Post 16 Prospectus : simplebooklet.com

ContentsIntroduction: Principal’s Welcome 2 Ethos 5 Admissions Criteria 6 Learning Facilities 7 Post 16 Support 8 - 9 Pupil Responsibilities 10 - 12 Opportunities for Post 16 13 Careers 14 Choosing your Programme of Study 15 Pathways 16Subject Choices: Art & Design (General) 18 Art & Design (Applied) 19 Biology (General) 20 Business (Appliedl) 21 Construction and the Built Environment (Applied) 22 English Literature (General) 23 Geography (General) 24 Health & Social Care (Applied) 26 -27 History (General) 28 Hospitality (Applied) 29 IT – Single Award (Applied) 30 Life and Health Science (Applied) 31 Mathematics – (General) 32 Performing Arts (Applied) 33 Physics (General) 34 Religious Studies (General) 35 Sociology (General) 36 Sport – Single Award (Applied) 37Enhancement Qualiﬁcations: New Era Academy - Interview Technique 38 New Era Academy – Performance Skills 39 Certiﬁcate of Personal Effectiveness 40 Further and Higher Eductaion Course Requirements: 41 - 471

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Welcome2I am delighted that you have an interest in ﬁnding outabout our Post 16 provision and hope you ﬁnd theinformation here both interesting and informative. SixthForm study is different with much fewer subjects andmore independent learning; we strive as a school tohelp students quickly adapt to this change to ensure thebest possible start to their studies. Pupils areencouraged to aim high and to work hard to fulﬁl thoseaspirations in a pupil friendly, mutually respectfulenvironment. We encourage our students to return tofurther study with us and, each year, we are verypleased to welcome students from elsewhere to join us.As in 2021, transition into 6th form in 2022 will be in aCovid environment where students have not had thenormal Year 11 & 12 experience. St Pius X Collegerecognises that this has been an extraordinarily difﬁculttime for young people and every attempt will be madeto ensure that your transition to 6th form is as seamlessas possible. Through induction and wellbeing initiatives,returning students will be given every opportunity to getoff to a good start based on solid foundations. That said,it is also critical that all students wishing to return areprepared and willing to take on the challenges of 6thform study by giving it the commitment of time andeffort required.We offer a wide range of General & Applied subjects,enhanced by our Magherafelt & Rural LearningPartnership provision, which are designed to meet theneeds, interests and aspirations of all 16-18 year olds.You will have the opportunity to choose a pathway ofstudy that suits you, your interests, abilities and yourlearning style. We will support and guide you to achievethe best qualiﬁcations and experiences you can. You willbeneﬁt from high quality teaching and outstandingstudent support.We have a dedicated and committed Pastoral Supportteam who will work to ensure that you and your familyhave access to the help and guidance you need toovercome any barriers to your learning and help planfor your future. We have high expectations of all ourpupils. Aspiring Sixth Form students must have apositive work ethic and excellent attendance,punctuality and behaviour records. Our students enjoygreater freedom than in years 8-12, which they acceptWelcome to St Pius X College Sixth Form Information Book.bring greater responsibility, and they work with aprogressively higher degree of maturity takingfuller responsibility for their own learning.We are very proud of our Sixth Form students whomake a valuable contribution to our College andindeed to our wider community. In partnershipwith their teachers, we are proactive in helpingthem choose the pathway best suited to theirneeds and aspirations with a key focus on themaximum number of students attaining threeLevel 3 qualiﬁcations. Our modern curricular offeris designed to ensure our students not onlysucceed but also leave the college with a portfolioof qualiﬁcations that give them maximum choice,ﬂexibility and opportunity. This prepares themwell for higher education, further education,higher level apprenticeships and the world ofwork in the rapidly changing landscape of themodern world.Mr P Friel BSc (Hons), P.G.C.E, P.Q.HPrincipal

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5St Pius X College values each pupil as a unique individual.We aim to:• promote excellence for all our pupils.• deliver high quality teaching and learning, tailored to individual needs of all pupils.• provide a range or qualiﬁcations and experiences for pupil participation within the school and wider community to develop leadership and employability skills.• create a culture of respect, inclusivity and acceptance of responsibility so that all pupils become responsible young adults.• encourage hard work, organisational skills and independent learning so that pupils get the maximum beneﬁts during and outside of class time.• offer concise and impartial careers advice, to enable pupils to make informed decisions regarding their chosen career paths.Sixth Form should beneﬁt you in several ways. It will:• enable you to further your studies in subjects which you enjoy.• provide you with the means to acquire the better academic qualiﬁcations needed for admission to higher or further education or to enhance your application for a career.• cultivate a wider range of interests through discussion and contact with others in the Sixth Form (in and out of the class).• help you to “mature” as a person by providing opportunities for mixing with others, for taking responsibility and for participating effectively in the corporate life of the college.• provide opportunities for you to play a full part in the extra-curricular life of the school community and develop talents and skills for adult life. Ethos

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Internal ApplicantsA student will be approved for entry if:• He/she has achieved a minimum of 6 GCSE grades A*- C (Level 2 equivalents) including GCSE English Language and Mathematics• He/she has achieved a minimum of 6 GCSE grades A*- C (Level 2 equivalents) including GCSE English Language or Mathematics and signs up to resit whichever core subject is lower than a C • There is a place available, given that places in Year 13 will be allocated based on a ranking system that employs an average points score. These points will be in accordance with the ‘Entry Equivalences for GCSE’ as used by C2K. Those students who have an equal score, will then be ranked by the number of A*s, As, Bs, etc.• He/she has achieved the minimum entry requirements as outlined in this Post 16 Prospectus.A student will be placed on a waiting list for entry if:• He/she has achieved a minimum of 6 GCSE grades A*-C (or equivalents) excluding English and Maths and signs up to resit both core subjects• There is a place available, given that places in Year 13 will be allocated based on a ranking system that employs an average points score. These points will be in accordance with the ‘Entry Equivalences for GCSE’ as used by C2K. Those students who have an equal score, will then be ranked by the number of A*s, As, Bs, etc.Special Circumstances• A student who does not meet the criteria, due to medical or other problems which may have affected his/her performance in GCSE examinations, may have his / her academic record reviewed by the Principal and Board of Governors of the college with a view to being offered a place within Post 16.• The Principal and Board of Governors of the college reserve the right to amend the admissions criteria to consider students who have achieved 5 A*-C grades at GCSE, subject to places being available and the efﬁcient use of college resources not being prejudiced.External Applicants• External applicants are welcome.• We especially welcome students from schools where there is no Post-16 provision, and also those whose course of choice is not on offer at their current school.• Pupils who are entering the sixth form from other schools must fulﬁl all of the above criteria.Criteria for any extra places made available by the Department of Education The Department of Education may, on request, increase the number of students that the college can admit toYear 13. Places shall be allocated only to students who meet the eligibility criteria for entry into Year 13 (asabove) and shall be allocated in the order determined by the criteria to be applied in the order set down.1. Pupils who have recently completed Year 12 in St Pius X College2. Pupils from other schools where admission to an extra place at St Pius X College has been agreed by the Department of Education6Admissions Criteria

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A number of Learning Centre Facilities are available at St Pius X College in order to promote thequality of teaching and learning. They include: • Two Supervised Sixth Form Study Centres (and Study Room) • Hi-tech Computer Suites • WiFi (for student devices) • Learning ResourcesYou will find as you embark on your Sixth Form studies at St Pius X College that not all of your week is takenup in the classroom. If you are to be successful in your studies, it is vital that you supplement what you learnin the classroom with personal study. Use the library for research projects and take advantage of the studyroom to complete work directed by your class teachers. Your teachers will often supply you with studymaterials to work through outside class. These flexible learning materials are best used in our library whereother facilities are nearby. Some materials are permanently available to you to take and use, especially oneswhich help with study skills, number work and communications.You must strike the right balance between your academic work and your extra-curricular activities. Importantthough it is to cultivate wide interests and friendships, you must not allow these interests to undermine youracademic progress. The proper use of private study periods is an essential part of your management of time.It is only too easy to let these periods drift by without anything positive being achieved. 7Learning Facilities

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In St Pius X College, we pride ourselves on the quality of our care for all pupils. We believe that a caring andhappy environment is essential for pupils to succeed. We therefore place a great emphasis on our pastoralcare provision in order to foster positive relationships and community spirit. We promote healthy lifestyles,emotional well-being and positive attitudes in all our pupils as well as fostering an environment wherediversity is valued.Our aim is to ensure that the college supports and equips all pupils with the life skills they need to makeresponsible choices and achieve their full potential. We have a speciﬁc pastoral care structure whichprovides guidance and support to all pupils. Each member of the Post 16 team has an important role insupporting pupils and meeting with parents. In addition, a number of external agencies help to providecounselling services.Form TeacherThe Form Teacher’s role is pivotal as they will be a central person who has a full picture of you. They willmonitor your attendance, academic progress and adherence to the code of conduct and liaise directly withyou and your parents/guardians. You will be timetabled daily with your Form Teacher and he/she should beyour ﬁrst point of contact if any difﬁculties should arise.Head of YearThe Head of Year will keep regular contact with your Form Teacher to monitor your progress and helpprovide additional support for you through your Post 16 studies. They will support your Form Teacherregarding any queries or concerns that may arise. These may include attendance, pastoral concerns or studyrelated difﬁculties. The Head of Year will also challenge, encourage and assist you to be the best that youcan so that you will be successful in your chosen career path. In consultation with other pastoral andcurriculum staff the Head of Year will arrange meetings with your parents to discuss any concerns.CounsellorAt St Pius X College, we recognise that there are times when it is possible that you may need some extrasupport and help to manage unfamiliar situations and feelings. The school counsellor is a professionalcounsellor from FamilyWorks who supports pupils with particular challenges. The counsellor talks toindividual pupils to help them with whatever difﬁculties they are facing. Pupils can self-refer to the college’scounsellor or referrals can be made by pastoral staff.Safeguarding/Child ProtectionWe aim to provide a safe and caring environment within St Pius X College which will allow pupils to feelsecure and may encourage them to consult members of staff regarding their own personal concerns. AllChild Protection concerns are discussed with our designated staff identiﬁed below and, in some instances,with external agencies.8Post 16 Support

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External AgenciesWhilst we aim to support in every way we can there is a wide range of external support. At any time, you cancall the following numbers for advice and support: NSPCC 0808 800 5000 Childline 0800 1111 Lifeline 0808 808 8000 Gateway 0300 123 4333 YoungMinds (Parents' Helpline) 0808 802 5544 Familyworks 028 9182 1721PSHEThrough these programmes we aim to enhance pupils’ knowledge and understanding of their rights andresponsibilities as citizens, of social and political institutions and structures, of social and moral issues and topromote health and safety issues. We aim to develop pupils’ spiritual awareness and explore differentbeliefs, attitudes and values.The PSHE Programme for Post 16 is headed up by our RE department to meet the needs of young people.The purpose of the Sixth Form PSHE programme is to:• assist you as an individual to enrich your personal life and develop your own lifestyle.• help to prepare for educational choice.• offer guidance or counselling to encourage you to make your own decisions.• support your subject learning.• promote respect for the views of others and help others less fortunate than ourselves through a range of activities from mentoring to fundraising.• maintain an orderly atmosphere in which all this becomes possible.Visiting Groups Diocesan Youth Organisation - John Paul II Award Sr. Margaret - Sri Lanka Blanket Programme Children in Crossﬁre – Advent Campaign Ulster Cancer Foundation – Health & Wellbeing Relationships and Sexuality Education Sister Consilio – Drugs and Alcohol Addiction9Core Safeguarding Team Principal Designated Teachers Deputy Designated Chair of Board Teachers of Governors Designated Governor Mr P Friel Mrs E Toner Mrs I McCann Mrs C O’ Hagan Mr J Mulholland Mrs C Bell Mr M Lee

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It is important to realise what is expected of a Sixth Form pupil.St Pius X College is determined to develop a learning community founded on the principles of courtesy andmutual respect. Fundamental to the successful development of such a community is the quality of thestudents’ learning experience. This will be nurtured and managed with insight and vision in order that wecreate the culture and values reﬂected in our mission statement.Students attending St. Pius X College must observe certain standards of behaviour while in the college andwhen engaged in activities associated with or representing the college. The parent-school partnership is veryimportant and we also ask for parents’ support in encouraging pupils to adhere to our school’s policies andprocedures to ensure a safe and conducive learning environment exists for everyone. We therefore seek thesupport of all pupils and parents/guardians for the implementation of the Code of Conduct by asking them tosign a positive behaviour contract which can be found in every Pupil Homework Diary. Academic DemandsAny Sixth Form course will be demanding and pupils must understand the commitment to hard work thatwill be expected from them. There is an enormous difference between the nature of the work at Key Stage 4level and Post 16 and if pupils are to fulﬁl their academic potential they must work hard from the outset.Studying three subjects instead of nine might appear an easier option but this is simply not the case. EachGCE subject is studied in far greater depth and much more emphasis is placed on independent learning toacquire the necessary knowledge and complete all tasks according to deadlines. The pace of work is verydemanding.AttendanceThere is a very strong link between attendance and success at A level. Pupils are expected to commit to100% attendance. As a school we are keen to support pupils in gaining outstanding attendance as it isessential if pupils are to succeed in the courses they have selected to study. Attendance and punctuality atall lessons, registrations, events and assemblies is compulsory. 95% attendance is our school target and is therefore our minimum expectation.If pupils fall below 95% attendance, without there being a genuine health issue, parents will be contactedeither by text message or letter of our concerns and attendance will continue to be carefully monitored. Allappointments including driving lessons, routine dental and medical appointments must be arranged outsideof school time.In addition to morning registration, registers will be taken at every lesson and absences recorded so thatparents can be informed of any hindrance to progress caused by irregular attendance. If pupils need to leaveschool for any reason during the school day, permission should be sought from the Head of Year and forhealth and safety reasons, the leave of absence sheet signed. Parents are required to provide notes toexplain all absences or to contact school by telephone.10Responsibilities80%Attendance7 Weeks and 3 Daysof Learning MissedUnacceptable85%Attendance5 Weeks and 3 Daysof Learning MissedVery Poor90%Attendance3 Weeks and 4 Daysof Learning MissedPoor95%Attendance1 Week and 4 Days of Learning MissedSatisfactory100%Attendance0 Days MissedExcellent

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Code of ConductEffective teaching and learning can only take place when attitudes and behaviours are positive. In St Pius XCollege we strive to establish a positive ethos where all pupils are encouraged to develop a sense ofresponsibility. Our Code of Conduct is based on the simple requirements of courtesy and mutual respectboth on and off the school grounds. The college is committed to creating an environment which is orderly,respectful and conducive to teaching and learning. Our code of conduct clearly sets out our expectations andhas a structured system of rewards and sanctions which promotes high standards of work and behaviour.The highest standards are expected of pupils in matters such as attendance, punctuality, uniform andconduct around the school as they are the most senior members of the school community and they must bean example to others. Great emphasis is placed upon reliability, courtesy and respect towards others.UniformThe college uniform identiﬁes you as a student of this college and shows that all students are valued equal.Wearing our uniform is reﬂective of our college ethos which emphasises high standards and expectations forall pupils. It is compulsory for all students and must be worn correctly at all times, including collegefunctions and travelling to and from college. Anti-bullyingOur college ethos is that bullying is completely unacceptable. Misuse of mobile phones, social media or anydigital technology to cause harm or hurt to any other individual is totally unacceptable. Sixth Form pupilsplay a vital role in helping the school to promote an anti-bullying culture. The following policies andstructures are available on our college website and are designed to minimise risks; Safeguarding & ChildProtection, Anti-Bullying, E-Safety, Pastoral Care & Positive Behaviour Management and the college Code ofConduct.Mobile Phones, Mobile DevicesFor Safeguarding and Child Protection reasons, students are permitted to bring mobile phones into schoolbut they should not be visible. For these same reasons, students may not use mobile phones in the course ofthe college day without the explicit permission of staff. Parents/guardians are reminded that in cases of anemergency, the college ofﬁce remains a vital point of contact. Mobile phones must be switched off at alltimes during the college day from entry onto the college premises until exit from the college grounds,including both break and lunch times. Under no circumstances is any student permitted to take a photo,video or sound recording on the college premises. If a member of staff deems it appropriate to conﬁscate adevice from a student, the following will apply - Conﬁscation with parent/guardian involvement.Parents/guardians will be asked to collect the phone from the Main Ofﬁce or Reception at the end of thecollege day.Misuse of Digital Technology (Social Networking, Picture/Video sharing websites)This college has a zero policy towards any misuse of digital technology (internet, social networking andpicture/video sharing websites, exams) to any member of the college community. Any student found to beup-loading recordings to the internet depicting the college brand, or involving students in college uniform,will be the subject of a disciplinary enquiry and serious disciplinary sanctions. Bullying or harassing anymember of the college community through the use of any electronic device or the sharing of inappropriatematerial will also not be tolerated. It will be regarded as a grave disciplinary matter and will result in asevere sanction.11

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12ResponsibilitiesEMAAn Educational Maintenance Allowance (EMA) is available to pupils remaining in full time education beyondthe age of 16 years where the family income falls within deﬁned limits. Payments are strictly linked toattendance and performance. The EMA is only paid for full weeks of attendance within term time. It will onlybe paid when 100% weekly attendance has been achieved by the pupil. No payment will be made for partattendance. The weekly allowance rate for eligible students currently is £30.00 which is paid directly intothe pupil’s bank account on a fortnightly basis and two bonus payments of £100 paid each year in Januaryand June. All EMA pupils will be required to sign a Learning Agreement with the school. If they fail to adhereto this agreement, this will affect their payment. Evidence must be provided for all absences. Generally,about 50% of students are eligible for EMA payments.Private StudyThe need for careful time management and self-discipline is the most distinctive feature of life in the SixthForm as there will be times during the school day when pupils are not in timetabled lessons. Pupils will havesupervised allocated study areas with provision for computers available. We also encourage pupils to bringtheir own device. If individual pupils are unable to manage their time sensibly or fall behind with the work,pupils will be reallocated so that private study time can be closely monitored. Parents will also be informed.Driving Cars to SchoolSixth Form students are reminded of the importance of safe driving. Cars must be parked outside of theschool grounds at all times. This is necessary to avoid congestion and parking problems and for pedestriansafety. Sixth Form students must not use their cars during the course of the school day (even if they have astudy period or are an MRLP student). Cars must be used strictly as a means of transport to and from school.Any breach of this rule will result in a severe sanction.

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At St Pius X College, we place a great emphasis on pupils’ personal development so that they gain the keyskills which can be used in later life and the qualities necessary to mature into young responsible adults. Weencourage all Sixth Form pupils to get involved in the St Pius X Community through participation in extendedactivities such as Open Day and fundraising. We champion the pupil voice and provide leadershipopportunities to enable pupils to become successful leaders and role models for our younger pupils. Pupil Leadership TeamSenior Leadership pupils play a very important role in the life of the school and are seen as role models to allother pupils both in Post 16 and the lower years. In second or third term Year 13 pupils in consultation withtheir form teachers are invited to put forward their name for consideration to be part of the pupil leadershipteam. A pupil and staff vote is then conducted to reduce the applications to around 16 pupils. Thosesuccessful pupils then go through an intensive interview process where they get the opportunity to present toa panel an initiative they are passionate about and prepared to introduce into the school. The pupilleadership structure is comprised of a Head Boy, a Head Girl, Deputy Head Pupils and senior prefects fordifferent key roles to include peer mentoring, pastoral and sport. School CouncilPost 16 pupils take an active part in decision-making in the college through the elected Pupil Council. Theiropinions are frequently sought across a range of areas including Teaching and Learning, extra-curricularactivities and pupil welfare. The School Council gives a voice to the pupil population and an opportunity forthe pupils to discuss pertinent issues with staff and to inﬂuence policy. The School Council then forwardsproposals to the Senior Leadership Team.The aims of the School Council are:• to improve communication between pupils and staff• to ensure St Pius X College promotes a healthy environment in which we learn in partnership• to ensure that pupils’ views are acknowledged and where appropriate acted upon• to provide pupils with the framework for engaging in active citizenship• to make the school a more harmonious place to learn. Mentors In St Pius X College two senior mentors are assigned to all Year 8 and Year 9 classes to help them with thetransition from primary to secondary school. The mentors are Year 13 and Year 14 pupils who have expressed an interest in helping the younger pupils.They help to make pupils feel welcome and at ease. The mentors help out in form class and encourage thepupils to join extra-curricular activities at break and lunch time. They answer questions the pupils might haveabout any aspect of school life. Individual pupil mentors are employed where appropriate.The pupils respond well to having mentors and relationships between pupils and mentors are positive. Issuesaddressed can range from managing school work to how to make new friends.13Opportunities at Post 16

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CEIAG (Careers Education Information Advice & Guidance) St Pius X College provides a comprehensive Careers Guidance Service. The school recognises that careerseducation and guidance plays a vital role in the preparation of Sixth Form pupils for life after school. Allpupils follow a structured careers programme through their weekly careers lessons where they will becarefully guided through the options process, making subject choices, UCAS application and other pathwayprocesses. This begins with pupils learning. Careers Education aims to help pupils to acquire skills, aptitudesand abilities to enable them to progress conﬁdently in a variety of roles. Magazines, leaﬂets, prospectusesand interactive computer software programmes are provided so that pupils will ﬁnd out more about theirown particular skills and qualities and match these with possible career opportunities.All pupils have the opportunity to speak to their careers teacher who will encourage them to develop theircareer route in consultation with the local careers advisors from the Careers Service for Northern Ireland.To further prepare pupils for the important decisions they will have to make in Sixth Form, a range of careeractivities are organised throughout Years 13 and 14. These include career guidance interviews, more focusedwork placement (including virtual events), opportunities to attend open days, talks from visiting speakers ofvarious universities, further education institutions and other work-related organisations. Mock interviews arearranged to help the pupils develop their interview skills and enhance career prospects.All pupils who wish to apply to Higher Education must do so through the UCAS system. This process beginsimmediately after pupils return from their AS examinations. The whole application procedure will beexplained to pupils and the UCAS website explored.Pupils will have time with their careers teacher and have opportunities to visit local universities in order togather as much information as possible on the courses they are interested in. After AS results, pupils inconsultation with their careers teacher and their parents/carers will come to a ﬁnal decision regarding thecourses they will apply for through the UCAS system. Predicted grades will almost entirely be based ongrades achieved at AS Level. • Any pupil wishing to apply for medicine, veterinary and dentistry must submit their UCAS application forms by the 15th October in Year 14. • We have an internal deadline for all UCAS applications to be completed by the end of November in Year 14. • The ofﬁcial UCAS deadline for all other 2023 applications is 25th January 2023 for Year 14.During Term 2, all Year 14 pupils will receive an opportunity to experience a mock interview with a range oflocal business, education and professional services personnel. These interviews are of great beneﬁt to thepupils as they focus on the speciﬁc intended area of study, and introduce them to some of the difﬁcultiesthey may face when being scrutinised by university and workplace staff. In order to undertake an interview,pupils must have completed an application form which they do during careers class.If pupils are unfortunate enough not to receive any offers through the UCAS system, then they are furtheradvised by their careers teacher as to their next step.Careers Advisors from the Careers Service for Northern Ireland come to the college on a regular basis andparticipate in the delivery of the programme through all Key stages. 14Careers

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15Choosing your Programme of Study75% 5% 20%Further &HigherEducationOtherEmploymentLeavers Destinations 2021GeneralPost16 CoursesAppliedEnrichment6-30UCAS PointsNew Era Academy - Performance Skills6-12UCAS PointsNew Era Academy - Interview Technique16UCAS PointsCertiﬁcate of Personal EffectivenessWhen planning a sixth form curriculum it is important to provide a range of qualiﬁcations from whichstudents can choose programmes that meet their needs and gain credit for their achievements. It isimportant that the qualiﬁcations offered to the students are worthwhile and valued, whilst enabling ourstudents, where desirable and appropriate, to mix and match different types of qualiﬁcations. In addition, itis necessary to provide a range of qualiﬁcations that offer clear progression routes into further and highereducation, training and employment. The actual courses pupils study will be determined by consideringGCSE performance, standardised scores, student strengths and student career aspirations.

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16Post 16 Study Pathways^ƚWŝƵƐyŽůůĞŐĞŽīĞƌƐƚŚƌĞĞŵĂŝŶƉĂƚŚǁĂǇƐƚŚƌŽƵŐŚWŽƐƚϭϲWĂƚŚǁĂǇ^;'ĞŶĞƌĂůͿWĂƚŚǁĂǇW;ůĞŶĚĞĚͿĂŶĚWĂƚŚǁĂǇy;ƉƉůŝĞĚͿůůϯWĂƚŚǁĂǇƐƉƌŽǀŝĚĞƉƌŽŐƌĞƐƐŝŽŶŽƉƉŽƌƚƵŶŝƟĞƐƚŽ,ŝŐŚĞƌĚƵĐĂƟŽŶ&ƵƌƚŚĞƌĚƵĐĂƟŽŶ,ŝŐŚĞƌ>ĞǀĞůƉƉƌĞŶƟĐĞƐŚŝƉƐŵƉůŽǇŵĞŶƚŵƉůŽǇŵĞŶƚǁŝƚŚdƌĂŝŶŝŶŐx ůůƋƵĂůŝĮĐĂƟŽŶƐŽīĞƌĞĚďǇ^ƚWŝƵƐyŽůůĞŐĞĐĂƌƌǇĞƋƵĂůůĞǀĞůϯǁĞŝŐŚƟŶŐĂƐĚĞƚĞƌŵŝŶĞĚďǇdŚĞEĂƟŽŶĂůYƵĂůŝĮĐĂƟŽŶ&ƌĂŵĞǁŽƌŬx ^ƵďũĞĐƚƐĂƌĞĚĞĞŵĞĚĞŝƚŚĞƌ'ĞŶĞƌĂůŽƌƉƉůŝĞĚĂƐĚĞƚĞƌŵŝŶĞĚďǇƚŚĞŶƟƚůĞŵĞŶƚ&ƌĂŵĞǁŽƌŬx DŽƐƚƵŶŝǀĞƌƐŝƟĞƐĂĐĐĞƉƚĂůůŽĨƚŚĞƐĞƋƵĂůŝĮĐĂƟŽŶƐŝŶǀĂƌǇŝŶŐĐŽŵďŝŶĂƟŽŶƐĚĞƉĞŶĚŝŶŐŽŶƚŚĞĐŽƵƌƐĞĂƉƉůŝĞĚĨŽƌ

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17POST 16 COURSES Academic Year 2022 - 2023Magherafelt & Rural Learning PartnershipThe college is an active member of the Magherafelt & Rural Learning Partnership (MRLP)which includes the 8 local schools & NRC. The partnership aims to extend the curricularopportunities for all our students.St. Pius X College is in a strong position to provide students with an extensive choice of courses in Sixth form in a range ofGeneral and Applied Subjects and our range of courses has further increased through collaboration across our arealearning community, this has included in recent years and is subject to change on an annual basis;Students can only select ONE MRLP Subject, as they are delivered simultaneously on a timetable. The selection isobviously dependent on Subject availability and students meeting speciﬁc entry criteria. In addition, these MRLP subjectsrequire students to travel between schools and require them to transition to new learning environments and new staff.Please note that any courses named in this booklet may be subject to change due to course requirements or changes inspeciﬁcation. In addition, it is important to remember that courses will only run subject to sustainability of class sizes.• Chemistry (General)• Moving Image Arts (Applied)• Engineering (Applied)• Environmental Technology (Applied)• French (General)• Government & Politics (General)• Irish (General)• Music (Applied)• Performing Arts (Applied)• Psychology (General)

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Introduction:The creative industries are the fastest growing area of the economy and are vital to economic success. Studying art, craft anddesign creates a pathway to a career in a creative industries-related ﬁeld.GCE Art and Design requires students to develop key transferable skills such as creativity, innovation, higher level thinkingskills and problem solving. It encourages students to ﬁnd alternative approaches and take risks in their work. It also developsin depth knowledge of art and design through research and practical activities, intellectual capabilities and independentapproaches to learning.Course Details:The GCE Art and Design speciﬁcation is available at two levels: AS and A2. Students can take the A3 course as a ﬁnalqualiﬁcation. Students who wish to obtain a full A level qualiﬁcation must also complete the A2 course. The AS units make up40% of the full A level qualiﬁcation, and the A2 units make up 60%.Students may follow a broad pathway through Art, Craft and Design – Combined Studies, or choose from one of threespecialisms:• Photography and Lens-Based Media;• Three Dimensional Design; or• Textiles.The course has four units: two at AS level and two at A2 as detailed below:ART & DESIGN ModuleAS Module 1AS Module 2A2 Module 1A2 Module 2% of AS/A2 Grade50% of AS20% of full A Level50% of AS20% of full A Level60% of A236% of full A Level40% of A224% of full A LevelHow it is assessed?Students develop, explore and record ideas. Teachersassess students’ work and CCEA moderate their marks.Assessment Objectives 1, 2 and 3 only.Students present a personal outcome in response to thetheme. Students bring this to completion during a 10hour controlled test. Teachers assess students’ workand CCEA moderate their marks. Assessment Objective4 more heavily weighted.Written component and practical work inform eachother and are integrated, but are marked separately.Teachers assess the practical investigation and CCEAmoderate their marks.Written Investigation 1000-3000 words – externallyassessed 20% of A2; 12% of A level. AssessmentObjectives 1, 2 and 3 only.Students present an outcome in response to the theme.Students bring this to completion during a 15 hourcontrolled test. Teachers assess students’ work andCCEA moderate their marks. Assessment Objective 4more heavily weighted.Module TitleExperimental PortfolioPersonal ResponsePersonal and Critical InvestigationThematic outcomeSt. Pius X College - Magherafeltwww.stpiusxcollege.org Tel: 028 796 32186Examination Board: CCEASubject Pathway: GeneralEntry Requirements: Grade: C In GCSE Art & DesignCareer Pathways:By pursuing an education with A-level Art and Design many different career pathways will open up for you. Some of thecareer pathways which you can expect to open up for you include: marketing, ﬁnance, architecture, digital technologies,animator, fashion designer, photographer, animator and graphic designer.18

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Examination Board: BTECSubject Pathway: AppliedSt. Pius X College - Magherafeltwww.stpiusxcollege.org Tel: 028 796 32186Introduction:This qualiﬁcation is designed for post-16 learners who aim to progress to higher education and ultimately to employment,possibly in the creative industries, as part of a programme of study alongside other BTEC Nationals or A Levels. Studentsobtain a coherent introduction to the study of art and design and gain an understanding of the creative process. Students willstudy visual recording and communication, critical analysis and production skills to produce art and design outcomes. Course Details:The content of this qualiﬁcation has been developed in consultation with academics to ensure that it supports progression tohigher education. The mandatory unit focuses on visual recording and communication skills, which underpin all areas of artand design and are the building blocks on which to develop creative practice. Visual communication and recording is based onobservation and allows learners to develop the practical skills to communicate their ideas.Learners explore a speciﬁc sector in art and design through choosing an optional unit in one of the following areas:• photography • graphics • interactive design • ﬁne art • 3D design • textile • fashion • 3D design craft.Learners will be introduced to the materials, techniques and processes used in the sector through practical projects. Learnerswill develop a range of skills, techniques and personal attributes that will be valuable across all areas of future study andwork.Assessment:Units are assessed using a grading scale of Distinction (D), Merit (M), Pass (P).Entry Requirements: Grade: C In GCSE Art & DesignCareer Pathways:The qualiﬁcations enable students to achieve specialist knowledge and skills, qualifying entry to an apprenticeship or otheremployment, or progression to related higher education courses.ART & DESIGN BTEC Level 3 National Extended Certiﬁcate in Art and Design19

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Examination Board: CCEASubject Pathway: GeneralBIOLOGY St. Pius X College - Magherafeltwww.stpiusxcollege.org Tel: 028 796 32186Introduction:This speciﬁcation will encourage students to: • develop an interest in and enthusiasm for Biology (including developing an interest in further study • and careers in the subject); • develop and draw together different areas of knowledge, skills and understanding of different aspects • of the subject;• develop competence and conﬁdence in a number of skills, including independent learning, creative thinking, practical and mathematical and problem solving;• carry out practical tasks and present their ﬁndings in different formats;• develop an appreciation and understanding of scientiﬁc methods; and• appreciate how society makes decisions about scientiﬁc issues and how the sciences contribute to the success of the economy and societyThe speciﬁcation builds on the knowledge, understanding and skills developed in both GCSE Double Award Science and GCSEBiology.Course Details:Mathematical content: Knowledge, understanding and skills developed within GCSE Mathematics are also relevant. Studentsmust be competent in mathematics to develop their skills, knowledge and understanding of Biology. The A2 speciﬁcation builds on the knowledge, understanding and skills developed within the AS course.The speciﬁcation provides a ﬁrm grounding for those wishing to enter higher education courses in Medicine, Dentistry,Radiography, Research and Teaching. In most of these courses an A Level award in this subject is a prerequisite for entry.• The Notes for Guidance, downloadable from CCEA website at www.ccea.org.uk, support teachers and students.Unit format & weighting:AS 1 - Molecules and Cells - 37.5% of AS level [15% of A Level]AS 2 - Organisms and Biodiversity - 37.5% of AS level [15% of A Level]AS 3 - Practical Skills in AS Biology - 25% of AS level [10% of A Level]A2 1 - Physiology, Co-ordination and Control, and Ecosystems - 24% A LevelA2 2 - Biochemistry, Genetics and Evolutionary Trends - 24% A LevelA2 3 - Practical Skills in Biology - 12 % A LevelEntry Requirements: Grade: DAS AA In GCSE Double Award (DA) Science Minimum Grade B in both Mathematics and English Grade A in Year 12 DAS Biology ExamCareer Pathways:By pursuing an education with A-level Biology many different career pathways will open up for you. Some of the careerpathways which you can expect to open up for you include: biochemist, forensic scientist, nursing, pharmacist,physiotherapist, police ofﬁcer, biomedical engineer, doctor, teacher, dietician, veterinary surgeon, environmental healthofﬁcer.20

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Examination Board:Subject Pathway:St. Pius X College - Magherafeltwww.stpiusxcollege.org Tel: 028 796 32186Applied AQAIntroduction:The objectives of this qualiﬁcation are:• preparing learners to progress to a qualiﬁcation in the same subject area but at a higher level or requiring more speciﬁc knowledge, skills and understanding• meeting relevant programmes of learning• preparing learners for employment• giving learners personal growth and engagement in learningCourse Details:Units 1, 2 and 3 are studied in Year 13. Units 5 and 6 along with ONE of the optional units are studied in Year 14.Assessment:AS Unit weighting: 33.3% each unit• Externally assessed: 66.6% externally assessed• Internally assessed: 33.3% internally assessed Grading: The UNITS are graded Pass, Merit or Distinction• The overall qualiﬁcation is graded as P, M, D, D*• NB (Learners must pass each unit in order to pass the qualiﬁcation)Entry Requirements: Grade: C In GCSE English and Mathematics GCSE Business Studies preferable but not essentialCareer Pathways:By pursuing an education with A-level Business many different career pathways will open up for you. Some of the careerpathways which you can expect to open up for you include: teaching, marketing, working in sales, retail banking,advertising, consulting, working with consumer products and more.BUSINESSMandatory Units12345Optional Units678Unit TitleFinancial planning and analysisBusiness dynamicsEntrepreneurial Opportunities(Synoptic Assessment Unit)Managing and Leading peopleDeveloping a business proposalOptional Unitse-business implementationManaging an eventMarketing communicationsAssessment TypeExternal examinationInternally centre assessedExternal assignmentExternal examinationInternally centre assessedAssessment TypeInternally centre assessedInternally centre assessedInternally centre assessed21

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St. Pius X College - Magherafeltwww.stpiusxcollege.org Tel: 028 796 32186Introduction:The Pearson BTEC Level 3 National Extended Certiﬁcate in Construction and the Built Environment is intended as a Post 16Level qualiﬁcation, equivalent in value to one A Level.As well as direct entry to employment, this qualiﬁcation is ideal for post-16 students wanting to gain the core skills andknowledge required to progress to an apprenticeship or to a work-based training programme in the construction sector.The content of this qualiﬁcation has been developed in consultation with employers and professional bodies to ensure that itis appropriate for those interested in working in the sector. In addition, higher education representatives have been involved toensure that it fully supports entry to the relevant range of specialist degrees.Course Details:There are 6 units, which cover the following aspects of construction:• Construction Principles (2 Units) - External Exam (33.3%)• Construction Design (2 Units) - Internal Exam (33.3%)• Health and Safety in Construction - Coursework (16.6%)• Construction Technology - Coursework (16.6%)Entry Requirements: Grade: C In GCSE Mathematics It is desirable that potential students have a strong STEM / Construction Proﬁle, + GCSE EnglishCareer Pathways:The Maths, Science and Materials skills you learn will give you the fundamental knowledge needed to enable you to applyskills in a context used within the sector and to progress to further study.While the qualiﬁcation has a strong focus on theoretical principles, the content is focused on the practical applications ofthe principles underpinning construction design, structural requirements and technology as applied in today’s industry.CONSTRUCTION & THE BUILT ENVIRONMENTBTEC Level 3 National Extended CertiﬁcateExamination Board: EdexcelSubject Pathway: Applied22

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Examination Board:Subject Pathway: General CCEASt. Pius X College - Magherafeltwww.stpiusxcollege.org Tel: 028 796 32186Introduction:The revised speciﬁcation will give students the opportunity to study not only a wide range of literature written by home-grownIrish writers but also literature from outside the UK and literature in translation. Through independent and critical reading,students will develop their interest and enjoyment in literary studies and become accomplished, discerning readers. As with the current speciﬁcation, the revised GCE English Literature speciﬁcation is made up of two parts: AS and A2. Studentsmay take the AS as a ‘stand-alone’ qualiﬁcation without progression to A2. However, to gain the full GCE, students need tocomplete both the AS and the A2 courses. Course Details:There are 5 units altogether, 4 with externally set examinations which are: AS 1: The study of Poetry (Frost and Heaney) Open Book 1 hour; the study of Drama (Williams or Friel – one play only) Closed book, 1 hour;AS 2: The study of Prose Pre 1900 (Silas Marner) Closed book, 1 hour;A2 1: Shakespearean Genres (King Lear) Closed Book, 1 hour 30 minutes;A2 2: The study of Poetry pre 1900 and Unseen Poetry (Donne) closed book, 2 hours.Internal AssessmentAt A2 3, students must complete a 2500-word essay which is internally assessed (study of 2 personally selected novels).This accounts for 20% of the marks awarded at A Level.Assessment:4 externally set examinations1 Internal AssessmentEntry Requirements: Grade: B/B In GCSE English Language and/or English Literature.Career Pathways:By pursuing an education with A-level English Literature many different career pathways will open up for you in thefollowing areas: Teaching, education, consultant, marketing, media, writer, advertising, law, publishing.ENGLISH LITERATURE23

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Examination Board: CCEASubject Pathway: GeneralGEOGRAPHYSt. Pius X College - Magherafeltwww.stpiusxcollege.org Tel: 028 796 32186Introduction:Through studying GCE Geography, students will learn about:Geographical concepts and processes; interactions between people and their environment; challenges of sustainability;importance of attitudes and values.Students become aware of relationships between societies, economies, cultures and environments. They will also have theopportunity to relate what they have studied to the world around them. They will acquire skills valued in education and theworkplace. Through ﬁeldwork/trips students will have the opportunity to investigate the dynamics of their local environmentand take advantage of attending a GIS/Remote sensing workshop at Ulster University. It is envisaged that students may alsohave access to attend an international based ﬁeldtrip. The Geography GCE speciﬁcation has a modular structure and buildson GCSE Geography. All exams are set and marked by CCEA. There is no coursework requirement. Course Details:Entry Requirements: Grade: B In GCSE Geography Units 1 & 2. Non GCSE Geography students will be considered on an individual basis, based on a strong GCSE proﬁle. All students must have GCSE Maths and English Grade B or above.Career Pathways:Statistics show that people who study Geography are among the most employable. It is likely that your career path withbe varied and you will need the transferable skills and ﬂexibility that Geography provides. The ability to handle data, makedecisions, solve problems, be spatially aware and be good communicators. Geography links to a wide range of careers.Those directly related to the subject include teaching, environmental management, green technologies, town and countryplanning, travel and tourism, development worker and GIS mapping. Other careers include information technology, theﬁnancial sector, law, media, marketing and retailing.Content - snapshotAS1 Physical Geography – investigation of ﬂuvial environments, localand global ecosystems, and processes that shape weather and climate. AS2: Human Geography – investigation of how different humansystems and relationships across our world change over space andthrough time. AS3 : Fieldwork skills and techniques in Geography – studentsidentify geographical questions and issues, select appropriate sourcesand methods and establish effective approaches to inquiry in theirgeographical studies and ﬁrst hand data collection. A2 1: Physical Processes, Landforms and Management – platetectonics, tropical ecosystems, dynamic coastal environments andclimate change (2 optional studied)A2 2: Processes and Issues in Human Geography – culturalgeography, planning for sustainable developments, ethnic diversityand tourism ( 2 optional studied)A2 3: Decision Making in Geography – students develop decisionmaking skills in a real world scenario. External assessment & weightings1 hour 15 minutes exam 40% of AS level / 16% of A level1 hour 15 minutes exam40% of AS level / 16% of A level1 hour exam20% of AS level / 8% of A level1 hour 30 minutes exam 24% of A level 1 hour 30 minutes exam 24% of A Level 1 hour 30 minutes exam 12 % of A level 24

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Examination Board:Subject Pathway: Applied CCEAIntroduction:This course is aimed at students who would like to learn something about the vocational area of health and social care. Togain an award you will have to complete three, six or twelve units which cover a range of aspects of health and social care.You will follow a core programme of compulsory units, designed to provide a broad introduction to the nature of health,social care and early years’ service. Alongside the organisation and funding of services, you will investigate the carevalues, skills and knowledge required to work within the wide-ranging health and social care ﬁeld. You can then choosefrom a range of optional units which allows you to specialize in an area of your choice.This course will appeal to students who:• Are interested in a career in the caring ﬁeld• Have an interest in people of different ages – children through to the elderly• Are reasonably competent in Biology.Students studying Applied Health and Social Care for the ﬁrst time are welcome to take this course. However, studentsmust be aware that the speciﬁcation examines and builds upon the concepts ﬁrst introduced in GCSE Health and SocialCare. In GCE Applied Health and Social Care, students learn about health and well-being, child development and humanbehaviour. Students study care services including traditional and holistic therapies. They examine the rights andresponsibilities of both patients and service providers. Students also look at the importance of communication in caresettings and how positive care can be promoted. Through practical activities, students apply their knowledge and understanding to work-related contexts and developresearch, evaluation and problem-solving skills. What can students do with a qualiﬁcation in Health & Social Care? This is an ideal course for students who want a broad background in health and social care. Many students with aqualiﬁcation in GCE Applied Health and Social Care go on to degree-level study in a variety of subjects such as healthstudies, social policy, social science, social studies, psychology, nursing and/or social work. Other students go on tocomplete a BTEC Diploma in Health and Social Care. Some students go straight into employment in the ﬁelds of healthand social care. Entry Requirements: Grade: C In GCSE 6 OR MORE Career Pathways:By pursuing an education with A-level Health & Social Care many different career pathways will open up for you. Some ofthe career pathways which you can expect to open up for you include: health studies, social policy, social science,psychology, nursing, social work, counsellor, youth worker, paramedic, counsellor, child minder, therapist.HEALTH & SOCIAL CARESt. Pius X College - Magherafeltwww.stpiusxcollege.org Tel: 028 796 3218626Course Details:Continued on next page

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St. Pius X College - Magherafeltwww.stpiusxcollege.org Tel: 028 796 3218627Examination Board: CCEASubject Pathway: AppliedCourse Details:HEALTH & SOCIAL CAREContentAS 1: Promoting Quality CareCompulsory for AS Singleand Double AwardAS 2:Communication in Health,Social Care and Early YearsSettingsCompulsory for AS Singleand Double AwardAS 3: Health and Well-BeingCompulsory for AS Singleand Double AwardAS 4: Safeguarding ChildrenCompulsory for AS DoubleAward and A level DoubleAwardAS 5: Adult Service UsersAS 6: Holistic TherapiesCompulsory for AS DoubleAward and A level DoubleAwardAS 7: Understanding thePhysiology of Health andIllnessAssessmentInternal assessmentStudents produce a written report based on practice in ahealth, social care or early years setting that they haveexperienced.Teachers mark the tasks and we moderate the results.Internal assessmentStudents produce a written report on communication in ahealth, social care or early years setting.Teachers mark the tasks and we moderate the results.External written examination2 hoursStudents answer three compulsory questions.Internal assessment Students produce a written report and an informationresource for staff working in an early years setting.Teachers mark the tasks and we moderate the results.External written examination2 hoursStudents answer three compulsory questions.Internal assessmentStudents produce a written report in the use of holistictherapies in managing a medical condition and in caresettings.Teachers mark the tasks and we moderate the results.External written examination2 hoursStudents answer three compulsory questions.Single AwardWeightings25% of AS10% of A level25% of AS10% of A level50% of AS20% of A levelDouble AwardWeightings12.5 % of AS5% of A level12.5 % of AS5% of A level25 % of AS 10% of A level12.5% of AS5% of A level25% of AS10% of A level12.5% of AS5% of A level25% of AS10% of A level

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Examination Board:Subject Pathway: General CCEAIntroduction:Students will explore the key political, economic and social events that have helped shape today’s institutions, governmentsand societies. The speciﬁcation aims to help students:• develop an interest in and enthusiasm for history; • build on their understanding of the past; • improve as effective learners, and as critical and reﬂective thinkers with enquiring minds; • gain an understanding of the nature of historical study, for example that history is concerned with interpretations based on available evidence; • make links and draw comparisons with and/or across different periods and aspects of the past; and organise and communicate their historical knowledge and understanding in different ways, arguing a case and reaching substantiated judgments.Course Details:The revised GCE History speciﬁcation is divided into two levels: AS and A2. The AS Level can be taken as a stand-alone course without progression to the A Level. However, students wishing to obtain the GCE qualiﬁcation must complete both levels. Each level, AS and A2, contains two required units of study:AS Units AS 1: Historical Investigations and Interpretations (Germany 1918-1945) AS 2: Conﬂict and Change in Europe (Italy)A2 Units A2 1: Change Over Time (Nationalism and Unionism in Ireland in the 1800s) A2 2: Historical Investigations and Interpretations (The Partition of Ireland 1901-1925)For each unit, teachers must choose one study option (see brackets above). There is no coursework requirement in the revised GCE History speciﬁcation.HISTORY Entry Requirements: Grade: B In GCSE History or if they haven’t done History at GCSE, require an A in GCSE English Language. Career Pathways:By pursuing an education with A-level History many different career pathways will open up for you. Some of the careerpathways which you can expect to open up for you include: academic librarian, archaeologist, history teacher, museumcurator, media researcher, genealogist, archivist, law and more.St. Pius X College - Magherafeltwww.stpiusxcollege.org Tel: 028 796 3218628

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St. Pius X College - Magherafeltwww.stpiusxcollege.org Tel: 028 796 3218629Examination Board: EdexcelSubject Pathway: AppliedIntroduction:The BTEC Subsidiary Diploma in Hospitality provides a specialist work-related programme of study for sixteen to nineteenyear olds that covers some of the key knowledge and practical skills required in the sector. It also offers a choice of specialist units which may be directed towards a career route the learner wishes to follow. Thisqualiﬁcation can extend a programme of study and provide a vocational emphasis for learners following a GCE route. Career ProspectsOn successful completion of the two year course, students may enter into employment within the Hospitality and Cateringindustry or pursue higher level qualiﬁcations such as HND, Foundation Degree or Degree.Course Details:The Edexcel Level 3 BTEC Subsidiary Diploma in Hospitality consists of three mandatory units plus additional specialist unitsthat provide for the completed qualiﬁcation.Mandatory Units • The Hospitality Industry• Principles of Supervising Customer Service Performance in Hospitality, Leisure, Travel and Tourism• Providing Customer Service in HospitalityAdditional Specialist units• Asian Food (Theory & Practical)• European Food [Theory and Practical]• Personal Selling and Promotional Skills in Hospitality (Theory)• Event Organisation in Hospitality (Theory)Entry Requirements: Grade: C In GCSE 6 GCSE’s Grade C or aboveCareer Pathways:By pursuing an education with A-level Hospitality many different career pathways will open up for you. Some of the careerpathways which you can expect to open up for you include: chef, food manager, restaurant employee, restaurant manager,catering manager, accommodation manager, hospitality employee.HOSPITALITY

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Examination Board:Subject Pathway: Applied OCRIT – SINGLE AWARDCambridge Technical Introductory Diploma (Level 3)Introduction:IT is at the heart of everyday life, at home, work and in our leisure time from computer graphics and control systems tocommunications and problem-solving, IT has an ever increasing role to play.A Cambridge Technical qualiﬁcation in IT consist of a wide range of units such as installing hardware, creating a website,identifying an IT fault, computer animation and e-commerce. It is an ideal foundation for students entering the workplace,providing them with a theoretical background reinforced with practical skills that transfer into the modern workplace.The qualiﬁcation enables students to develop analytical thinking and practical skills through investigating commercial andindustrial information technology systems. It also promotes the skills required to use a range of software applications. Thecourse provides a sound basis for higher level studies in multimedia and information technology as well as other degreecourses. The course has six units – the following two are mandatory and the remaining four are selected by the ICTdepartment: Communication and employability skills for ITThis unit allows students to understand what an employer expects of an individual and how to communicate effectively whiledeveloping their own personal development needs.Information systemsThis unit will ensure that students have a greater understanding of how organisations use information internally andexternally. The skills gained by completing this unit will give students knowledge of the functionality of information and theability to produce management systems.Future studies? Students with an IT Technical qualiﬁcation can use it to support applications to many Higher Education courses, especiallyinformation technology based courses. Direct employment opportunities are prevalent in areas such as computer-aideddesign, publishing, multimedia, animation designers, web designers, administration, project management, game design andbusiness planning and systems analysis.Beneﬁts• Wide choice of units including hardware, software and online• Includes practical activities in all units - learn, do, review• Develops transferable skills for the workplace or future studiesAn IT Technical qualiﬁcation will appeal to students who …• have a lively and enquiring mind• have an interest in Information Technology• have a willingness to explore new ideas• have an ability to communicate ideas effectively• want to study a subject that will be more and more relevant in their lives, at home and at work• enjoy practical work and being creativeCourse Details:Course Title: OCR Level 3 Cambridge Technical Introductory Diploma in ITGuided Learning Hours: 360 Credits: 60 OCR Result Equivalent Grade UCAS Points D* A* 56 D A 48 M C 32 P E 16Students must be able to balance coursework deadlines during this course. Time management is crucial as all six units areassessed through portfolio based assignment work.Entry Requirements: Grade: B / Merit In GCSE IT.Career Pathways:By pursuing an education with A-level IT (Single Award) many different career pathways will open up for you. Some of thecareer pathways which you can expect to open up for you include: IT consultant, cloud architect, web developer, softwareengineer, computer systems analyst, computer technician, games designer.St. Pius X College - Magherafeltwww.stpiusxcollege.org Tel: 028 796 3218630

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St. Pius X College - Magherafeltwww.stpiusxcollege.org Tel: 028 796 3218631Examination Board: CCEASubject Pathway: AppliedEntry Requirements: DAS Grade: BB SAS Grade: A In addition to the above grades pupils require a minimum of Grade B in both Mathematics and English. Career Pathways:Biochemist, Forensic Scientist, Nursing, Biomedical Engineer, Human Nutrition, Biology, Environmental Science,Diagnostic Radiography and Physiotherapy BUT NOT Radiotherapy and Oncology.LIFE & HEALTH SCIENCESingle AwardIntroduction:This speciﬁcation aims to encourage students to:• develop their interest in and enthusiasm for science, including developing an interest in further study and careers in research science;• appreciate how society makes decisions about scientiﬁc issues and how the sciences contribute to the success of the economy and society;• develop competence in a range of practical, mathematical and problem solving skills;• develop and demonstrate a deeper appreciation of the skills, knowledge and understanding of how science works;• develop essential knowledge and understanding of different areas of the subject and how they relate to each other; and• develop advanced study skills that help them to prepare for higher education.Course Details:The Single Award qualiﬁcation at AS level comprises three units • The speciﬁcation allows students to develop their subjectknowledge, understanding and skills. • It provides a ﬁrm grounding for students wishing to progress to higher education in lifeand health sciences or related subjects such as engineering or electronics. • Assessment at A2 includes elements of synopticassessment that encourage students to develop their understanding of the subject as a whole. • Assessment at A2 is lessstructured and consequently stretches and challenges the students. In AS1 Unit students develop skills in performing a rangeof experimental techniques useful in Biology, Chemistry and Physics. In A2 1 Unit students have the opportunity todemonstrate and understanding of what makes an investigation scientiﬁc. They carry out research and get to choose, planand undertake a scientiﬁc investigation. They will communicate their results and conclusions, and evaluate their work.Assessment:UNIT ASSESSMENT SINGLE AWARD WEIGHTINGSAS 1: Experimental Techniques Internal assessment; Core Unit 33.34% of AS or 13.34% of A level AS 2: Human Body Systems External written examination; 33.33% of AS or 13.33% of A level Core Unit AS 3: Aspects of Physical External written examination; 33.33% of AS or 13.33% of A level Chemistry in Industrial Processes Core Unit A2 1: Scientiﬁc Method, Internal assessment; 20 % of A level Investigation, Analysis Core Unitand Evaluation A2 2: Organic Chemistry External written examination; 20 % of A level Core Unit A2 3: Medical Physics External written examination; 20 % of A level Optional Unit

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St. Pius X College - MagherafeltEntry Requirements: Grade: A And/or C in GCSE Further Maths Career Pathways:By pursuing an education with A-level Mathematics many different career pathways will open up for you. Some of thecareer pathways which you can expect to open up for you include: data analyst, data scientist, software engineer,statistician, accountant, data scientist, investment analyst.www.stpiusxcollege.org Tel: 028 796 32186Examination Board: CCEASubject Pathway: GeneralIntroduction:Mathematics is a challenging subject at AS and A2 level and pupils would need to be sufﬁciently motivated to succeed. Thiscourse enables pupils to develop problem-solving skills, an ability to reason, classify, generalise and prove. Mathematics issuitable for both specialists in the subject and those whose main interest lies in other spheres.Course Details:AS LEVEL: Pupils study two units of assessments and sit an exam in each.A2 LEVEL: Pupils study two units of assessments and sit an exam in each. All exams are calculator exams.AS 1: Pure Mathematics - Algebra and functions/Co-ordinate geometry in the 𝒙,𝒚 plane/Sequences and series/Trigonometry/Exponentials and logarithms/ Differentiation/Integration/Vectors External written examination 1 hour 45 mins 60% of AS 24% of A levelAS 2: Applied Mathematics - Quantities and units in mechanics/Kinematics/Forces and Newton’s laws/Statistical sampling/Data presentation and interpretation/Probability/Statistical distributions External written examination 1 hour 15 mins 40% of AS 16% of A levelA2 1: Pure Mathematics- Algebra and functions/Co-ordinate geometry in the 𝒙,𝒚 plane/Sequences and series/Trigonometry/Exponentials and logarithms/ Differentiation/Integration/Numerical Methods External written examination 2 hours 30 mins 36% of A levelA2 2: Applied Mathematics – Kinematics/ Moments/ Impulse and momentum/ Probability/ Statistical/Distributions/ Statistical hypothesis testing External written examination 1 hour 30 mins 24% of A level The Differentiation, Integration and Trigonometry section in each topic is a continuation from module to module.32MATHEMATICS

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St. Pius X College - Magherafeltwww.stpiusxcollege.org Tel: 028 796 3218633Examination Board:Subject Pathway: Applied CCEAIntroduction:Performing Arts is a growth industry in Northern Ireland. This GCE speciﬁcation gives students opportunities to research andgain insights into the industry, engage with effective practice and prepare for employment, further training and/or study. Thisspeciﬁcation has a huge emphasis on practical experience and it allows pupils to develop skills in the area of Performing Arts,which they are interested in.Course Details:There is no written exam in this course, you will be assessed 100% on practical and coursework elements.AS LevelUnit 1: Developing Skills and Repertoire In this unit pupils select a performance or production role and then endeavour to develop related skills. This is an internally assessed and externally moderated portfolio of evidence. 60% of AS / 30% OF A Level Unit 2: Planning and Realising a Performing Arts Event Pupils plan and realise a Live performance in their chosen performance/production role. Externally assessed 40% of AS / 30% OF A LevelA2 LevelUnit1: Planning for Employment Following industry practice pupils create a promotional portfolio. This is an internally assessed and externally moderated portfolio of evidence. 60% of A2 / 30% of A LevelUnit 2: Performing to a Commission Brief Pupils plan and realise a Live performance in their chosen performance/production role. Externally assessed 40% of A2 / 20% of A LevelPERFORMING ARTSEntry Requirements: Grade: C In GCSE Drama/Music or have an interest or experience in Performing.Career Pathways:This speciﬁcation should not only be considered for those wishing to gain employment in the Performing Arts Industry. Aqualiﬁcation like this is useful for other pathways, as it suggests someone who is conﬁdent, can be independent and hasdeveloped skills like leadership, time management and team work.

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St. Pius X College - Magherafeltwww.stpiusxcollege.org Tel: 028 796 3218634Examination Board: CCEASubject Pathway: GeneralEntry Requirements: DAS Grade: AA In addition pupils require a minimum of Grade B in both Mathematics and English. Grade A in Year 12 DAS Physics Exam.Career Pathways:By pursuing an education with A-level Physics many different career pathways will open up for you. Some of the careerpathways which you can expect to open up for you include: engineering, technology, medicine, research and development,architects, aerospace industries, data scientist, teaching and software industries.PHYSICSIntroduction:Through studying GCE Physics, students will have opportunities to:• develop their interest in and enthusiasm for Physics, 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 competence in a range of practical, mathematical and problem-solving skills;• develop and demonstrate a deeper appreciation of scientiﬁc skills, and knowledge and understanding of how science works;• develop essential knowledge and understanding of different areas of the subject and how they relate to each other; and• develop advanced study skills that help them prepare for third level education.The speciﬁcation builds on the knowledge, understanding and skills developed in both GCSE Double Award Science and GCSEPhysics. Course Details:Mathematical content: Knowledge, understanding and skills developed within GCSE Mathematics are also relevant. Studentsmust be competent in mathematics to develop their skills, knowledge and understanding of physics. The A2 speciﬁcation builds on the knowledge, understanding and skills developed within the AS course.The speciﬁcation provides a ﬁrm grounding for those wishing to enter higher education courses in Physics related subjects,Teaching, Engineering and Electronics. In most of these courses an A Level award in this subject is a prerequisite for entry.• The Notes for Guidance, downloadable from CCEA website at www.ccea.org.uk, support teachers and students.Unit Format & weighting: AS 1 - Forces, Energy and Electricity - 40% of AS Level [16% of A level]AS 2 - Waves, Photons and Astronomy - 40% of AS Level [16% of A level]AS 3 - Practical Techniques and Data Analysis - 20% of AS Level [8% of A level]A2 1 - Deformation of solids, Thermal Physics, Circular Motion, Oscillations and Atomic and Nuclear Physics - 24% of A LevelA2 2 - Fields Capacitors and Particle Physics - 24% of A LevelA2 3 - Practical Techniques and Data Analysis - 12% of A Level

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St. Pius X College - Magherafeltwww.stpiusxcollege.org Tel: 028 796 3218635Examination Board:Subject Pathway: General CCEAIntroduction:Religion plays an important role in our society and can inﬂuence what people think, feel, and believe. Through studyingReligious Studies, students reﬂect on how religion and spirituality form the basis of a culture. Religious Studies also helpsstudents develop marketable skills and aptitudes including:• analytical and strategic thinking;• research skills;• critical evaluation;• the ability to work with abstract, conceptual ideas;• an ability to 'understand both sides' and negotiate and resolve conﬂict;• problem-solving skills;• leadership skills;• understanding of the impact of conﬂicting ideologies; and an appreciation of human diversity, belief systems, cultural and spiritual experiences.Course Details:Course Details: GCE Religious Studies is made up of two levels: AS and A2. The AS can be taken as a ‘stand-alone’qualiﬁcation without progression to A2. The speciﬁcation has a modular structure and students are required to study two unitsof study at each level. Students must study the same units at AS and A2. The information below highlights the units availableat each level:AS Units – Year 13: AS 2: An Introduction to Acts of the Apostles & AS 7: Foundations of Ethics with Special Reference toIssues in Medical Ethics A2 Units – Year 14:A2 2: Themes in Selected Letters of St Paul & A2 7: Global Ethics. There is no coursework requirement for this speciﬁcation. There are four externally assessed examinationsin GCE Religious Studies: Two X 1 hour 20 minute written exams at AS Level:AS 2: An Introduction to Acts of the Apostles: (50% of AS or 20% of full A Level)AS 7: Foundations of Ethics with Special Reference to Issues in Medical Ethics:(50% of AS or 20% of full A Level)Two X 2 hour written exams at A2 level:A2 2: Themes in Selected Letters of St. Paul: (50% of A2 or 30% of full A Level)A2 7: Global Ethics (50% of A2 or 30% of full A Level )RELIGIOUS STUDIESEntry Requirements: Grade: B In GCSE Religious Studies.Career Pathways:Religious Studies encourages logical and independent thinking. Students who have taken the subject at Advanced Levelhave gone on to study a wide variety of Third Level options including Medicine, Law, Occupational Therapy, Psychology,Computing, Teaching, Social Sciences, Philosophy, Humanities, Journalism, Theology and other Arts Degrees.

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St. Pius X College - Magherafeltwww.stpiusxcollege.org Tel: 028 796 3218636Examination Board: AQASubject Pathway: GeneralEntry Requirements: Grade: CC In GCSE English Literature and English Language. Career Pathways:By pursuing an education with A-level Sociology many different career pathways will open up for you. Some of the careerpathways which you can expect to open up for you include: advice worker, sociology teacher, guidance counsellor, socialworker, social researcher, policy ofﬁcer, international aid worker, policing, criminologist.SOCIOLOGYCourse Details:This is a two year linear A level course. This means three written papers are to be completed at the end of upper sixth. There is NO coursework element.• Compulsory content 1. Education with Theory and Methods 2. Topics in Sociology – Families and Households, Global Development 3. Crime and Deviance with Theory and MethodsAssessment: 3 x two hour written papers at the end of year 14 Paper 1: Education with Theory and Methods 2 hour written exam / 80 marks- 33.3% of A-level Paper 2: Topics in Sociology – Families and Households, Global Development 2 hour written exam / 80 marks- 33.3% of A-level Paper 3: Crime and Deviance with Theory and Methods 2 hour written exam / 80 marks- 33.3% of A-levelTHERE IS NO CONTROLLED ASSESSMENT REQUIREMENT IN THIS A LEVEL: ALL MARKS ARE ACHIEVED THROUGHWRITTEN EXAMINATIONS.

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St. Pius X College - Magherafeltwww.stpiusxcollege.org Tel: 028 796 3218637Examination Board:Subject Pathway: Applied OCRIntroduction:Cambridge Technical Level 3 qualiﬁcations are designed for students aged 16-19 years old wanting to specialise in the widercontexts of coaching skills, techniques, tactics, anatomy and physiology.Students will study 7 units over the two year years, these will include a mixture of compulsory and optional units.Compulsory units include anatomy and physiology, current issues in sport and the physiology of ﬁtness.Optional units include nutrition for sport, marketing, sports therapy, leadership in sport, sport as a business, ﬁtness testingand practical participation. They are ideal for the workplace due to the combination of transferable theoretical and practicalskills. This qualiﬁcation also enables students to develop other skills such as critical thinking, communication, leadership andmotivating others.• Cambridge Technicals are exam-free so suit all learning styles• There’s no external assessment• They include hands-on practical experience based on real life scenarios• UCAS tariff points are available at Level 3 to support progression to higher education.Students are expected to produce a portfolio of work over the two years, each unit is assessed internally on tasks for eachunit, this work is then externally moderated.This course suits students who can meet deadlines and work independently.This course is both practical and theoretical by nature and would be designed to suit students who have a background in sport. Course Details:GradingThe UNITS are graded Pass, Merit or DistinctionThe overall qualiﬁcation is graded as P, M, D, D*NB (Learners must pass each unit in order to pass the qualiﬁcation)SPORT - SINGLE AWARDEntry Requirements: Grade: C In GCSE English, preferably have GCSE PE and passed their GCSE Science.Career Pathways:By pursuing an education with A-level Sport (Single Award) many different career pathways will open up for you. Some ofthe career pathways which you can expect to open up for you include: ﬁtness centre manager, personal trainer, sportsteacher, exercise physiologist, coach, sports therapist, sports administrator, sports psychologist.OCR Level 3 Cambridge Technical Diploma in Sport

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St. Pius X College - Magherafeltwww.stpiusxcollege.org Tel: 028 796 3218638Examination Board: NEACourse Details:This qualiﬁcation earns between 6 and 12 UCAS points, but is not a GCE.Pass: 6 UCAS Points. Merit: 10 UCAS Points. Distinction: 12 UCAS Points.An interview is a conversation between two or more people where questions are asked by the interviewer to elicit facts orstatements from the interviewee. Interviews are a standard part of qualitative research. They are also used in journalism andmedia reporting and in various employment-related contexts, such as a job interview. Those wishing to attend furthereducation may be interviewed to secure their place at college or university.The NEA Interview Technique syllabus takes Learners through a process where they will learn the important aspects of takingpart in an interview and the importance of self-presentation. A successful interviewee will be able to engage interest, possiblypersuade and inform their interviewer, sharing their thoughts and ideas with clarity of thought, conﬁdence and ease.These examinations are suitable for schools, colleges, universities, youth and government organisations, as well as stageschools, acting, dance and drama schools. Those interested in these examinations may also be interested in the Skills for LifeWorkshops and Examinations.Learning and DevelopmentNEA’s Interview Technique syllabus builds self-conﬁdence and self-esteem, speaking and listening skills, as well as clarity ofthought, the syllabus taking them through:• CV Writing• Preparing for and taking part in a formal interview• Learning interview techniques• Presentation Skills• Public Speaking• Relaxation Techniques• Receiving constructive and encouraging feedback.NEW ERA ACADEMYInterview Technique. Level 3 Enhancement QualiﬁcationSubject Pathway: Enhancement

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St. Pius X College - Magherafeltwww.stpiusxcollege.org Tel: 028 796 3218639Examination Board: NEANEW ERA ACADEMYCourse Details:This qualiﬁcation can earn up to 30 UCAS points, but is NOT a GCE.Learners would be expected to have an interest or previous experience in this area.Having been assessed by the teacher, pupils will be advised as to what Graded Exam they should enter for. Grade 6-8 willearn between 6 and 30 UCAS points. The range of exams is vast, including; Speech and Drama, Recital, Public Speaking, Shakespeare, Sight Reading etcGradingUCAS Points awarded depend on the Grade and the award of Pass, Merit or distinction (6- 30 Points).Progression• Besides the value of additional UCAS points for entry to further education.• These exams are also valuable for CV enhancement and transferrable skills development.• The syllabi promote the development of conﬁdence, independence, self-esteem, and communication skills; all of whichare useful for the world of work and interviews.Performance Skills. Level 3 Enhancement QualiﬁcationSubject Pathway: Enhancement

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St. Pius X College - Magherafeltwww.stpiusxcollege.org Tel: 028 796 3218640Examination Board: NEASubject Pathway:EnhancementCOPE CERTIFICATE OF PERSONAL EFFECTIVENESSCourse Details:This qualiﬁcation earns 16 UCAS points, but is not a GCE.The aims of the qualiﬁcation are to enable candidates:• to develop and demonstrate a range of personal, key and employability skills leading to personal effectiveness;• to broaden experience and manage learning through the enrichment activities;• to receive formal recognition and accreditation for the above.In order to earn the Certiﬁcate of Personal Effectiveness candidates must complete three challenges, through which evidenceof skill development in six areas is demonstrated to level 3. This involves three main strands:• taking responsibility for planning, organizing and carrying out a number of activities or challenges, and evidencing this work in a portfolio;• developing and evidencing the three wider key skills of working with others, improving own learning and performance and problem solving at level 3.• developing and evidencing three other skills, based on the Communication key skill at level 3, of planning and carrying out a piece of research, communicating through discussion, and planning and giving an oral presentation (criteria enclosed).Points to consider:• Course assessment is based entirely on coursework• Final accreditation is worth 16 UCAS points.• Relevant to those students who wish to pursue higher education places where there is great demand (i.e.) Law, Teaching, Humanities, etc. The additional qualiﬁcation or UCAS points may make the difference in attaining a place.Level 3 Enhancement QualiﬁcationCareer Pathways:Besides the value of additional UCAS points for entry to further education. These exams are also valuable for CVenhancement and transferrable skills development. The syllabi promote the development of conﬁdence, independence,self-esteem and communication skills; all of which are useful for the world of work and interviews.

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St. Pius X College - Magherafeltwww.stpiusxcollege.org Tel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St. Pius X College - Magherafeltwww.stpiusxcollege.org Tel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`.*U%@_8(*#() 4 ( %#O8.*1&)15%Y)1(*0#(/%O&K%2(%*(J,#*(-%>*#O#).+. 'K%:;<%;;%;F%;)#7$ 9 %@)'+#$"%B%>%A&1"$%%6)K%6%D(0(+%N$K4".+.'K%O&K%2(%,$(E,+%7<5<5<5%S%65<5<59%G()1#$1*K%:;<%@)'+#$"%A&1"$%G6%?4#()4(%a%6%.*%6b%=*&-($%%>"(O#$1*KT%<#.+.'K%8+,$%.)(%.E%N"K$#4$T%A&1"$%656565%L%6%=*&-(%#)%E.,*1"%6?%D(0(+%;>6!%681#1,-(%1($1%L%#)1(*0#(/%G#(1(1#4$%;;%@)'+#$"%B%>%A&1"$%B%>%G6%?4#()4(%B%>>%%X%?4#()4(%$,23(41$%7>"(O#$1*K%8*(E(**(-9%=*&-($%<5<5<5%c#-(.%Y)1(*0#(/%*(J,#*(-%G*&O&%?1,-#($%:;<%;;%@)'+#$"%A&1"$%%%%<5<5<%P<5<5>%*(J%6%D(0(+%G*&O&%,$(E,+5%%6,-#1#.)$%*(J,#*(-5%@4.).O#4$%:;<%;;%=>?@%A&1"$%%=*&-(%6%7E.*%:;<9%=*&-(%<%7E.*%;;9%C#)&)4#&+%?1,-#($%%6%D(0(+%A&1"$%.*%<,$#)($$%?1 ,-#($%,$(E,+5%@-,4&1#.) %7N*#O&*K9%?15%A&*KW$%;><T%?1*&)O#++#$%>.++('(%@)'+#$"%A&1"$%?4#()4(%%Z&1#.)&+%>,**#4,+,O%$,23(41$%H#'"%'*&-($%&)-%#)1(*0#(/%*(J,#*(-5%`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?6%D#E(%Q%H(&+1" %?4#()4($%?.E1/&*(%?K$1(O$%G(0(+.8O()1%C#+O%?1,-#($%:;<%%@)'+#$"%A&1"$%@)'+#$"%D#1(*&1,*(%A(-#&%?1,-#($%d.,*)&+#$O%G*&O&%%A.0#)'%YO&'( %6*1$ %.*%@)'+#$"%D#1(*&1,*(5%:;<%S%<5<5<5%%C#)&)4(%:;<%;;%A&1"$%=*&-( %<%%C#)&)4#&+%?1,-#($%%<,$#)($$%?1 ,-#($%Q%A&1"$%,$(E,+5%%%=*&-($%*&)'(%E*.O%656565%1.%<5<5<5%C..-%Q%Z,1*#1#.)%;;%:;<%>565C5I5@%A&1"$%@)'+#$"%G6%?4#()4(%H.O(%@4.).O#4$%6%?4#()4(%$,23(41%.* %H.O(%@4.).O#4$%%=*&-($%*&)'(%E*.O%6565<%P%<5>5>5%%%7!/.%?4#()4(%$,23(41$%8*(E(*&2+(9%C.*()$#4%?4#()4($%;F%;)#7$ 9 %@)'+#$"%A&1"$%G6%?4#()4(%%>"(O#$1*K%<#.+.'K%%C.*($1*K%;F%;)#7$ 9% . *%G#*(41%@)1*K%@)'+#$"%A&1"$%G6%?4#()4(%%M%?4#()4(%Q%A&1"$%.*%!(4").+.'K%%C*()4"%:;<%@)'+#$"%A&1"$%C*()4"%D&)',&'($%C*()4"%S%=*&-(%<%[E1()%4.O2 #) ( %/#1"%.1"(*%$,23(41$%(5'5%?8&)P<,$PD&/%=(.'*&8"K%:;<%;;%@)'+#$"%A&1"$%=(.'*&8"K%?4#()4(%=(.'*&8"K%=*&-(%<%.*%&2.0(%=*&-($%<5<5<5%%=(*O&)%:;<%;;%=(*O&)%?4#()4(%=(*O&)%[E1()%.EE(*(- %/#1"%<,$#)($$%.*%&).1"(*%+&)',&'(%=*&8"#4%G($#')%;F%;)#7$ 9 %@)'+#$"%A&1"$%6*1%>.O85%?1 ,-#($%6*1%[E1()%$1,-()1$%4.O8+(1(%C.,)-&1#.)%R(&*%#)%6* 1%H#$1.*K%:;<%;;%@)'+#$"%H#$1.*K%%%H#$1.*K%0(*K%,$(E,+5%[E1()%3.#)(-%. *%8&*1%.E%&%4.O2#)(-%6*1$%4.,*$(%765<5<5%S%<5<5>59%H.*1#4,+1,*(%>565C5I5@%;F%;)#7$ 9% . E %G#*(41%@)1*K%@)'+#$"%A&1"$%%?4#()4(%Y)-,$1*#&+%@_8(*#()4(%I(J,#*(-%<#.+.'K%L%A&1"$%.*%N"K$#4$5%G#*(41%@)1*K%S%] %=>?@%8&$$($5%H.$8#1&+#1K%A&)&'(O()1%;;%@)'+#$"%A&1"$%?4#()4(%6%+&)',&'(%%D&)'%S%($8%C*()4"P?8&)5%>.O8,1#)'T%%%`.*U%(_8( *#()4(%0#1&+%<5<5>5%S%<5<5<5%%Y)E.*O&1#.)%!(4").+.'#($%%;;%@)'+#$"%A&1"$%>.O8,1#)'%.*%Y>!%Z.1%($$()1#&+%%6%D(0(+%Y>!%.*%>.O8,1#)'%&*(%,$(E,+%Y*#$"%?1,- # ($%:;<%%Y*#$"%@)'+#$"%S%=*&-(%>%%%Y*#$"%[E1()%4.O2 %#) %6 *1$ %4.,*$(5%=*&-(%<%#)%Y*#$"%*(J%Y1&+#&)%;FPY*#$"%;)#7$9%Y1&+#&)%%Y1&+#&)%%St. Pius X College - Magherafeltwww.stpiusxcollege.org Tel: 028 796 3218644A GUIDE TO FURTHER & HIGHEREDUCATION COURSE REQUIREMENTS

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St. Pius X College - Magherafeltwww.stpiusxcollege.org Tel: 028 796 3218645%d.,*)&+#$O%;;%@)'+#$"%A&1"$%d.,*)&+#$O%%!K8#4&+%'*&-($e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c@I?Y!Y@?%D(#$,*(%?1,-#($%G#*(41%@)1*K%]%=>?@%'*&- ($%>T%%@)'+#$"%A&1"$%?4#()4(%#)4+,-(-%N@%`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d.,*)&+#$O%@)'+#$"%D#1(*&1,*(%%@)'5%.*%A(-#&%0(*K%,$(E,+%A(-#4#)(%:;<%;F%;)#7$ 9 %@)'+#$"%A&1"$%G6%?4#()4(%H#'"%8*.E#+(%*(J,#*(-%%%a%6bP6W$%7<($1%a%?,23(41$9%%>"(O#$1*K%ND;?%&1%+(&$1%.)(%.1"(*%?4#()4(PA&1"$5%<#.+.'K%1.%&1%+(&$1%6?%D(0(+5%`[IF%@fN@IY@Z>@%@??@Z! Y6D%656565%7&1%6X%+(0(+9%L%&)%6%=*&-(%#)%E.,*1"%6?%D(0(+%.*% 6b66%71.%#)4+,-(%>"(O%Q%<#.9%%;>6!%S%681#1,-(%!($1%Q%Y)1(*0#(/%A(1(.*.+.'K%;F%;)#7$ 9 %A&1"$%@)'+#$"%G6%?4#()4(%=(.'*&8"K%N"K$#4$%<&$#4&++K%&%%N"K$#4$%G('*((P%=(.'*&8"K%,$(E,+%A,$#4%:;<%;;%;F%;)#7$ 9 %@)'+#$"%A&1"$%A,$#4%%6%D(0(+%A,$#4%.*%=*&-(%g%N*&41#4&+%&)-%!"(.*K%6,-#1#.)%Q%#)1(*0#(/%O&K%2(%*(J,#*(-5%%%61%+(&$1%'*&-( %<%#)%%6%D(0(+%A,$#4%A GUIDE TO FURTHER & HIGHEREDUCATION COURSE REQUIREMENTS

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78*(E(* &2+K%&1%-#$1#)41#.)9%Z,*$#)'%:;<%;;%@)'+#$"B%=*&-(%>%Q%&2.0(%A&1"$%S%=*&-(%>%Q%&2.0(%%G6%?4#()4(%B%;$(E,+%>"#+-%G(0(+.8O()1%I@D@c6Z!%%`[IF%@fN@IY@Z>@%I@:;YI@G%?4#()4(%#$%8*(E(*&2+(T%*&)'(%E*.O%%<5<5>5%S%<5>5>5%Z.)%$4#()4(%2&4U'*.,)-%'*&-(%*(J,#*(O()1%#$%<5<5>5%[44,8&1#.)&+%!"(*&8K%;;%@)'+#$"B%=*&-(%>%Q%&2.0(%A&1"$%S%=*&-(%>%Q%&2.0(%%G6%?4#()4(%%%`[IF%@fN@IY@Z>@%<@Z@CY >Y6D%%%cYG@[%YZ!@IcY@`%I@:;YI@G%6)K%$,23(41$5%%%N$K4".+.'K%.*%<#.+.'K%O&K%2(%,$(E,+5%=*&-(%<5<5<5%[8"1"&+O#4%[81#4$P%[81.O(1*K %;;%;F%;)#%7$ 9 %@)'+#$"%B%=*&-(%>%Q%&2.0(%A&1"$S%=*&-(%>%Q%&2.0(%G6%?4#()4(%%X%?4#()4(%$,23(41$%.*%M%?4#()4(%Q%A&1"$%=*&-($%6565<5%%%N"&*O &4K%:;<%;;%@)'+#$"%A&1"$%G6%?4#()4(%%>"(O#$1*K%Q%M%.1"(*%?4#()4(%7<#.+.'K%8*(E(**(-%&$%X)-%%?4#()4(9%=*&-($%6565<5%7O,$1%"&0(%6%#)% >"(O#$1*K9%%N"K$#4$%:;<%;F%;)#7$ 9 %A&1"$%G6%?4#()4(%%N"K$#4$%A&1"$%;$,&++K%h%?4#()4($%E.*%2($1%4.,*$( $i%X%&44(81&2+(%N"K$#.1"(*&8K%;;%@)'+#$"%A&1"$%G6%?4#()4(%%61%+(&$1%M%?4#()4(%$,23(415%%`[IF%@fN@IY@Z>@%<@Z@CY >Y6D%=*&-($%<5<5<5%%c#-(.%Y)1(*0#(/%*(J,#*(-%%N.-#&1*K%;;%@)'+#$"%A&1"$%G6%?4#()4(%%A&1"$%.*%M%?4#()4(%$,23(41%`[IF%@fN@IY@Z>@%<@Z@CY >Y6D%%=*&-($%<5<5<5%%c#-(.%Y)1(*0#(/%*(J,#*(-%%N.+#1#4$%:;<%;;%@)'+#$"%A&1"$%H#$1.*K%%N.+#1#4$%&1%\6W%%D(0(+%,$(E,+%N*.8(*1K%I('()(*&1#.)P%G(0(+.8O()1%;;%;F%;)#7$ 9 %@)'+#$"%S%=*&-(%>%A&1"$%S%=*&-(%>%<,$#)($$%?1 ,-#($%>.)$1*,4 1#.)%!(4").+.'K%%=*&-($%<5<5<5%&1%;;5%<,$#)($$%?1 ,-#($%,$(E,+5%N$K4".+.'K%:;<%;;%@)'+#$"%A&1"$%?4#()4(%%6%D(0(+%N$K4".+.'K%,$(E,+5%%60&#+&2+(%#)%6*1$%L%?4#()4($5%%=*&-($%65<5<5%S%<5<5<5%N,2+#4%I(+&1#.)$%;;%@)'+#$"%A&1"$%<,$#)($$%?1 ,-#($%%=*&-($%65<5<5%<,$#)($$%?1 ,-#($%O&K%2(%,$(E,+%:,&)1#1K%?,*0(K#)'%Q%>.OO(*4#&+%A&)&'(O()1%;;%=*&-($%>%&1%=> ?@%A&1"$%`#1" %@)'+#$"%G6%?4#()4(%=(.'*&8"K%<,$#)($$%?1 ,-#($%!(4").+.'K%O&K%2(%,$(E,+%!.%#)4+,-( %M%E*.O%A&1"$P%N"K$#4$ P%>"(O#$1*KP%<#.+.'KP%@)'#)((*#)'%.*%>.)$1*,4 1#.)%=(.'*&8"K%A&1"$%O&K%2( %, $( E, +5%%=*&-($%65<5<5%I&-#.' *& 8"K%;;%;F%;)#7$ 9 %@)'+#$"%A&1"$%G6%?4#()4(%%A&1"$%.*%M%? 4#()4(%$,23(41%78*(E(* %N"K$#4$%P%G.,2+(%6/&*-%?4#()4(9%%=*&-($%<5<5<5%%%%`.*U%@_8(*#()4(%2()(E#4#&+5%c#-(.%Y)1(*0#(/%*(J,#*(-%I(&+%@$1&1 (%;;%@)'+#$"T%A&1"$%%%=*&-($%<5<5>5%I()(/&2+(%@ )(*'K%@)'#)((*#)'%%;;%@)'+#$"%A&1"$%>.)$1*,4 1#.)%%A&1"$%Q%.)( %E*. O %N"K$#4$T%>"(O#$1* K T%=*&-($%<5<5<5%%St. Pius X College - Magherafeltwww.stpiusxcollege.org Tel: 028 796 3218646A GUIDE TO FURTHER & HIGHEREDUCATION COURSE REQUIREMENTS

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St. Pius X College - Magherafeltwww.stpiusxcollege.org Tel: 028 796 3218647G6%?4#()4(%%!(4").+.'K%.*%@)'#)((*#)'%I(1&#+%A&)&'(O()1%;F%;)#7$ 9 %@)'+#$"%A&1"$%<,$#)($$%?1 ,-#($%`[IF%@fN@IY@Z>@%?!I[Z=DR%I@>[AA@ZG@G%<,$#)($$%?1 ,-#($%,$(E,+5%?.4#&+%`.*U%;;%:;<%@)'+#$"%A&1"$%%?Y=ZYCY>6Z!%`[IF%@fN@IY@Z>@%I@:;YI@G%=*&-(%65<5<5P<5<5<5%?"./%>.OO#1O()15%c#-(.%Y)1(*0#(/%*(J,#*(-%?.E1/&*(%@)'#)((*#)'%;;%;F%;)#7$ 9 %A&1"$B%=*&-(%< %@)'+#$"%?4#()4(%>.O85%?1 ,-#($%%A&1"$T%>.O8 , 1#)' %&)-%N" K$#4$%,$(E,+5%%=*&-($%E*.O%65<5 <5%?8&)#$"%:;<%?8&)#$"%%?8&)#$"%60&#+&2+(%&1%$#)'+(%H.)$%.*%&$%8&*1%.E%4.O2#)(-%H.)$%.*%<,$#)($$%S%65<5<5%?8((4"%&)-%D&)',&'(%!"(*&8K%;;%;F%;)#7$ 9 %@)'+#$"%A&1"$%?4#()4(%6%+&)',&'(%@)'+#$"%D#1(*&1,*(%@)'+#$"%D#1(*&1,*(%.*%&%D&)',&'(%=*&-($%<5<5<5%%c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`.*U%(_8( *#()4(%#O8.*1&)1%<5>5>5%S%<5<5<5%c(1(*#)&*K%?4#()4(%;F%;)#7$ 9 %;>G%@)'+#$"%A&1"$%G6%?4#()4(%H#'"%8*.E#+(%*(J,#*(-%%%a%6bP6W$%6%+&)',&'(%O&K%2(%*(J,#*(-%>"(O#$1*K%<#.+.'K%`.*U%(_8( *#()4(%($$()1#& +%%7`.*U%( _ 8 ( *#()4(%E.*O%1.%4.O8+(1(%&$%8&*1%.E%&88+#4&1#.)%8*.4($$%9%%N"K$#4$%.*%A&1"$%8*(E(**(-%#)%& --#1#.)5%%>"(4U%(&4"%,)#0(*$#1K%E.*%$8(4#E#4%()1*&)4(%4*#1(*#&%656565%%,$,&++K%*( J,#*(-5%6N!Y!;G@%!@?!%I@:;YI@G%>.OO,)#1K%R.,1"%`.*U%;;%@)'+#$"%%A&1"$%%`.*U%(_8( *#()4(%@$$()1#&+%Y)1(*0#(/% *(J,#*(-%j..+.'K%:;<%;F%;)#7$ 9 %A&1"$%G6%?4#()4(%%<#.+.'K%M%.1"(*%?4#()4(%>"(O#$1*K%8*(E(**(-%&$%1"(%X)-%?4#()4(% A GUIDE TO FURTHER & HIGHEREDUCATION COURSE REQUIREMENTS

Post 16 Prospectus

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