineering Environmental engineering Wind turbine engineering 22 Omagh High School Post 16 Prospectus 2025 2026 AS A2 Digital Technology ABOUT THE COURSE Digital Technology incorporates aspects of computer science and information technology IT The subject explores how technology can be used to create store process analyse and present information in a digital context The influence of digital technology in our lives continues to accelerate Current and emerging technologies transform the way we communicate how we work and the way we learn As a result almost all organisations will value the knowledge understanding and skills that AS A2 Digital Technology develops This qualification is for students who are interested in current and emerging technologies the impact they have and how to utilise them effectively AS COURSE Assessment AS A Level Module 1 Module 2 This module is about acquiring External 50 20 knowledge and understanding of written Approaches to System Development examination It includes the analysis of systems to be computerized the design of computer 1 hour 30 based solutions and the development mins and testing of these Pupils will also learn about the purpose of computer programs and fundamental programming concepts This unit allows candidates to develop their knowledge and apply their understanding of the Fundamentals of Digital Technology It includes data representation data and information data checking computer architecture types of software and user interfaces Consideration is also given to web technology and multimedia External 50 20 written examination 1 hour 30 mins A2 COURSE Assessment AS A Level Module 1 Module 2 Skills Developed in this Subject In this module pupils will develop External 40 their knowledge and understanding written of Information Systems especially examination databases and networks They will also learn about various applications 2 hours 30 of digital technology including artificial mins intelligence voice recognition robotics mobile phone technology and cloud technology The social and legal implications of using IT will also be discussed This module will provide pupils with Internal 20 the opportunity to become involved in Assessment Application Development for a real world situation where they can apply their skills knowledge and understanding of digital technology to solve a problem for a client The project will enable pupils to demonstrate their skills in analysing a problem designing solutions developing and testing their solutions They will also evaluate their solution and produce user documentation The capacity to thinking creatively innovatively analytically logically and critically The skills to work collaboratively Problem solving skills The ability to appraise and make critical judgments about the use of IT systems The key skills needed for the world of work application of number communication improving their own learning and performance and digital technology CAREERS USING THIS SUBJECT Digital Technology provides opportunities for students to progress to career paths leading to professional IT management and responsible use of IT within industry It also provides a basis for all computer related careers and in particular that of a Systems Analyst IT has become a core skill and is highly desirable in most careers OUTSTANDING CARE AND EDUCATION 23

Page 13

AS A2 Drama and Theatre Studies ABOUT THE COURSE The WJEC A level in Drama and Theatre is an exciting engaging and inspiring course which prepares learners for further study in Higher Education and for the practical world of work in performance and design The balance of theory and practical assessment allows pupils to develop their understanding of theatre and dramatic skills simultaneously and provides a relevant and hands on approach to learning which supports subject knowledge and life skills development AS COURSE Assessment A Level AS Unit 1 Theatre Workshop Learners will be assessed on either acting or design lighting costume sound set Learners participate in the creation development and performance of a piece of theatre based on a reinterpretation of an extract from a text chosen from a list supplied by WJEC The piece must be developed using the techniques and working methods of either an influential theatre practitioner or a recognised theatre company Non exam assessment internally assessed externally moderated 24 of A Level 90 marks AS Unit 2 Text in Theatre Learners must produce a realisation of the performance or design a creative log an evaluation Open book Clean copies no annotation of the complete text chosen must be taken into the examination A series of questions based on one performance text from the following list A Doll s House Tanika Gupta The Caucasian Chalk Circle Bertolt Brecht Leave Taking Winsome Pinnock Face to Face Meic Povey The Weir Conor McPherson Once Enda Walsh Lovesong Abi Morgan Written examination 1 hour 30 minutes 60 marks 16 of A Level 24 A2 COURSE Assessment A Level A2 Unit 3 Text in Action Learners will be assessed on either acting or design Learners participate in the creation development and performance of two pieces of theatre based on a stimulus supplied by WJEC a devised piece using the techniques and working methods of either an influential theatre practitioner or a recognised theatre company a different practitioner or company to that chosen for Unit 1 an extract from a text in a different style chosen by the learner Learners must realise their performance live for the visiting examiner Learners choosing design must also give a non assessed 5 10 minute presentation of their design to the examiner Learners must produce a process and evaluation report within one week of completion of the practical work Non exam assessment externally assessed by a visiting examiner 120 marks 36 of A Level A2 Unit 4 Text in Performance Open book Clean copies no annotation of the two complete texts chosen must be taken into the examination Two questions based on two different texts from the following list The Trial Stephen Berkoff Blues for an Alabama Sky Pearle Cleage One Man Two Guvnors Carlo Goldoni adapted Richard Bean The Curious Incident of the Dog in the Night Time Mark Haddon adapted Simon Stephens The Watsons Laura Wade Nyrsys Bethan Marlow Our Generation Alecky Blythe Written examination 2 hours 30 minutes 95 marks 24 of A Level SKILLS DEVELOPED IN THIS SUBJECT Communication Self Confidence Teamwork and leadership Listening and responding Critical thinking and creative problem solving Effective and efficient research Time management Motivation and commitment Adaptability and flexibility CAREERS USING THIS SUBJECT Careers with a direct link to Drama Actor director stage manager producer choreographer presenter playwright costume designer set designer make up artist teacher community arts worker drama therapist lighting technician sound technician special effects technician voice coach arts administrator lawyer Omagh High School Post 16 Prospectus 2025 2026 AS A2 English Literature ABOUT THE COURSE 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 Aims Engage critically and creatively with a substantial body of texts and ways of responding to them Develop and apply effectively their knowledge of literary analysis and evaluation Explore the contexts of the texts they are reading and others interpretations of them Deepen their understanding of the changing traditions of literature in English Carry out independent research and present personal response in the form and language appropriate to literary study Develop advanced study skills that help them prepare for third level education Demonstrate through challenging internal and external assessments that they understand and can apply key concepts and Nurture a lifelong interest in English literature AS COURSE Unit AS 1 The Study of Poetry 1900 Present and Drama 1900 Present Unit AS 2 The Study of Prose Pre 1900 Assessment AS Unit 1 External written examination 2 hours Students answer two questions one from Section A open book and one from Section B closed book 60 of AS 24 of A Level AS Unit 2 External written examination 1 hour Students answer one question closed book 40 of AS 16 of A Level A2 COURSE Unit A2 1 Shakespearean Genres Unit A2 2 The Study of Poetry Pre 1900 and Unseen Poetry Unit A2 3 Internal Assessment Assessment A2 Unit 1 External written examination 1 hour 30 mins Students answer one question closed book 20 of A Level A2 Unit 2 External written examination 2 hours Students answer two questions one from Section A and the question set in Section B closed book 20 of A Level A2 Unit 3 Internal assessment Students complete a 2500 word essay 20 of A Level Skills Developed in this Subject It gives students the opportunity to study a range of English literature written by Irish writers It allows students to enhance their critical thinking and analytical skills across a range of genres It gives students the opportunity to enhance their cultural understanding of the society they live in It enhances students understanding of the social and historical contexts of their wider society It allows students to develop as discerning readers capable of independent and critical research It can give students a sound basis for progression to higher education CAREERS USING THIS SUBJECT A Level English Literature provides a solid foundation for most degree courses of study including Teaching secondary and primary Law Lecturer Journalism Psychologist Writer OUTSTANDING CARE AND EDUCATION 25

Page 14

AS A2 French and Spanish ABOUT THE COURSE The study of French and Spanish to GCE A Level enables students to develop their linguistic competence knowledge of societal political and cultural issues in the target language countries and higher order thinking skills through independent learning and research helping them prepare for third level education It is recommended that students achieve a good GCSE standard before studying AS A2 languages In addition to timetabled classes students participate in two conversation classes per week with the Foreign Language Assistant AS COURSE Topics Relationships different family structures roles and challenges within families intergenerational issues influences on young people peers family friends Culture and Lifestyle physical wellbeing risk taking behaviour dealing with stress hobbies and interests arts film fashion and design social media and new technology holidays festivals and tourism Assessment Unit 1 Speaking 12 of A level Total time 11 minutes Question 1 Presentation 3 mins Question 2 Conversation 8 mins Unit 2 Listening Reading and Use of Language 16 of A Level Total time 2 hours Section A Listening 40 minutes Question 1 Answers in target language Question 2 Answers in English Section B Reading 50 minutes Question 1 Reading comprehension exercise based on one text Question 2 Translation from target language into English Section C Use of Language 30 minutes Questions 1 4 Series of short grammatical and lexical exercises Question 5 Translation of short sentences from English into target language Unit 3 Extended Writing 12 of A Level Total time 1 hour Students write one essay response in the target language in response to a set film or literary text A2 COURSE Topics Young people in society part time jobs education and employment career planning young people and democracy European citizenship societal attitudes Our place in a changing world Equality inequality and discrimination prejudice poverty at home and abroad immigration and emigration multicultural society and cultural identity causes consequences and resolution of conflict sustainable living and environmental issues Assessment Unit 1 Speaking 18 of A Level Total time 15 minutes Question Introduction and discussion of one individual research project based on a cultural aspect historical period or region of the target language country 6 mins Question 2 Conversation 9 mins Unit 2 Listening Reading and Writing 24 of A Level Total Time 2 hours 45 mins Section A Listening 45 minutes Passage 1 Answer set of questions in target language Passage 2 Answer set of questions in English Section B Reading 2 hours Question 1 Gap filling exercise Question 2 Answer set of questions in target language on one text Question 3 Read a passage in target language and summarise in English Question 4 Translate a passage from English into the target language Unit 3 Extended Writing 18 of A Level Total time 1 hour Students write one essay in target language in response to a set literary text Skills Developed in this Subject An understanding of the language Communicate confidently clearly and effectively Listening reading and writing in another language Acquire knowledge and skills which will help students progress to further study and employment CAREERS USING THIS SUBJECT European Law International Business Human Relations Journalism Translation Interpretation Teaching UNESCO United Nations Foreign Embassies Government Intelligence Armed Forces Tourism Industry 26 Omagh High School Post 16 Prospectus 2025 2026 AS A2 Geography ABOUT THE COURSE Geography students hold the key to the world s problems Geography can be found in understanding and interpreting issues affecting people places and environments and change in space and time Learners will study real examples and case studies to show the diversity and interdependence of physical and human environments the impacts we have and how we can manage them sustainably AS COURSE AS 1 AS 2 AS 3 A2 COURSE Unit 1 Physical Geography 40 of AS 16 of A Level This unit is concerned with physical processes and systems and human interaction with them Students investigate fluvial environments local and global ecosystems and the processes that shape weather and climate Unit 2 Human Geography 40 of AS 16 of A Level This unit has three themes covering key aspects of human geography Students investigate population settlement and development and how different human systems and relationships across our world change over space and through time Unit 3 Fieldwork Skills and Techniques in Geography 20 of AS 8 of A level In this unit students become actively involved in first hand collecting of geographical data through fieldwork Students identify geographical questions and issues select appropriate sources and methods and establish effective approaches to inquiry in their geographical studies A2 1 A2 2 Unit 1 Physical Processes Landforms and Management 24 of A level Students choose two options from the four available Option A Plate Tectonics Option B Tropical Ecosystems Option C Dynamic Coastal Environments Option D Climate Change Past and Present Unit 2 Processes and Issues in Human Geography 24 of A level Students choose 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 Unit A2 3 Decision Making in Geography 12 of A Level This unit enables students to develop decision making skills in a real world scenario They identify and analyse appropriate material examine conflicting values and make and justify recommendations Skills Developed in this Subject Observing and collecting primary data at first hand from physical and or human environments using equipment surveys or questionnaires Analysing and interpreting geographical information from a range of secondary sources Developing data processing skills using Geographical Information Systems GIS to assist geographical understanding CAREERS USING THIS SUBJECT Geology Environmental Sciences River Management Forestry Oceanography Land Surveying Civil Engineering Cartography Meteorology Nature Conservation Teaching Air Traffic Control Tourism Recreation Management Police and Armed Forces GIS OUTSTANDING CARE AND EDUCATION 27

Page 15

AS A2 Health and Social Care Single Award ABOUT THE COURSE This subject aims to encourage students to develop their interest in health social care and early years develop higher order thinking skills creative thinking and problemsolving carry out research and present their findings develop advanced study skills that help them prepare for third level education develop knowledge and understanding relevant to degrees in nursing allied health professions social sciences social policy social work and early years COURSE OVERVIEW Single Award includes three assessment units at AS and another three at A2 including two compulsory internally assessed and two compulsory externally assessed units It is highly desirable that students have attained at least a Grade C in GCSE English Language to pursue this subject A Grade C or above in GCSE Health and Social Care is also preferable UNITS OF STUDY ASSESSMENT Units Content Assessment Weightings AS1 Promoting Quality Care AS2 Communication in Health Social Care and Early Years Settings Values of care Legislation that promotes quality care Health and Safety Policies The impact of poor practice Internal assessment Students produce a written report based on practice in a health social care or early years setting that they have experienced 25 AS 10 A Level Communication in health social care and early years settings Factors that support effective communication Recognising and overcoming barriers to communication The importance of communication when working in teams Critical evaluation of an interaction Internal assessment Students produce a written report based on practice in a health social care or early years setting that they have experienced 25 AS 10 A Level 28 AS3 Health and Well being Concepts of health and well being Factors affecting health and wellbeing Health promotion The roles of organisations responsible for health and wellbeing Discrimination and antidiscriminatory practice in health social care and early years settings External written examination 2 hours Students answer three compulsory questions 50 AS 20 A Level A2 3 Providing The effects of legislation and services policy on service provision Meeting individual needs Overcoming barriers The differing roles and responsibilities of practitioners Working effectively in teams Quality assurance External written examination based on pre release material 2 hours Students answer three compulsory questions 30 A Level A2 4 Public Health and Health Promotion Public health and health promotion Planning a health promotion activity Preparing to evaluate the activity Carrying out the activity Evaluating the activity Internal assessment Students produce a report on public health issues and how they are being addressed in Northern Ireland undertake a health promotion activity and report their findings Teachers mark the tasks and we moderate the results 15 A Level A2 5 Family structures Supporting the How families meet the needs of family vulnerable members Support provided for individuals and their families Family issues Internal assessment Students produce a review of changes to family structure a case study and a report on services for families experiencing issues Teachers mark the tasks and we moderate the results 15 A Level COURSE PROGRESSION TO The A Level enables students to broaden their Key Stage 5 education and allows for progression onto Further Education courses and training It gives students an insight into health social care and early years sectors by providing a solid foundation of knowledge and understanding An A Level in Health and Social Care could contribute towards meeting the entry requirements for courses such as nursing occupational therapy physiotherapy teaching etc Omagh High School Post 16 Prospectus 2025 2026 BTEC Level 3 Health and Social Care Single Award and Double Award ABOUT THE COURSE BTEC courses in Health and Social Care offer a flexible range of qualifications that can be studied alongside other level 3 qualifications such as A levels or other BTEC courses as part of a larger program of study Both Single and Double Awards attract UCAS points and are widely recognised by universities and employers Flexibility to progress to larger size qualifications or specialise Opportunities for students to showcase their skills through practical assessments The underpinning knowledge and skills needed to meet industry requirements The transferable and high order skills so highly regarded by HE and employers A wide range of optional units developed in conjunction with industry specialists COURSE OVERVIEW 1 Study 4 Single Award 8 Double Award units over the two years 3 Single Award or 6 Double Award mandatory units and 1 Single Award or 2 Double Award optional units 2 4 units Single Award are equivalent to one A Level and 8 units Double Award are equivalent to two A Levels UNITS OF STUDY Mandatory Units 1 Human Lifespan Development Double Single Award 2 Working in Health and Social Care Double Single Award 3 Enquiries into Current Research in Health and Social Care Double Award 4 Meeting Individual Care and Support Needs Double Single Award 5 Principles of Safe Practice in Health and Social Care Double Award 6 Promoting Public Health Double Award Optional Units To be confirmed ASSESSMENT How will I be assessed Your understanding will be assessed through a mix of exams set tasks and assignments set by your teacher Exams and set tasks will be marked directly by Pearson When Exam timetables vary but usually you will sit exams and set tasks in January and May June Your teacher may set assignments for you at any time in the year If you don t pass an exam you have two opportunities to resit COURSE PROGRESSION TO Progression to higher education or employment for example Nursing Social Work Primary Teaching Occupational Therapy Nursery Teaching Paramedic Youth Work OUTSTANDING CARE AND EDUCATION 29

Page 16

AS A2 History ABOUT THE COURSE Political ideologies systems of government economics the influence of religion literature and art all of these major themes come under the historians notice throughout the AS and A2 course We encourage judgement and analysis independent study and if you like to argue your case then the study of History will benefit you greatly AS COURSE AS 1 The Nazis and Germany 1919 45 This unit will cover Germany in the wake of WW1 the era of the Weimar Republic the reasons for the demise of the Weimar regime the rise of the Nazi Party and the social and economic impact of Life in Nazi Germany from 1933 45 AS 2 Assessment Russia 1914 41 This unit will focus on the causes and consequences of the three Russian revolutions the key figures of the Tsar Lenin and Stalin and their influence as political and economic policy makers in Russia AS 1 A written paper consisting of a short essay from a choice of two source analysis and a long essay using sources 1 hour 30 mins 50 of AS 20 of A2 AS 2 A written paper consisting of two structured essays from a choice of four 1 hour 30 mins 50 of AS 20 of A2 A2 COURSE A2 1 A2 2 Assessment Clash of Ideologies in Europe 1900 2000 This unit focuses on the relationship between Communist Russia and neighbouring Western Governments in Europe from the October Revolution of 1917 to the collapse of the USSR in 1991 In studying Soviet Foreign Policy and that of rival governments students should analyse the themes of success and failure whilst studying the role of key individuals and assessing significant turning points Partition of Ireland 1900 25 This unit required students to engage in historical enquiry by investigating events such as the Ulster crisis the Easter Rising the rise of Sinn Fein the War of Independence the Anglo Irish Treaty the Irish Civil War and the establishment of the Northern Ireland state A2 1 A written paper consisting of one essay question out of two choices 1 hour 20 of A2 A2 2 A written paper consisting of two compulsory source based questions and one long essay out of a choice of two 2 hours 40 of A2 Skills Developed in this Subject History enables students to present arguments in a clear and coherent manner in writing a skill which remains highly valued CAREERS USING THIS SUBJECT Notable students of History range from Gordon Brown and Arlene Foster to Jonathan Ross and Sacha Baron Cohen and include the heads of the Sony and IBM corporations History is studied by those contemplating a range of careers from law journalism politics teaching television and business where university tutors and employers value its study as an intellectual discipline which cultivates an inquisitive intellect and an ability to communicate ideas to others 30 Omagh High School Post 16 Prospectus 2025 2026 AS A2 Life and Health Sciences ABOUT THE COURSE Life and Health Sciences are future high mega growth areas of the economy already 25 of NI economic output The aim of this A Level is to provide an innovative cohesive Science qualification in partnership with Industry to support the future workforce need of the Life and Health Sciences Industries in Northern Ireland To study this subject at AS A2 Level it is recommended that students must have a minimum of BC at GCSE Double Award Science Also a strong GCSE Mathematical background is essential AS COURSE Unit 1 Experimental Techniques Unit 2 Students develop skills in performing a range of experimental techniques useful in all fields of science biology chemistry and physics Human Body Systems Unit 3 Aspects of Physical Chemistry in Industrial Processes Assessment A2 COURSE Unit 1 Internal assessment through portfolio evidence 33 of AS 13 of A level Unit 2 and 3 Externally written examinations structured questions involving short answers extended writing and calculations each unit is 33 of AS 13 of A level Unit 1 Scientific Method Investigation Analysis and Evaluation Students have the opportunity to demonstrate an understanding of what makes an investigation scientific They carry out research and get to choose plan and undertake a scientific investigation They will complete a portfolio of evidence that includes an essay plans lab book and a report with analysis and evaluation Unit 2 Organic Chemistry Unit 3 Genetics Stem Cell Research and Cloning Assessment Skills Developed in this Subject Unit 1 Internal assessment through portfolio evidence 20 of A level Unit 2 and 3 Externally written examinations structured questions involving short answers extended writing and calculations each unit is 20 of A level Knowledge and understanding of how Science works being able to apply scientific principles to familiar and unfamiliar situations practical skills for carrying out scientific investigations safely and in an organised way skills of recording communicating reliable and valid results presentation analysis application and evaluation of experimental activities CAREERS USING THIS SUBJECT This subject would be beneficial for various careers including Agriculture Biochemist Biomedical Science Biotechnology Nursing Engineering Environmental Health Food Science Forensic Science Industrial Chemist Laboratory Technician Paramedic Product Development Sports Scientist and Teacher GCE Life and Health Sciences can be taken with any other A level combination including Health and Social Care There is a little overlap with the other sciences It is best to check current entry requirements for the courses at the universities that the student wishes to apply to OUTSTANDING CARE AND EDUCATION 31

Page 17

AS A2 Mathematics ABOUT THE COURSE The syllabus seeks to extend the knowledge skills and understanding developed in Key Stage 4 It provides a suitable foundation for study of Mathematics and other subjects in further and higher education and for a range of interesting careers The table below summarises the structure of the AS and A2 Level Courses COURSE CONTENT Assessment Weightings AS 1 Pure Mathematics External Written Examination 1 hour 45 minutes 60 of AS 24 of A Level AS 2 Applied Mathematics External Written Examination 1 hour 15 minutes 40 of AS 16 of A Level A2 1 Pure Mathematics External Written Examination 2 hours 30 minutes 36 of A Level A2 2 Applied Mathematics External Written Examination 1 hour 30 minutes 24 of A Level Skills Developed in this Subject When studying Mathematics you will be expected to Communicate mathematical ideas Reason classify generalize and prove Use mathematical skills and knowledge to solve problems which may be given to you in a real life context Simplify real life situations so that you can use mathematics to show what is happening and what might happen in different circumstances Use calculator technology and other resources such as formulae booklets or statistical tables effectively and appropriately CAREERS USING THIS SUBJECT This subject is important for areas such as Banking Teaching Science and applied Science courses including Building and Engineering of Technician standard and above It is also useful for most Economic and Social Science degree courses as well as Surveying Computer Studies and Mathematics courses AS A2 Music ABOUT THE COURSE Students should already play an instrument and or sing and have some understanding of basic harmonic progressions and staff notation It is recommended that students have acquired at least a C grade in GCSE Music or hold Grade 5 6 Practical examination and Grade 5 Theory certificates AS COURSE Unit 1 Unit 2 Unit 3 Assessment Performing 35 of AS 14 of AL Solo performance Viva voce Composing 35 of AS 14 of AL A Composition task OR B Composition with technology task Written commentary Responding to Music 30 of AS 12 of AL Music for Orchestra 1700 1900 Sacred Vocal Music Secular Vocal Music Two written examinations Test of aural perception listening paper Written exam essay score analysis A2 COURSE Unit 1 Unit 2 Unit 3 Assessment Skills Developed in this Subject Performing 21 of AL Solo performance Viva voce Composing 21 of AL A Composition task OR B Composition with technology task Written commentary Responding to Music 18 of AL Music for Orchestra in the Twentieth Century Sacred Vocal Music Secular Vocal Music 1600 to the present day Two written examinations Test of aural perception listening paper Written exam essay score analysis Being Creative Working with Others Self confidence Time management ICT Music Technology CAREERS USING THIS SUBJECT Music qualifications can lead to employment in various areas such as Teaching Performing Composing Recording Radio TV Broadcasting and Production Arts Administration and Music Therapy 32 Omagh High School Post 16 Prospectus 2025 2026 OUTSTANDING CARE AND EDUCATION 33

Page 18

AS A2 Nutrition and Food Science ABOUT THE COURSE This subject allows students to develop their subject knowledge understanding and skills in Nutrition and Food Science in relation to a work context and to develop the young person as an individual as a contributor to society and as a contributor to the economy and environment AS COURSE Unit AS1 Unit AS2 Assessment A2 COURSE Principles of Nutrition In this unit students study macronutrients and micronutrients and other dietary constituents They also study nutritional requirements and current dietary recommendations for each life stage 50 of AS 20 of A level Diet Lifestyle and Health In this unit students investigate current research on diet lifestyle and health 50 of AS 20 of A level Two external written examinations 1 hour 30 minutes each Unit A21 Unit A22 Assessment Option A Food Security and Sustainability In this unit students examine consumer behaviour when making food purchasing decisions and consider the issues and implications of consumer food choice 30 of A level or Option B Food Safety and Quality In this unit students explore securing a safe food supply from the primary producer to the consumer 30 of A level Research Project In this unit students submit a report on a research project of their own choice 30 of A level One external written examination 2 hours 30 minutes and Internal Assessment Skills Developed in this Subject Application of Number statistical analysis of data gathered during research based assignment Communication assessed through the student s quality of written communication in externally assessed units Improving Own Learning and Performance reflection and evaluation of performance in research based assignment Information and Communication Technology accessing websites to gather information regarding health and consumer issues Problem Solving explore solutions to a consumer problem such as financial management issues or consumer redress Working with Others share responsibilities and working arrangements to effectively carry out a task CAREERS USING THIS SUBJECT A Level Food and Nutrition provides an excellent foundation for Higher Education course in Consumer Management and Food Innovation Food and Nutrition and Food Science Career opportunities include Food Scientists Technologists and Nutritionists within the food industry Education Nursing Leisure and Tourism Health and Social Services Environmental Health etc AS A2 Philosophy ABOUT THE COURSE AS A2 level Philosophy comprises four topic areas Epistemology Moral philosophy the Metaphysics of God and the Metaphysics of mind Students are required to demonstrate knowledge and understanding of the content including through the use of philosophical analysis conceptual analysis and argument analysis They must also be able to analyse and evaluate the philosophical arguments within the subject content to form reasoned judgments This qualification is linear Linear means that students will sit all their exams at the end of the course COURSE CONTENT Section 1 Epistemology Section 2 Moral philosophy Three Topics are identified for study in this section What is knowledge Perception as a source of knowledge Reason as a source of knowledge Three topics are identified for study in this section Normative ethical theories Applied ethics Meta ethics Section 3 Metaphysics of God Section 4 Metaphysics of mind Three topics are identified for study in this section The concept and nature of God Arguments relating to the existence of God Religious language Three topics are identified for study in this section What do we mean by mind Dualist theories Physicalist theories Assessment Sections 1 2 Written exam 3 hours 50 of A Level Sections 3 4 Written exam 3 hours 50 of A Level Skills Developed in this Subject Communication written and oral Information Technology Application of Number Working with others Problem Solving Decision making Improving own learning and performance Research skills Questioning Critical Thinking Analysis CAREERS USING THIS SUBJECT Students can progress to careers in higher education courses such as Counselling Law Politics Teaching Social work Philosophy Psychology Divinity Youth Work Philosophy is also an A Level which is given value to employers due to the skills that it promotes 34 Omagh High School Post 16 Prospectus 2025 2026 OUTSTANDING CARE AND EDUCATION 35

Page 19

AS A2 Physics ABOUT THE COURSE It is recommended that students have at least a grade B in Triple Award Science or a total of 111 uniform marks in the Physics units of GCSE Double Award Science and a strong Mathematical background GCSE Maths at least Grade B to take this subject to AS level Students must have sat at least the M4 and M7 papers in GCSE Maths to be able to take A level Physics The A2 course in Physics develops the ideas introduced in AS level to a higher level and understanding There is much greater emphasis on the application of Physics The A2 unit introduces students to modern ideas of Physics with the topic of Particle Physics A large element of both AS and A Level will be individual practical work which will be assessed at the end of each year by a Practical Paper involving compulsory practical tests and planning and design exercises AS COURSE Module 1 Module 2 Module 3 Assessment A2 COURSE Forces Energy and Electricity Waves Photons and Astronomy Practical Techniques and Data Analysis 3 written papers consisting of short answer questions only a practical exam and a data analysis paper Module 4 Module 5 Module 6 Assessment Skills Developed in this Subject Deformation of Solids Thermal Physics Circular Motion Oscillations and Atomic and Nuclear Physics Fields Capacitors and Particle Physics Practical Techniques and Data Analysis 3 written papers consisting of short answer questions and also questions which will test candidates ability to make connections between different areas of Physics plus a practical exam AS and A Level Physics will endeavour to give students opportunities to develop skills To select and present information clearly and logically To interpret and translate data presented as continuous prose or in tables diagrams and graphs To apply physical principles to familiar and unfamiliar situations To assess validity of physical information To devise and plan experimental activities To demonstrate safe and skilful practical techniques To solve problems 36 CAREERS USING THIS SUBJECT AS and A Level Physics provides a basis for further study at tertiary level of Physics and related subjects e g Applied Maths Astronomy Astro Physics Engineering Geo Physics and Materials Science Also AS or A Level is relevant to tertiary Level studies in subjects such as Ophthalmic Optics AS or A Level also provides a basis for work in fields of Science Engineering Medicine Communications Computers and Information Technology while being relevant to areas of commerce and branches of public service in which problem solving and practical skills are valued Omagh High School Post 16 Prospectus 2025 2026 AS A2 Professional Business Services ABOUT THE COURSE This specification introduces students to a wide selection of topics relevant to prospective professional business service providers operating in Northern Ireland the UK and beyond The course is an industry endorsed specification appropriate for school leavers considering entry into bespoke business training programmes or apprenticeships as well as those seeking progression to relevant Higher and Further Education programmes AS COURSE Unit AS 1 Introduction to Professional Business Services Unit AS 2 Human Resource Services Unit AS 3 Financial Decision Making A2 COURSE Unit A2 1 Technology in Business The business environment The professional business services sector The consultancy process Client relationships Business ethics Persuading and influencing Techniques for business planning Risk management Government Regulation External Assessment Written examination paper 1 hour 30 mins 30 of AS 12 of A level Human resource Employee well Internal services being Motivation Assessment Organisational structure Managing conflict Portfolio based and culture Research processes on a pre Recruitment processes Report writing released case Learning and study development 40 of AS 16 of A level Financial decision making Finance management Budgeting Cash flow Financial statements External Ratio analysis for Assessment decision making Written Investment appraisal examination Financial decision paper making process 1 hour 30 mins 30 of AS 12 of A level Assessment A Level Role of technology in Technology for External business business operations Assessment IT systems in a business Security issues Written Data storage Social moral and examination Technology for ethical issues paper communications Technology and data 2 hours Technology for 18 of A level managing people Unit A2 2 Leadership and Management Leadership and Management Leadership styles Theories of Leadership Performance management Managing teams Managing change External Assessment Written examination paper 2 hours 18 of A level Unit A2 3 Introduction to project Planning management Execution Project Project documentation Closure and Management Feasibility of the project evaluation Skills Initiation Evaluation Internal Assessment Portfolio of evidence for a Project Management Task 24 of A level Skills Developed in this Subject Working independently to select and interpret appropriate information Applying knowledge understanding and skills in a range of contexts Researching using primary and secondary sources and analysing and presenting findings from research undertaken Analysing evaluating and drawing conclusions making reasoned arguments Writing succinctly clearly and coherently using specialist terms with appropriate referencing Communication talking and listening reading and writing Using Mathematics Using ICT Problem Solving Working with Others Self Management CAREERS USING THIS SUBJECT Students who successfully complete this course may progress to Further and Higher Education Foundation Degree Bachelor Degree courses at colleges and universities or progress directly into employment Throughout the course students acquire both in depth subject knowledge and a wide variety of transferable skills which are considered as essential by employers universities and colleges Careers linked with Business Studies Accountant Finance Manager Marketing Executive Market Researcher Human Resources Manager Retail Manager Sales Executive Stockbroker IT Consultant OUTSTANDING CARE AND EDUCATION 37

Page 20

AS A2 Psychology ABOUT THE COURSE This specification aims to Develop students interest in and enthusiasm for the subject including developing an interest in progression to higher education and vocations in Psychology Allow students to appreciate the scientific nature of Psychology and to engage in contemporary debates through an understanding of research Allow students to develop and demonstrate a deeper appreciation of the skills knowledge and understanding of Psychology Allow students to develop essential knowledge and understanding of different areas of the subject and how they relate to each other AS COURSE ONE YEAR COURSE Topic 1 Social Psychology Topic 2 Cognitive Psychology Topic 3 Biological Psychology Topic 4 Learning Theories Assessment There are 2 externally assessed papers at AS level Each paper comprises 70 marks and is 1 hours in duration Both papers equate to 50 of the total AS grade Pupils can continue to do the full A level in their second year of study however their grade from AS study will not be carried over A2 COURSE TWO YEAR COURSE Topic 1 Social Psychology Topic 2 Cognitive Psychology Topic 3 Biological Psychology Topic 4 Learning Theories Topic 5 Clinical Psychology Topic 6 Criminological Psychology Topic 7 Child Psychology Topic 8 Health Psychology 38 Topic 9 Psychological Skills Assessment Skills Developed in this Subject There are 3 externally assessed papers at A level Paper 1 assesses Topics 1 4 Fundamentals of Psychology The paper comprises 90 marks is 2 hours in duration and worth 35 of the qualification Paper 2 assesses Topic 5 and either Topics 6 7 or 8 Applications of Psychology The paper comprises 90 marks is 2 hours in duration and worth 35 of the qualification Paper 3 assesses Topic 9 Psychological Skills The paper comprises 80 marks is 2 hours in duration and worth 30 of the qualification Research Analysis skills reading and picking key conclusions and evaluations from core studies High levels of organisation Writing skills forming and organising strong balanced discussion CAREERS USING THIS SUBJECT Degree Level Psychology Social Sciences Business Management Advertising and Public Relations Employment Psychology related jobs Clinical Therapist Counselling Sports Psychologist Child Psychology or Criminology Additional Vocations Advertising Journalism Management Human Resources and Public Relations Omagh High School Post 16 Prospectus 2025 2026 AS A2 Religious Studies ABOUT THE COURSE The study of religion makes a particular contribution to students understanding of spiritual moral and cultural issues by encouraging them to reflect upon their own attitudes and those of others There are two modules at AS Level and two modules at A2 Level AS COURSE AS4 The origins and development of the Early Christian Church to AD325 AS7 Religion and Ethics Foundations of Ethics with Special Reference to issues in Medical Ethics Assessment A2 COURSE The growth of the Christian Church in the first three centuries The causes and effects of persecution in the Early Church The work of the Apostolic Fathers and apologists The development of the sacraments e g baptism The relationship between the Christian Church and the state Deontological approaches to Moral decision making Natural Law Biblical Ethics eg Ten Commandments Teleological approaches to Moral decision making including Situation Ethics and Utilitarianism Life and Death issues and Developments in Bio Ethics Personhood Infertility Surrogacy etc Each Module will be examined by a 1 hour 20 minutes external written paper Each paper is 50 of AS and 20 of A Level A24 Themes in the Early Church and the Church Today A2 7 Global Ethics Assessment The challenge of heresy in the Early Church The development of church government Early Christian Literature Challenges to religious authority today The influence of modern Christian writers e g C S Lewis and Alister McGrath Moral Theory Virtue Ethics Ethical Relativism Freewill and Determinism Human Rights and Animal Rights Same Sex Relationships Marriage Parenthood and Feminism Just War and Pacifism Justice and Punishment Each Module will be examined by a 2 hour external written paper Each paper is worth 50 of A2 and 30 of A level There is no coursework requirement Skills Developed in this Subject Communication written and oral Information Technology Application of Number Working with Others Problem Solving Decision Making Improving own learning and performance Research skills CAREERS USING THIS SUBJECT Religious Studies opens up a wide range of opportunities for further and higher education and interesting and rewarding careers In particular the AS7 and A27 Modules in Religious Ethics would be useful to students considering a Career in Law or the Health Care Professions Frequently at interview students are required to demonstrate an informed awareness regarding the current ethical and moral issues in these fields The Russell Group of top universities has made it clear that Religious Studies A Level provides suitable preparation for University Religious Studies students have pursued degrees and careers in Business Management and Journalism Law Medicine Environmental Science Teaching Nursing History Politics and Geography OUTSTANDING CARE AND EDUCATION 39

Page 21

BTEC Level 3 Sport Single Award and Double Award ABOUT THE COURSE The Pearson BTEC National Extended Certificate in Sport is an Applied General qualification for Post 16 learners who want to continue their education through applied learning and who aim to progress to higher education or to employment in the sport sector The following qualifications can be offered as either a single or double subject qualification Size National Extended Certificate National Diploma What qualification is equivalent to 1 A level 2 A levels Units to it complete 4 9 What kind of things will I study You will study different units based on the size of your qualification either the National Extended Certificate or the National Diploma Some of the areas you cover may include Anatomy and Physiology Exam Fitness Training and Programming for Health Sport and Well being Exam Professional Development in the Sports Industry Coursework Sports Leadership Coursework Practical Sports Performance Coursework Investigating Business in Sport and the Active Leisure Industry Exam Officiating in sport Coursework Fitness Testing Coursework Rules and Regulations in sport Coursework How will I be assessed Your understanding will be assessed through a mix of exams set tasks practical tasks and assignments set by your teacher Exams and set tasks will be marked directly by Pearson When Exam timetables vary but usually you will sit exams and set tasks in January and with repeats in May June Your teacher may set assignments for you at any time in the year Can I re sit exams If you don t pass an exam you have two opportunities to resit Title Size Structure Summary Pearson BTEC Level 3 National Extended Certificate in Sport Pearson BTEC Level 3 National Diploma in Sport 360 GLH 445 TQT Equivalent in size to one A Level 4 units of which 3 are mandatory and 2 are external A broad basis of study for the sport sector This qualification is designed to support progression to higher education when taken as part of a programme of study that includes other appropriate BTEC Nationals or A Levels 720 GLH 895 TQT This is intended as an Applied General Equivalent in size to qualification equivalent in size to two two A Levels A Levels It has been designed as part of a 9 units of which 6 two year programme normally in are mandatory and 3 conjunction with one or more qualifications are external at Level 3 This qualification is aimed at learners looking to progress to higher education in this sector PROGRESSION TO The qualification carries UCAS points and is recognised by higher education providers as contributing to meeting admission requirements for many courses if taken alongside other qualifications as part of a two year programme of study It combines well with a large number of subjects and supports entry to higher education courses in a very wide range of disciplines depending on the subjects taken alongside For learners who wish to study an aspect of sport in higher education opportunities include BA Hons in Sport Studies and Business if taken alongside A Levels in Business and Maths BSC Hons in Sport Psychology if taken alongside a BTEC National Extended Certificate in Applied Science and A Level in Psychology BA Hons in Sports Education and Special and Inclusive Education if taken alongside an A Level in English Language and a BTEC National Extended Certificate in Performing Arts BA Hons in Sport and Exercise Science if taken alongside a BTEC National Diploma in Applied Science Learners should always check the entry requirements for degree programmes with specific higher education providers 40 Omagh High School Post 16 Prospectus 2025 2026 OUTSTANDING CARE AND EDUCATION 41

Page 22

BTEC Level 3 National Extended Certificate Agriculture COURSE STRUCTURE A BTEC Level 3 Extended Certificate in Agriculture is the equivalent of one A Level The course is modular with students taking four subjects over two years The units cover a broad range of subjects and applications Coursework includes practical and project work and assignments based on realistic workplace situations and activities Units Professional Working Responsibilities Farm Livestock Husbandry Managing Environmental Activities in Agriculture Applied Agricultural Farming Practice Course Delivery The course will be delivered in the Omagh Campus on Tuesday 1 30pm to 5pm and Friday 1 30pm to 3pm KEY FEATURES Focus on a vocational context and on development of specific knowledge and skills for the land based sector Resources include local case studies of diversified land based production systems and businesses a renewable farm associated with South West College and renewable energy demonstration projects Students also visit relevant DAERA Focus Farms to explore best practice in the land based sector Work experience with an employer in the sector ASSESSMENT Each unit will be assessed and graded individually with an overall grade for the qualification awarded on completion Assessment is by internally assessed coursework and externally assessed examination SKILLS DEVELOPED Livestock and grassland practical management skills Enterprise and business development Specific knowledge of diversified land based activities ENTRY CRITERIA Minimum 4 GCSEs grade C or above A waiting list may be applied subject to demand 42 Omagh High School Post 16 Prospectus 2025 2026 OUTSTANDING CARE AND EDUCATION BTEC Level 3 National Award Children s Play Learning and Development COURSE INFORMATION Course Description The Pearson BTEC Level 3 National Extended Certificate in Children s Play Learning and Development gives an introduction to study of the sector It is intended as an Applied General qualification and is equivalent in size to one A Level It supports access to a range of higher education courses possibly but not exclusively in the early years sector if taken alongside further Level 3 qualifications No prior study of the sector is needed to undertake this course Content Over the 2 years of this qualification you will study a total of 4 units which cover the following topics Children s development Communication and numeracy Play and learning Keeping children safe You will also be required to complete 50 hours work experience in the sector with children aged from birth to 7 years 11 months This will be arranged with the help of your school Your school will also require you to complete an Access NI check before you can go on work placement Course Delivery The course will be delivered at Omagh Campus on Tuesday 1 30pm to 5 00pm and Friday 1 30pm to 3 00pm Assessment Methods This qualification is assessed using a combination of methods which are 1 Internal Assessment assignments 2 External Assessment exams or set tasks 3 Synoptic Assessment vocational task Units are assessed using a grading scale of Distinction D Merit M Pass P Near Pass N and Unclassified U The grade of Near Pass is used for externally assessed units only Entry Requirements All students wanting to complete this BTEC qualification must possess 4 GCSEs Grade C and above which must include English A waiting list may be applied subject to demand Attendance and full commitment is a crucial part of this course Students must successfully complete Year 13 to allow progression to Year 14 Progression Students completing this qualification can use it to progress to higher education possibly but not exclusively in the early years sector if taken alongside further Level 3 qualifications This course attracts UCAS points Please refer to the UCAS website for full details of the points allocated Student school need to check that the course meets entry requirements for any intended university 43

Page 23

BTEC Level 3 Travel Tourism ABOUT THE COURSE Travel Tourism is the largest and one of the fastest growing industries in the world One in every ten jobs that exist is linked to the industry and at the current rate out of every four new jobs that are created at least one involves travel and tourism This course is increasingly relevant to the world we live in In addition to having an interest in travel and tourism this course is appropriate for those who want to develop a range of highly employable and lifelong skills which are transferable in other sectors of work Cognitive Problem Solving Interpersonal Intrapersonal Critical Thinking Dealing with Problems Being Creative Crisis Management Communication Teamwork Negotiating Influencing Presentation Leadership Marketing Self Development Adaptability Resilience Organisation Self Monitoring KEY DETAILS Title of Course Exam Board Qualification Duration BTEC National Extended Certificate in Travel and Tourism Pearson Vocational Equivalent to one full A Level Two Years COURSE OUTLINE One of the ideal aspects of this course is that you will be assessed in a variety of ways across the two years Unit 1 The World of Travel Tourism 25 The key components scale and trends of the travel tourism industry 1 5 hour exam taken at the end of Y13 externally assessed by Pearson exam board Unit 2 Global Destinations 33 The features and appeal of global destinations and how they are organised 3 hour task set marked by Pearson but carried out under supervised conditions in school Unit 3 Principles of Marketing in Travel and Tourism 25 Marketing expectations and promotional campaigning Two assignments a presentation and a promotional campaign which are internally assessed Unit 9 Visitor Attractions 16 The nature of both natural built attractions and what makes them successful Three assignments a presentation article and report which are internally assessed WHAT COULD THIS QUALIFICATION LEAD TO The final grades for this qualification are Distinction Merit Pass All levels carry UCAS points and is recognised by higher education providers as contributing to meeting requirements for many courses The transferable skills are highly regarded by higher education providers and employers Many people who study this course undertake careers in the vast range of tourismrelated jobs 44 Omagh High School Post 16 Prospectus 2025 2026 BTEC Level 3 National Extended Certificate Construction and the Built Environment COURSE INFORMATION Description This BTEC qualification is an opportunity for students to work with cutting edge software and equipment used in the Construction Industry Career Note This course supports applications for third level courses in Architecture Building Services Civil Engineering Construction and Quantity Surveying These could be degree courses Foundation Degrees or Higher National Diploma courses It is also an employment qualification in its own right supporting applications for jobs in Architectural Design Construction Building Surveying Quantity Surveying Property Management Land Administration Land Surveying and Town Planning Course Delivery The course will be delivered at the Omagh Campus on Tuesday 1 30pm to 5 00pm and Friday 1 30pm to 3 00pm COURSE STRUCTURE The course is made up of 4 mandatory units Unit number Year 1 1 4 Year 2 2 5 Unit title Construction Principles Construction Technology Construction Design Health and Safety in Construction Unit size GLH 120 60 120 60 Assessment External Internal External Internal ENTRY REQUIREMENTS Minimum 4 GCSEs grade C or above A waiting list may be applied subject to demand N B A recognised qualification can only be attained after successful completion of both years of the programme OUTSTANDING CARE AND EDUCATION 45

Page 24

BTEC Level 3 National Extended Diploma Engineering COURSE INFORMATION The Pearson BTEC Level 3 National Extended Certificate in Engineering is designed for learners who are interested in a career in the engineering sector and want to progress to further study in the sector Learners will take a practical applied engineering course as part of their Level 3 study programme which gives them an introduction to the sector This qualification has a focus on a broad range of engineering specialist areas Learners taking this qualification will study mandatory content covering engineering principles and mathematics health and safety team work and interpreting and creating computeraided engineering drawings design and manufacture of products This qualification brings together knowledge and understanding with practical and technical skills This is achieved through learners performing vocational tasks that encourage the development of appropriate vocational behaviours and transferable skills Transferable skills are those such as communication teamwork research and analysis which are valued in both higher education and the workplace The proposed modules and assessment methods for Y13 and 14 displayed below Extended Certificate 360 GLH Year 13 1 Engineering Principles 120 10 Computer Aided Design in Engineering 601 7584 9 Assessment Mandatory External June Internally Assessed Extended Certificate 360 GLH Year 14 2 Delivery of Engineering Processes Safely as a Team 3 Engineering Product Design and Manufacture 120 601 7584 9 Assessment Mandatory Internally Assessed Mandatory External January May COURSE DELIVERY The course will be delivered at SWC Omagh Campus on Tuesday 1 30 to 5 00pm and Friday 1 30 to 3 00pm Year 13 classes will continue until early June 2024 to facilitate exam Year 14 classes will continue until end of May 2025 to facilitate external assessment 46 ENTRY REQUIREMENTS Minimum 4 GCSEs at grade C or above which must include Maths and Double Award Science both higher tier OR Minimum 4 GCSEs at grade C which must include Maths minimum grade B and Single Award Science minimum grade B If the course is oversubscribed additional entry criteria may be applied A recognised qualification can only be attained after successful completion of both years of the programme Omagh High School Post 16 Prospectus 2025 2026 BTEC Level 3 Subsidiary Diploma Hospitality COURSE INFORMATION Why Hospitality The hospitality sector includes all businesses that provide food beverages and or accommodation services This includes restaurants pubs bars and clubs hotels contract catering and hospitality services This wide diversity of organisations offers a broad range of opportunities for people with the right qualifications and training Why a Subsidiary Diploma in Hospitality The Subsidiary Diploma in Hospitality can be the first stepping stone to a career in a growing industry which offers expansive opportunities at a variety of levels in a diverse range of business areas A Subsidiary Diploma in Hospitality offers active learning in a vocational context and builds student confidence competence and motivation The vocational learning style can optimise student potential through presenting results in a wide variety of ways other than written text Also they don t have to work alone group interaction can often play a part for example though teamwork and role play The Subsidiary Diploma in Hospitality can also enhance the performance of A to C grade capable learners who recognise that the skills that they are developing are those that employers will value They are learning in a practical way without the need to commit to an apprenticeship Students often learn best when they can apply their own knowledge skills and enthusiasm to a subject THE QUALIFICATION The Edexcel BTEC Level 3 Subsidiary Diploma in Hospitality consists of three mandatory units plus optional units that provide for a combined total of 60 credits typically seven units over the course of two years The units are The Hospitality Industry Marketing for Hospitality European Food Food Service Organisations Personal Selling and Promotional Skills Principles of Supervising Customer Service Assessment 100 coursework COURSE DELIVERY The course will be delivered Tuesday 1 30pm to 5 00pm and Friday 1 30pm to 3 00pm ENTRY REQUIREMENTS Minimum 4 GCSEs grade C or above A waiting list may be applied subject to demand Important Please be aware that the structural nature of this programme determines that a recognised qualification can only be attained after successful completion of both years of the programme OUTSTANDING CARE AND EDUCATION 47

Page 25

BTEC Level 3 National Diploma in Creative Media Film Television COURSE INFORMATION This qualification has been designed to provide learners with the skills knowledge and understanding necessary to progress to further education higher education and training or employment in the Creative Media industry The assessment enables learners to demonstrate valuable skills such as analysis planning organisation and critical thinking in the context of developing practical outcomes Core technical skills development that covers all practices has been embedded throughout the programme COURSE CONTENT There are five mandatory areas of content which are common to both modules and which are developed to give learners valuable transferable skills The five content areas are Informing ideas problem solving technical skills professional practice communication Learners taking this qualification will study one mandatory learning and teaching module Exploring and Developing Creative Media Skills Technical skills have been expressed through the following categories to allow for development and integration of skills across practices including skills used across media practices Moving image film TV video production Cinematography Motion graphics and animation Sound design Graphic and lens photography Text Skills are developed through teaching and learning modules and synthesised through projects producing outcomes for assessment ASSESSMENT METHODS There is one learning and teaching module in the Diploma Exploring and Developing Creative Media Skills allowing learners to develop and advance their skills iteratively Each learning and teaching module has two units Skills Development and Creative Project As all units are internally assessed they allow learners use large scale projects workshops and completing assignments as the basis for generating evidence for assessment Learners must complete all two assessment units and achieve a Pass grade or above in each assessment criterion The Pearson BTEC Level 3 National 540 Diploma in Creative Media Practice is graded using an overall qualification grading of P to D attracting UCAS points in the same way as A Level grades ENTRY CRITERIA Minimum 4 GCSEs grade C or above desirable to include Maths English and a Creative subject Equivalency this qualification is equivalent to 1 5 A level Course Delivery The course will be delivered Tuesday 1 30pm to 5 00pm and Friday 1 30pm to 3 00pm PROGRESSION ROUTES This qualification supports progression to higher education It also supports progression to an apprenticeship in the creative media sector 48 Omagh High School Post 16 Prospectus 2025 2026 BTEC Level 3 National Diploma in Creative Media Games Development COURSE INFORMATION This qualification has been designed to provide learners with the skills knowledge and understanding necessary to progress to further education higher education and training or employment in the Games Design industry The assessment enables learners to demonstrate valuable skills such as analysis planning organisation and critical thinking in the context of developing practical outcomes Core technical skills development that covers all practices has been embedded throughout the programme COURSE CONTENT The five content areas are Informing ideas problem solving technical skills professional practice communication Learners taking this qualification will study one mandatory learning and teaching module Exploring and Developing Creative Media Skills This qualification has been designed to enable and encourage multidisciplinary practice and integration of all the relevant skills that learners want to develop Technical skills have been expressed through the following categories to allow for development and integration of skills across practices including skills used across games design practice 3D Modelling of props for games moving image character environment experience sound text Texturing props for games Using Unreal Engine to create a game environment ASSESSMENT METHODS There is one learning and teaching module in the 540 Diploma Exploring and Developing Creative Media Skills allowing learners to develop and advance their skills iteratively Each learning and teaching module has two units Skills Development and Creative Project As all units are internally assessed they allow learners use large scale projects workshops and completing assignments as the basis for generating evidence for assessment Learners must complete all two assessment units and achieve a Pass grade or above in each assessment criterion The Pearson BTEC Level 3 National 540 Diploma in Creative Media Practice Games is graded using an overall qualification grading of P to D attracting UCAS points in the same way as A Level grades ENTRY REQUIREMENTS Minimum 4 GCSEs grade C or above desirable to include Maths English and a Creative subject Equivalency this qualification is equivalent to 1 5 A level Course Delivery The course will be delivered at SWC Omagh Campus on Tuesday 1 30pm to 5 00pm and Friday 1 30pm to 3 00pm PROGRESSION ROUTES This qualification supports progression to higher education It also supports progression to an apprenticeship in the games design sector OUTSTANDING CARE AND EDUCATION 49

Page 26

BTEC Level 3 Extended Certificate Applied Science COURSE INFORMATION The BTEC Nationals in Applied Science have been developed in the science sector to give learners the opportunity to acquire technical and employability skills knowledge and understanding which are transferable give learners the opportunity to enter employment in the science sector or to progress to vocational qualifications such as Applied Biology Applied Chemistry or health related or other science related qualifications increasing understanding of the role of the science technician or assistant practitioner their relationship with the scientific community and their responsibilities towards the community and the environment give learners the opportunity to develop a range of skills and techniques personal skills and attributes essential for successful performance in working life This qualification may provide a route to employment in the science industry e g working as a quality control technician analyst where the employee works in a production plant laboratory carrying out analytical tests using modern instrumentation ICT and data interpretation working in a research laboratory in the development of new drugs Managing projects that include setting up apparatus measuring and handling chemical substances following procedures carrying out observations and measurements separating and analysing products working in the chemical industry involved with testing materials working with the forensic science service or using their analytical skills in the chemistry industry working in chemical companies developing fertilisers and other plant feeds working for a scientific magazine or journal working in a biotechnology laboratory carrying out fermentation and purification processes A BTEC Level 3 Extended Certificate in Applied Science is the equivalent of one A Level The course is modular with students taking three subjects over two years Principles and Applications of Science Practical Scientific Procedures and Techniques Science Investigation Skills Completion of the first two modules will confer a Certificate in Applied Science which is the equivalent of one AS Level ENTRY REQUIREMENTS Minimum 4 GCSEs grade C or above to include Maths and English and Science COURSE DELIVERY The course will be delivered Tuesday 1 30pm to 5 00pm and Friday 1 30pm to 3 00pm 50 Omagh High School Post 16 Prospectus 2025 2026 OUTSTANDING CARE AND EDUCATION 51

Page 27

OUR SIXTH FORM STUDENTS Ben Dempsey Why Omagh High School Continuing my studies at Omagh High School after GCSEs wasn t a tough decision at all Once I saw the subject choices on offer I had already made up my mind as they were all in line with what I wanted to pursue in the future All the staff were extremely welcoming when I returned after GCSEs and still gave me the same support that I received when I first stepped through the doors of Omagh High School as a small Year 8 pupil What do you like about the school My favourite parts of school are the sporting opportunities throughout my time at OHS The PE department always tries their best to arrange sporting fixtures whether that be football rugby hockey or netball There is always a sport for someone to participate in and feel welcomed What is your favourite lesson and why My favourite subject in school is PE specifically the Sports Studies course that I am currently completing for my BTEC I enjoy this subject as it is interesting to learn about how the human body works and it aligns well with what I want to pursue in my future career Due to the smaller class size the one to one teaching is great and my teacher ensures that you are sufficiently supported through each component 52 Poppy Preston Why Omagh High School I chose Omagh High School for many reasons the most important being how friendly and warm the school felt when I first visited The staff and students were kind and welcoming to us on the open day Another main reason was the support they provided I came from a small primary school and Omagh High School offered open days where students from small schools could have time to adjust Throughout my time here the school s support has increased offering help during important transitions like starting GCSEs and A Levels All the staff value your efforts in school and do their best to provide you with everything you need to flourish What do you like about the school My best memory at Omagh High School was when I was in Year 9 and took part in the school production of Hairspray After our last show at the Strule Arts Centre the whole team went for pizza to celebrate our success The older pupils spent time with us younger students which made us feel a great sense of community From then on I never felt more at home than I did at Omagh High School What is your favourite lesson and why My favourite subject at Omagh High School is by far Geography Not only do you learn about world geography but you also get to learn about the people and features that make up our world which is fascinating Along with these studies you get to create unforgettable memories on field trips for topics like river studies and sand dunes Omagh High School Post 16 Prospectus 2025 2026 Adam Jones Why Omagh High School Choosing Omagh High School for my secondary education was a very easy choice for me After being shown around the school for the first time I knew this was where I wanted to study Six years later I made the same decision to study at Omagh High School for my sixth form studies This was also not a difficult decision because after completing my GCSEs I was fully aware of everything Omagh High School could offer to further my education One reason I chose to stay for my sixth form studies was the kindness of the staff at Omagh High School and how they ensure pupils feel valued and privileged while also supporting each and every pupil What do you like about the school There is a lot to like about Omagh High School This includes brilliant teaching a welcoming and warm atmosphere numerous opportunities available through sport and the high standard of care for each student The aspect that always stands out to me is the sporting opportunities These include many sports being offered numerous sporting fixtures throughout the school year and many sporting trips available for each pupil What is your favourite lesson and why My favourite subject at Omagh High School is Sport Studies This is a BTEC course that Omagh High School offers for post GCSE studies Throughout this class I have enjoyed learning about human anatomy and being able to learn new sports such as tennis which we did last year My teacher provides our whole class with guidance and support allowing all of us to have the best chance possible at achieving the highest grade we can OUTSTANDING CARE AND EDUCATION Andrea McFarland Why Omagh High School I chose to stay and continue my studies at Omagh High School after completing my Key Stage 3 and 4 studies here and this was a straightforward choice for me The school fosters a supportive environment throughout but particularly in sixth form There is a tight knit welcoming community from both staff and pupils where students feel valued and supported There are many opportunities during your time at OHS with the school upholding high levels of success achieved by students throughout their studies at both GCSE and A Level What do you like about the school I chose to stay and continue my studies at Omagh High School after completing my Key Stage 3 and 4 studies here and this was a straightforward choice for me The school fosters a supportive environment throughout but particularly in sixth form There is a tight knit welcoming community from both staff and pupils where students feel valued and supported There are many opportunities during your time at OHS with the school upholding high levels of success achieved by students throughout their studies at both GCSE and A Level What is your favourite lesson and why It is difficult to pick my favourite subject as I enjoy all of them for different reasons However the subject I enjoy most is Biology due to the combination of practical studies and the theoretical aspect For example learning in depth about how the human body functions through both methods has helped me understand it thoroughly Studying Science throughout my school career has encouraged me to pursue science based subjects such as Maths Geography and Chemistry at A Level My love and flair for Science have been enhanced during my time at Omagh High School where I also studied Agriculture and Land Use at GCSE My teacher has encouraged my future studies based on my passion and flair for Science and I hope to study a course in Animal Science in the future 53

Post 16 Prospectus

Page 1

Page 2

Page 3

Page 4

Page 5

Page 6

Page 7

Page 8

Page 9

Page 10

Page 11

Page 12

Page 13

Page 14

Page 15

Page 16

Page 17

Page 18

Page 19

Page 20

Page 21

Page 22

Page 23

Page 24

Page 25

Page 26

Page 27

Page 28

Page 29

Page 30

Page 31

Page 32

Page 33

Page 34

Page 35

Page 36

Page 37

Page 38

Page 39

Page 40

Page 41

Page 42

Page 43

Page 44

Page 45

Page 46

Page 47

Page 48

Page 49

Page 50

Page 51

Page 52

Page 53

Page 54

Page 55

Page 56