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1 OUR LADY AND ST PATRICK’S COLLEGE KNOCK Year 12 A Level Options Booklet Careers Department 2024/25

2 CONTENTS FOREWORD 4 YEAR 13 ADMISSIONS POLICY 5 6TH FORM SUBJECT CHOICE, GENDER, STEREOTYPING AND EQUALITY OF OPPORTUNITY 11 THE POST-16 CURRICULUM; STEM – SCIENCE, TECHNOLOGY, ENGINEERING & MATHS 12 CAREER GUIDANCE TEACHERS 14 EXTRACTS FROM THE COLLEGE EXAMS POLICY 15 6TH FORM CURRICULUM 18 A-LEVEL SUBJECT GUIDES • ART & DESIGN 22 • BIOLOGY 23 • BUSINESS STUDIES 25 • CHEMISTRY 27 • COMPUTER SCIENCE 29 • DIGITAL TECHNOLOGY 31 • DRAMA & THEATRE STUDIES 34 • ECONOMICS 37 • ENGLISH LITERATURE 40 • FRENCH 43 • GEOGRAPHY 45 • GERMAN 48 • GOVERNMENT & POLITICS 50 • HISTORY 53 • IRISH 56

3 • MATHEMATICS & FURTHER MATHEMATICS 59 • MOVING IMAGE ARTS 61 • MUSIC 64 • NUTRITION AND FOOD SCIENCE 66 • PHYSICAL EDUCATION 69 • PHYSICS 72 • RELIGIOUS STUDIES 75 • SOCIOLOGY 78 • SPANISH 81 • TECHNOLOGY & DESIGN 83 OTHER ENRICHMENT COURSES OFFERED • STUDENT MENTOR PROGRAMME 87 • MANDARIN LANGUAGE AND CULTURE COURSE FOR BEGINNERS 89 • UNIVERSITY ENTRANCE REQUIREMENTS 90

4 FOREWORD Dear Student, One of the aims of Our Lady and St Patrick's College, Knock is to offer students an education for life and a preparation for the challenges it poses. Our Sixth Formers (Upper School) play a central part in the life of the College, as senior members of the school community and as role models for the next generation. Sixth Form also represents the culmination of your school career, as well as a preparation for university and working life. These two years are likely to be the most challenging and exciting that you will experience in school. During this time, you will develop the maturity and focused ambition to succeed and perhaps even go beyond your own expectations. Our Year 13 and Year 14 students are involved in a wide range of activities and we set high standards to enable you to develop the academic, cultural, sporting and personal strengths needed for the 21st century. After taking GCSE examinations at the end of Year 12, students enter the Sixth Form for a one-year course in AS subjects. Each year we also welcome new students from other schools who find themselves quickly settling into the school environment. We offer a wide range of AS Level courses and every effort is made to cater for individual subject selections, provided that these are sensible and clearly based on a well-researched career plan. Teaching staff will be happy to offer you in-depth advice about your suitability to follow particular courses. You must, however, look further ahead and find out if your choices at 16 match your future life aspirations. The onus for this research rests with you but there are very good sources of advice available, such as the College Careers Department, the DfE Careers Adviser, participating in Work Experience Schemes, talks, the Sixth Form Pastoral Team, the year groups above you, and your parents and friends. In order to cater for the needs of all our Sixth Form students, we collaborate with neighbouring schools to offer a wider range of courses, in line with Department of Education recommendations. This will allow us to maintain and expand the number of A-Level courses available to you. I would also stress the importance of our Admissions Criteria for Entry into Years 13 and 14 which you should read carefully. All students will sit public examinations at the end of Year 13. This has major implications in terms of attendance and commitment to study – hence the importance of these criteria, in addition to a requirement for good grades at GCSE, a positive behaviour profile and a minimum of 95% attendance in the Senior School. Your Year 13 percentage attendance rate will be included in your UCAS reference. Sixth Form in Our Lady and St Patrick's College, Knock really is what you make of it. We offer the expertise; with your commitment, we can work together to open the doors to your future. All that we ask is that you do your best. For our part, we will give you all the help and support possible to ensure your success. Best wishes for the future. Deborah McLaughlin Principal

5 YEAR 13 ADMISSIONS POLICY General Policy The Board of Governors of Our Lady and St. Patrick's College, Knock will consider for acceptance into Year 13 those students who have the academic ability to cope with Grammar School standards. They will be expected to subscribe to the aims and objectives of the College as formulated by the Board of Governors and stated in College publications. In order to determine which students will be accepted into Year 13, the following criteria will apply: 1. The minimum academic qualification for entry to Year 13 is five GCSE passes at grades A*- C, with four at grade B. 2. A minimum of a grade B at GCSE is required if the course is to be studied at AS-level. Where "special circumstances" occur, the Transfer Sub-Committee has the flexibility to deviate from this requirement. 3. The entry requirements for each AS-/A-level course selected as described in the table below. AS-/A-LEVEL COURSE Entry Requirements CCEA ART & DESIGN Art & Design requires a minimum of a grade B in GCSE Art & Design. CCEA BIOLOGY Biology requires a score of at least 70% in Assessment Unit 2 of GCSE Biology OR the Biology component of GCSE Double Award Science. This standard is usually achieved by students with at least a grade B in GCSE Biology OR grades BB in GCSE Double Award Science. If the course is oversubscribed, preference will be given to students who have achieved an A grade. CCEA BUSINESS STUDIES Business Studies requires a grade B in GCSE Business Studies. However, if further places are still available, then students who did not study the course for GCSE may still be eligible if they have achieved a grade B in both GCSE Mathematics and GCSE English Language. CCEA CHEMISTRY Chemistry requires grades AA in Double Award Science (including grade A in the Unit 2 Chemistry component) or a grade B in GCSE Chemistry. Students should look at the raw exam paper scores as a percentage mark, as this will provide an indication of future success at A level. Students will also be required to have an aptitude for Mathematics, evidenced by a grade A in GCSE Mathematics obtained from the M4/M8 Assessment Units OR grade C in GCSE Further Mathematics, if this course has been studied. WJEC COMPUTER SCIENCE Computer Science requires a grade 6 in GCSE Computer Science and a grade A in GCSE Mathematics. CCEA DIGITAL TECHNOLOGY Digital Technology requires a grade B in GCSE Digital Technology. Students who have studied GCSE Computer Science instead of Digital Technology require a grade 5 in GCSE Computer Science.

6 AS-/A-LEVEL COURSE Entry Requirements WJEC DRAMA & THEATRE Drama & Theatre is suitable for students with an interest in plays and performing. Students who do well on this course are those that can think creatively, explain their point of view and have the confidence to speak in front of others. Most will have studied Drama at GCSE, some will have a background in performance already, and some will simply feel they will benefit from the course. All will have a passion for creating, designing and performing dramatic work. CCEA ECONOMICS Economics requires a grade B in GCSE Mathematics and a grade B in GCSE English Language. CCEA ENGLISH LITERATURE English Literature requires at least a grade B in both GCSE English Language and GCSE English Literature. CCEA FRENCH French requires at least a grade B in GCSE French, although a grade A or A* is recommended. CCEA FURTHER MATHEMATICS Further Mathematics requires a minimum of a grade A in both GCSE Mathematics and GCSE Further Mathematics. CCEA GEOGRAPHY Geography requires a grade B or higher in GCSE Geography. CCEA GERMAN German requires at least a grade B in GCSE German, although a grade A or A* is recommended. CCEA GOVERNMENT & POLITICS Government & Politics requires a grade B in GCSE English Language. If the course is oversubscribed, students will be selected using the criterion of highest combined GCSE English Language and English Literature results. CCEA HISTORY History requires a minimum of a grade B in GCSE History, although a grade A or A* is recommended. We do not recommend that students who have not studied GCSE History, choose it at A-level. CCEA IRISH Irish requires at least a grade B in GCSE Irish, although a grade A or A* is recommended. CCEA MATHEMATICS Mathematics requires a grade A in GCSE Mathematics obtained from the M4/M8 Assessment Units combination OR a grade B in GCSE Further Mathematics, if this course has been studied. The Mathematics Department asks students who are considering A-level Mathematics, to look at the raw exam paper scores (out of 100) achieved for each Mathematics paper taken. These scores will provide an indication of further success at A-level.

7 AS-/A-LEVEL COURSE Entry Requirements CCEA MOVING IMAGE ARTS A minimum of grade B in GCSE English Language and a minimum of grade B in one or more of GCSE Art & Design, Drama, Digital Technology, Music, Technology or English Literature. The course uses new digital technologies and the creative learning possibilities they offer. Students need to have basic keyboard and word processing skills to complete the online examinations. The course develops critical and creative abilities in all of the key creative areas of film production, including writing, directing, editing, producing and production design. Students need to be prepared to work independently to complete a detailed and informed portfolio. The class size will be restricted to 15. If the course is oversubscribed, students will be ranked and selected according to their GCSE grade averages (where A* = 5, A = 4, B = 3, C* = 2, C = 1). CCEA MUSIC Preferable qualifications for Music are: • At least a grade B in GCSE Music, but a grade A or A* is preferable. • AS-level Music – ABRSM grade 6 in Voice or Instrument by April of the examination year. • A2 Music – ABRSM grade 7/8 in Voice or Instrument by April of the examination year. • Grade 5 ABRSM or Trinity Theory. • Membership of a College group (Orchestra/Choir/Ensemble). • A lively interest in music as a hobby and a willingness to listen and read copiously outside the course. CCEA NUTRITION & FOOD SCIENCE Nutrition & Food Science requires a minimum of a grade B in GCSE Food & Nutrition, along with a grade B in GCSE Biology or GCSE Chemistry, or grades BB in Double Award Science. A genuine interest in current social and consumer issues and an enthusiasm for learning will help you in this course. WJEC PHYSICAL EDUCATION Physical Education requires: at least a grade 6 or B in GCSE Physical Education or a good overall GCSE profile; an interest in sport as a social phenomenon and a willingness to read about it; an above average ability in one or more sports and have demonstrated a disciplined approach to the subject at Key Stages 3 & 4; an above average level of fitness; and membership of an outside sports club is desirable. CCEA PHYSICS Physics requires grades AA in Double Award Science (including a grade A in the Unit 2 Physics component) or a grade B in GCSE Physics. Students should look at the raw exam paper scores as a percentage mark, as this will provide an indication of future success at A-level. Students will also be required to have an aptitude for Mathematics, evidenced by a grade A in GCSE Mathematics obtained from the M4/M8 Assessment Units OR grade B in GCSE Further Mathematics, if this course has been studied.

8 AS-/A-LEVEL COURSE Entry Requirements CCEA RELIGIOUS STUDIES Religious Studies requires at least a grade B in GCSE Religious Studies. The acceptance of students who achieve a grade C in GCSE Religious Studies will depend on the quality of their overall GCSE profile. A grade B in GCSE English is preferable. WJEC SOCIOLOGY Sociology requires a grade B in GCSE English Language. If the course is oversubscribed, students will be selected using the criterion of highest combined GCSE English Language and English Literature results. CCEA SPANISH Spanish requires at least a grade B in GCSE Spanish, although a grade A or A* is recommended. CCEA TECHNOLOGY & DESIGN Technology & Design requires a grade A or B in GCSE Technology & Design, a good physical science background and competency in Mathematics. Note on Special Circumstances Judgment of the importance of special circumstances will be at the absolute discretion of the Transfer Sub-Committee of the Board of Governors but, in such cases, parents should submit medical and/or other reports along with the academic progress reports, etc, in support of their application. Acceptance of College Rules and Positive Behaviour Policy A student is expected to conform to College rules and to the Code of Discipline as formulated by the Board of Governors and interpreted by those in charge of discipline. Requirements of the Timetable A student must be prepared to accept timetable and curriculum arrangements. This will include being involved in and present at Religious Education classes, Careers Education classes, Life Issues classes, Tutorial classes, morning assemblies and the College celebration of the Eucharist. (Arrangements concerning exemptions can be made on behalf of those students who are registered as members of other mainstream denominations). Positive Attitude A student is expected to have a positive attitude towards discipline, study, religion and school attendance. This will involve the signing of an agreement accepting the aims, rules and standards set by the College, as stated in College publications, and the obligations and restraints resulting from accepting these standards. This agreement includes a commitment to be present in the College for the whole of the school year as a full-time student and to refrain from going on vacation during term time. The College will focus on attendance, behaviour and commitment in Year 12 before accepting a student into Year 13. Attendance It should be 95%+ in Year 12. Behaviour Evidence of positive attitude will be a lack of detentions and/or suspensions for serious or recurring misdemeanours in Senior School. Commitment Prospective Year 13 students must have demonstrated commitment to their studies in Year 12, e.g. completion of all coursework/controlled assessments on time.

9 CRITERIA FOR ENTRY TO YEAR 14 All Year 13 students wishing to progress into Year 14 should be aware of the following important information: ▪ If your attendance and performance in Year 13 falls below reasonable expectations, as determined by the College, you and your parents will be advised to reassess your academic and career options by consulting with the Vice Principal in charge of the curriculum, course teachers, pastoral and Careers staff in the summer term of Year 13 and/or after the publication of your AS-Level exam results in August. ▪ If your performance in one or more of your AS-Levels has been unsatisfactory, you must consult with your course teachers about the feasibility of studying the same course(s) at A2 level. In most cases, if you have achieved a Grade E in an AS-Level course, you will not be allowed to continue with that course at A2. ▪ You must pass a minimum of three AS-Level courses if you wish to return as a Year 14 student to take A2 courses. ▪ You should pass an AS-Level course (grade A – D) if you wish to take that course at A2 in Year 14. ▪ After the AS-Level exam results have been published, at the start of the new school year, all students must attend the Year 14 Registration Morning to help them finalise their course choices. (Ensure that you are back in time from your holidays!) CRITERIA FOR ANY EXTRA PLACES MADE AVAILABLE BY THE DEPARTMENT OF EDUCATION FOR ADMISSION INTO YEAR 13 The Department of Education may, on request, increase the number of pupils that the College can admit into its Year 13. Places that become available in this way shall be allocated only to pupils who meet the basic eligibility criteria for Sixth Form study (as above) and shall be allocated in the order determined by the criteria to be applied in the order set down. 1. Pupils who have most recently completed Year 12 on Our Lady and St Patrick's College, Knock. 2. Pupils from other schools where admission to an extra place at Our Lady and St Patrick's College, Knock has been agreed by the Department of Education. Parents should note that the Department of Education will, in response to a school's request, increase the school enrolment number in order to allow an extra post-16 pupil to enrol. DE will first check whether there is another school or schools of a type suitable for that pupil within an hour's journey of where the pupil lives. If there is, DE will then check whether this other school or schools with places available may provide all of the post-16 courses that the pupil wishes to pursue. If these checks find that no other suitable school may provide all of the post-16 courses that the pupil wishes to pursue — then DE will agree a school's request for an extra place. What is a school of a type that is suitable for a pupil? To determine this, DE first considers all schools to be one of 4 types: (i) denominational, (ii) non-denominational (iii) Integrated and (iv) Irish Medium.

10 A school requesting an extra place for a post-16 pupil will belong to one of these 4 types and DE will consider any other school or schools from this same type as suitable for the pupil. DE will also consider as suitable for the pupil any school from the same type as the type of school that the child attended in Year 12. Admission Criteria for External Applicants Year 12 students who are currently attending the College will be considered for Sixth Form entry before transferees from other schools. The Board of Governors, having agreed to the criteria for admission, has delegated to the Transfer Sub-Committee the authority to decide which particular applicants shall be admitted to the College in accordance with the criteria and any appropriate statutory regulations issued by DE. Where the overall College enrolment number is likely to be exceeded, it is left to the Transfer Sub-Committee to decide which year groups shall have priority in the allocation of places. The Transfer Sub-Committee will first consider applicants to whom special circumstances apply, and who, on the documentary evidence submitted, appear capable of undertaking A-level study. Applicants will then be ranked and allocated places in Year 13 in order of their academic ability as determined by a point score for each GCSE grade obtained. Evidence of academic ability will also be based on Progress Reports and assessments submitted from previous schools. The advice and opinions of the Principal and teachers of the previous school(s) will also be taken into consideration. A positive reference from the Principal of the student's previous school will be required along with verification of relevant results, prior to entry. If there are more external applicants to be considered than there are places available in Year 13, applicants with equal academic ability will be separated and allocated places using the following subsidiary criteria in the order set down: 1. Students who have a brother or sister presently enrolled in the College. 2. Students who are the eldest or only child in the family. 3. In the event of a tie between two or more applicants for the last available place lots will be drawn. This process will be witnessed by two members of staff who had no dealings with, or family interest in, the admissions process.

11 6TH FORM SUBJECT CHOICE, GENDER STEREOTYPING AND EQUALITY OF OPPORTUNITY What’s Stopping You? The right of access to an effective education “Every individual has a right to an effective education which allows them to the greatest extent possible to develop intellectually, spiritually, physically, emotionally, morally, creatively and aesthetically and to achieve independence, social and occupational integration and to participate in the life of the community”. (Northern Ireland Human Rights Commission) What is gender stereotyping? It is making assumptions that men and women play different roles in society. Such assumptions restrict individual choice, which leads to wasted talent and unfulfilled potential, to skills gaps and to lower pay for those jobs which are seen as ‘women’s work’. In short, gender stereotyping results in discrimination against both women and men. So you think inequality is a thing of the past? The median gender pay gap for full-time UK employees in 2018-19 was 9.6%, 0.4% up on the 2017-18 figure. There was also an increase in the proportion of organisations paying men more than women: 77.8% of organisations did so in 2018-19, compared with 77.1% in 2017-18. In some parts of Northern Ireland, industries that were traditionally dominated by men simply don’t exist anymore. But the new jobs that are being created, such as those in the service sector, are not seen as ‘men’s’ jobs’ so male unemployment persists. Some GCSE and A-level courses are filled predominantly by girls, others by boys. For example: A-level Physics Entries in NI Grammar Schools (Summer 2019): 27% girls and 73% boys. A-level Nutrition & Food Science Entries in NI Grammar Schools (Summer 2019): 87% girls and 13% boys. Perhaps girls and boys need to think more broadly about their subject choices. How can it be challenged? Year 12 pupils should consider all of the available 6th form subject choices and career options, and should not limit their opportunities because they are male or female. Are you really picking optional subjects that you like and are good at, or are you simply following the crowd. For example, if you are male, are you refusing to choose Nutrition and Food Science because you think that it’s a ‘girls’ subject?’ If you are female, have you decided not to choose Computing because you see it as a ‘boys’ subject?’ Remember that you are unlikely to fulfil your potential unless you consider all of the options! Parents are the single most important influence on pupils’ subject choices. They should encourage their sons and daughters to widen their subject choices at school and beyond and provide a home environment where girls and boys are encouraged to share all tasks equally. Teachers and Careers advisers at Knock also have a duty to present unbiased information and to support those pupils who step beyond traditional 6th form subject and career choices.

12 THE POST-16 CURRICULUM INTRODUCTION In recent years, government has introduced a number of reforms to post-16 qualifications. The underlying purpose of the reforms was to address undue narrowness and lack of flexibility in the post-16 curriculum. The developments were designed to lead to broader Advanced Level programmes and improved vocational qualifications that are underpinned by rigorous standards. Students following GCE A Level programmes will be able to broaden their programmes by studying additional subjects using the Advanced Subsidiary (AS) qualification or, if they wish, by adding a vocational dimension and studying Vocational courses in a further education college (e.g. Belfast Metropolitan College or SERC). Students on vocational programmes will also be able to broaden their studies by combining Vocational courses with GCE A Levels. Measures to ensure that units are the same size, and the use of a common grading system for Level 3 qualifications, have led to greater choice and flexibility in selecting qualifications to meet individual needs. These reforms need to be set against a wider agenda. The commitment to the needs of lifelong learners, the construction of a qualifications framework, the exploration of models for overarching certificates, modern apprenticeships, traineeships and changes to the higher education admissions process are important developments. 1. GCE AS/A LEVEL Structure GCE Advanced Levels (A Levels) are designed mainly for post-16 students who are following a two-year full-time course of study. A Levels consist of assessment units of approximately equal size. The Advanced Subsidiary (AS) qualification represents the first part of an Advanced Level course of study. The A2 represents the second part. AS + A2 = A Level. A Level and AS Level courses may be assessed either in stages or at the end of the course. Those students who, having started an A Level programme, decide not to continue beyond the first year with one or more subjects, will have the opportunity to have their attainments to that point recognised through the AS Level qualification. Students will also be able to use the AS Levels to broaden or enhance their A Level studies. Assessment A key feature of A Level work is the emphasis on demanding and rigorous assessment, including a substantial external assessment through examinations. For some subjects there is also internal assessment. A Levels also include an element of synoptic assessment designed to test candidates’ ability to make connections between different aspects of the subject. The nature of the synoptic assessment varies according to the nature of particular subjects. AS/A Levels are graded A* to E for pass grades, with U (unclassified) for fail. The A* grade is available at A Level but not AS Level. AS Level exam marks are ‘cashed in’ for grades in August, and so are available to universities in the first term of Year 14.

13 2. BTEC NATIONAL CERTIFICATES AND DIPLOMAS BTEC National Certificates and Diplomas are specialist vocational qualifications at Level 3, valued by industry and higher education alike. The National Diploma is equivalent to three A-levels, is offered fulltime for two years and consists of 18 units of study. There is a mixture of core units and specialist units which enables you to study particular areas in depth and provides the opportunity to follow a clear specialist pathway. The National Certificate equates to two A-levels and consists of twelve units. BTEC National Certificates/Diplomas prepare you for direct entry into employment or for progression to Higher Education. BTEC National Awards, equivalent to one A-level, are also available in some subject areas. 3. APPRENTICESHIPS This programme is open to all ages. In order to enter Apprenticeship NI you will need to find job in your chosen career area and you may have to satisfy the entry criteria set down by the employer. This could be GCSEs or equivalent. Apprenticeships are available in a wide range of areas such as Information Technology, Mechanical Engineering, Joinery, Plumbing, Travel Services, Beauty Therapy and more. Whilst doing an apprenticeship you will work towards NVQs at Level 2 or Level 3 and technical certificates. Talk to your Careers Adviser for information, advice and guidance on the broad range of options available to you and have a look at www.nidirect.gov.uk/campaigns/apprenticeships for more details of this programme. 4. NVQS (NATIONAL VOCATIONAL QUALIFICATIONS) NVQs are related to real work, and test how competent a worker is in the actual tasks involved in a job. There are NVQs in almost every industry and employment sector. A worker can take NVQs at five different levels, from Level 1, which is roughly equivalent to a GCSE at grade D – G, right up to Level 5, which is equivalent to degree standard. 5. Skills for Life and Work Skills for Life and Work is all about giving you the tools and the confidence to find work. It focuses on the extra learning you may need. It is designed for young people aged 16 - 17, with extended age eligibility for young people with a disability up to age 22 and up to age 24 for those from an in-care background. To find out if you qualify for Skills for Life and Work talk to your local Careers Service. All new entrants will need a training credit from the Careers Service. Potential trainees can find out more about Skills for Life and Work by visiting the website at http www.nidirect.gov.uk/articles/skills-life-and-work#toc-1 or by telephoning 0300 200 7820 or by arranging an interview with our school’s DfE Careers Adviser.

14 THE IMPORTANCE OF STEM IN THE CURRICULUM The future prosperity of the UK is, to a large extent, dependent on young people choosing STEM-related subjects. Science, Technology, Engineering and Maths (STEM) subjects are vital to the country’s economic and social development. The role of STEM skills is to help improve the quality of people’s everyday lives and find solutions to global challenges, such as sustainable economic development. Recent research highlights the shortfall in the number of people choosing to study STEM subjects, as well as the need to double the supply of skilled workers in STEM-related jobs in the next seven to ten years. It is expected that the UK will need to fill around three-quarters of a million extra jobs requiring highly numerate, analytical people with STEM skills. Yet currently, six out of ten (59%) firms employing STEM-skilled staff say they are having difficulty recruiting. The low take-up of STEM subjects at university is a large part of the problem and there has been a 15% fall in engineering and technology graduates (23,300 to 19,700) over the past decade. Young people build up their knowledge and understanding of science and maths on a gradual basis. Once dropped, maths and physical science subjects are much harder to return to later. Young people can cut themselves off from a whole range of careers by not continuing their STEM education. SOURCES OF GUIDANCE ON SUBJECT CHOICE Careers teachers Subject Teachers Tutors DfE Careers Adviser Family Seek informed opinion from as many sources as possible, but don’t be pressurised into making a subject choice that you are not happy with. Remember that it is your responsibility to make the final decisions about your subject choice! Year 12 Careers Teachers Other Careers Staff 1. Mr S Dyas Mr J Davey – Head of Careers 2. Mr S Dyas Mr N Boyle 3. Mrs R Martin Ms B Moley 4. Mrs R Martin Mr S Hughes 5. Ms A Hughes 6. Ms A Hughes 7. Mr J Davey

15 EXTRACTS FROM THE COLLEGE EXAMS POLICY (YEAR 12) A Level candidates will sit their AS modules in the summer of Year 13. They will also be completing coursework in many of their subjects and these must be carried out in line with JCQ regulations. It is vital that all exams run smoothly and in a manner which allows our students to achieve the best possible results. To achieve this aim we have developed a College Exams Policy to clarify the roles and responsibilities of everyone involved in the examinations process, including the candidates themselves. The purpose of this exam policy is: • to ensure that the planning and management of exams is conducted efficiently and in the best interest of candidates • to ensure the operation of an efficient exam system with clear guidelines for all relevant staff and students. It is the responsibility of everyone involved in the centre’s exam processes to read, understand and implement this policy. Within this options booklet we have only included the information which is relevant to our A level students, it outlines the responsibilities of candidates with regard to; ◻ Exam Entries ◻ Fees ◻ Coursework/controlled assessment ◻ Exam rules and regulations ◻ Special consideration ◻ Certificates - to view the complete document visit www.knock.co.uk Exam Entries The College reserves the right to enter candidates for exams and to act as an exam centre. • It is the candidate’s responsibility to confirm and sign their exam entries. • A candidate or parent /carer who wish to request a subject entry, change of tier or withdrawal must consult with the relevant Year Head who will liaise with subject teachers, Heads of Departments and the Examinations Officer as necessary. If they fail to do so in advance of the exam, they will be expected to pay a fee. • It is the candidate’s responsibility to submit any materials required for an exam in line with deadlines set by the Head of Department. • In the case of a re-sit it is the candidate’s responsibility to provide any materials required for an exam to the Head of Department before they go on study leave, (summer/winter). • It is the candidate’s responsibility to inform their subject teacher if they decide to re-take the coursework component or the practical exam in a subject. Fees • AS initial registration and entry exam fees are paid by the centre. • A2 initial registration and entry exam fees are paid by the centre. • Late entry or amendment fees are paid by the candidates. • Reimbursement will be sought from candidates who fail to sit an exam or meet the necessary coursework requirements. • Re-sit fees for any modules are paid by the candidate. A module can only be re-taken once.

16 Coursework • Candidates who have to prepare portfolios should do so in line with deadlines set down by Heads of Departments. • Candidates must read the JCQ coursework regulations and sign a declaration that authenticates the coursework as their own. Appeals against internal assessments The centre is obliged to publish a separate procedure on this subject, which is available from the Examinations Officer and on the College’s web site. The main points are: • Appeals will only be considered if they apply to the process leading to an assessment. There is no appeal against the final mark or grade awarded • Candidates may appeal if they feel their coursework assessment has been marked unfairly, inconsistently or not in accordance with the specification for the qualification. • Appeals should be made in writing by 30th April to the Head of Centre who will decide whether the process used conformed to the necessary requirements. • The Head of Centre’s findings will be notified in writing, copied to the Examinations Officer and recorded for awarding body inspection. Exam rules and regulations • It is the responsibility of the candidate to Read JCQ “Instructions to Candidates” and sign a declaration that confirms they have understood the consequences of inappropriate behaviour during an exam. • Candidates should be aware that the centre’s normal rules on College uniform and behaviour apply at all times. • Mobile phones, iPods, MP3 players etc. must not be brought into the exam hall. • Candidates’ personal belongings remain their own responsibility and the centre accepts no liability for their loss or damage. • Disruptive candidates are dealt with in accordance with JCQ guidelines and College rules. • Candidates may only leave the exam room in the case of an emergency only, in which case a member of staff must accompany them. • The Exams Officer/centre administration staff will attempt to contact any candidate who is not present at the start of an exam. The Examinations Officer will deal with them in accordance with JCQ guidelines. Special Consideration • Should a candidate be too ill to sit an exam, suffer bereavement/other trauma or take ill during the exam itself, it is the candidate’s responsibility to alert the centre, or the exam invigilator, to that effect. • Any special consideration claim must be supported by appropriate evidence within five days of the exam, for example, a letter from the candidate’s doctor. • The Examinations Officer will then forward a completed special consideration form along with the relevant evidence gained to the appropriate awarding body within seven days of the exam.

17 Certificates • AS Certificates are distributed through morning registration. • A2 Certificates are presented in person at the appropriate Awards Ceremony. • If a student cannot attend, certificates may be collected on behalf of a candidate by a third party, provided they have been authorised to do so with written consent. In the case of a Year 11/12 student, that written consent MUST come from the parent. In the case of a Year 13/14 student, it may come from the candidate. • The centre retains certificates for one year in line with JCQ requirements and then they are returned to the relevant exam board

18 THE SIXTH FORM CURRICULUM Entry on to AS-/A-Level Courses All Sixth Form students must study AS-Level (Advanced Subsidiary level) courses in Year 13 and A-Level (Advanced level) courses in Year 14. The courses are made up of assessment units, which will be examined at the end of Year 13 and 14. All students will be entered for the AS-Level qualification in their chosen courses at the end of Year 13, whether or not they wish to proceed to the full A-Level qualification in Year 14. Students progressing to Sixth Form must fulfil the College’s criteria for entry. The academic requirement is a minimum of five GCSE courses with grades A - C. Four of these five courses must be at grade B. A grade B at GCSE is required for entry into most AS-Level and A-Level courses. Some courses have higher entry requirements. ▪ If there are too many applications for a course, students will be selected by their level of attainment in the relevant GCSE course(s). This is likely to happen with Government & Politics and Sociology. ▪ If there are too few applications for a course, the course will not be timetabled. Sixth Form Courses Offered The Sixth Form curriculum is designed to provide for both academic study and the personal development of our students. It includes the following elements: Compulsory Elements ▪ AS-Level and A-Level courses ▪ Careers Education and Guidance ▪ Life Issues ▪ Modular Religious Education Programme (compulsory for students not selecting AS-/A-Level Religious Studies) ▪ Personal Development Programme Optional Elements ▪ Mandarin Language and Culture Course for Beginners ▪ Student Mentor Programme ▪ Community Service Programme Depending on timetable arrangements, the courses listed below will be offered at both AS-Level and A-Level, and students can study any combination of these courses. Art & Design French Music Biology Further Mathematics Nutrition & Food Science Business Studies Geography Physical Education Chemistry German Physics Computer Science Government & Politics Religious Studies Digital Technology History Sociology Drama & Theatre Irish Spanish Economics Mathematics Technology & Design English Literature Moving Image Arts

19 AS-/A-Level Options ▪ Most students are expected to choose four AS-Level courses in Year 13 and continue with three of them into Year 14 as A-Levels. At the end of Year 14 these students will have obtained an award of three A-Levels and one AS-Level. ▪ Some students will choose four AS-Level courses in Year 13 and will continue with all of them into Year 14 as A-Levels. At the end of Year 14 these students will have obtained an award of four A-Levels. ▪ Some students will choose three AS-Level courses in Year 13 and will continue with these into Year 14 as three A-Levels. At the end of Year 14 these students will have obtained an award of three A-Levels. ▪ Courses are offered on the condition that there are sufficient numbers to form viable classes. UCAS Tariff Points for University Entrance UCAS tariff points are awarded for AS-/A-Level courses as described below. An AS-Level grade is worth approximately 40% of the equivalent A-Level grade. A-Level Grade Tariff Points AS-Level Grade Tariff Points A* 56 A 48 A 20 B 40 B 16 C 32 C 12 D 24 D 10 E 16 E 6 It is the responsibility of students to consult with Careers and University Admission staff to ensure that their A-Level/AS-Level courses are appropriate and recognised for entry onto the degree courses that they are considering. This is particularly important for degree courses in the Republic of Ireland. Points for Universities in the Republic of Ireland. Grade A Levels (best 3 results) 4th A Level AS Level (if not done at A2) A* 192 24 NA A 165 24 24 B 142 20 20 C 120 18 18 D 100 16 16 E 67 14 14 25 extra points for A Level Maths.

20 A LEVEL SUBJECT GUIDES Art and Design Student Guide.pdf (ccea.org.uk) Biology Student Guide.pdf (ccea.org.uk) GCE Business Studies Student Guide.pdf (ccea.org.uk) Chemistry Student Guide.pdf (ccea.org.uk) WJEC Computer Science – not available Digital Technology Student Guide.pdf (ccea.org.uk) WJEC Drama – not available Economics Student Guide.pdf (ccea.org.uk) English Literature Student Guide.pdf (ccea.org.uk) French Student Guide.pdf (ccea.org.uk) CCEA Further Maths – not available Geography Student Guide.pdf (ccea.org.uk) History Student Guide_0.pdf (ccea.org.uk) German Student Guide.pdf (ccea.org.uk) Government and Politics Student Guide.pdf (ccea.org.uk) Irish Student Guide.pdf (ccea.org.uk) CCEA Maths – not available Music Student Guide.pdf (ccea.org.uk) Nutrition and Food Science Student Guide.pdf (ccea.org.uk) WJEC Physical Education – not available Physics Student Guide.pdf (ccea.org.uk) Religious Studies Student Guide.pdf (ccea.org.uk) WJEC Sociology – not available Spanish Student Guide.pdf (ccea.org.uk) Technology and Design Student Guide.pdf (ccea.org.uk)

21 AS COURSES OFFERED

22 AS/A LEVEL ART AND DESIGN Students wishing to progress to AS Level Art and Design must have the minimum of a grade B at GCSE level. WHY CHOSE GCE ART AND DESIGN? The creative industries are a fast-growing area of the economy and are key to economic success. Northern Ireland and the UK have an established reputation in these industries. The study of Art and Design creates a pathway to a future career in the creative industries. The specification is designed to broaden and deepen knowledge, skills and contextual understanding of a range of art, craft and design disciplines. It prepares students for further study in Art and Design or in a related field. The study of Art and Design has an inherent capacity to develop key transferable skills and qualities which are sought after by employers. These include creativity, problem solving, resourcefulness, resilience, imagination, empathy and innovation. Higher order thinking skills such as researching, analysing and reflecting are fundamental to this qualification. THE COURSE AT A GLANCE The following tables summaries the structure of the AS and A-Level courses and shows the weighting given to the 2 units at AS and the 2 units at A-Level. The marking of the assessment units for both AS and A-Level is based on four assessment objectives. All practical units are marked by the class teacher and moderated by CCEA. The written investigation for A2 1 is externally assessed by CCEA.

23 AS/A LEVEL BIOLOGY Biology is a fascinating subject that allows us to make a difference to tomorrow's world by helping us understand the world we live in today. 21st century biologists are involved in researching and understanding some of the most controversial advances in human knowledge including the cloning of embryos, designer babies and genetically modified food. Knowledge of biological processes has implications for a wider range of fundamentally important areas, including health, food production, conservation and increasingly technology. ENTRY REQUIREMENTS A-Level Biology is an extremely demanding course in terms of content, and it is therefore essential that students have a strong GCSE base. We have found that a good knowledge of GCSE Chemistry is particularly important for anyone considering studying Biology at AS level. We recommend that students wishing to study A-Level Biology should have at least 70% in their Unit 2 Biology module from either GCSE Biology or the Biology component of Double Award Science. This standard is generally achieved by candidates with a Grade B in GCSE Biology or Grade BB in Double Award Science. AIMS A-Level Biology aims to encourage students to; • Develop a knowledge and understanding of Biological concepts, and the skills needed for the use of these in a range of domestic, industrial and environmental contexts; • Be aware of advances in scientific and technological development including those related to the environment, personal health and quality of life; • Develop competence and confidence in a number of skills, including independent learning, creative thinking, practical, 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. EXAMINATION BOARD ASSESSMENT - CCEA GCE Biology is comprised of two levels: AS and A2.

24 Assessment of Practical Skills in AS and A2 Biology These units include a series of required practical assessments to be completed in school together with an external written examination assessing practical skills. At AS-Level students are expected to complete at least seven practical tasks and A2 level students will complete at least five practical tasks in their logbooks. In the external written examination students must be able to describe and demonstrate the practical skills developed during the course. Given the requirement to provide evidence to CCEA of completion of practical tasks, student attendance will therefore be crucial to optimise performance in this subject at AS and A2 level. Student guide - https://ccea.org.uk/downloads/docs/Support/Student%20Guidance/2023/Student%20Guide_8.pdf SCHOOL ASSESSMENT This policy of continuous assessment involves homework, research tasks, end of topic tests and the submission of practical reports. The outcome of all assessments together with formal module results is used in predicting UCAS grades. WHAT IS EXPECTED OF A STUDENT? Homework. This is given in several forms. Written homework based on past paper questions are given at least once a week. Students may also be expected to carry out additional research to extend their class work and produce presentations on various topics throughout the year. Increasingly students will be asked to submit work electronically via TEAMS or use platforms such as Carousel. Home study. It is expected that each student will keep ‘up to date’ by revising for about 1½ hours each day. Students are encouraged to supplement all class work with background reading, using the College and public libraries as sources of information. The Biology revision MS teams are well developed and provides students with easy access to a range of additional resources to support their learning including past papers. Many television programmes, podcasts and internet articles will provide useful biological information. Practical Work. Normally at least one 2 period practical would be performed weekly and as already emphasised, these experiments will form an integral part of the assessment process. Field Trips – Students will be required to attend an environmental field study in Year 13. FURTHER INFORMATION For more information, please feel free to talk to any of the Biology staff; Miss L. McCluskey (Head of Department) Mr N. Boyle Mr J. Davey Mrs F. Knight Mrs U. Maguire Miss R. Laverty

25 AS/A-LEVEL BUSINESS STUDIES ENTRY REQUIREMENTS Students who have studied GCSE Business Studies will be required to achieve at least a Grade B in order to progress onto this A-Level. However, if further places are still available, then students who did not study the subject for GCSE may still be eligible if they have achieved a Grade B in both GCSE Mathematics and GCSE English Language. All students wishing to study A-Level Business Studies should have an interest in current business affairs. A high level of literacy, communication and numeracy skills are essential by the student as extended writing and report writing is a big feature of this course. COURSE OUTLINE We follow the CCEA specification. This is a two-year course which contains four units: • Two to be studied and examined for the AS qualification in May/June • Two further units to be studied, if desired, for the A2 examination the following year. The course covers the main topic areas and activities of business: AS Module 1: Introduction to Business AS Module 2: Growing the Business A2 Module 1: Strategic Decision Making A2 Module 2: The Competitive Business Environment EXAMINATION BOARD ASSESSMENT Further information about the assessment of this subject can be found on page 5 of the specification https://ccea.org.uk/post-16/gce/subjects/gce-business-studies-2016 SCHOOL ASSESSMENT Throughout the course the progress of students will be closely monitored. This policy of continual assessment involves regular homework assignments and class tests. Self-assessment and peer assessment will also be a common feature alongside group work, case studies, data response, essay writing and report writing. WHAT IS EXPECTED OF A BUSINESS STUDIES STUDENT? At A-Level the tasks will vary but will usually involve some reading, essay/ report writing, decision making and problem solving. Students should be prepared to read the business sections of quality news pages online and to listen to and watch appropriate podcasts and television programs. Examiners like to see up-to-date examples in support of business theory. The course is mainly examined via case studies and data response questions and so, students must be prepared to explore topics and develop skills of selection, application, analysis and evaluation. Students should enjoy and be capable of writing a structured essay.

26 CAREER IMPLICATIONS There are several reasons why a student should choose this subject as one of their main A-Level choices or as their optional AS choice: • It introduces students to a broad range of career options e.g. Accountancy, Banking and Finance, Actuarial Sciences, Estate Management, Law, Marketing, Human Resource Management, Operations Management, Administrative Careers and so on. • It lays the foundation for further study of Business Studies or Economics or related subjects at Third Level Education • It is a worthwhile course for all students in terms of their general education and life-long learning. • It introduces students to the main aspects of business activity. As students may hope one day to be self- employed, it is beneficial in terms of giving them a detailed insight into how and why businesses exist. FURTHER INFORMATION Please contact any of the following Business Studies Department members who will be pleased to give you further information: Mrs S McColgan (HOD) 3BS3 Mrs K Branagan 3BS2 Miss C McKay 3BS1 Students choosing this subject for the first time must speak to Mrs McColgan

27 AS/A LEVEL CHEMISTRY CCEA AS GCE in Chemistry for examination at the end of Year 13 CCEA A2 GCE in Chemistry for examination at the end of Year 14 ENTRY REQUIREMENTS Students will need at least a grade B in GCSE Chemistry or AA in GCSE Double Award Science (with a minimum score of 80% in the Unit 2 Higher Tier Chemistry component). The mark indicating this standard will be available with results in August. Students should look at the raw exam paper scores as a percentage mark, as this will provide an indication of future success at A level. Evidence shows that students who enter this subject without these requirements struggle to complete the course. AS/A2 Chemistry is a conceptually difficult and intellectually challenging course. You need to be aware of this when making your choices. The standard required to achieve top grades in this examination is exceptionally high. Mathematical competence is a prerequisite. Studying AS/A2 Mathematics helps to complement the skills required in Chemistry. It is very helpful if you have achieved a high standard in GCSE Further Mathematics. As a minimum you should have a grade A in GCSE Mathematics, obtained from the Higher M4/M8 papers. OUTLINE OF COURSE AS LEVEL This is the first part of the A level course. It consists of three modules: • AS 1: Basic Concepts in Physical and Inorganic Chemistry • AS 2: Further Physical and Inorganic Chemistry and Introduction to Organic Chemistry • AS 3: Basic Practical Chemistry A2 LEVEL The full A level qualification is made up of the three AS modules plus the following three modules: • A2 1: Further Physical and Organic Chemistry • A2 2: Analytical, Transition metals, Electrochemistry and Organic Nitrogen Chemistry • A2 3: Further Practical Chemistry

28 Exam Board Assessment Assessment Type Time % Weighting Exam availability AS 1 External written test 1 hr 30 min 40% of AS 16% of A level Summer AS 2 External written test 1 hr 30 min 40% of AS 16% of A level Summer AS 3 Practical exam Part A: 1 hr 15 min Part B: 1 hr 15 min 20% of AS 8% of A level Summer A2 1 External written test 2 hr 40% of A2 24% of A level Summer A2 2 External written test 2 hr 40% of A2 24% of A level Summer A2 3 Practical exam Part A: 1 hr 15 min Part B: 1 hr 15 min 20% of A2 12% of A level Summer SCHOOL ASSESSMENT Our College policy of continuous assessment involves frequent class tests, homework and submission of practical reports. Your progress is monitored closely throughout the course. WHAT IS EXPECTED OF A STUDENT? As with any examination, your success will be linked to the quality of teaching & learning and your own commitment and dedication to study. You will be given high quality notes for all topics and you will experience a variety of teaching approaches. Your attitude and commitment to personal study over the two-year period is vital for your success. Please note: Attendance in class is essential if you are going to succeed in this subject. The material is conceptually difficult and experience shows that students need to be present in class to understand these concepts. CAREER IMPLICATIONS Chemistry is essential if you wish to study medicine, veterinary, dentistry, pharmacy and some engineering courses. Choosing Chemistry as a degree can provide career opportunities that are both stimulating and rewarding. Graduate jobs related to chemistry include: Analytical chemist, biomedical scientist, colour technologist, research scientist, materials engineer, quality assurance officer, forensic scientist, patent agent, scientific journalist, toxicologist, teacher or lecturer. Chemists are frequently employed in management, commerce, environment and industry. FURTHER INFORMATION Any of the Chemistry teachers will be glad to talk to you or answer any questions you may have. They are: Ms McManus (Head of Faculty) Mr Begley Mr McGonnell Mr Hamill Mrs Walker Mr McAuley

29 AS/A-LEVEL COMPUTER SCIENCE Computer Science is a rigorous scientific discipline which couples computational thinking with a broader understanding of hardware. The course focus involves progressing from the procedural programming learned at GCSE to the object-oriented and event-driven programming paradigms. We follow the WJEC A-Level Computer Science specification. OUTLINE OF THE COURSE The course is divided into five units: two units at AS-Level (worth 40% of the overall A-Level) and two units at A2 (worth 60% of the overall A-Level). Students will develop significant programming skills across both years of the course. • Unit 1 (AS Level) is externally assessed by a written examination in Year 13. • Unit 2 (AS Level) is externally assessed by an on-screen examination in Year 13. Students will be presented with incomplete code and will have to insert appropriate values to make the program run. They will also have to present a design to a database and answer some theory questions drawn from the same topics assessed in AS Unit 1. • Unit 3 (A-Level) is externally assessed by a written examination in Year 14. • Unit 4 (A-Level) is externally assessed by a written examination in Year 14. • Unit 5 (A-Level) is a Non-Exam Assessment (NEA). It provides students with an opportunity to design and program a solution to a given problem using their programming skills. The students implement a solution to a problem that deploys object-oriented programming techniques, an event-driven GUI and a bespoke database system for permanent storage and retrieval of data. An accompanying written report provides the majority of the marks, but the development of the system brings together the students’ full set of programming capabilities at A-Level. ENTRY REQUIREMENTS (1) Students must obtain grade 6 or above in GCSE Computer Science AND (2) Students must obtain grade A or above in GCSE Mathematics (1) Students who wish to pursue A-Level Computer Science with a lower GCSE grade are welcome to discuss their admission with the Head of Computer Science before the end of June 2023. (2) Programming is a logical and mathematical discipline and this course is therefore suited to students who have a very good mathematical background. It is recommended that students have obtained an A in Mathematics if they did not study Further Mathematics. Students not meeting this requirement ought to speak to the Head of Computer Science before selecting the subject as having studied Further Mathematics can be taken into account. Students who have studied OCR GCSE Computer Science benefit from the freedom to switch to CCEA A- Level Digital Technology if they do not feel that the WJEC A-Level Computer Science specification fits their interests, aptitudes and career progression needs.

30 MODULES Unit Name Assessment Weightings 1 Fundamentals of CS AS: Written Exam 62.5% of AS-Level 25% of A-Level 2 Practical Programming to Solve Problems AS: On-Screen Exam 37.5% of AS-Level 15% of A-Level 3 Programming and System Development A2: Written Exam 20% of A-Level 4 Computer Architecture, Data, Communication and Applications A2: Written Exam 20% of A-Level 5 Programmed Solution to a Problem A2: NEA (Non-Exam Assessment) 20% of A-Level SCHOOL ASSESSMENT A scheme of continuous assessment is applied. This includes regular class tests, homework, practical work and research. The students will sit an internal mock examination in both Years 13 and 14. The practical assessments will give students the opportunity to develop a range of programming skills and both years of the course will assess their grasp of these skills. WHAT IS EXPECTED OF A STUDENT? Students will study Computer Science for nine periods per week. The programming aspects of the course require constant practice and the students will be expected to become familiar with object-oriented programming. The use of SQL will mostly be taught at A-Level. It is recommended that a student spends a minimum of four hours per week doing personal study to fulfil the requirements at this level, although it is anticipated that all students will need to invest very different time allocations as they come to terms with new programming concepts. CAREER IMPLICATIONS This course is an excellent preparation for those students intending to pursue Computer Science or any related discipline at degree level, or for anyone considering a career in the field of Computing. The increased use of computers in all aspects of industry means that careers in this field encompass a wide variety of jobs. Jobs include programming, software engineering, web design, systems analysis, data processing, engineering, network management and teaching. FURTHER INFORMATION If any student requires more detailed information on any aspect of the Computer Science course, they may contact Ms Sullivan in 3IT1.

31 AS/A-LEVEL DIGITAL TECHNOLOGY The study of A-Level Digital Technology gives a broad overview of contemporary technologies such as cloud computing, databases, operating systems and networks. A database development project using Microsoft Access in Year 14 gives a practical experience of the process of system development. Students learn project management, time management and data management skills, simultaneously learning to give consideration to user interface design and suitable data processing to meet well-defined needs. The fundamentals of programming are touched upon and some advanced concepts are introduced, but this course does not demand extensive programming skills and no practical assessment of programming will take place. ENTRY REQUIREMENTS Students must obtain grade B or above in GCSE Digital Technology. Students who studied GCSE Computer Science instead of GCSE Digital Technology require a grade 6 in GCSE Computer Science. OUTLINE OF THE COURSE At AS-Level there are 2 units and both are assessed by external written examinations, each of which is worth half of the overall AS grade. The result obtained at AS-Level contributes 40% to the overall A-Level grade. • In AS Unit 1 there will be an introduction to programming which those coming in from GCSE Computer Science will be broadly familiar with already, but this will be part of a broader topic on software development processes and everything will be taught from first principles. This unit requires students to develop knowledge and understanding of the various approaches to the development of software systems including analysis, design, development and testing. It prepares students for the coursework unit in Year 14. • The topics in AS Unit 2 will include data and information, validation, storage, application software and Internet technology. At A2 Level there is one unit assessed externally by an examination and one unit assessed by coursework. The A2 examination alone contributes 40% to the overall A-Level grade and the A2 coursework contributes the remaining 20% to the A-Level grade.

32 • The A2 examination is based on developing knowledge and understanding of information systems. This includes the study of networks, databases, contemporary technologies such as artificial intelligence and cloud computing, and the applications of digital technologies in the workplace and society. • In the A2 coursework unit, students have the opportunity to become involved in a real-world situation where they can apply their skills, knowledge and understanding of digital technology to solve a problem for a specified client. This takes the form of designing and building a database with a suitably user-friendly front end. Students will be expected to showcase their learning from the AS and A2 units in their coursework. ASSESSMENT The examination board is CCEA. The AS course can be studied as a standalone AS qualification or as the first part of the full A-Level course. MODULES Module Level Name Mode of Assessment Duration AS A-Level AS 1 AS Approaches to System Development External Written Examination 1½ hours 50% 20% AS 2 AS Fundamentals of Digital Technology External Written Examination 1½ hours 50% 20% A2 1 A2 Information Systems External Written Examination 2½ hours 40% A2 2 A2 Application Development Internal Assessment of a project 20% SCHOOL ASSESSMENT A scheme of continuous assessment is applied in line with whole-school data tracking processes. This includes regular homework, class tests, practical tasks and some wider research. Practical work will give students the opportunity to develop a range of digital skills but the majority of teaching at AS-Level will be driven by examination preparation whilst the more practical dimension commences at A2 with the development of a substantial Microsoft Access database and an accompanying written report.

33 WHAT IS EXPECTED OF A STUDENT Students will have nine periods per week on their timetable and are encouraged at A2 to make use of computer suites during free periods to support their completion of their project. Extensive reading beyond the taught content is essential. Students will be expected to keep up to date with present technological trends by reading computer magazines and using relevant websites. It is recommended that a student spends a minimum of four hours per week doing personal study to fulfil the requirements at this level. CAREER IMPLICATIONS This course will prepare students for a wide range of courses in Higher Education as well as employment in the computer industry. The increased use of computers in all aspects of industry means that careers in this field encompass a wide variety of jobs. Some of these are: Web design, games development, programming, data processing/mining, engineering, network management, software engineering, systems analysis and training/teaching. FURTHER INFORMATION If any student requires more information on any aspect of the A-Level Digital Technology course, they may contact Ms Sullivan (Head of Department) or Mrs Madden.

34 AS/A-LEVEL DRAMA AND THEATRE STUDIES ENTRY REQUIREMENTS The course is suitable for students with an interest in plays and performing. Students who do well on this course are those that think creatively, can explain their point of view and have the confidence to speak in front of others. Most will have studied Drama at GSCE, some will have a background in performance already, and some will simply feel they will benefit from the course. All will have a passion for creating, designing and performing dramatic work. WJEC EXAMINATION BOARD ASSESSMENT Unit 1 Theatre Workshop Non-exam assessment: internally assessed. Learner can be assessed in either acting or design. Learners participate in the creation, development and performance of a piece of theatre based on a reinterpretation of an extract from a list supplied by WJEC. The piece must be developed using the techniques and working methods of either an influential theatre practitioner or a recognized theatre company. Learners must produce: • A realization of the performance or design • A creative log • An evaluation 90 marks / 24% of qualification Internally assessed coursework. Unit 2 Text in Theatre Written examination: 1 hour 30 minutes Open Book: clean copies (no annotation) of the complete text chosen must be taken into the examination A series of questions based on the performance potential of Medea, by Euripides. 60 marks/ 16% of qualification.

35 A2 units A2 Unit 3: Text in Action Non-exam assessment: Externally assessed by visiting examiner. Learners will be assessed on either acting or design. Learners participate in the creation, development and performance of two pieces of theatre based on a stimulus supplied by the board: • A devised piece using the techniques and working methods of either an influential theatre practitioner or a recognized theatre company (a different practitioner or company to that chosen for Unit 1) • An extract from a text in a different style, chosen by the learner. Learners must realise their performance for the visiting examiner. Learners must produce a process and evaluation report within one week of completing the practical work. 120 marks / 36% of qualification A2 Unit 4: Text in Performance Written Examination: 2 hours 30 minutes. Open Book: clean copies (no annotation) of the two complete texts chosen must be taken into the examination. Two questions based on two different texts from the following list: A Day in the Death of Joe Egg, Peter Nicholls Sweeney Todd, Steven Sondheim The Absence of War, David hare Mametz, Owen Sheers The Radicalisation of Bradley Manning, Tim Price 95 marks / 24% of qualification WHAT IS EXPECTED OF A STUDENT? Students undertaking this course are expected to work both independently and within small groups to structure and shape dramatic work. As a creative subject, students need to have creative and imaginative ideas, personal discipline and a commitment to group dynamics. Students are expected to be able to anticipate and resolve interpersonal issues, and to never give up! Students are expected to have reached a high standard of literacy and proficiency in essay writing and note taking.

36 CAREER IMPLICATIONS Drama is an essential subject for careers that involve public speaking, presentation, leading teams and managing short to long term projects. Students who have gone on to successful careers in Law, Medicine, finance, management and leadership will testify how their study of Drama enabled them to communicate across a range of different professional settings. A Level Drama is a vital step for a career in the Performing Arts, and the many related industries. Anna Hughes, Head Girl 2003 - 2004 Anna is one of the many Drama students who went on to study Law at university. She obtained a first class honours degree from St Catherine’s College, Cambridge and is now a practising barrister in the Inner Temple, London. ‘Day to day in my job as a barrister I undertake a variety of different cases, but the skills I employ are always the same. I have to empathise with people, understand things from a different point of view, present my case in a clear, persuasive and believable manner and I have to appear calm at all times. All those skills were developed and honed throughout my A Level Drama course. I think it would be fair to say that, of all the subjects I studied at school, Drama was the one that best equipped me for life at the Bar.’ FURTHER INFORMATION Please contact: Miss S Jackson (Head of Department)

37 AS/A-LEVEL ECONOMICS ENTRY REQUIREMENTS Economics demands a rational, problem solving approach. Students need to be numerate and comfortable with the use of diagrams. They also have to be able to write on economic issues. To these ends a Grade B in GCSE Mathematics and Grade B in GCSE English Language are normally required. An interest in current economic and political affairs, and a rational and inquiring mind, would also be useful. OUTLINE OF COURSE. An A-Level in Economics will not only equip the student for many careers but will also allow for a critical understanding of the current issues, problems and institutions that affect their everyday life. It will enable students to participate effectively in society as a citizen, producer and consumer. After studying the A-Level students will be able to answer questions such as • What are the economic arguments for the UK leaving the EU? • Should government introduce a living wage? • Will Africa always be poor? • Should students pay £9000 in fees? • Can the Euro survive? • Why is there a cost of living crisis? AS MODULES MODULE 1. Markets and Market Failure. This module examines the basic economic problem of scarcity of resources and the need to make choices. The role of the market mechanism in deciding prices is also covered. This module also looks at what happens when markets fail to work. Areas covered include the minimum wage, tuition fees, pollution and house prices. Government policies to deal with these issues are analysed. MODULE 2. Managing the National Economy. This covers economic problems in the areas of inflation, unemployment, trade and economic growth. The role and limitations of government policy is covered with reference to the period from 1979 to the present day with a heavy emphasis on contemporary issues

38 A2 MODULES MODULE 1. Business Economics This module looks at how businesses grow and compete and how this affects consumers, producers and governments. Various theories of business behaviour and their real world application are studied. This module also looks at government regulation of business. MODULE 2. Managing the Economy in a Global World. As can be seen from the credit crunch, international economic events have a major impact on our everyday lives. This module looks at the area of international economics covering topics as diverse as globalisation, the European Union, exchange rates, the financial markets and global poverty and economic development. EXAMINATION BOARD ASSESSMENT The table below summarises the assessment arrangements. MODULE NATURE OF ASSESSMENT ASSESSMENT WEIGHTING AS 1: Markets and Market Failure 1 ½ hour examination paper comprising short questions, data response and open response question. 50% of AS 20% of A Level AS 2: Managing the National Economy 1 ½ hour examination paper comprising short questions, data response and open response question. 50% of AS 20% of A Level A2 1 Business Economics 2 hour examination paper comprising short questions, data response and open response question. 30% of A Level A2 2 Managing the Economy in a Global World 2 hour examination paper comprising short questions, data response and open response question. 30% of A Level SCHOOL ASSESSMENT Students will be assessed in a variety of ways. Along with traditional written homework based on essay and data response questions there will be investigation of current news stories and the use of Internet resources to gather information. Students will be regularly questioned on their understanding of current economic events.

39 WHAT IS EXPECTED OF A STUDENT? A-Level Economics students will be expected to work hard to develop the skills required of an economist as well as knowledge of economic theory. Students will be expected to develop skills of analysis and evaluation. As Economics is a subject which impinges on many major news stories students will be expected to keep abreast of current affairs through reading of newspapers, magazines and watching appropriate television programmes. CAREER IMPLICATIONS Students of economics learn a range of skills including • Collecting and analysing information • Development of logical problem solving methods • Development of evaluative skills • Development of written communication skills • Use of ICT Employers both in the field of business and beyond value these skills. Knowledge of Economics is an extremely valuable, and indeed key, subject, for anyone considering a career in accountancy or the financial services industry. Past students of Economics include Warren Buffett, Arnold Schwarzenegger, Ed Miliband, Melinda Gates and Elon Musk. Though there is some overlap, Economics is a separate subject from Business Studies and students considering applying for Business or Management courses at university would be well advised to study both subjects at A-Level. Economics is also extremely useful for university courses in law, politics, journalism, social sciences and of course economics itself. At A-Level it blends well with most other subjects and given its rational and scientific approach it would be an excellent choice to students studying for Mathematics and Science A-Levels who seek a contrasting AS subject. FURTHER INFORMATION For further information, contact Mr S Hughes.

40 AS/A-LEVEL ENGLISH LITERATURE ENTRY REQUIREMENTS If you enjoy reading and discussing literature, you will enjoy this course. You will gain a detailed understanding of a broad range of poetry, prose and drama, while developing different critical approaches which can be used in reading and analysis. It is therefore essential that you are prepared to read independently. The entry requirements are at least a grade B in both GCSE English Language and English Literature. OUTLINE OF COURSE We follow CCEA English Literature and the course is as follows: • Two AS exams – 40% of A Level • Two A2 exams – 40% of A Level • One coursework unit – 20% of A Level The course involves study of the three main literary genres: prose fiction, poetry and drama. In the past, at AS level, students have studied: • Poetry by Robert Frost and Seamus Heaney or Sylvia Plath and Ted Hughes • The Crucible by Arthur Miller or A Streetcar Named Desire by Tennessee Williams; and, • Silas Marner by George Eliot. At this level, students will also learn how writers respond to key contexts such as national and global politics, gender, race and class. At A2 level, students will study the following: • Poetry by either Emily Dickinson or John Donne; • Shakespeare’sKing Lear or Othello; • Two prose novels (at least one of which is a twenty-first century novel). At this level, students explore key aspects of Shakespearean tragedy. They also have the opportunity to work independently on a coursework assignment, but with guidance from their teacher. The completed coursework is 2,500 words, excluding bibliography and quotations. Unlike any other subject, English Literature incorporates aspects of history, philosophy, the history of art, drama, psychology, sociology and politics – all done through an imaginative lens that allows students to view humanity in times past, whilst better understanding today’s world. The coursework element allows

41 for independent study, wider reading and a sense of personal achievement. If you enjoy reading a wide range of literature and analysing associated ideas and issues, then this will be an ideal course for you. EXAMINATION BOARD ASSESSMENT Unit AS 1: The Study of Poetry and Drama (External written examination, 2hrs, 60% of AS, 24% of A Level) Section A: The Study of Poetry 1900- Present (open book) Section B: The Study of Drama 1900- Present (closed book) Unit AS 2: The Study of Prose Pre 1900 (External written examination, 1hr, 40% of AS, 16% of A Level) One question on one novel (closed book) Unit A2 1: Shakespearean Genres (External written examination, 1hr 30mins, 20% of A Level) One question on a single play from a chosen Shakespearean genre – tragedy, comedy, problem plays or last plays (closed book) Unit A2 2: The Study of Poetry Pre 1900 and Unseen Poetry (External written examination, 2hrs, 20% of A Level) Section A: The Study of Poetry Pre 1900 (closed book) Section B: Unseen Poetry Unit A2 3: Prose 2500-word essay on two novels one of which must be a twenty first century novel (Internal assessment) SCHOOL ASSESSMENT School assessment will occur on a continuous basis: your progress will be monitored and assessed through your file work, homework and contributions to classroom discussion. Homework essays will be assessed using AS/A level grades and criteria, and some essays will be set under timed conditions in the classroom. It is essential that teacher feedback is used by students to establish targets for improvement, with self-evaluation operating as an integral part of assessment procedures. WHAT IS EXPECTED OF A STUDENT? First and foremost, you must be prepared to read the set texts and meet essay deadlines. If you wish to attain the top grade in this subject, you are expected to read more widely around the set texts by exploring other works written by the author, poet or dramatist and by researching the specified contexts to the set texts. The transition from AS to A2 necessitates a little summer reading, with some personal ideas for the coursework component arrived at prior to first teaching in September.

42 It is expected that students of A Level English Literature will be able to engage in independent work. At least eight hours of study will be needed weekly, involving, for example, silent reading, preparing and making notes on parts of the text in preparation for the next class, reviewing work covered in that day’s class, learning quotations, studying relevant critics etc. The emphasis on independent work is further evidenced in the A2 coursework element. It is expected that you will enjoy the challenges brought by the study of English Literature and that you will become increasingly more articulate and confident in written and oral forms of communication. All students of A Level English Literature are encouraged to attend the theatre and the public library, you should watch any recommended films and television programmes, and you should listen to recommended podcasts. CAREER IMPLICATIONS The study of this subject at AS or A level will provide students with an opportunity to access a broad range of courses in Further and Higher Education. There are many careers open to students of English Literature. On a general level, it is widely regarded as culturally enriching, and since the course encourages students to develop and articulate their own ideas, English Literature students often perform well in interviews. If you wish to undertake post-graduate work in any discipline, then the essay-writing skills developed through the study of English Literature will prove invaluable. Employers are increasingly looking for students who have selected a STEAM combination of subjects; therefore, English can enhance the student experience and career outcomes of those aiming for careers in computer science, medicine, engineering, architecture and pharmacy. More specifically, the skills and disciplines involved in the study of English Literature make it directly relevant to a number of careers: the close study of how writers use language enables students to follow careers in journalism, law, broadcasting, advertising, marketing and management; the emphasis in the study of literature on people, their relationships and problems, has led other students into careers in the social services, politics, teaching, personnel work; others have followed careers in speech therapy, the theatre, libraries and publishing.

43 AS/A2 LEVEL FRENCH ENTRY REQUIREMENTS/INFORMATION • The specification builds on the knowledge, understanding and skills developed in GCSE French. It is assumed that students will have achieved at least a Grade ‘B’ in GCSE French before taking this course; however, an ‘A’ or ‘A*’ grade is recommended. • A Modern Language at AS/A2 Level is likely to attract a variety of students. For some it will be a complementary course of study to their principal subjects, which may be another language and/or Arts subject(s). Students who are taking Science at AS/A2 Level may follow a language course as a contrastive element to their main course of study. Others may simply wish to continue their study of the language for vocational or recreational purposes. • Students will have the opportunity to participate in a French exchange with students from Lycée Notre Dame du Roc in La Roche-sur-Yon, France, in either Year 13 or Year 14, as well as 2 periods per week with the French Assistant. CCEA SPECIFICATION AT A GLANCE AS Contexts for Learning: A2 Contexts for Learning: Relationships Culture and Lifestyle Young People in Society Our Place in a Changing World Unit Assessment Format Duration Weightings AS 1 Speaking: Presentation (3 minutes) and Conversation (8 minutes) Total: 11 minutes 30% of AS 12% of A2 AS 2 Listening (40 minutes) Reading and Translation into English (50 minutes) Use of Language (30 minutes) Total: 2 hours 40% of AS 16% of A2 AS 3 Extended Writing: Manon des Sources (film) or L’Étranger (novel) Total: 1 hour 30% of AS 12% of A2 Total: 40% of A2 level Unit Assessment Format Duration Weightings A2 1 Speaking: Discussion (6 minutes) and Conversation (9 minutes) Total: 15 minutes 18% of A2 A2 2 Listening (45 minutes) Reading and Summary Translation from English into French (2 hours) 24% of A2

44 Total: 2 hours 45 minutes A2 3 Extended Writing: Thérèse Desqueyroux (novel) Total: 1 hour 18% of A2 Total: 60% of A2 level Students of French are suited to careers in the following areas: The Public Sector Law International Organisations (UN, EU, UNESCO, NATO, International Olympic Committee, Internation Red Cross, international courts Teaching foreign languages or English as a Foreign Language (TEFL) Translating (also in Gaming Industry) / Interpreting / Subtitling The Finance Industry Sales and Marketing The Transport, Tourism and Leisure Industries Further information: Dr. M Beirne, Head of French • The Finance Industry • Law • Sales and Marketing • The Transport, Tourism and Leisure Industries • The Public Sector • International Organisations such as the EU or the UN FURTHER INFORMATION Contact Dr. M Beirne, Head of French.

45 AS/A-LEVEL GEOGRAPHY ENTRY REQUIREMENTS A grade B or higher is required at GCSE. Please remember that a Grade A at GCSE level does not guarantee a good grade at A-Level. Instead your motivation, determination and enthusiasm for Geography together with hard work will give you a good result at A-Level. WHY CHOOSE AS GEOGRAPHY? Geography is a flexible subject about the real world outside the classroom. It integrates many other subject areas such as Biology, Sociology, Economics, History, English, Maths, Physics, Politics, Chemistry and Information Technology. Geography has been identified as a “facilitating subject” or an “open doors” subject. These are the preferred subjects that the Russell Group of universities have identified as opening up a wide range of options for university study. It is a subject, which can be studied at university (as a science, art or economics degree) or in conjunction with a multitude of other subjects. OUTLINE OF COURSE We follow the CCEA Geography GCE specification. The course is divided into six units: three units at AS-Level and three units at A2 level. The full Advanced GCE award is based on students’ marks from the AS (40%) and the A2 (60%). To be awarded an A*, candidates need to achieve a grade A on their full A-Level qualification and at least 90% of the maximum uniform marks available for the A2 units. AS1: Physical Geography (Examination 1 hr 15 minutes) 1 (a) Processes that shape fluvial environments 1 (b) Human interaction in fluvial environments 2 (a) Global biomes 2 (b) Small scale ecosystems 3 (a) The processes that shape our weather and climate 3 (b) Weather in the British Isles 3 (c) Global weather issues

46 Opportunities for further international travel to gain firsthand geographical experiences are available to Year 11-14 Geography students with studies in the past focusing on Travel, Leisure & Tourism and Tectonic Activity. International excursions included China, Finland, Iceland and Tenerife. AS2: Human Geography (Examination 1 hr 15 minutes) 1 (a) Population data 1 (b) Population change 1 (c) Population and resources 2 (a) Settlement change 2 (b) Planning in rural environments 2 (c) Urban challenges 3 (a) Measuring development 3 (b) Reducing the development gap 3 (c) Emerging markets Unit AS 3: Fieldwork Skills and Techniques in Geography (Examination 1 hr) Fieldwork skills and techniques Topic for investigation The hand written Fieldwork Booklet A2: 1 Physical Processes, Landforms and Management 2 Options to be studied (Examination 1 hr 30 minutes) Option A: Plate Tectonics: Option B: Tropical Ecosystems: Nature and Sustainability Option C: Dynamic Coastal Environments Option D: Climate Change: Past and Present Unit A2 2: Processes and Issues in Human Geography 2 Options to be studied (Examination 1 hr 30 minutes) Option A: Cultural Geography Option B: Planning for Sustainable Settlements Option C: Ethnic Diversity Option D: Tourism Unit A2 3: Decision Making in Geography (Examination 1hr 30minutes) Decision making in Geography Case study - students are presented with a variety of resources and are asked to take on a particular role

47 CAREER IMPLICATIONS Geography ‘overlaps’ many disciplines. This overlap is the source of the subject’s flexibility and integration, giving the student the opportunity to move into a wide variety of careers. Some careers like teaching, planning, surveying and cartography will use Geography directly. But there are many careers open to geographers, more by virtue of the type of trained mind geographers have than by their knowledge of Geography. Employers are showing increasing interest in people who have a broad general education.

48 AS/A-LEVEL GERMAN ENTRY REQUIREMENTS It is assumed that students will have achieved at least a Grade B GCSE in German before taking this course. Modern Language at AS/A-Level may be a complementary course of study to principal subjects, a contrastive element to the main course of study e.g. Science or purely vocational or recreational. EXAMINATION BOARD ASSESSMENT (CCEA) Content Assessment Weightings AS 1: Speaking 11 mins Question 1: Presentation. (3 mins) Question 2: Conversation (8 mins) 30% of AS 12% of A2 AS 2: 2 hours Section A – Listening Section B – Reading Section C – Use of Language, Grammar & Translation 40% of AS 16% of A2 AS 3: Extended writing 1 hour Students write one essay in German in response to a set film or a literary text. 30% of AS 12% of A2 AS: 40% of A level A2 1: Speaking 15 mins (6 & 9 mins) Question 1: Discussion - culture/history/region Question 2: Conversation 18% of A-Level A2 2: 2 hours 45 mins Section A – Listening Section B – Reading gap-fill, comprehension, summary & translation 24% of A-Level A2 3: Extended writing 1 hour Students write one essay in German in response to a literary text. 18% of A-Level A2: 60% of A-Level

49 CAREER IMPLICATIONS – WHY STUDY GERMAN? • Employers prize the skills of analysis, communication and critical thinking. • Universities look for ‘A’ level languages in candidates in all subjects. • There is a huge shortage of native English speakers who speak German • Germany is the UK’s biggest trading partner. • German is the first language of over 100 million Europeans. • German culture is at the heart of Europe. • German can be combined with over 60 subjects at degree level.

50 AS/A-LEVEL GOVERNMENT AND POLITICS ENTRY REQUIREMENTS Students of AS Government and Politics in Our Lady and St Patrick’s College should have been awarded a Grade B or above in GCSE English Language. If the course is oversubscribed, students will be selected using the criterion of highest combined GCSE English Language and English Literature grades. This is particularly important as one of the assessment objectives tested at AS and A2 is the quality of candidates’ written communication (QWC). The three assessment objectives are outlined in greater depth in the CCEA specification. OUTLINE OF COURSE We follow the Northern Ireland CCEA specification for Government and Politics. The course is divided into four modules. At the end of Year 13 students sit external examinations for their two AS modules. They are as follows: 1. The Government and Politics of Northern Ireland 2. The British Political Process Students proceeding to A2 Level will sit examinations in two further modules: 1. Comparative Study – The United Kingdom & the USA 2. Political Power EXAMINATION BOARD ASSESSMENT AS Modules: Assessment Weighting: Nature of Assessment: Module 1 – The Government & Politics of N Ireland 16 % of A Level (40 % of A/S) Examination: 1 hour 15 minutes. Candidates must answer four questions, making reference to source material provided. Module 2 – The British Political Process 24 % of A Level (60 % of A/S) Examination: 1 hour 45 minutes comprising both short-answer and longer discursive questions. A2 Modules: Module 1 – Comparative Government: The United Kingdom and the USA 35 % of A Level Examination: 2 hours 15 minutes. Candidates answer four questions in Section A, making reference to source

51 material. Section B comprises two questions, one where they must ‘identify and explain’ and a longer discursive, analytical question. Module 2 – Political Power 25 % of A Level Exam paper: 1 hour 30 mins. Candidates answer five questions, three of which are based on source material provided. SCHOOL ASSESSMENT Before an assessment is given, students are made aware of their learning objectives and criteria for success. The assessment objectives outlined in the specification provide an indication of the skills and abilities which the AS and A2 modules are designed to assess, together with the knowledge and understanding outlined in the subject content. Candidates’ answers are marked according to descriptors found in CCEA mark schemes. These mark schemes indicate which level of attainment an answer belongs to across the range of assessment objectives. A variety of formal and informal assessments are used in the teaching of Government and Politics, such as essay work, concise short-answer questions, summaries, analysis of source material, class discussion and debate, student presentations to the class and end-of-unit class tests. WHAT IS EXPECTED OF A STUDENT? Politics is a literary and discursive subject. Getting actively involved in classroom discussion will help you build your skills and confidence. Asking relevant questions proves you are attentive and interested and will lead to clarification of any points which confuse you. Don’t be a passive learner! Assiduous and organised note making is also essential to enable you to produce well developed essays. These must be submitted before set deadlines. You should be prepared to contribute to class discussion. Politics is lively, interesting and very topical. It involves building up knowledge of current affairs and keeping up to date with contemporary political developments world-wide. Part of the appeal of studying Politics is that it is such a contemporary subject. That is why textbooks, while important, are not enough. Examiners are always looking for relevant examples in students’ work. The best way to ensure that you keep up to date with events that will be relevant for your studies is to read quality newspapers either in print or on-line on a regular basis. Quality newspapers are generally what were formerly known as the broadsheets, i.e. not the tabloids. There are also some excellent magazines which are very useful for keeping politics students up to date with contemporary

52 developments, such as ‘Politics Review’ which is available in the school library. If you read regularly, it undoubtedly improves your writing style and vocabulary. Another obvious source of information for the diligent politics student is watching the evening news. Other programmes which come highly recommended are: Newsnight, Question Time, The View, Sunday with Laura Kuenssberg, The Sunday Politics, and Panorama. Guidance is given on the content of essays and students are encouraged to develop a literary, analytical and succinct style, as great emphasis is placed on these qualities by examiners of the subject. CAREER IMPLICATIONS Politics complements other subjects in the sixth form curriculum such as History, Sociology, R.E., English, Geography, Business Studies and Economics, and is particularly useful for preparing those students considering careers in law, journalism, teaching, the media, the civil service, research and local and central government. However, the skills and interests that students develop through their study of Politics are attractive to a range of employers and university admissions tutors across a number of disciplines. Students of A Level Politics become well informed on the factors which influence “the decision makers”, and about what is going on in the world around them. Politics students are given the opportunity to think critically, argue coherently, weigh up evidence, debate, analyse documents, develop excellent communication skills and understand the news and other political programmes. Studying Politics will help you to improve your aptitude in these areas. FURTHER INFORMATION For further information, contact Mrs O’Hare.

53 AS/A-LEVEL HISTORY ENTRY REQUIREMENTS GCSE grade A*/A. The minimum requirement to study A Level is a grade B, although we highly recommend a grade A and above. OUTLINE OF COURSE The examining board for A Level History is CCEA. The latest version of the specification can be viewed and downloaded for the CCEA website at www.ccea.org.uk. The Specification builds on the broad objectives of the revised NI Curriculum. It provides students with opportunities to explore key political, economic and social events which have helped shape today’s institutions, governments and societies. It also contributes to an understanding of spiritual, moral and cultural issues by providing students with opportunities to explore values, attitudes, perceptions and ideologies which have shaped human behaviour, endeavour and achievement in the past. The specification contributes to environmental education by providing opportunities to study how men and women in the past have interacted with their environments and how the environment has contributed to and shaped historical events. The specification prepares students for a range of careers both related to the historical context and the wider employment context. It will allow students to develop skills which are transferable and highly valued by employers. The subject content is divided into four teaching and learning units, each of which contributes to an overall broad, coherent course of study. AS is worth 40% and A2 60%. AS1 Historical Investigations and Interpretations: Option 3 Britain in the Age of Reform 1830-1880 AS2 Conflict and Change in Europe: Option 3 Challenge and Crisis in Ireland 1823 -1867 A21 Change over Time: Option 4 The American Presidency 1901-2000 A22 Historical Investigations: Option 4 Partition of Ireland 1905 -1923 The subject content of each option requires students to study: significant individuals, societies, events, developments and issues within a broad historical context and the developments affecting different groups within the societies studied and a range of historical perspectives, for example cultural, economic, political, religious, scientific or social.

54 EXAMINATION BOARD ASSESSMENT There will be four external examination papers based on each unit. Both AS papers last 1 hour 30 minutes and are worth 20% of the A Level. A2 Unit 1 last one hour and is worth 20% of the A Level while A2 Unit 2 lasts two hours and thirty minutes and is worth 40% of the A Level. The AS course provides an opportunity to broaden students’ education as well as a foundation for the full A Level qualification. A2 students will build on their learning at AS by drawing on and evaluating a greater depth and range of increasingly more sophisticated content and evidence to demonstrate a more complex understanding of historical concepts. A21 also provides ‘stretch and challenge’ as students will be required to demonstrate knowledge, understanding and historical skills over a period of around one hundred years and draw on their knowledge and skills required in previous units of study at AS. A22 additionally provides ‘stretch and challenge’ as it will assess student’s historical understanding and drawing together of all historical skills developed at AS. ASSESSMENT Students will be regularly assessed through completion of past paper questions for homework, class tests, essay work, source - based questions, oral discussions and contributions. In the first term there will normally be two reported assessments and in addition all written work will be used to make an evaluation of progress. In the second term there will also be formal assessments accompanied by on-going examination preparation on technique and timing. WHAT IS EXPECTED OF A STUDENT? It is vital that aspiring students should enjoy reading History, possess a fluent and coherent written style, be willing to compose a set of notes and put forward a point of view whilst at the same time accepting that others may have a valid alternative. There is a lot of reading required and students need to quickly develop their ability to do their own research using the wide range of resources available. From past experiences it has been shown that students must be able to take responsibility for organising their study time and display a greater degree of maturity. Students are encouraged to air their views in class and hold up their interpretation for examination and discussion with class colleagues. Dedication and serious application to work by students is an essential requirement. CAREER IMPLICATIONS History offers the possibility of many career opportunities. It is recognised as a suitable university and college qualification for any course, depending upon what it is combined with. Even students who are considering scientific or medical careers frequently opt for history at A-Level. History as a fourth subject can add breadth and depth to applications and demonstrate to selectors, skills that are not developed in other subjects. Obviously, it is recommended to study History if you wish to read it at University. However, it has been our experience in the College that our A-Level students pursue a vast range of courses.

55 History is a popular choice at A-Level in the College. The skills of interpretation and analysis, which are central to History, will develop written and oral skills. Students who possess these skills are highly valued in occupations where interpersonal and communicative abilities are held at a premium. Our 2024 Leavers have gone on to read a range of diverse subjects at University including: Architecture, Computer Science, Criminology, Electrical and Electronic Engineering, Law, Law with French/Spanish/Politics and International Relations, History and Politics and Sport and Exercise Studies. In the last five years History A Level students have also gone on to: Higher Level Apprenticeships with the Deloitte Bright Start Programme, PWC and Danske Bank. Degrees in Actuarial and Financial Studies; Accounting; Art and Design; Business; Chemical Engineering; Computer Forensics and Security; Criminology and Social Policy; Diagnostic Radiography and Imaging; Environmental Planning & Development; Finance; Football Coaching and Management; French; Government; International Relations and Economics/Conflict Studies Law; Mathematics; Medicine; Nursing; Politics; Philosophy; PPE; Physiotherapy; Software Engineering; Screen Production; Spanish and International Relations; Sport and Exercise Science and Teaching. A Level History students currently attend: The Queen’s University of Belfast; The University of Ulster; St Mary’s University College; Trinity College Dublin; UCD; Galway and Limerick. The University of Oxford; Cambridge; Durham; King's College, London; Manchester; Bristol; Keele; Durham; Leeds; Liverpool; Loughborough and Newcastle. We currently have students reading History in their first, second and third year at the University of Cambridge! Dundee; Edinburgh; Glasgow; St Andrew’s and Strathclyde. Swansea University. Internationally, Elé Donegan of the class of 2021 is in Yale, USA and Shannon Melbourne of the class of 2022 in the University of Queensland. A number of our History past pupils have also stood for election for local government.

56 AS/A-LEVEL IRISH ENTRY REQUIREMENTS Prospective students of Irish should have achieved Grades B to A* at GCSE level. Any student wishing to undertake A Level study of Irish with lesser qualifications would have to have proven a strong commitment to the language and have a history of hard work in the subject to be accepted into the class. One of the main advantages of four-subject capacity at A Level is the opportunity for pupils formerly restricted in their choice of subjects to the Sciences, for example, to broaden their profile. OUTLINE OF COURSE In addition to the GCSE skill areas of Writing, Listening, Reading and Speaking, the AS and A2 Level student must study the literature and culture of the Irish language- speaking community. A new specification was introduced for first teaching in September 2016 and some new elements have been included- at AS level, for example, there is a Use of Language section where understanding and use of grammar is very important and a film may now be studied at AS level. Translation into both Irish and English are also new disciplines which the students must master over the two years of the A Level course. The student has a considerable gap in knowledge, examination technique and individual research to bridge in order to succeed at this level, as will be evident from the exam assessment summary below. Students will attend a minimum of eight periods per week plus an additional period of conversation. EXAMINATION BOARD ASSESSMENT (CCEA) Here is a summary of the structure of the new AS and A Level courses: 40% = AS 60% = A2 Total qualification = 100%. AS 1: Speaking Q1: Presentation based on an AS level theme related to an aspect of a community where the Irish language is spoken. (3 minutes) Q2: Conversation. (8 minutes) Total time: 11 minutes 30% of AS level 12% of A level.

57 AS 2: Listening, Reading and Translation Use of Language. Section A – Listening Candidates answer two questions based on two audio passages recorded on disk. (40 minutes) Section B – Reading and Translation Q1: Candidates answer one set of questions based on one text. Q2: Translation from Irish into English. Section C – Use of Language Q1, 2, 3 and 4: a series of short grammatical and lexical exercises. Q5: Translation of short sentences from English into Irish. 40% of AS level 16% of A level. (1 hour 5 minutes). Total time: 1 hour 45 minutes AS 3: Extended Writing Extended Writing Candidates will write one essay response in Irish based on a film or a literary text. The response should be at least 250 words long. Total time: 1 hour. 30% of AS level, 12% of A level. A2 1: Speaking: Q1: Summary and discussion of an individual research project based on an A level theme related to an aspect of a community where the Irish language is spoken. (6minutes) Q2: Conversation. (9 minutes) Total time: 15 minutes, 18% of A level. A2 2: Listening, Reading and Prose, Translation Section A – Listening Candidates answer two questions based on two audio passages recorded on disk. Q1: Questions and answers in Irish. Q2: Questions and answers in English. (40 minutes) Section B – Reading and Prose Translation, 24% of A level. Candidates answer two questions based on two texts and a summary exercise. Q1: gap-filling exercise Q2: one set of questions based on one text Q3: summary in Irish with the response in English Q4: Prose Translation from English into Irish, (1 hour 20 minutes), Total time: 2 hours. A2 3 Extended Writing Section C – Extended Writing Candidates will write one essay response in Irish based on a literary text. The response must be at least 300 words long. Total time: 1 hour, 18% of A level. SCHOOL ASSESSMENT Pupils will sit regular class assessments and major school examinations at Christmas/ January in both the AS and A2 years. Pupils may repeat the AS examination in the summer of A2 only. The school tests and Christmas examinations will mirror the model of the summative assessments as far as possible. WHAT IS EXPECTED OF A STUDENT?

58 The greater depth of knowledge and interest required of the A-Level student places a much heavier onus on the pupil to be responsible for his/her learning. The implications of this are varied: extensive reading of literature, magazines, newspapers and use of the Irish language media (TG4, RnaG) etc. is highly recommended. Attendance at conversation classes and any other opportunity to use the language, in or outside class, should be gratefully accepted. Gaeltacht visits are particularly encouraged. CAREER IMPLICATIONS An A Level in Irish has the same value to universities and colleges of Higher Education as any other subject. As a proof of communicative skills to add to their profile of qualifications, Irish is an accessible and relevant resource for working life. In the context of an expanding curriculum, languages are particularly prized and held in high esteem by the universities. There is an increasing demand in the world of work not only for excellent communication skills but specifically for Irish specialists. Irish is currently enjoying a boom in Media circles and in teaching at all levels. The notion that Irish is not a practical tool at career level is based on outdated misconceptions and a cursory glance at any Irish newspaper will confirm its vibrant relevance in today’s Ireland, North and South. FURTHER INFORMATION Students of Irish will have opportunities to strengthen their appreciation of the language and culture through participation in cultural events such as competitions and quizzes and attendance at plays. For further information, please contact Mr Kane (Head of Department).

59 AS/A-LEVEL MATHEMATICS AIMS OF THS COURSE A-Level Mathematics aims to encourage students to extend their range of mathematical skills and techniques and to use their mathematical knowledge to make logical and reasoned decisions in solving problems. With a qualification in Mathematics, you can enter almost any area of work including: accounting, medicine, engineering, forensic pathology, finance, business, consultancy, teaching, IT, games development, scientific research, programming, the civil service, design, construction, astrophysics and many other careers. OPTIONS FOR STUDYING MATHEMATICS AT A-LEVEL Pathways available: 1. study AS Mathematics in Year 13 and receive an AS cash-in grade 2. study AS Mathematics in Year 13 and A2 Mathematics in Year 14 and receive a full A-Level grade 3. study AS & A2 Mathematics in Year 13 and study AS & A2 Further Mathematics in Year 14 (1 A-Level awarded at the end of each year) The viability of the Further Mathematics option is dependent on the number of students who select it. If the number is too small, this option may not be timetabled. Entry Requirements Students considering AS/A-Level Mathematics entry require: • a minimum grade B in GCSE Further Mathematics, if studied OR • a minimum grade A in GCSE Mathematics from Assessment Units M4 and M8 In addition to the grade requirements, it is essential that parents and students consider the raw exam paper scores achieved in GCSE Mathematics. The department STRONGLY RECOMMENDS students considering AS Mathematics achieve a raw exam score of at least 60% in Assessment Units M4 and M8. COURSE DETAIL The College follows the CCEA examination board in AS/A-Level Mathematics. The course is divided into Pure and Applied (Mechanics & Statistics) units both of which are assessed at the end of each year.

60 SKILLS REQUIRED The CCEA specification has a strong emphasis on problem solving, often requiring students to choose an appropriate method. A problem-solving question may include: • Tasks with limited scaffolding which may not explicitly state how the problem should be solved. • Tasks requiring multiple representations, such as a sketch as well as calculations. • Information not given in mathematical form or where results are to be interpreted in a real-world context. • Tasks that could have a variety of techniques that could be applied. • A solution requiring an understanding of the process involved rather than just application of a technique. • A task requiring 2 or more mathematical processes or different parts of mathematics to be brought together. CONSIDERATIONS FOR A-LEVEL FURTHER MATHEMATICS Many STEM degree courses require A-Level Mathematics but some subjects such as engineering, finance, economics or computing are increasingly looking for A-Level Further Mathematics as well: • The theory in AS/A-Level Further Mathematics provides a smooth transition to university Mathematics. • A-Level Further Mathematics continues to develop logical thinking and problem-solving skills, as well as resilience and strategic thinking. • AS/A-Level Further Mathematics makes your university application stand out. ENTRY REQUIREMENTS Students considering AS/A-Level Further Mathematics entry require: • a grade A* in GCSE Mathematics AND • a grade A* in GCSE Further Mathematics FURTHER INFORMATION If any student who requires further information on AS/A level Mathematics they should speak to their Mathematics teacher.

61 AS/A LEVEL MOVING IMAGE ARTS ENTRY REQUIREMENTS A minimum of grade B in GCSE English Language and a minimum of grade B in one or more of GCSE Art & Design, Drama, Digital Technology, Music, Technology or English Literature. The course uses new digital technologies and the creative learning possibilities they offer. Students need to have basic keyboard and word processing skills to complete the online examinations. The course develops critical and creative abilities in all of the key creative areas of film production, including writing, directing, editing, producing and production design. Students need to be prepared to work independently to complete a detailed and informed portfolio. The class size will be restricted to 15. If the course is oversubscribed, students will be ranked and selected according to their GCSE grade averages (where A* = 5, A = 4, B = 3, C* = 2, C = 1). COURSE OUTLINE We follow the CCEA specification. This is a two year-course which contains four units: • Two to be studied and examined for the AS qualification in June. • Two further units to be studied, if desired, for the A-Level qualification the following June. The course covers the following main areas: AS Module 1: Realist and Formalist Techniques and the Classical Hollywood Style: Foundation Portfolio In this unit, you will study Classical Hollywood Style, Formalism and Realism. You will learn the creative and technical skills of moving image production including how camera, lighting, mise-en-scene, sound (including music) and editing are used to create emotion, mood and audience response. The portfolio includes a statement of intention, pre-production materials and one 3–4 minute narrative film sequence (or 1½–2 minute sequence if animated) produced in response to stimulus provided by CCEA. The portfolio is marked by teachers and moderated by CCEA. AS Module 2: Critical Response In this unit you will study the following styles and movements to prepare for your online examination: • Classical Hollywood Style and Alfred Hitchcock; • Formalism in Early European Cinema including German Expressionism and Soviet Montage; and • American Expressionism and Film Noir. You will also learn about the Hollywood Studio System and realist techniques used in Hollywood cinema. A2 Module 1: Creative Production and Research: Advanced Portfolio In this unit you will refine your technical filmmaking skills further, conducting independent research into a film practitioner of your own choice. There will also be further emphasis on screenwriting and the development of your

62 ideas into a complete and original narrative film. You will experiment with the techniques and conventions you have studied to inform your own creative ideas. A2 Module 2: Advanced Critical Response In this unit you will study the following styles of Realism in World Cinema to prepare for your online examination: • Italian Neo-Realism; • French New Wave and Cinéma Vérité; and • Poetic Realism. You will also study ways in which filmmakers have tried to experiment with narrative and will learn about writing director’s notes in response to unseen script material. EXAMINATION BOARD ASSESSMENT AS-Level Examination The examination board is CCEA. The AS course can be studied as a standalone AS qualification or as the first part of the full A-Level course. MODULES Module Level Name Mode of Assessment Duration AS A2 AS 1 AS Realist and Formalist Techniques and the Classical Hollywood Style: Foundation Portfolio Internal Assessment 60% 24% AS 2 AS Critical Response External Online Examination 1½ hours 40% 16% A2 1 A2 Creative Production and Research: Advanced Portfolio Internal Assessment 36% A2 2 A2 Advanced Critical Response External Online Examination 2 ¼ hours 24% SCHOOL ASSESSMENT Throughout the course the progress of students will be closely monitored. This policy of continual assessment involves regular homework assignments. Self-assessment and peer assessment will also be a common feature alongside group work and essay writing.

63 WHAT IS EXPECTED OF A MOVING IMAGE ARTS STUDENT? Moving Image Arts is a course of study and practice in filmmaking where you will develop creativity, knowledge and skills in the production of your own film portfolios. Students will have nine periods per week on their timetable and are required at AS and A2 to make use of their study periods and time at home to support the completion of their portfolio. Viewing and analyzing films beyond the taught content is essential. It is recommended that a student spends a minimum of four hours per week doing personal study to fulfil the requirements at this level. CAREER IMPLICATIONS Moving Image Arts is a challenging and rewarding course, offering solid progression into further and higher education and the creative industries. The Moving Image Arts course helps you to develop a range of skills for employment, including working from your own initiative, planning and managing schedules, equipment and human resources, providing leadership and creative direction and demonstrating innovative problem-solving abilities and strategic thinking. FURTHER INFORMATION Please contact any of the following teachers who will be pleased to give you further information: Dr A Carlin Miss D O’Hagan

64 AS/A-LEVEL MUSIC ENTRY REQUIREMENTS Preferable qualifications for entry to the AS/A2 music course are: • At least a grade B in GCSE Music but a grade A or A*is preferable. • AS – ABRSM Grade 6 in Voice or Instrument by April of the examination year. • A2 – ABRSM Grade 7/8 in voice or instrument by April of the examination year. • Grade 5 ABRSM or Trinity Theory. • Membership of a College Group (Orchestra/Choir/Ensemble) • A lively interest in music as a hobby and a willingness to listen and read copiously outside the course. EXAMINATION BOARD ASSESSMENT

65 SCHOOL ASSESSMENT School assessment will take the form of regular essays, composing and performing assignments and aural tests. These will be progressive, leading towards the final examinations in June. Ongoing assessments will be an important factor in helping you to decide which assessment unit (performing, composing, music technology etc.) to concentrate on. Most of the work for the practical components will be done with your individual music tutor. Some class time will be devoted to issues such as ensemble playing/singing. WHAT IS EXPECTED OF A STUDENT? Many of the A Level skills will have been introduced at GCSE but it is only fair to point out that some aspects of the course can only be developed by the candidate immersing himself/herself in the subject and pursuing it for many hours as a hobby. Familiarity with musical styles and knowledge of performance practice can only be achieved by regular listening to music and attendance at live concerts. It is this which makes the advanced study of music such a consuming but rewarding discipline. CAREER IMPLICATIONS A Level Music is an obvious choice for anyone wishing to do a degree, diploma or teaching course in music. Most degree courses will require a grade B pass at A Level. These courses can lead to qualifications in the teaching of music in school, peripatetic instrumental teaching, advanced instrumental coaching and research work in the musicological field. An A Level pass in music will also be useful for anyone contemplating a career in the Arts administration, recording engineering or the music retail trade. It is worth noting that a large proportion of primary teaching posts now require musical ability since music is a compulsory subject in the National Curriculum. In addition, A Level Music is a stimulating and enriching companion to other subjects - either languages where comparable aural skills are required, or Mathematics/Physics where study can be made of electronics in music, acoustics, science of sound etc. However almost any combination of A Level subjects can include music as an enriching and broadening complement. FURTHER INFORMATION The main aim of the AS course is to broaden the experience of the student. With 3 choices to make for Year 13 it will make sense for you with a GCSE Music pass or grade 5 performing standard to choose AS Music. It is an interesting and enjoyable subject and has the merit of combining well with almost any other subject - Mathematics and Science, Languages or Humanities. If you enjoy composing or performing the AS allows you to achieve nearly half your marks on this one activity. You will, whatever your musical tastes, find this course can be tailored to your needs. Come and talk to one of the Music teachers at any time. We will be very happy to answer any questions you might have.

66 AS/A-LEVEL NUTRITION AND FOOD SCIENCE Every day, food choices affect our health. Good nutrition is an important part of leading a healthy lifestyle. It can help to reduce the risk of chronic illness and promote overall health. Issues such as food security and sustainability are significant concerns. We are also more conscious of the quality of our food quality and how it is produced. There are many career opportunities in this field of work as scientific knowledge and research develops. This subject can open up a range of possibilities in the world of work, both at home and worldwide, with opportunities for further and higher education. ENTRY REQUIREMENTS Food and Nutrition GCSE Grade B is preferred along with a B grade in either Biology, Chemistry or Double Award Science. A genuine interest in nutrition, food science, food production, priority health issues and consumer behaviour will assist students in this course. This specification gives students opportunities to develop knowledge and understanding of: • nutrition and food science; • how to manage resources to meet an identified human need in a diverse and changing society; • the rapid technological changes and the growth of scientific knowledge and understanding; • issues affecting our food supply and how these impact on the environment; • the ethical implications of food production; and • carrying out research. SCHOOL ASSESSMENT Students are assessed weekly during and at the end of each topic. These assessments will take the form of class tests, homework and prepared and unseen questions. WHAT IS EXPECTED OF A STUDENT? An A-Level Student should show a keen interest in the subject and be prepared to spend time researching and reading around the subject areas. They should keep up to date with current affairs and have an awareness of the challenges in the food industry and human health. OUTLINE OF THE COURSE Examining Body – CCEA This specification adopts a modular structure and candidates are required to study two teaching and learning modules for the AS course and a further one module for the full Advanced GCE course and a Research Based Assignment. All modules are compulsory.

67 UNIT AREAS OF STUDY AS 1: Principles of Nutrition In this unit, students study macronutrients and micronutrients and other dietary constituents. They also study nutritional requirements and current dietary recommendations for each life stage. The assessment for this unit is a written examination that includes both short answer and extended writing questions. AS 2: Diet Lifestyle and Health In this unit, students investigate current research on diet, lifestyle and health. Assessment is a written examination that includes both short answer and extended writing questions. A2 1: Option B – Food Safety and Quality In this unit, students explore securing a safe food supply from the primary producer to the consumer. The assessment for this unit is a written examination that includes both structured and extended writing questions. (Option B is the module currently studied by A2 students) A2 2: Research based Assignment In this unit, students submit a report on a research project of their own choice. The report should not exceed 4000 words. Students must take their research area from AS 1, AS 2 or A2 1. The project gives students opportunities to demonstrate appropriate knowledge, understanding and skills demanded by the process. EXAMINATION BOARD ASSESSMENT The table below summarises the structure of the AS and A-Level courses: Unit Nature of Assessment Assessment Weighing (%) AS 1: Principles of Nutrition External written examination 1 hour 30 minutes Students answer all short questions in Section A and two extended writing questions from a choice of three in Section B. 50% of AS 20% of A-Level AS 2: Diet, Lifestyle and Health External written examination 1 hour 30 minutes Students answer all short questions in Section A and three extended writing questions from a choice of four in Section B. 50% of AS 20% of A-Level

68 A2 1: Option A: Food Security and Sustainability or Option B: Food Safety and Quality External written examination 2 hours 30 minutes Students answer a compulsory structured question in Section A and three extended writing questions from a choice of four in Section B. 30% of A-Level A2 2: Research -based Assignment Internal assessment Students complete a 4000-word research- based project. Teachers mark the projects, and CCEA moderate the results. 30% of A-Level It must be noted that no practical cookery skills will be examined in GCE Nutrition and Food Science and students will be assessed on subject knowledge of the specification through module exams and the Research Based Assignment only. CAREER IMPLICATIONS Nutrition and Food Science provides a basis for those seeking employment in a wide range of careers such as industry, commerce and in the health sector. It is a recognised and accepted qualification for entry to third level education. Former students have obtained positions in the following areas: Dietetics, Food Science, Medicine, Dentistry, Law, Education, Physiotherapy, Radiography, Psychology, Biomedical Sciences, Food Science, and Marketing. FURTHER INFORMATION For further information, please contact: Mrs Morgan (Head of Department) Mrs Gallagher Miss Caughey

69 AS/A-LEVEL PHYSICAL EDUCATION ENTRY REQUIREMENTS Prospective students should: 1) Have achieved at least a grade B in GCSE Physical Education; or have a good GCSE profile; 2) Be interested in sport as a social phenomenon and be prepared to read about it; 3) Have above-average ability in one or more sports and have demonstrated a disciplined approach to the subject at Key Stages 3 & 4; 4) Possess an above-average level of fitness. 5) Membership of an outside sports club is desirable. Candidates would normally be expected to have successfully completed a GCSE in Physical Education, but this would not exclude candidates who had not done so if places are available. However, it should be remembered that the A Level specification has been designed to provide progression by building on the knowledge, understanding and skills set out in the GCSE Physical Education specification. A Level Physical Education (WJEC syllabus) combines theory and practice and involves 9 x 30 minute classes per week. Classes will be co-educational. There is a substantial theoretical component to this course, a great deal more than is required for GCSE PE, and at a higher level. Students attracted to this subject because of its practical nature need to be aware of this aspect of the work. The main focus is the performer and performance and the multi-disciplinary character of the course should ensure that most students find at least part of the syllabus of interest. Develop theoretical knowledge and understanding of the factors that underpin physical activity and sport and use this knowledge to improve performance • Understand how physiological and psychological states affect performance • Understand the key socio-cultural factors that influence people’s involvement in physical activity and sport • Understand the role of technology in physical activity and sport • Refine their ability to perform effectively in physical activity and sport by developing skills and techniques and selecting and using tactics, strategies and/or compositional ideas

70 • Develop their ability to analyse and evaluate to improve performance • Understand the contribution which physical activity makes to health and fitness • Improve as effective and independent learners and as critical and reflective thinkers with curious and enquiring minds. SUBJECT CONTENT The WJEC AS and A level in Physical Education provide a coherent combination of four areas of study: 1. Exercise physiology, performance analysis and training 2. Sport psychology 3. Skill acquisition 4. Sport and society Any of the areas of study can be assessed in any of the units. The content can be assessed in units 1 and 3 as part of the written examinations and in units 2 and 4 as part of the analysis and evaluation of performance. The specification enables learners to understand the interrelationships between the areas of study and apply them in a variety of contexts. Quantitative AS Unit 1 - Exploring Physical Education. Written examination: 1¾ hours, 24% of A level qualification (60% of AS qualification), 72 marks, to assess all AS subject content. AS Unit 2, Improving Personal Performance in Physical Education. Non-exam assessment, 16% of A level qualification (40% of AS qualification) ,48 marks. To assess: • Practical performance in one activity as a player/performer and as a coach or official • Personal Performance Profile Practical Performance as a Player/Performer Learners must demonstrate and apply the relevant skills and techniques for the sport/activity. All activities should be played under competitive/formal conditions. A level Unit 3 - Evaluating Physical Education. Written examination: 2 hours, 36% of qualification, 90 marks. To assess all A level subject content

71 A Level Unit 4 - Refining personal performance in physical education. Non-exam assessment, 24% of qualification, 60 marks. To assess: • practical performance in one activity as a player/performer, coach or official • Investigative Research Practical Performance as Player/Performer Learners must demonstrate and apply the relevant skills and techniques required for the sport/activity. All activities should be played under competitive/formal conditions Investigative Research The research should help the learner to improve personal performance as a player/performer, coach or official. It must be linked to the chosen practical activity and contain research into appropriate theoretical subject content. It must provide opportunities for candidates to demonstrate quantitative skills. SCHOOL ASSESSMENT Progress will be closely monitored and assessed through regular class tests on topics and units of work. Practical work will be assessed regularly. Students will sit a modified mock examination on both the AS and A2 specifications. WHAT IS EXPECTED OF A STUDENT? Homework will involve reading and preparation for theory classes. Students may also need to do some practical work (including fitness work) outside of time-tabled classes. This will require a high level of commitment and self-discipline. CAREER IMPLICATIONS A Level Physical Education provides an academically challenging and vocationally relevant course for those who are considering careers related to sport and leisure in business, industry, community services, public administration and education. It also provides a good base for those seeking to eventually become qualified physical education teachers and for others hoping to embark on careers in leisure management, sports administration, and health and fitness consultancy and community recreation. ADDITIONAL INFORMATION If you require any more information about this, please speak to Mr McGaharnan or Miss McGourty or visit the WJEC website.

72 AS/A-LEVEL PHYSICS Physics seeks to deepen our understanding about the smallest detail of the world around us. Physicists are at the forefront of innovation and research, in the pursuit of solutions to some of the biggest questions facing the science and technology sectors today. ENTRY REQUIREMENTS AS Physics is a difficult and challenging course. The Physics department welcomes enthusiastic, dedicated and able students. Students often enjoy working beyond the confines of the course specification. There is a big step up from Physics at GCSE to AS/A2 level Physics. Physics requires grades AA in Double Award Science (including a grade A in the Unit 2 Physics component) or a grade B in GCSE Physics. Students should look at the raw exam paper scores as a percentage mark, as this will provide an indication of future success at A-level. Students will also be required to have an aptitude for Mathematics, evidenced by a grade A in GCSE Mathematics obtained from the M4/M8 Assessment Units OR grade B in GCSE Further Mathematics, if this course has been studied. Those students studying Mathematics at AS level find it a great help to their proficiency skills required for Physics. Mathematics at A level is often a requirement for studying Physics and Engineering at third level. AIMS A Level Physics aims to encourage students 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 science contributes to the success of the economy and society; • Develop confidence 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; • Develop advanced study skills that help them to prepare for third level education;

73 OUTLINE OF COURSE Physics at AS and A2 level follows the CCEA ReVision specification 2016. The course is broken down into units and three units are covered in each year. The Physics specification is delivered in nine periods per week. Students can take the AS course as a final qualification or as 40% of the full A Level qualification. Students who wish to obtain the full A Level qualification must also complete the final 60% of the course, referred to as A2. The A2 specification builds on the knowledge, understanding and skills developed in the AS course. Unit Exam Duration & Format % Assessment Weightings AS 1: Forces, Energy and Electricity 1 hour 45 minutes written examination with some extended writing questions. 40% of AS 16% of A Level AS 2: Waves, Photons and Astronomy 1 hour 45 minutes written examination with some extended writing questions 40% of AS 16% of A Level AS 3: Practical Techniques and Data Analysis 2 (1 hour) components - externally assessed practical skills and a separate paper based on the analysis of experimental results. 20% of AS 8% of A Level A2 1: Deformation of Solids, Thermal Physics, Circular Motion, Oscillations and Atomic and Nuclear Physics  2 hours written examination with some extended writing questions and elements of synoptic assessment. 24% of A level A2 2: Fields, Capacitors and Particle Physics 2 hours written examination with some extended writing questions and elements of synoptic assessment. 24 % of A Level A2 3: Practical Techniques and Data Analysis 2 (1 hour) components - externally assessed practical skills and a separate paper based on the analysis of experimental results. 12% of A Level Physics is a practical subject and there are many opportunities to enhance practical skills. Independent practical work will take place at both AS and A2 level. EXAMINATION BOARD ASSESSMENT The dates, time allocation and weightings of the units are listed above. It is possible to re-sit individual AS and A2 assessment units once, and count the better result for each unit towards the AS or A level qualification. SCHOOL ASSESSMENT Progress is monitored throughout the course. Classwork, homework, practical reports, recall (open and extended questioning) and internal assessments are regularly set. These internal assessments vary from class tests to end of

74 unit mock tests. Students may also be asked to present information to other students in class and be assessed on this. The outcome of all assessments together with formal module results is useful in predicting UCAS grades. WHAT IS EXPECTED OF A STUDENT? Success is linked to the quality of teaching and learning and the individual student’s commitment and dedication to study. Students experience a variety of teaching approaches, designed to cater for all types of learners. Students are expected to use reference books both in the Physics department and the College Library. Students are encouraged to read using many media available in the College and at home. Students have access to computers within the department and ICT is used as an effective tool for research and presentation. Students are free to spend any free time in the department completing practical work. Any students who wish to carry out an investigation and enter for a competition will receive support and encouragement. HOMEWORK This is given in a number of forms; research, learning facts and learning diagrams for experimental details, written questions including data analysis and past paper questions and corrections of answers and assessments. Students are expected to spend time producing quality answers at this level. Students also need to set time each day for study at home. CAREER IMPLICATIONS The study of Physics develops skills of logical thinking, the qualities of application, intelligence and understanding required to succeed in Physics at A-Level are of benefit in any career choice. Physics is a relevant subject if students wish to continue studies in Engineering, Medicine, Industrial Research and Development, I.T., Scientific Research and Analysis, Laboratory Investigator and Technology Analyst. Other opportunities include Business and Finance, Management, Teaching and Further Study - MSc or PhD. FURTHER INFORMATION Any queries about AS/A2 Physics should be directed to: Dr Browne (Head of Physics) Mrs Hutton Mrs Bolger Ms Mulgrew Ms Dunlop or visit : www.ccea.org.uk/specifications to obtain a Students Guide for the A- level Physics course.

75 AS/A-LEVEL RELIGIOUS STUDIES ENTRY REQUIREMENTS Students should have achieved at least a grade B in GCSE Religious Studies. The acceptance of students who achieve a grade C in GCSE Religious Studies will depend on the quality of their overall GCSE profile. A grade B in GCSE English is preferable. AIMS The AS/A-Level Religious Studies programme offers students the opportunity to: • develop their interest in and enthusiasm for a rigorous study of religion • treat the subject as an academic discipline by developing knowledge and understanding appropriate to a specialist study of religion • use an enquiring, critical and empathetic approach to the study of religion • develop higher order thinking skills, independent learning, creativity and problem solving • develop the ability to make responsible judgments on significant textual, theological, philosophical and moral issues. OUTLINE OF COURSE Students will follow the A-Level Religious Studies specification as offered by CCEA (N.I.). The specification adopts a modular structure with students completing two assessment units for the AS award and a further two for the A-Level award. The areas of study on offer for the 2025-27 cohort are: • The Celtic Church in Ireland in the Fifth, Sixth and Seventh Centuries (AS level) / Themes in the Celtic Church, Reformation and Post-Reformation (A2 level) • Foundations of Ethics with Special Reference to Issues in Medical Ethics (AS level) / Global Ethics (A2level) Each area of study will be delivered by a specialist teacher. The courses on offer in any academic year are dependent on the teaching personnel available.

76 EXAMINATION BOARD ASSESSMENT At AS level, students are required to complete two assessment units. At A2 level, students are required to complete a further two assessment units, part of which will be synoptic assessment designed to explore connections between the differing strands of the students learning. The AS-Level can be taken as a stand-alone course or as a foundation for the full A-Level. The AS award will account for 40% of the full A-Level award. The specification also provides opportunities for students to develop advanced study skills, to provide extended written responses and evidence of quality of written communication that will help them prepare for third level education and the world of work. SCHOOL ASSESSMENT Assessment will be ongoing and will comprise of, for example, 1. Investigative work - here the student will be asked to carry out independent research on core areas of the course. 2. Scrutiny of the student’s file to review its contents, arrangement and presentation 3. A combination of class essays and home essays 4. Class examinations 5. Formal internal examinations CAREER IMPLICATIONS Since assessment of the course is skills-based, this subject develops the students' ability to examine important issues with an open mind, to weigh up arguments, to be able to sustain a critical line of argument and reach a reasoned conclusion. Students are also required to relate elements of their course of study to their broader context and to other aspects of human experience. Such skills as these, and the attitudes they promote, are of course relevant to the many jobs which require an understanding of others and the ability to relate to people of different backgrounds. Religious Studies is currently one of the fastest growing A-Level choices across the UK. This is mainly driven by the demand within third-level education institutions and employers for young people who can think critically, communicate effectively, reason cogently, and do so in an inclusive and empathetic manner. Students who have studied Religious Studies at this level in the College have gone on to a wide variety of careers including Law, Teaching, Nursing, the Police, Social Work, Banking and Finance, Accountancy, Psychology, Journalism (inc. TV and Radio), Medicine, Pharmacy and Dentistry.

77 With a strong element of ethics in each component, the appeal of Religious Studies at this level has now been broadened and should interest a wider range of students especially those with a scientific background. For the modern discerning employer who is not only interested in your specialism but also the breadth of your learning and your ability to think intelligently across a range of subject areas appraising current social, moral and ethical issues, A-Level Religious Studies in combination with your other subjects may say something about you which could make a difference. FURTHER INFORMATION The Religious Studies team is comprised of highly committed teachers, who will work with you and for you to help you realize and fulfill your potential. For more information and advice ask your class teacher or contact Mr. J McCloskey in Room 3RE1.

78 AS/A-LEVEL SOCIOLOGY Performance within Sociology 2024 92% A*-C Entries A* A B C A*-C D E U Number of Grades 39 13 11 8 4 36 2 0 1 % Grades 33% 28% 21% 10% 92% 5% 0 3% ENTRY REQUIREMENTS Students of AS Sociology must achieve a minimum Grade B in GCSE English Language. It is important to note, that due to the high demand in this subject, enhanced criteria may apply. For instance, if the course is oversubscribed, the students will be selected using the criterion of highest combined GCSE English Language and English Literature grades. Sociology involves the systematic study of society. You will learn in Sociology to: • Understand contemporary social processes. For instance, in relation to class, ethnicity and gender. • Attribute reason as to why individuals commit crime. • Appreciate the complexity of sociological research. • Reflect on your own experiences of the world around you. • Develop an awareness of cultural diversity. What Skills will you learn? 1. Developing Sociological Knowledge 2. Critical and Analytical Skills 3. Evaluative Skills The course is also designed to assist in developing a range of essential skills that will prove invaluable in today’s working environment. For instance, you will be taught to interpret, apply, and evaluate various sociological perspectives and make informed and responsible judgements based on this knowledge and understanding. WJEC Specification The WJEC (Welsh Joint Education Committee) specification is studied, and it is a modular course, with exams in May/June each year. It consists of Four Units: Units 1 & 2 are studied at AS (Year 13) Units 3 & 4 are studied at A2 (Year 14)

79 EXAMINATION BOARD ASSESSMENT The WJEC (Welsh Joint Education Committee) specification is studied. It consists of four modules: HOW TO SUCCEED IN SOCIOLOGY 1. Students are expected to engage in independent study in addition to their classwork and homework. Taking additional notes and doing extra reading are crucial for success in the subject. 2. Essay practice is key to success in Sociology. Students need to develop the skill of writing well-structured essays that address the assessment objectives of knowledge, analysis, and evaluation. 3. Staying organised is essential in this subject, as students will receive numerous class materials in the form of booklets. It’s important for them to keep their notes well organised alongside these booklets. CAREER OPPORTUNITIES Sociology is helpful for a career in: • Law • Youth and community work • Public Relations • Journalism • Prison, probation services • Occupational Therapy • Social work A2 Examinations A2 Unit 3: Power and Control 2 Hours written examination. 70 Marks 25% of A Level Qualification A2 Unit 4: Social Inequality and Applied Methods of Sociological Enquiry 2 Hours and 15 minutes written examination. 100 Marks 35% of A Level Qualification. AS Examinations AS Unit 1: Acquiring Culture 1 hour and 15 minutes written examination. 60 Marks 15% of A Level Qualification. AS Unit 2: Understanding Society and Methods of Sociological Enquiry 2 hours written examination. 90 Marks 25% of A Level Qualification.

80 • Teaching • Health and Social Welfare • Childcare • Criminology • Community Development FURTHER INFORMATION Further information regarding WJEC A-Level Sociology can be accessed through the web link below: https://www.wjec.co.uk/qualifications/sociology-asa-level/#tab_keydocuments If you have any questions, please contact Miss M Kirkpatrick (Head of Department) in Room 3So.

81 AS/A-LEVEL SPANISH ENTRY REQUIREMENTS The Spanish Department assumes that students will have achieved at least a Grade B GCSE in the language before taking this course, however, an A*or A is recommended. A Modern Language at AS/A-Level is likely to attract a variety of students. For some it will be a complementary course of study to their principal subjects, which may be another language and/or Arts subject. Students who are taking Science at AS/A-Level may follow a language course as a contrastive element to their course of study. Others may simply wish to continue their study of the language for recreational or vocational purposes. Pupils will have the opportunity to attend one-to-one classes with a native speaker as well as take part in an immersive Spanish course in Spain in Year 13 or Year 14. EXAMINATION BOARD ASSESSMENT (CCEA) The table below summarises the structures of the AS and A-Level courses: Unit Assessment Format Duration Weightings and Marks Availability AS 1 Speaking Q1: Presentation (3 mins) Q2: Conversation (11 mins) Total time: 14 minutes AS 30%, A2 12% Summer AS 2 Reading Listening Use of Language (Grammar) Translation into English Total time: 2 hours AS: 40%, A2: 16% Summer AS3 Extended Writing Students write one essay in Spanish in response to a set film or literary text. Total time: 1 hour AS: 30% A2: 12% Summer Unit Assessment Format Duration Weightings and Marks Availability A2 1 Speaking Q1: Discussion Q2: Conversation Total time: 15 minutes 18% A-Level Summer only

82 A2 2 Reading Listening Summary Translation into Spanish Total Time: 2 hours 45 minutes 24% A-Level Summer only A23 Students answer one essay response based on a literary text. The response must be 300–350 words long. Total time: 1 hour 18% A-Level Summer only FURTHER INFORMATION Please contact Mrs Caughey (Head of Department) in 1LG3 or your Year 12 Spanish teacher.

83 AS/A-LEVEL TECHNOLOGY AND DESIGN ENTRY REQUIREMENTS Students interested in studying Technology and Design at AS or A-Level should ideally have attained an A or B grade in a STEM-related subject. While having studied GCSE Technology and Design is beneficial, it is not mandatory. Proficiency in science and mathematics is crucial. Additionally, prospective students should possess an inquisitive mind, a passion for designing, modeling, and evaluating products or systems, and a keen interest in the processes and outcomes of design and technological activities. Problem-solving skills and an awareness of how the modern world responds to evolving trends are essential. Effective communication of ideas through technical and graphical methods is also required for success in this subject. OUTLINE OF COURSE The specification encourages students to: 1. Utilise tacit knowledge and reflective practices to tackle challenging tasks that need analysis and definition. 2. Develop a lifelong interest in technology and design. 3. Foster and maintain creativity and innovative practices. 4. Enhance higher-order thinking skills, such as creative thinking and problem-solving. 5. Identify and overcome challenges and constraints in the pursuit of creating high-quality products. 6. Draw on knowledge and skills from other subject areas. 7. Conduct research and present findings in various formats. 8. Gain a contemporary, critical understanding of the influence of design and technology. 9. Apply knowledge, understanding, and skills in making processes to various technological and design activities. 10. Develop an understanding of modern technology and design practices. 11. Use digital technologies and information-handling skills to improve their technological and design capabilities. EXAMINATION BOARD ASSESSMENT (CCEA) Unit AS 1: Compulsory: Design and Materials: Product Design (50% of As and 20% of A2) This unit focuses on design and materials, including materials and their processing and an area of optional study, Option C: Product Design.

84 Unit AS 2: Coursework - Product Development (50% of As and 20% of A2) This unit focuses on analyzing and redeveloping an existing product or aspect of it, culminating in a three-dimensional model or prototype. Students are expected to demonstrate creativity throughout the non-linear design process. Alongside the practical component, they must submit a portfolio containing written and graphical information on no more than 10 A3 sheets. The unit builds on the knowledge and skills from Unit AS 1 and requires around 60 hours of work. It is crucial to manage time effectively to meet deadlines, as the work will be internally assessed and externally moderated. Unit A2 1: Systems and Control or Product Design (30% of A2) The unit focuses on an in-depth study of Systems and Control or Product Design. Students must study either: Option C: Product Design. Unit A2 2: Coursework - Product – System Design and Manufacture (30% of A2) In this unit, students design and create a product that addresses a real-world, client-focused need, incorporating a technological system or various design features. The product must include a control system with input, process, and output, or an energy source to function. Creativity and a non-linear approach to design are essential throughout the process. Students must submit a portfolio alongside the practical component, containing written and graphical information on no more than 20 A3 sheets. The project draws on knowledge from all units, aligning with the option chosen in Unit A2 1, and requires approximately 90 hours of work. Effective time management is crucial to meet deadlines, as the work will be assessed by teachers and moderated by CCEA. The project demands a high level of effort and commitment to complete successfully. REPORTING AND GRADING SUMMARY: • AS qualifications are graded A to E, and A-Level qualifications are graded A* to E. • To earn an A* at A-Level, students must achieve an A overall and at least 90% in the A2 units. • Scores below E are reported as unclassified (U).

85 SCHOOL ASSESSMENT The college applies the policy for Controlled Assessment, encompassing various activities such as homework, class tests, research, practical work, and examinations. Assessments may focus on both knowledge-based learning and coursework aspects. Practical coursework is emphasized to provide students with hands-on experience and opportunities to demonstrate a diverse range of skills. Throughout their one or two-year course, students are required to independently prepare coursework, ensuring ongoing engagement and learning beyond formal class sessions. WHAT IS EXPECTED OF A STUDENT? Students are expected to demonstrate initiative, commitment, and a strong interest in the design and manufacture of products or systems. Technology, rooted in applied science, is intellectually and creatively demanding, requiring independent research, process management, and the creation of written and graphic materials for product manufacture, maintenance, and use. It involves the use of specialist machinery and IT resources, demanding practical skills and competence in both written and graphical work. The subject is challenging, requiring strong organizational and time management skills, along with motivation, especially for coursework, which significantly impacts overall assessment. Students must also work outside school hours and participate in industrial visits. CAREER IMPLICATIONS Technology and Design is widely accepted by universities as an alternative to A-Level Physics, making it particularly valuable for students aiming for careers in fields like Engineering and Industrial/Product Design. The subject allows students to build a portfolio of practical work for interviews, demonstrating hands-on experience. Technology is integral to everyday life, and having studied it is an advantage for prospective employers or higher education institutions. The practical experience gained in the subject equips students with the confidence to effectively apply technology in both future studies and career paths.

86 FUTHER INFORMATION If you require more detailedinformation or advice you should approach your Technology Teacher or any member of the Technology Department. Mr P McGlade, Mr H Austin, and Mrs E Wilson will be happy to answer any queries that students or parents may have. Link to the CCEA website - https://ccea.org.uk/post-16/gce/subjects/gce-technology-and-design-2016

87 THE STUDENT MENTOR PROGRAMME WHAT IS THE STUDENT MENTOR PROGRAMME? The Student Mentor Programme is about Year 13 students discovering their talents and gifts and sharing them with the Year 8 students. It is about working together to help Year 8 students discover their own strengths. As the Programme develops Student Mentors will: • recognise their own gifts and talents • learn useful skills e.g. communication, teamwork, • have the opportunity to develop these skills • have a support system • make a valuable contribution to the life of the school HOW DOES THE STUDENT MENTOR PROGRAMME WORK? Year 13 students in groups of four are assigned to a particular Year 8 class. For the duration of the Programme they will meet with that class once a week to explore various themes e.g. social media, drinking, drugs, bullying, prejudice, friendship, school, the environment, talents, relationships, etc. It is envisaged that music, art, drama, poetry, story, etc, will be used as means for exploring the chosen theme. Mentors will work with their class towards an end of year presentation for parents. WHAT SUPPORT IS GIVEN? Two training days will be organised for new Student Mentors before their first classroom visit. For the duration of the Programme Student Mentors will meet once each week with one of the Programme’s Co-ordinators (Miss McErlane) to prepare for the next class and examine how this might effectively be presented.

88 This is also an opportunity to evaluate the previous lessons and discuss any problems the Student Mentors might have encountered. Written evaluations of each class are provided by the mentors to the co-ordinators. HOW ARE STUDENT MENTORS SELECTED? • Candidates must be free from classroom/curriculum commitment at the required times • They must be prepared to commit themselves to the programme for one class per week. • They must apply in writing to the Student Mentor Programme Committee. (Application forms will be supplied). They must have written parental permission. WHAT ARE THE BENEFITS OF THE STUDENT MENTOR PROGRAMME? It is envisaged that the Student Mentor Programme would be of benefit primarily to the sixth form students who take part in it and that in the exercise of this considerable responsibility they would grow in confidence and self-esteem. The programme enables Year 13 students to recognise their own talents and provides them with the opportunity to develop and use these for the benefit of Year 8 students. It provides them with valuable experience in lesson-planning and classroom management. They will earn how to work with others as part of a team and will develop a variety of essential communication and social skills. These skills will be of immense value in interview and public-speaking situations. In addition, participation in the Student Mentor Programme will be an impressive contribution to a student’s curriculum vitae. FURTHER INFORMATION Contact Miss S McErlane

89 MANDARIN LANGUAGE AND CULTURE COURSE FOR BEGINNERS ▪ An understanding of Mandarin language and culture is becoming increasingly important in the world of business, and this is reflected in the uptake of Mandarin courses in our local universities. ▪ The lessons are free and will be taught by a Chinese teacher who has been seconded from a Chinese university. ▪ Students will learn basic communication skills in Mandarin and will also have the opportunity to gain a greater awareness of Chinese culture. The course is open to all Year 13 and 14 students, and lessons will take place on one day per week in the College during students’ study periods or after school. As with any course offered by the College, students will be accepted on the understanding that they will attend all lessons.

90 UNIVERSITY ENTRANCE REQUIREMENTS All university entry requirements for 2025 can be found on the following website: • www.ucas.com • www.cao.ie Specific entry requirements for Queens University Belfast and the Ulster University can be found on the following websites: • www.qub.ac.uk • www.ulster.ac.uk Additional information and guidance on selecting universities can be found on the following websites: • www.theuniguide.co.uk • www.whatuni.com • www.thecompleteuniversityguide.co.uk • www.timeshighereducation.com