St. Pius X Post 16 Prospectus : simplebooklet.com

Welcome2Welcome to St Pius X College Sixth Form Information Book.I am delighted that you have an interest in ﬁnding out about our Post 16 provision and hope you ﬁnd the information here both interesting and informative. Sixth Form study is different with much fewer subjects and more independent learning; we strive as a school to help students quickly adapt to this change to ensure the best possible start to their studies. Pupils are encouraged to aim high and to work hard to fulﬁl those aspirations in a pupil friendly, mutually respectful environment. We encourage our students to return to further study with us and, each year, we are very pleased to welcome students from elsewhere to join us. Through induction and wellbeing initiatives, returning students will be given every opportunity to get off to a good start based on solid foundations. That said, it is also critical that all students wishing to return are prepared and willing to take on the challenges of 6th form study by giving it the commitment of time and effort required. We offer a wide range of General & Applied subjects, enhanced by our Magherafelt & Rural Learning Partnership provision, which are designed to meet the needs, interests and aspirations of all 16-18 year olds. You will have the opportunity to choose a pathway of study that suits you, your interests, abilities and your learning style. We will support and guide you to achieve the best qualiﬁcations and experiences you can. You will beneﬁt from high quality teaching and outstanding student support. We have a dedicated and committed Pastoral Support team who will work to ensure that you and your family have access to the help and guidance you need to overcome any barriers to your learning and help plan for your future. We have high expectations of all of our pupils. Aspiring Sixth Form students must have a positive work ethic and excellent attendance, punctuality and behaviour records. Our senior students enjoy greater freedom than in years 8-12, which they must accept brings greater responsibility, and they work with a progressively higher degree of maturity taking fuller responsibility for their own learning. We are very proud of our Sixth Form students who make a valuable contribution to our college, and indeed to our wider community. In partnership with their teachers, we are proactive in helping them choose the pathway best suited to their needs and aspirations with a key focus on the maximum number of students attaining three Level 3 qualiﬁcations. Our modern curricular offer is designed to ensure our students not only succeed but also leave the college with a portfolio of qualiﬁcations that give them maximum choice, ﬂexibility and opportunity. This prepares them well for higher education, further education, higher level apprenticeships and the world of work in the rapidly changing careers landscape of the modern world. Mr P Friel BSc (Hons), P.G.C.E, P.Q.H Principal

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4EthosWhatever your starting point, be assured, we’ve got you…St 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.

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Internal Applicants A student will be approved for entry, assuming satisfactory behaviour and attendance, and 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 subject speciﬁc 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. • He/she has achieved the minimum subject entry requirements as outlined in this Post 16 Prospectus for individual subjects. 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. 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 to Year 13. Places shall be allocated only to students who meet the eligibility criteria for entry into Year 13 (as above) and shall be allocated in the order determined by the following criteria: 1. Where a student from another school is unable to access their preferred subject choices 2. Where speciﬁc courses have unﬁlled places. 3. Pupils from other schools where admission to an extra place at St Pius X College has been agreed by the Department of Education. 4. Unfortunately, there is no guarantee that candidates for whom St Pius X College is not their nearest Catholic Maintained school will be entitled to school transport.6Admissions Criteria

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A number of Learning Centre Facilities are available at St Pius X College in order to promote the quality of teaching and learning. They include: • Supervised Sixth Form Study Centre. • Hi-tech Computer Suites • WiFi (for student devices) • Learning Resources You will find as you embark on your Sixth Form studies at St Pius X College that not all of your week is taken up in the classroom. If you are to be successful in your studies, it is vital that you supplement what you learn in the classroom with personal study. Use the library for research projects and take advantage of the study room to complete work directed by your class teachers. Your teachers will often supply you with study materials to work through outside class. These flexible learning materials are best used in our library where other facilities are nearby. Some materials are permanently available to you to take and use, especially ones which help with study skills, number work and communications. You must strike the right balance between your academic work and your extra-curricular activities. Important though it is to cultivate wide interests and friendships, you must not allow these interests to undermine your academic 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 and happy environment is essential for pupils to succeed. We therefore place a great emphasis on our pastoral care 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 where diversity is valued. Our aim is to ensure that the college supports and equips all pupils with the life skills they need to make responsible choices and achieve their full potential. We have a speciﬁc pastoral care structure which provides guidance and support to all pupils. Each member of the Post 16 team has an important role in supporting pupils and meeting with parents. In addition, a number of external agencies help to provide counselling services. Form Teacher The Form Teacher’s role is pivotal as they will be a central person who has a full picture of you. They will monitor your attendance, academic progress and adherence to the code of conduct and liaise directly with you and your parents/guardians. You will be timetabled daily with your Form Teacher and he/she should be your ﬁrst point of contact if any difﬁculties should arise. Head of Year The Head of Year will keep regular contact with your Form Teacher to monitor your progress and help provide additional support for you through your Post 16 studies. They will support your Form Teacher regarding any queries or concerns that may arise. These may include attendance, pastoral concerns or study related difﬁculties. The Head of Year will also challenge, encourage and assist you to be the best that you can so that you will be successful in your chosen career path. In consultation with other pastoral and curriculum staff the Head of Year will arrange meetings with your parents to discuss any concerns. Counsellor At St Pius X College, we recognise that there are times when it is possible that you may need some extra support and help to manage unfamiliar situations and feelings. The school counsellor is a professional counsellor from FamilyWorks who supports pupils with particular challenges. The counsellor talks to individual pupils to help them with whatever difﬁculties they are facing. Pupils can self-refer to the college’s counsellor or referrals can be made by pastoral staff. Safeguarding/Child Protection We aim to provide a safe and caring environment within St Pius X College which will allow pupils to feel secure and may encourage them to consult members of staff regarding their own personal concerns. All Child 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 Agencies Whilst we aim to support in every way we can there is a wide range of external support. At any time, you can call 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 1721 PSHE Through these programmes we aim to enhance pupils’ knowledge and understanding of their rights and responsibilities as citizens, of social and political institutions and structures, of social and moral issues and to promote health and safety issues. We aim to develop pupils’ spiritual awareness and explore different beliefs, 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 Addiction 9Core 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 A O’Kane Mrs C Bell Mr J Mulholland

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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 and mutual respect. Fundamental to the successful development of such a community is the quality of the students’ learning experience. This will be nurtured and managed with insight and vision in order that we create 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 and when engaged in activities associated with or representing the college. The parent-school partnership is very important and we also ask for parents’ support in encouraging pupils to adhere to our school’s policies and procedures to ensure a safe and conducive learning environment exists for everyone. We therefore seek the support of all pupils and parents/guardians for the implementation of the Code of Conduct by asking them to sign a positive behaviour contract which can be found in every Pupil Homework Diary. Academic Demands Any Sixth Form course will be demanding and pupils must understand the commitment to hard work that will be expected from them. There is an enormous difference between the nature of the work at Key Stage 4 level 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. Each GCE subject is studied in far greater depth and much more emphasis is placed on independent learning to acquire the necessary knowledge and complete all tasks according to deadlines. The pace of work is very demanding. Attendance There is a very strong link between attendance and success at A level. Pupils are expected to commit to 100% attendance. As a school we are keen to support pupils in gaining outstanding attendance as it is essential if pupils are to succeed in the courses they have selected to study. Attendance and punctuality at all 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 contacted either by text message or letter of our concerns and attendance will continue to be carefully monitored. All appointments including driving lessons, routine dental and medical appointments must be arranged outside of school time. In addition to morning registration, registers will be taken at every lesson and absences recorded so that parents can be informed of any hindrance to progress caused by irregular attendance. If pupils need to leave school for any reason during the school day, permission should be sought from the Head of Year and for health and safety reasons, the leave of absence sheet signed. Parents are required to provide notes to explain all absences or to contact school by telephone. 10Responsibilities80% Attendance7 Weeks and 3 Days of Learning MissedUnacceptable85% Attendance5 Weeks and 3 Days of Learning MissedVery Poor90% Attendance3 Weeks and 4 Days of Learning MissedPoor95% Attendance1 Week and 4 Days of Learning MissedSatisfactory100% Attendance0 Days MissedExcellent

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Code of Conduct Effective teaching and learning can only take place when attitudes and behaviours are positive. In St Pius X College we strive to establish a positive ethos where all pupils are encouraged to develop a sense of responsibility. Our Code of Conduct is based on the simple requirements of courtesy and mutual respect both 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 and has 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 and conduct around the school as they are the most senior members of the school community and they must be an example to others. Great emphasis is placed upon reliability, courtesy and respect towards others. Uniform The 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 for all pupils. It is compulsory for all students and must be worn correctly at all times, including college functions and travelling to and from college. Anti-bullying Our college ethos is that bullying is completely unacceptable. Misuse of mobile phones, social media or any digital technology to cause harm or hurt to any other individual is totally unacceptable. Sixth Form pupils play a vital role in helping the school to promote an anti-bullying culture. The following policies and structures are available on our college website and are designed to minimise risks; Safeguarding & Child Protection, Anti-Bullying, E-Safety, Pastoral Care & Positive Behaviour Management and the college Code of Conduct. Mobile Phones, Mobile Devices For Safeguarding and Child Protection reasons, students are permitted to bring mobile phones into school but they should not be visible. For these same reasons, students may not use mobile phones in the course of the college day without the explicit permission of staff. Parents/guardians are reminded that in cases of an emergency, the college ofﬁce remains a vital point of contact. Mobile phones must be switched off at all times 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 a device 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 the college day. Misuse of Digital Technology (Social Networking, Picture/Video sharing websites) This college has a zero tolerance policy towards any misuse of digital technology (internet, social networking and picture/video sharing websites, exams) to any member of the college community. Any student found to be up-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 any member of the college community through the use of any electronic device or the sharing of inappropriate material will also not be tolerated. It will be regarded as a grave disciplinary matter and will result in a severe sanction. 11

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12ResponsibilitiesEMA An Educational Maintenance Allowance (EMA) is available to pupils remaining in full time education beyond the age of 16 years where the family income falls within deﬁned limits. Payments are strictly linked to attendance and performance. The EMA is only paid for full weeks of attendance within term time. It will only be paid when 100% weekly attendance has been achieved by the pupil. No payment will be made for part attendance. The weekly allowance rate for eligible students currently is £30.00 which is paid directly into the pupil’s bank account on a fortnightly basis and two bonus payments of £100 paid each year in January and June. All EMA pupils will be required to sign a Learning Agreement with the school. If they fail to adhere to 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 Study The need for careful time management and self-discipline is the most distinctive feature of life in the Sixth Form as there will be times during the school day when pupils are not in timetabled lessons. Pupils will have supervised allocated study areas with provision for computers available. We also encourage pupils to bring their 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 School Sixth Form students are reminded of the importance of safe driving. Cars must be parked outside of the school grounds at all times. This is necessary to avoid congestion and parking problems and for pedestrian safety. Sixth Form students must not use their cars during the course of the school day (even if they have a study 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 key skills which can be used in later life and the qualities necessary to mature into young responsible adults. We encourage all Sixth Form pupils to get involved in the St Pius X Community through participation in extended activities such as Open Day and fundraising. We champion the pupil voice and provide leadership opportunities to enable pupils to become successful leaders and role models for our younger pupils. Pupil Leadership Team Senior Leadership pupils play a very important role in the life of the school and are seen as role models to all other pupils both in Post 16 and the lower years. In second or third term Year 13 pupils in consultation with their form teachers are invited to put forward their name for consideration to be part of the pupil leadership team. A pupil and staff vote is then conducted to reduce the applications to around 16 pupils. Those successful pupils then go through an intensive interview process where they get the opportunity to present to a panel an initiative they are passionate about and prepared to introduce into the school. The pupil leadership structure is comprised of a Head Boy, a Head Girl, Deputy Head Pupils and senior prefects for different key roles to include peer mentoring, pastoral and sport. School Council Post 16 pupils take an active part in decision-making in the college through the elected Pupil Council. Their opinions are frequently sought across a range of areas including Teaching and Learning, extra-curricular activities and pupil welfare. The School Council gives a voice to the pupil population and an opportunity for the pupils to discuss pertinent issues with staff and to inﬂuence policy. The School Council then forwards proposals 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 the transition 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 the pupils to join extra-curricular activities at break and lunch time. They answer questions the pupils might have about 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. Issues addressed 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 careers education and guidance plays a vital role in the preparation of Sixth Form pupils for life after school. All pupils follow a structured careers programme through their weekly careers lessons where they will be carefully guided through the options process, making subject choices, UCAS application and other pathway processes. This begins with pupils learning. Careers Education aims to help pupils to acquire skills, aptitudes and abilities to enable them to progress conﬁdently in a variety of roles. Magazines, leaﬂets, prospectuses and interactive computer software programmes are provided so that pupils will ﬁnd out more about their own 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 their career 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 career activities are organised throughout Years 13 and 14. These include career guidance interviews, more focused work placement (including virtual events), opportunities to attend open days, talks from visiting speakers of various universities, further education institutions and other work-related organisations. Mock interviews are arranged 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 begins immediately after pupils return from their AS examinations. The whole application procedure will be explained to pupils and the UCAS website explored. Pupils will have time with their careers teacher and have opportunities to visit local universities in order to gather as much information as possible on the courses they are interested in. After AS results, pupils in consultation with their careers teacher and their parents/carers will come to a ﬁnal decision regarding the courses they will apply for through the UCAS system. Predicted grades will almost entirely be based on grades 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. • Ofﬁcial UCAS Deadlines will be communicated to all Year 14 Pupils as they become available each year. During Term 2, all Year 14 pupils will receive an opportunity to experience a mock interview with a range of local business, education and professional services personnel. These interviews are of great beneﬁt to the pupils as they focus on the speciﬁc intended area of study, and introduce them to some of the difﬁculties they 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 further advised 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 and participate in the delivery of the programme through all Key stages. 14Careers

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17POST 16 COURSES Academic Year 2025 - 2026Magherafelt & Rural Learning Partnership The 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 curricular opportunities 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 of General and Applied Subjects and our range of courses has further increased through collaboration across our area learning 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 is obviously dependent on Subject availability and students meeting speciﬁc entry criteria. In addition, these MRLP subjects require 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 in speciﬁcation. 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)

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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 and design 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 thinking skills and problem solving. It encourages students to ﬁnd alternative approaches and take risks in their work. It also develops in depth knowledge of art and design through research and practical activities, intellectual capabilities and independent approaches to learning. Course Details: The GCE Art and Design speciﬁcation is available at two levels: AS and A2. Students can take the A2 course as a ﬁnal qualiﬁcation. Students who wish to obtain a full A level qualiﬁcation must also complete the A2 course. The AS units make up 40% 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 three specialisms: • 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 Module AS Module 1 AS Module 2 A2 Module 1 A2 Module 2 % of AS/A2 Grade 50% of AS 20% of full A Level 50% of AS 20% of full A Level 60% of A2 36% of full A Level 40% of A2 24% of full A Level How it is assessed? Students develop, explore and record ideas. Teachers assess students’ work and CCEA moderate their marks. Assessment Objectives 1, 2 and 3 only. Students present a personal outcome in response to the theme. Students bring this to completion during a 10 hour controlled test. Teachers assess students’ work and CCEA moderate their marks. Assessment Objective 4 more heavily weighted. Written component and practical work inform each other and are integrated, but are marked separately. Teachers assess the practical investigation and CCEA moderate their marks. Written Investigation 1000-3000 words – externally assessed 20% of A2; 12% of A level. Assessment Objectives 1, 2 and 3 only. Students present an outcome in response to the theme. Students bring this to completion during a 15 hour controlled test. Teachers assess students’ work and CCEA moderate their marks. Assessment Objective 4 more heavily weighted. Module Title Experimental Portfolio Personal Response Personal and Critical Investigation Thematic outcome St. Pius X College - Magherafeltwww.stpiusxcollege.org Tel: 028 796 32186Examination Board: CCEASubject Pathway: GeneralEntry Requirements: Grade: C In GCSE Art & Design Career Pathways: By pursuing an education with A-level Art and Design many different career pathways will open up for you. Some of the career 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: PearsonSubject 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. Students obtain a coherent introduction to the study of art and design and gain an understanding of the creative process. Students will study 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 to higher education. The mandatory unit focuses on visual recording and communication skills, which underpin all areas of art and design and are the building blocks on which to develop creative practice. Visual communication and recording is based on observation 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. Learners will develop a range of skills, techniques, and personal attributes that will be valuable across all areas of future study and work. Assessment: Units are assessed using a grading scale of Distinction (D), Merit (M), Pass (P), Near Pass (N) and Unclassiﬁed (U). Entry Requirements: Grade: C In GCSE Art & DesignGrade C GCSE Art & Design or GCSE Contemporary Crafts Career Pathways: The qualiﬁcations enable students to achieve specialist knowledge and skills, qualifying entry to an apprenticeship or other employment, or progression to related higher education courses.ART & DESIGN Pearson BTEC Level 3 National Extended Certiﬁcate in Art and Design19Title Pearson BTEC Level 3 National Certiﬁcate in Art and Design Pearson BTEC Level 3 National Extended Certiﬁcate in Art and Design Structure Equivalent in size to 0.5 of an A Level. 2 units of which 1 is mandatory and 1 is external. Mandatory content (67%). External assessment (67%). Equivalent in size to one A Level. 4 units of which 3 are mandatory and 2 are external. Mandatory content (83%). External assessment (58%). Units Total unit 2: Mandatory: 1 Visual Recording and Communication. Optional: - Fine Art Materials, Techniques and Processes. - Textiles Materials, Techniques and Processes. - 3D Design Craft Materials, Techniques and Processes. Total units 4. Mandatory: 1 Visual Recording and Communication. 2 Critical and Contextual Studies in Art and Design. 3 The Creative Process. Optional: -Fine Art Materials, Techniques and Processes. - Textiles Materials, Techniques and Processes. - 3D Design Craft Materials, Techniques and Processes. Summary The qualiﬁcation offers an introduction to the art and design sector through applied learning. The qualiﬁcation supports progression to higher education when taken as part of a programme of study that includes other vocational or general qualiﬁcations The qualiﬁcation gives a coherent introduction to the study of art and design at this level. Learners develop art and design projects and gain an understanding of the creative process. They study visual recording and communication, critical analysis and production skills to produce art and design outcomes. The qualiﬁcation is designed for post-16 learners who aim to progress to higher education and ultimately to employment, possibly in the creative industries.

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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 society The speciﬁcation builds on the knowledge, understanding and skills developed in both GCSE Double Award Science and GCSE Biology. Course Details: Mathematical content: Knowledge, understanding and skills developed within GCSE Mathematics are also relevant. Students must 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 Level A2 2 - Biochemistry, Genetics and Evolutionary Trends - 24% A Level A2 3 - Practical Skills in Biology - 12 % A Level Entry 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 Exam Career Pathways: By pursuing an education with A-level Biology many different career pathways will open up for you. Some of the career pathways 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 health ofﬁcer.20

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Examination Board: Subject Pathway: St. Pius X College - Magherafeltwww.stpiusxcollege.org Tel: 028 796 32186Applied WJECIntroduction: 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 learning Course Details: This is a two year course presented in clear and distinct Areas of Content, eight Areas in Year 1 and eleven Areas in Year 2: Year 1 • Exploring business fundamentals • Marketing principles for business success • Managing business ﬁnance • Managing human resources (HR) • Coordinating efﬁcient business operations • Developing skills for business • Managing ethical business operations • Sustainable business Year 2 • Exploring business strategies • The use of budgeting as a planning tool • Using sales forecasts • Using technology to drive change • Exploring economies and diseconomies of scale • Using SWOT analysis to aid decision-making • Measuring business performance • Making investment decisions • Taking an environmental, social and governance (ESG) approach • The impact of the external environment on business operations • Trading in the global environment Assessment: AS Level (Applied Certiﬁcate) One written examination -1 hour 40 mins each – worth 20% One Controlled Assessment worth 30% A2 Level (Applied Extended Certiﬁcate) One written examination -1 hour 40 mins each – worth 20% One Controlled Assessment worth 30% The overall qualiﬁcation is graded: A-EEntry Requirements: GCSE in English and Maths at grade C GCSE Business and Communication preferable but not essential Career Pathways: By pursuing an education with A-level Business many different career pathways will open up for you. Some of the career pathways 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. BUSINESS21WJEC LEVEL 3 APPLIED CERTIFICATE

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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 16 Level 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 and knowledge 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 it is appropriate for those interested in working in the sector. In addition, higher education representatives have been involved to ensure 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%) Unit 1 Learners demonstrate an understanding of the underlying principles used in the design, construction and refurbishments of buildings and infrastructure. Unit 2 Learners will apply the principles and practice of design and construction for low- and medium-rise buildings and structures. Unit 4 Learners examine the underlying principles and construction methods used in the construction of new buildings and their associated external works. Unit 5 Learners will carry out a safe system of work and investigate the signiﬁcance of safety system reviews, understanding the responsibilities of employees and employers with regard to health and safety in construction operations. Entry Requirements: Grade: C In GCSE Mathematics It is desirable that potential students have a strong STEM / Construction Proﬁle, + GCSE English Career Pathways: The Maths, Science and Materials skills you learn will give you the fundamental knowledge needed to enable you to apply skills 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 of the 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-grown Irish 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. Students may take the AS as a ‘stand-alone’ qualiﬁcation without progression to A2. However, to gain the full GCE, students need to complete 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 Assessment At 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 examinations 1 Internal Assessment Entry 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 the following 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 the opportunity to relate what they have studied to the world around them. They will acquire skills valued in education and the workplace. Through ﬁeldwork/trips students will have the opportunity to investigate the dynamics of their local environment and take advantage of attending a GIS/Remote sensing workshop at Ulster University. It is envisaged that students may also have access to attend an international based ﬁeldtrip. The Geography GCE speciﬁcation has a modular structure and builds on 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 with be varied and you will need the transferable skills and ﬂexibility that Geography provides. The ability to handle data, make decisions, 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 country planning, travel and tourism, development worker and GIS mapping. Other careers include information technology, the ﬁnancial sector, law, media, marketing and retailing.Content - snapshot AS1 Physical Geography – investigation of ﬂuvial environments, local and global ecosystems, and processes that shape weather and climate. AS2: Human Geography – investigation of how different human systems and relationships across our world change over space and through time. AS3 : Fieldwork skills and techniques in Geography – students identify geographical questions and issues, select appropriate sources and methods and establish effective approaches to inquiry in their geographical studies and ﬁrst hand data collection. A2 1: Physical Processes, Landforms and Management – plate tectonics, tropical ecosystems, dynamic coastal environments and climate change (2 optional studied) A2 2: Processes and Issues in Human Geography – cultural geography, planning for sustainable developments, ethnic diversity and tourism ( 2 optional studied) A2 3: Decision Making in Geography – students develop decision making skills in a real world scenario. External assessment & weightings 1 hour 15 minutes exam 40% of AS level / 16% of A level 1 hour 15 minutes exam 40% of AS level / 16% of A level 1 hour exam 20% of AS level / 8% of A level 1 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. To gain 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 care values, skills and knowledge required to work within the wide-ranging health and social care ﬁeld. You can then choose from 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, students must be aware that the speciﬁcation examines and builds upon the concepts ﬁrst introduced in GCSE Health and Social Care. In GCE Applied Health and Social Care, students learn about health and well-being, child development and human behaviour. Students study care services including traditional and holistic therapies. They examine the rights and responsibilities of both patients and service providers. Students also look at the importance of communication in care settings and how positive care can be promoted. Through practical activities, students apply their knowledge and understanding to work-related contexts and develop research, 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 a qualiﬁcation in GCE Applied Health and Social Care go on to degree-level study in a variety of subjects such as health studies, social policy, social science, social studies, psychology, nursing and/or social work. Other students go on to complete a BTEC Diploma in Health and Social Care. Some students go straight into employment in the ﬁelds of health and 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 of the 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 CAREContent AS 1: Promoting Quality Care Compulsory for AS Single and Double Award AS 2: Communication in Health, Social Care and Early Years Settings Compulsory for AS Single and Double Award AS 3: Health and Well-Being Compulsory for AS Single and Double Award AS 4: Safeguarding Children Compulsory for AS Double Award and A level Double Award AS 5: Adult Service Users AS 6: Holistic Therapies Compulsory for AS Double Award and A level Double Award AS 7: Understanding the Physiology of Health and Illness Assessment Internal assessment Students produce a written report based on practice in a health, social care or early years setting that they have experienced. Teachers mark the tasks and we moderate the results. Internal assessment Students produce a written report on communication in a health, social care or early years setting. Teachers mark the tasks and we moderate the results. External written examination 2 hours Students answer three compulsory questions. Internal assessment Students produce a written report and an information resource for staff working in an early years setting. Teachers mark the tasks and we moderate the results. External written examination 2 hours Students answer three compulsory questions. Internal assessment Students produce a written report in the use of holistic therapies in managing a medical condition and in care settings. Teachers mark the tasks and we moderate the results. External written examination 2 hours Students answer three compulsory questions. Single Award Weightings 25% of AS 10% of A level 25% of AS 10% of A level 50% of AS 20% of A level Double Award Weightings 12.5 % of AS 5% of A level 12.5 % of AS 5% of A level 25 % of AS 10% of A level 12.5% of AS 5% of A level 25% of AS 10% of A level 12.5% of AS 5% of A level 25% of AS 10% of A level

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HEALTH & SOCIAL CARESt. Pius X College - Magherafeltwww.stpiusxcollege.org Tel: 028 796 3218628Examination Board: Subject Pathway: Applied CCEACourse Details:Content A2 1: Applied Research Compulsory for A level Double Award only A2 2: Body Systems and Physiological Disorders Compulsory for A level Double Award only A2 3: Providing Services Compulsory for A level Single and Double Award A2 4: Public Health and Health Promotion Compulsory for A level Double Award only A2 5: Supporting the Family Compulsory for A level Double Award only A2 6: Understanding Human Behaviour A2 7: Human Nutrition and Health Assessment Internal assessment Students produce a research report on a health and social care or early years topic of their own choosing. Teachers mark the tasks and we moderate the results. Internal assessment Students produce a research report on a health and social care or early years topic of their own choosing. Teachers mark the tasks and we moderate the results. External written examination Based on pre-release material 2 hours Students answer three compulsory questions 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. 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. External written examination 2 hours Students answer three compulsory questions. External written examination 2 hours Students answer three compulsory questions. Single Award Weightings 15% of A level 15% of A level 30% of A level 15% of A level 15% of A level n/a n/a Double Award Weightings 7.5% of A level 7.5% of A level 15% of A level 7.5% of A level 15% of A level 15% of A level 15% of A level

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HISTORY St. Pius X College - Magherafeltwww.stpiusxcollege.org Tel: 028 796 3218629Examination Board: CCEASubject Pathway: GeneralIntroduction: Students will explore the key political, economic and social events that have helped shape today’s institutions, governments and 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. 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 career pathways which you can expect to open up for you include: academic librarian, archaeologist, history teacher, museum curator, media researcher, genealogist, archivist, law and more.

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HOSPITALITYSt. Pius X College - Magherafeltwww.stpiusxcollege.org Tel: 028 796 3218630Examination Board: EdexcelSubject Pathway: AppliedIntroduction: The BTEC Subsidiary Diploma in Hospitality provides a specialist work-related programme of study for sixteen to nineteen year 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. This qualiﬁcation can extend a programme of study and provide a vocational emphasis for learners following a GCE route. Career Prospects On successful completion of the two year course, students may enter into employment within the Hospitality and Catering industry 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 units that 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 Hospitality Additional 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 above Career Pathways: By pursuing an education with A-level Hospitality many different career pathways will open up for you. Some of the career pathways which you can expect to open up for you include: chef, food manager, restaurant employee, restaurant manager, catering manager, accommodation manager, hospitality employee.

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St. Pius X College - Magherafeltwww.stpiusxcollege.org Tel: 028 796 3218631Examination Board: Subject Pathway: Applied OCRINFORMATION TECHNOLOGYCambridge 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 to communications 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 and industrial information technology systems. It also promotes the skills required to use a range of software applications. The course provides a sound basis for higher level studies in multimedia and information technology as well as other degree courses. The course has six units – the following two are mandatory and the remaining four are selected by the ICT department: Communication and employability skills for IT This unit allows students to understand what an employer expects of an individual and how to communicate effectively while developing their own personal development needs. Information systems This unit will ensure that students have a greater understanding of how organisations use information internally and externally. The skills gained by completing this unit will give students knowledge of the functionality of information and the ability to produce management systems. Future studies? Students with an IT Technical qualiﬁcation can use it to support applications to many Higher Education courses, especially information technology based courses. Direct employment opportunities are prevalent in areas such as computer-aided design, publishing, multimedia, animation designers, web designers, administration, project management, game design and business 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 studies An 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 creative Course Details: 100% Coursework Course Title: OCR Level 3 Cambridge Technical Introductory Diploma in IT Guided Learning Hours: 360 Credits: 60 OCR Result Equivalent Grade UCAS Points D* A* 56 D A 48 M C 32 P E 16 Students must be able to balance coursework deadlines during this course. Time management is crucial as all six units are assessed 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 the career pathways which you can expect to open up for you include: IT consultant, cloud architect, web developer, software engineer, computer systems analyst, computer technician, games designer.

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St. Pius X College - Magherafeltwww.stpiusxcollege.org Tel: 028 796 3218632Examination Board: CCEASubject Pathway: AppliedLIFE & 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 subject knowledge, understanding and skills. • It provides a ﬁrm grounding for students wishing to progress to higher education in life and health sciences or related subjects such as engineering or electronics. • Assessment at A2 includes elements of synoptic assessment that encourage students to develop their understanding of the subject as a whole. • Assessment at A2 is less structured and consequently stretches and challenges the students. In AS1 Unit students develop skills in performing a range of experimental techniques useful in Biology, Chemistry and Physics. In A2 1 Unit students have the opportunity to demonstrate and understanding of what makes an investigation scientiﬁc. They carry out research and get to choose, plan and undertake a scientiﬁc investigation. They will communicate their results and conclusions, and evaluate their work. Assessment:UNIT ASSESSMENT SINGLE AWARD WEIGHTINGS AS 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 Unit and 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 Entry 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.

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St. Pius X College - Magherafeltwww.stpiusxcollege.org Tel: 028 796 3218633Entry Requirements: Grade A (by completing M4 and M8) 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 the career pathways which you can expect to open up for you include: data analyst, data scientist, software engineer, statistician, accountant, data scientist, investment analyst. Examination Board: CCEASubject Pathway: GeneralIntroduction: Mathematics is a challenging subject at AS and A2 level and pupils would need to be sufﬁciently motivated to succeed. This course enables pupils to develop problem-solving skills, an ability to reason, classify, generalise and prove. Mathematics is suitable 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 level AS 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 level A2 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 level A2 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.MATHEMATICS

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St. Pius X College - Magherafeltwww.stpiusxcollege.org Tel: 028 796 3218634Examination Board: Subject Pathway: General CCEAIntroduction: This course incorporates the three fundamental musical activities of Composing, Performing and Listening. Pupils are encouraged to study a wide range of set works and topics to stimulate their interest in the subject. The set works introduce pupils to a range of styles within Music and they learn to analyse these pieces effectively through score analysis. The composing and performing tasks provide students with opportunities to display their creative talents in the subject. Content: Assessment: Weighting:MUSICEntry Requirements: Pupils should have a Grade B or above in GCSE Music and be able to perform to Grade 5 standard on their chosen instrument or voice. They should also be fully involved in the extra-curricular life of the school and must attend a weekly lesson on their instrument/ voice. Career Pathways: GCE Music is highly regarded by employers and third level educators due to the range of creative skills Music students acquire. Studying music can lead to a career as a sound technician, music therapist, teacher, musician or Event Manager. It is also an excellent subject choice if you are interested in a career in ﬁlm, TV, theatre, radio, arts administration, or creative education. AS 1: PerformingExternally assessed by visiting examiner • Solo performance (5 – 7 minutes) • Viva voce 32.5% of AS 13% of A levelAS 2: ComposingAS 2: Composing Internally assessed, externally moderated (1 ½ - 2 ½ minutes duration): • A: Composition Task or • B: Composition with Technology Task • Written commentary 32.5% of AS 13% of A levelAS 2: Composing Internally assessed, externally moderated (1 ½ - 2 ½ minutes duration): • A: Composition Task or • B: Composition with Technology Task • Written commentary 32.5% of AS 13% of A levelA2 1: PerformingExternally assessed by visiting examiner: • Solo performance • Viva voce 19.5% of A levelA2 2: ComposingInternally assessed, externally moderated (2–3 minutes duration): • A: Composition Task or • B: Composition with Technology Task • Written commentary 19.5% of A levelA2 3: Responding to Music 1. Music for Orchestra in the Twentieth Century 2. Sacred Vocal Music (Mass/Requiem Mass) 3. Secular Vocal Music 1600 to the present day Two external written examinations: • Test of aural perception 1 hour 15 mins • Written examination 2 hours 21% of A levelAS 3: Responding to Music 1. Music for Orchestra 2. Sacred Vocal Music (Anthems) 3. Secular Vocal Music (Musicals)

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Examination Board: CCEASubject Pathway: AppliedPERFORMING ARTSSt. Pius X College - Magherafeltwww.stpiusxcollege.org Tel: 028 796 3218635Introduction: Performing Arts is a growth industry in Northern Ireland. This GCE speciﬁcation gives students opportunities to research and gain insights into the industry, engage with effective practice and prepare for employment, further training and/or study. This speciﬁcation 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 Level Unit 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 Level A2 Level Unit1: 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 Level Unit 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 LevelEntry 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. A qualiﬁcation like this is useful for other pathways, as it suggests someone who is conﬁdent, can be independent and has developed skills like leadership, time management and team work.

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St. Pius X College - Magherafeltwww.stpiusxcollege.org Tel: 028 796 3218636Examination 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 career pathways 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 GCSE Physics. Course Details: Mathematical content: Knowledge, understanding and skills developed within GCSE Mathematics are also relevant. Students must 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 Level A2 2 - Fields Capacitors and Particle Physics - 24% of A Level A2 3 - Practical Techniques and Data Analysis - 12% of A Level

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St. Pius X College - Magherafeltwww.stpiusxcollege.org Tel: 028 796 3218638Examination Board: Subject Pathway: General CCEAIntroduction: Religion plays an important role in our society and can inﬂuence what people think, feel, and believe. Through studying Religious Studies, students reﬂect on how religion and spirituality form the basis of a culture. Religious Studies also helps students 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 units of study at each level. Students must study the same units at AS and A2. The information below highlights the units available at each level: AS Units – Year 13: AS 2: An Introduction to Acts of the Apostles & AS 7: Foundations of Ethics with Special Reference to Issues 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 examinations in 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 Level have 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 3218639Examination Board: AQASubject Pathway: GeneralEntry Requirements: Grade B or above in GCSE English Language. Career Pathways: By pursuing an education with A-level Sociology many different career pathways will open up for you. Some of the career pathways which you can expect to open up for you include: advice worker, sociology teacher, guidance counsellor, social worker, 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 Methods Assessment: 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-level THERE IS NO CONTROLLED ASSESSMENT REQUIREMENT IN THIS A LEVEL: ALL MARKS ARE ACHIEVED THROUGH WRITTEN EXAMINATIONS.

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St. Pius X College - Magherafeltwww.stpiusxcollege.org Tel: 028 796 3218640Examination Board: Subject Pathway: Applied OCRSPORT - SINGLE AWARDOCR Level 3 Cambridge Technical Introductory Diploma in SportIntroduction: Cambridge Technical Level 3 qualiﬁcations are designed for students aged 16-19 years old wanting to specialise in the wider contexts 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 testing and practical participation. They are ideal for the workplace due to the combination of transferable theoretical and practical skills. This qualiﬁcation also enables students to develop other skills such as critical thinking, communication, leadership and motivating 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 each unit, 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: 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, 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 of the career pathways which you can expect to open up for you include: ﬁtness centre manager, personal trainer, sports teacher, exercise physiologist, coach, sports therapist, sports administrator, sports psychologist.

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St. Pius X College - Magherafeltwww.stpiusxcollege.org Tel: 028 796 3218642Examination 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 or statements from the interviewee. Interviews are a standard part of qualitative research. They are also used in journalism and media reporting and in various employment-related contexts, such as a job interview. Those wishing to attend further education 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 taking part in an interview and the importance of self-presentation. A successful interviewee will be able to engage interest, possibly persuade 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 stage schools, acting, dance and drama schools. Those interested in these examinations may also be interested in the Skills for Life Workshops and Examinations. Learning and Development NEA’s Interview Technique syllabus builds self-conﬁdence and self-esteem, speaking and listening skills, as well as clarity of thought, 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 Qualiﬁcation Subject Pathway: EnhancementPlease note: it is the sole prerogative of each Higher & Further Educational Institution to determine whether they accept this qualiﬁcation for entry to a speciﬁc course or programme.

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St. Pius X College - Magherafeltwww.stpiusxcollege.org Tel: 028 796 3218643Examination 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 will earn between 6 and 30 UCAS points. The range of exams is vast, including; Speech and Drama, Recital, Public Speaking, Shakespeare, Sight Reading etc Grading UCAS 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 which are useful for the world of work and interviews.Performance Skills. Level 3 Enhancement Qualiﬁcation Subject Pathway: EnhancementPlease note: it is the sole prerogative of each Higher & Further Educational Institution to determine whether they accept this qualiﬁcation for entry to a speciﬁc course or programme.

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St. Pius X College - Magherafeltwww.stpiusxcollege.org Tel: 028 796 3218644Examination 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 evidence of 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 Qualiﬁcation Career Pathways: 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 which are useful for the world of work and interviews.Please note: it is the sole prerogative of each Higher & Further Educational Institution to determine whether they accept this qualiﬁcation for entry to a speciﬁc course or programme.

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St. Pius X Post 16 Prospectus

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