Sixth Form

Subject Information

Booklet 2020

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Introduction The time has come for Year 12 students to choose the subjects they wish to study at sixth form for examinations in June 2021 and 2022. This booklet provides guidance for parents and students regarding subject choices for sixth form. Most students will begin studying four subjects in Year 13 and most reduce to three subjects in Year 14. Continuing to study four subjects throughout Year 13 may be advantageous as AS subjects or equivalent attract UCAS tariff points and a high grade in a fourth subject can lead to a reduced A level or equivalent offer for university in Year 14 (for some high demand courses and competitive universities it is essential to study 4 subjects at AS level). The school recommends that students study no more than two applied subjects. The information in this booklet, together with reports on recent examinations and teachers' advice will enable parents and students to make informed choices. Every Year 12 student has been offered an individual careers guidance interview with one of the local careers officers. The admission criteria used for entry to sixth form can be found on pages 11-13 of this booklet. Important Dates

A level choice survey distributed - 28th February 2020

A level choice survey to be returned - 3rd March 2020

Final A level choices will be made on GCSE results day - 20th August 2020 Other Post-GCSE Options While the vast majority of Year 12 students will return to school to study A levels, students should consider carefully whether returning to school to undertake further academic study is the most suitable course of action for them. Other post GCSE options should be considered. These are explained to students in the Year 12 careers programme and include:

Studying applied (vocational) subjects, at colleges of further and higher education, such as Northern Regional College, and Belfast Metropolitan College (www.belfastmet.ac.uk). Open days are held at these colleges in March and applications for places need to be submitted in June. Some local secondary schools also offer a range of applied courses.

Apprenticeships. These are advertised in the local press from February onwards. Some companies communicate directly with schools (these opportunities will be emailed to students). See also www.apprenticeships.org.uk.

Employment. Students should study job advertisements in the local press. Head of Careers (Mrs R Cooper) will provide assistance. Choosing Subjects The following advice is offered, regarding sixth form subject choices. Great care must be taken with A level or equivalent subject choices as Higher Education and career options can be ruled out by incorrect selections. If you have an idea as to what career you might wish to pursue or what degree course you might wish to study, you must check carefully which, if any A level subjects are essential or recommended. Some general guidelines are outlined below. Details can be obtained on www.ucas.com and www.prospects.ac.uk.

You may not know what career, or Higher Education course you are interested in at present, but try to think of general areas in which you would like to work.

Choose subjects which you are good at. Getting the highest possible grades is very important.

Choose subjects which you find interesting.

Choose subjects in which the methods of assessment suit you.

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Avoid choosing subjects because

Your friends are choosing them.

You like the teacher (you may have a different teacher in Year 13).

You can't think of anything else.

You have been told that it is 'easy'.

If in doubt, consult subject teachers or your careers teachers for further guidance.

Please note some universities may not recognise all A level / BTEC subjects or combinations of A level / BTEC subjects. Students should also be aware that A level / BTEC subjects and combinations of subjects may be acceptable for a course at one institution but not acceptable at a different institution for the same course. Thus it is important that a student conducts thorough research as ultimate responsibly for sixth form choices rests with the student. For example at Queen’s University Belfast, they will only accept one BTEC Subsidiary Diploma/ Extended Certificate in the mix of subjects. If a BTEC is recognised, offers may be made in terms of overall BTEC grade or several universities make offers in terms of performance in individual BTEC units rather than the overall BTEC grade(s) awarded e.g. QUB.

Careers Year 12 students have been introduced to the world of work, options after GCSE and labour market information during timetabled careers classes in 12. They have had the opportunity to research their own career and to have an individual careers guidance interview with one of the local careers officers. Mrs Cooper is also available each morning, during registration, in the careers room to give information, advice and support. Parents wishing to have further advice about their child's subject or career choice are invited to contact the Head of Careers (Mrs R Cooper). The information provided on the following pages gives general guidance regarding Higher Education courses which require specific subjects. It is by no means exhaustive and students are urged to undertake careful research into the entrance requirements for any Further or Higher Education Courses which they are considering. Entry grades are high at the two local universities owing to the high demand for places. Courses with lower entry grades can be found in GB. Entry Requirements for Higher Education Courses (based on 2020 entry) Note that these may include specific GCSE and/or A level subjects; specific grades or UCAS tariff points (see below) in A level or even GCSE subjects and a range of non academic requirements such as health related requirements, relevant work experience, extra-curricular activities, evidence of personal qualities and skills and motivation for the choice of degree course. For full details of the entry profiles for specific courses, see www.ucas.com. UCAS Tariff Points for A / AS levels

AS Level Grade UCAS Tariff Points

A level Grade UCAS Tariff Points

A* 56

A 20 A 48

B 16 B 40

C 12 C 32

D 10 D 24

E 6 E 16

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UCAS Tariff Points for BTEC Extended Certificate

Grade UCAS Tariff Points

D* 56

D 48

M 32

P 16

N.B. – there is no grade that is equivalent to B or D at A level. Please note how UCAS tariff points may also be awarded (at the discretion of the university) for practical and theory examinations in music from grades VI to VIII and for Advanced Extension Awards. CAO Tariff Points Applications to universities in the Republic of Ireland are centralised through the CAO. For entry to many courses such as law, medicine, dentistry and veterinary medicine/science, undertaking four A levels would be helpful. Its system of tariff points is listed below. Details may be obtained at www.cao.ie.

GRADE GCE A level 4th A level GCE Advanced Subsidiary Level

A* 185 45 N/A

A 156 38 26

B 131 32 22

C 106 26 18

D 84 20 14

E 63 15 11

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Admissions Tests Students applying for some courses are required to sit an admissions test as part of the application process. Some examples are given below and an up-to-date list of tests can be found on https://www.ucas.com/ucas/undergraduate/getting-started/entry-requirements/admissions-tests Admissions tests are a way to manage application numbers for high-demand courses by helping to differentiate fairly among well qualified applicants. Admissions tests broaden and complement other selection criteria as they often assess aptitude and reasoning rather than achievement and recall. Admissions tests include:

BioMedical Admissions Test (BMAT) is used for entry to medical and veterinary schools.

History Aptitude Test (HAT) is used for entry to History courses.

National Admissions Test for Law (LNAT) is used for entry into Law courses.

Sixth Term Examination Papers (STEP) are used for entry into Mathematics courses at the University of Cambridge.

University Clinical Aptitude Test (UCAT formerly known as UKCAT) is used to aid the selection of applicants for medical and dental degree programmes.

HPAT is used for allied health courses at the University of Ulster.

Professional Skills Tests for trainee teachers (Universities in England).

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Entry Requirements for Specific Degree Courses (Based on 2020 entry requirements and previous GCSE grading system) NB. This list provides general guidelines illustrated by a few specific examples of the A level subjects and grades required for entry into some degree programmes. Full details should be investigated at www.ucas.com. Rankings of university courses can be found in “The Times Good University Guide” https://www.thetimes.co.uk/article/good-university-guide-in-full-tp6dzs7wn or on websites i.e. http://www.thecompleteuniversityguide.co.uk/ or https://www.theguardian.com/education/ng-interactive/2019/jun/07/university-league-tables-2020 Accountancy/ Finance

GCSE Mathematics is usually essential at Grade B or above.

Some courses require A level Mathematics, e.g. some courses at Edinburgh and Glasgow.

AAB needed at A level for Accounting at QUB and ABB- BBB for University of Ulster.

Association of Chartered Certified Accountants - https://www.accaglobal.com/uk/en.html

Chartered Institute of Public Finance and Accountancy - www.cipfa.org

Institute for Financial Services - http://www.ifslearning.ac.uk.

Institute of Chartered Accountants - www.icaew.co.uk

Chartered Institute of Management Accountants - www.cimaglobal.com

University of Ulster also offers a degree in Accounting and Law.

Many higher level and degree apprenticeships in this sector e.g. EY, PWC and Deloitte. Architecture

AAA needed at A level for QUB and equivalent of tariff BBC (to include BB) at Ulster.

Ensure that courses have been validated by RIBA.

QUB prefers A levels in Art and Design (Design and Technology is not considered an alternative subject to Art) and a mathematical subject.

Some universities will want to see a good academic balance of skills in art/design subjects, with other science/maths or humanities subjects e.g. Cardiff. Others do not specify any particular A level subjects, e.g. Newcastle and Liverpool.

Royal Institute of British Architects - www.achitecture.com

Royal Institute of Architects in Ireland - www.riai.ie Art and Design

A good grade in A level Art and Design and a portfolio are required.

Artists Information Company - www.a-n.co.uk

Chartered Society of Designers - www.csd.org.uk

Artquest - www.artquest.org.uk Computing/IT

Many courses require A level Mathematics, e.g. Edinburgh, Dundee, Bath, Glasgow, St. Andrews and York.

Entry grades are AAA-BBB at QUB and ABB - BBB tariff points (to include BB) at Ulster. Different grade requirements offered depending on subjects chosen at both local universities.

Many higher level and degree apprenticeships in this sector e.g. Kainos.

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Dentistry

A high demand course requiring very good GCSE grades, e.g. around 30-34 points from A* and A grades at QUB (e.g. five A *s and four As based on old grading system).

Two sciences (typically Chemistry and Biology) and one other subject are required at A level at grades AAA.

Good grades are not enough for successful entry to this degree course.

Most courses now use an admissions test and an interview as part of the selection procedure.

A wide range of extra-curricular activities, evidence of manual dexterity and of the ability to work in a caring role are also required. Most courses require a good score in the UCAT test.

British Association of Dental Therapists - www.badt.org.uk Dietetics/ Food/ Nutrition

A level Chemistry is generally the essential subject.

At Hertfordshire University, normally Biology and Chemistry required (120 points) for Dietetics. Biology at grade B and another acceptable science subject required (104 points) for Nutrition.

BBB at A level at Ulster for Dietetics, (to include 2 subjects from Chemistry, Physics, Mathematics, Biology, Nutrition & Food Science of which Chemistry is preferred). Students will also need a good score in the HPAT test.

Education

Declining populations mean fewer places for teacher training in NI at Stranmillis and St. Mary's University College.

Very competitive in NI e.g. AAB for most primary courses at Stranmillis (www.stran.ac.uk) and St. Mary's University College (www.stmarys-belfast.ac.uk).

Need to have experience of working with children. Many universities will have work experience requirements.

Admissions procedure includes an interview, and many will also have an admissions test.

Lower grades in GB institutions.

Need English Literature at GCSE level for many Scottish colleges. Engineering

A level Mathematics and Physics (not all universities insist on Physics) are typically required for any aspect of engineering.

Engineering mainly requires very good mathematical ability.

Grades AAB for MEng and ABB for BEng at A level are required for most courses at QUB while BEng courses are available at Ulster with BBB-BCC tariff points. Different grade requirements offered depending on subjects chosen at both local universities.

Engineering Council- www.engc.org.uk

Institute of Mechanical Engineers - www.imeche.org

Institution of Electrical Engineers - www.iee.org.uk

Civil Engineering Careers Service - www.ice.org.uk Note that 'engineering' covers a wide variety of specialisms which should be investigated fully before choosing one area to which you plan to apply. Forensic Science

One or two scientific or mathematical subjects at A level are often required, often Chemistry.

Grades range are typically CCC e.g. Abertay to approx. BBB at other institutions.

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This is a degree that is popular but job opportunities do not match the number of graduates. Law

Entry into top courses is very competitive and A* and A grades in GCSE are required.

No specific A level subject requirements.

Law courses at QUB require typically require AAA at A level. Ulster requires ABB -BBB.

English law is offered at Dundee (requires AAB) and Strathclyde (requires AAA- AAB). Lower entry grades are offered at some universities in England and Wales.

Law Careers Advice Network - www.lcan.org.uk

Institute of Legal Executives - http://www.cilex.org.uk/ Medicine

Very high GCSE grades required by all medical schools, e.g. QUB has typically required around six A*s and three As in full course GCSEs. Edinburgh University has stated an average applicant will have 6A* at GCSE and the top one third between 8A* and 11A*.

Entry grades are typically A*A*A - AAA (an A in fourth AS required for many universities e.g. QUB).

A wide range of extra-curricular activities is also essential as well as work experience, motivation, knowledge of current issues and developments in medicine and evidence of being able to work in a caring capacity.

Most courses now use an admissions test and an interview as part of the selection procedure.

A level Chemistry is essential, usually along with another science (normally Biology) and any other subject.

NHS Careers - www.nhscareers.nhs.uk Nursing

Most students will enter this career by undertaking nursing as a degree subject but there are also opportunities to train to be a nurse via an apprenticeship - https://www.healthcareers.nhs.uk/explore-roles/nursing/studying-nursing.

Entry grades to the degree courses are BBC or equivalent tariff points (to include BB) at Ulster and BCC at QUB with at least one science A level or BBC with no science A levels.

Lower entry grades are offered at a number of universities in GB.

Four types of nursing are offered: adult, children’s, mental health and learning disability nursing. Occupational Therapy

BBB at Ulster - any A level subjects. (HPAT test)

Grades can vary widely for this course i.e. 128 tariff points at UWE to BCC at Robert Gordon University (need essay based subject at A level).

Subject requirements can vary widely and thus good quality research essential. Typically, a science subject and a subject that is more discursive in nature required.

Optometry

AAB at Glasgow Caledonian (two Science subjects).

AAB at Ulster (2 Science/Mathematics subjects at Grade A plus a B in any other subject). Pharmacy

Good GCSE grades required.

A level Chemistry is essential either with one other science/Mathematics or two science / Mathematics

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subjects.

Grades range from AAB at QUB and University of Ulster to BBB/BBC at the Robert Gordon University. Physiotherapy

One or two science/Mathematics A levels required.

Entry grades are generally around BBB, e.g. at Ulster where an admissions test also forms part of the entry requirements.

Good GCSEs and evidence of the ability to work in a caring profession are also essential in this very competitive area.

Psychology

No specific subject requirements at A level at the two local universities. Some universities prefer a science A level.

BBB or equivalent points at Ulster and ABB at QUB. Grades vary, e.g. from BBB at Dundee to AAA at St. Andrews.

Radiography

BBB at Ulster, including one Science or Mathematics and a satisfactory score in the HPAT test.

BCC/CCC at Queen Margaret University including Mathematics or any Science subject. Speech and Language Therapy

BBB at Ulster, (no specific subjects required) and a satisfactory score in the HPAT test.

AAB at Queen Margaret University including at least one subject from the following: Biology, Chemistry, Physics, Psychology or Mathematics. Birmingham City University asks for 120 points. Some universities will ask for a mixture of discursive and science subjects.

Sports Science/Studies

An A level in a science subject is typically required for many Sports Science degrees.

Many courses are very competitive, so good GCSE grades and a high level of performance in a particular sport are advantageous.

AAB required at Ulster, ABB at Edinburgh, BBB at Stirling, 112 tariff points (from at least 2 A levels) at Sunderland. Lower grades are offered elsewhere.

Surveying

ABB –BCC or equivalent points (may requires a Science/ Mathematics subject) at Ulster at A level. Typically, all subject areas considered.

Royal Institution of Chartered Surveyors - www.rics.org Veterinary Medicine/Science

A very high demand course, needing a strong GCSE performance, similar to Medicine and Dentistry.

A very broad range of work experience is also required during which a diary should be kept.

A level grades generally range from AAB to A*A*Aa in UK to A*A*A*a at ROI universities.

Most courses now use an admissions test and an interview as part of the selection procedure.

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Tuition Fees Please note any information given in this section is subject to change on an annual basis. Indicative Fees for commencing higher education in 2019/20

Country of Study

Northern Ireland

England Scotland Wales Republic of Ireland

Country

of

Residency

Northern

Ireland

£4,275

Up to

£9,250

Up to £9250

Up to

£9,250

€3,000

contribution

fee.

Amounts charged may vary between different universities and colleges and even courses at the same institution. These do not have to be paid up front as students will automatically qualify for a loan. This loan is paid off after graduation when earnings reach £18,935. See www.studentfinanceni.co.uk for more information. R Cooper (Mrs) Head of Careers

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ADMISSIONS CRITERIA FOR ENTRY OF STUDENTS TO YEARS 13 AND 14 (SIXTH FORM) IN 2020/21 ENTRY TO YEARS 13 & 14 (SIXTH FORM) There are currently 185 places available in the Sixth Form, subject to an overall School Enrolment Number of 735 pupils. A small number of pupils enter Year 13 each year from neighbouring schools. All applicants should be aware that in the majority of cases a minimum of 4 ‘AS’ subjects in Year 13 must be studied and a minimum of 3 ‘A2’ subjects in Year 14. Part 1 - ENTRY TO YEAR 13 NOTE: In general terms it is very strongly recommended that pupils have achieved a GCSE grade B (or above) or have teacher recommendation in those subjects they wish to study at Advanced Level; with the exception of some subjects for which GCSE in the subject is not a prerequisite (e.g. Environmental Technology, Health and Social Care, Travel & Tourism). POINTS 1-3 APPLY TO CURRENT LARNE GRAMMAR SCHOOL PUPILS ONLY 1. Parents and pupils should note that all Larne Grammar School pupils who meet all of the following

criteria will automatically have the right to a place in Year 13, regardless of the grades/points of outside applicants to the School, subject to meeting the criteria to study at least three AS subjects: (i) have achieved a minimum of six GCSEs at Grade C or above with at least three subjects at Grade B

or above. The Principal will determine the grade awarded for other non-GCSE level 2 qualifications; (ii) satisfy the Principal on past school record and achievement including attendance, behaviour,

motivation and punctuality (a satisfactory attendance rate would be at least 90%); (iii) have no outstanding fees.

2. In the case of Larne Grammar School pupils whose performance in GCSE examinations may have been

detrimentally affected by extreme medical or other problems, the Principal is empowered, in exceptional cases, to waive the requirements of Criteria 1(i) and 1(ii). Each case will be carefully assessed by the Principal, taking into account the appropriate documentary medical evidence.

3. If a Larne Grammar School pupil fails to gain admission via the criteria detailed above they will be

considered via criteria 4 - 6. EXTERNAL APPLICATIONS Please Note

All applications for places should be received, at the latest, by the School Office staff by 1.00 p.m. on the day following the publication of the final GCSE results. Applications received after this time will only be considered for a place if there are places available.

4. If the number of applicants exceeds the number of places available, applicants will be ranked according to

the points score based on their best 7 GCSE grades [where a GCSE Grade A* (or 9) = 5 points, A (or 8/7) = 4 points, B (or 6) = 3, C* (or 5) = 2 points and C (or 4) = 1 point; please note the grade achieved in a GCSE Short Course is worth half the points of a full GCSE Grade i.e. A* = 2.5, A = 2 points, B = 1.5 point, C* = 1 point and C = 0.5 of a point]. Applicants will be selected in accordance with their place in this rank order of the points score. The Principal will determine the points awarded for other non-GCSE level 2 qualifications.

5. In the event that criterion 4 fails to separate candidates for a remaining place then applicants will be

ranked according to the points score based on their best 8 GCSE grades (where a GCSE Grade A* or 9 = 5 points, A or 8/7 = 4 points, B or 6 = 3 points, C* or 5 = 2 points and C or 4 = 1 point). Applicants will be selected in accordance with their place in this rank order of the points score.

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6. In the event that criterion 5 fails to separate candidates for a remaining place then the total points tally of each applicant will be used to rank them (where a GCSE Grade A* or 9 = 5 points, A or 8/7 = 4 points, B or 6 = 3 points, C* or 5 = 2 points and C or 4 = 1 point). Applicants will be selected in accordance with their place in this rank order.

Criteria for all extra places made available by the Department of Education for admission into Year 13 (Sixth Form) The Department of Education may, in response to a request from a school, increase the number of pupils that the school can admit to its Year 13. Places that become available in this way shall be allocated only to pupils who meet the basic eligibility criteria for Sixth Form study (as set out 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 in Larne Grammar School. 2. Pupils from other schools where admission has been agreed and additional places granted by the Department of Education. * *Parents should note how the Department of Education (DE) will, in response to a school's request, temporarily increase a school's enrolment number in order to allow extra post-16 pupils to enrol. DE will only increase the school’s enrolment number if it is content that each external pupil for whom a place is requested would not be able to pursue their post-16 course-choices at another suitable school without undertaking an unreasonable journey (i.e. a journey, that by public transport, would be over an hour from where the young person lives or is further than 15 miles distance). If DE finds 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. 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 school from this same type as suitable for the pupil. DE will also consider as suitable for the pupil any school of the same type as that attended by the child in Year 12. Part 2 - ENTRY TO YEAR 14 1. The Governors and Senior Leadership of Larne Grammar School consider the following to be the

minimum requirements for success at A Level: (i) have achieved in AS examinations during Lower Sixth year at least 3 grades D OR scored a

minimum of 100 points in AS; [Points Tariff (AS or equivalent): A = 60, B = 50, C = 40, D = 30, E = 20];

(ii) satisfy the Principal on past school record and achievement including attendance, behaviour, motivation and punctuality (a satisfactory attendance rate would be at least 90%);

(iii) be willing to study no fewer than 3 A2 subjects (or equivalent) 2. Any pupil failing to achieve these standards will be required to attend a meeting with the Principal or one of

the Vice Principals to determine the course of action that is in the best interests of the pupil concerned. It may be possible for pupils to repeat their Lower Sixth (Year 13) year, provided they will be under 19 years of age on 1 July prior to their final year in school AND that places are available and that the Principal feels it is in the best interests of the pupil to do so. In certain cases, progression to Year 14 may involve implementation of some of the following strategies:

A discussion with parents about the best way forward. The implementation of a specific Target Setting programme. The identification of re-sit modules The implementation of regular meetings with a teacher mentor to discuss progress and targets.

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3. Non Larne Grammar School applicants to enter Year 14.

3.1 There MUST be places available in the Year 14 year group. Places are subject to an overall school enrolment number of 735.

3.2 All Larne Grammar School pupils that meet the minimum entry requirements will be accepted first. If the Principal deems that there are still places available and the total number of applicants exceeds the number of places available, then applicants will be scored according to their results in AS examinations. Applicants will be rank ordered according to their total score and selection will be according to their place in this rank order, the highest scores being selected first.

[Points Tariff (AS or equivalent): A = 60, B = 50, C = 40, D = 30, E = 20] All applications for Sixth Form that were initially refused will be automatically added to a separate waiting list for each Year Group. New applications and applications where new information has been provided will also be added to the relevant Year Group waiting list. The Year 13 and Year 14 waiting lists will be in place until the end of September of the year of application, after which their application is deemed to have lapsed. Please contact the School if you wish your child’s name to be removed from the list. Should a vacancy arise all applications on the waiting list will be treated equally and the procedure outlined in the Admissions Criteria for entry of pupils to Sixth Form will be followed. The School will contact parents/guardians in writing if their child gains a place in the School by this method.

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SUBJECTS ON OFFER IN LARNE GRAMMAR SCHOOL

Art and Design

Biology

Business Studies

Chemistry

English Literature

Environmental Technology

French

Geography

Health and Social Care

History

Information Communication Technology

Life and Health Science

Mathematics

Music

Nutrition and Food Science

Performing Arts

Physics

Religious Studies

Spanish

Sport (BTEC)

Technology and Design

Travel and Tourism (BTEC)

ENTRY CRITERIA The normal minimum requirement to study a subject at AS and A2 level is to have scored at least a grade B in that subject at GCSE. If the school does not offer the subject at GCSE this criterion does not apply. A small number of subjects have more precise entry criteria and a Grade B at GCSE may not be enough to allow a pupil to progress to a higher level of study in the subject. Subjects which fall into this category are marked with an asterisk on the subject choice list. If you are considering choosing one of these subjects you should speak to your careers teacher to discuss typical entry requirements for the subject at sixth form in more detail.

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ART AND DESIGN OVERVIEW AS / A level Art and Design will provide a natural progression for students who have studied GCSE. It will meet the needs of the following types of students (a) Those who undertake further study in Art and Design. (b) Those that will study subjects or take up careers for which Art and Design education is relevant. (c) Those that, while having interest and aptitude in the subject, will benefit from the course yet are not intending to study the subject further. (d) Those that go directly into employment. The aims of the course will encourage students to develop (1) intellectual, imaginative creative and intuitive powers; (2) investigative, analytical, experimental, practical, technical and expressive skill, aesthetic understanding and critical judgement. (3) Observational and recording skills. (4) Experience working with a range of traditional and new media. (5) Knowledge, understanding and application of art in current and past societies and cultures. Interest and enjoyment is central to the aim of study. COURSE CONTENT Students are required to complete 2 modules for AS and 2 modules for A2 Advanced level. A thematically based, externally set assignment at each level, offering exciting stimuli for interpretation in a wide range of media. AS 1 consists of a coursework portfolio: Painting and Drawing using a range of media, Printmaking, Textiles/Fashion Design, Ceramics/Sculpture, and digital photography are explored. A2 1 A Personal Investigation unit is a visual and written module of 3000 words. ASSESSMENT All students work is internally assessed with external moderation from CCEA in the summer term. Course Structure Year 13: September – February AS 1 Fine Art or 3 Dimensional Design This module is a compulsory coursework component that contributes 50% of total AS Level. In February E.S.A (Externally Set Assignment) is released and contributes the remaining 50%. Students will have approximately 6 – 8 weeks for preparation work and similar to produce a final outcome in 2D or 3D. Course Structure Year 14: September – February module A2 1 Practical coursework and extended essay forming the Personal Investigation unit - 60% of total A2 Level. In February E.S.A (Externally Set Assignment) is released and contributes the remaining 40%. Students will have approximately 6 – 8 weeks for preparation work and similar to produce a final outcome in 2D or 3D. TEACHING METHODS Much of the curriculum time is devoted to practical work. A variety of teaching methods used include, note taking, whole class teaching, paired and group work, discussion, personal research, collaborative work, investigation, use of ICT, design and experimentation using a variety of media. Visits to galleries and museums. Student independence is essential with 100% coursework. CAREERS & FURTHER STUDY There are a breadth of Art and Design courses available of which a Foundation course is the usual requirement for entry. BA Honours courses would include Fine Art, Fashion Design, Graphic Design and Multi Media, Illustration, Interior design, Photography and Digital Imaging, Textile Design, Product Design, Architecture Studies (also Landscape Architecture), Ceramics and Sculpture. A level Art and Design would be desirable qualification in entry to History of Art, Conservation and Museum Restoration work. Post graduate qualification would include teaching and further specialisation courses at master’s level. All the above would lead directly into employment opportunities in the local, global and industrial environments. Further examples of past students’ career paths are to be found on departmental website.

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BIOLOGY OVERVIEW Biology A level provides the opportunity to study the complex and fascinating world of plant and animal structure and function from single cells to whole systems and to investigate heredity, the environment and how biology applies to today's society. Students are advised to have at least BB from double award science and greater than 75% (112/150) in the two biology papers. COURSE CONTENT Both AS and A2 Biology are CCEA specification. There are two theory units and one practical assessment unit for each level. AS makes up 40% of A2 level.

Unit Content Assessment Weighting

AS1 Biological molecules, cell structure and function, tissues and organs.

1 hour 30 minute written examination

37.5% of AS level (15% of A2 level)

AS2 Plant and animal biology in relation to gas exchange and transport. Ecology, adaptation, natural selection and biodiversity

1 hour 30 minute written examination

37.5% of AS level (15% of A2 level)

AS3 7 practical investigations written up as a portfolio and a written practical examination.

Portfolio + 1 hour written examination

25% of AS level (10% of A2 level)

A21 Homeostasis, nervous systems, hormones, immunity. The biology of populations and ecosystems.

2 hour 15 minute written examination

24% of A2 level

A22 Biochemistry of respiration and photosynthesis. Genetics, gene technology and classification

2 hour 15 minutes written examination

24% of A2 level

A23 5 practical investigations written up as a portfolio and a written practical examination.

Portfolio + 1 hour 15 minute written examination

12% of A2 level

TEACHING METHODS Detailed course notes are provided for all AS and A2 students. Teaching methods include whole class teaching, group work, active learning tasks, discussion, personal research, use of ICT, creative activities and role play. The theory is supported by many practical investigations and fieldwork is carried out at a local beach. A programme of homework and tests, all compiled from past examination questions, is used to help teachers and pupils assess understanding and learning. CAREERS & FURTHER STUDY Biology is useful for courses and careers such as medicine, dentistry, pharmacy, forensic science, nursing, physiotherapy, radiography, audiology, occupational therapy, health care, biochemistry, genetics, physiology, psychology, agriculture, environment, horticulture, forestry, teaching, medical laboratory work, marine biology, botany, zoology, sports studies, equine studies and veterinary science.

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BUSINESS STUDIES OVERVIEW Through the study of CCEA A level Business Studies students should be encouraged to, for example: • develop an enthusiasm for studying business; • gain a holistic understanding of business; • develop a critical understanding of organisations and their ability to meet society’s needs and wants; • understand that business behaviour can be studied from a range of perspectives; • generate enterprising and creative solutions to business problems and issues; • be aware of the ethical dilemmas and responsibilities faced by organisations and individuals; and • acquire a range of relevant business and generic skills including decision making, problem solving, the challenging of assumptions and the quantification and management of information. This specification provides a smooth transition from GCSE, although this is not a pre-requisite for studying this subject to AS/A level. However, a grade B or above at GCSE would show a good aptitude for the subject. It lays an appropriate foundation for further study of the subject or indeed many related subjects in higher education. In addition, it provides a worthwhile course for every candidate in terms of general education and lifelong learning. The results achieved by candidates in the Business Studies department are consistently among the best in the school. COURSE CONTENT CCEA modules and weighting:- AS LEVEL

AS 1: Introduction to Business (50% of AS marks/20% of A level marks)

AS 2: Growing the Business (50% of AS marks/20% of A level marks) A2 LEVEL

A2 1: Strategic Decision Making (50% of A2 marks/30% of A level marks)

A2 2: The Competitive Business Environment (50% of A2 marks/30% of A level marks) For more information visit: http://www.rewardinglearning.org.uk/ ASSESSMENT AS LEVEL

AS 1 is assessed through an examination lasting 1 hour 30 minutes comprising 2 compulsory structured data response questions.

AS 2 is again assessed through an examination lasting 1 hour 30 minutes comprising 2 compulsory structured data response questions.

A2 LEVEL

A2 1 is assessed through 5 compulsory structured data response questions lasting 2 hours.

A2 2 is assessed through 6 compulsory structured data response questions lasting 2 hours. TEACHING METHODS A variety of teaching methods are used to deliver the course, for example, case studies, DVDs and industrial visits to, for example, Kilwaughter Chemical Company and Wrightbus International. However, much learning is based on discussion and debates on recent, topical business and Government events and actions. A major focus when preparing candidates for AS and A Level Business Studies is on the key assessment objectives. As such, ample training is provided to build the knowledge, application, analytical and evaluative skills required.

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CAREERS & FURTHER STUDY Business Studies is a very flexible qualification. It can support many further and higher education courses in areas such as accountancy, business studies, economics, marketing, law, finance, management and many others. We have had many students who have studied A Level Business Studies and followed a diverse range of career paths. Some examples include dentistry, medicine, engineering, agriculture, teaching, and physiotherapy to name a few.

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CHEMISTRY OVERVIEW AS and A2 Chemistry builds on the work started in GCSE (e.g. Atomic Structure, calculating numbers of atoms using the Mole Concept, Organic Chemistry, Energy Changes, etc.) but the emphasis is on how to analyse data and the application of knowledge to unfamiliar situations. As with all A levels, there is an increase in the level of the work since you will be expected to make more use of your knowledge rather than just recall facts. The material is aimed at giving you a good understanding of how atoms, molecules and ions react and why they do so and hence you are introduced to a wider variety of reactions and situations than at GCSE level. At the end of a period studying Chemistry you will be numerate, analytical, and practical and have good problem solving, presentation and communication skills. Chemistry is the central science and impacts on all facets of our lives. An understanding of chemistry is necessary to all other sciences from astronomy to zoology. All of the materials used by engineers and technologists are made by chemical reactions and we all experience chemical reactions continuously, whether it be breathing or baking a cake, driving a car or listening to a battery driven i-pod. Chemistry is concerned with all aspects of molecules, their physical and chemical properties, their composition and structure, their synthesis and use in the 21st century. You should choose Chemistry at A level if you have a definite career in mind which requires Chemistry or if you enjoy Chemistry and feel confident in many of the topics (one or two take some time to 'click' even for the top candidates at GCSE level) and if you wish to study a practically based subject. You need to have obtained at least an A grade in the Chemistry papers from Double Award Science to consider Chemistry at A level. If you are uncertain, ask your Chemistry teacher for advice. COURSE CONTENT (CCEA GCE Chemistry) The AS Course (Year 13) consists of: Unit AS1: Atomic Structure, Amount of Substance, Bonding, Redox and The Periodic Table. (11/2 hour paper in June) Unit AS2: Further Mole calculations, Energetics, Kinetics, Equilibria, further Periodic Table and Organic Chemistry (11/2 hour paper in June) Unit AS3: Laboratory chemistry - Assessment of Experimental Skills Practical Tasks and Examination. (1 hour and ½ hours, May/June) The_ A2 Course (Year 14) consists of: Unit A21: Energetics, Kinetics, Equilibria, Acids and bases, Further Organic Chemistry and Periodicity (2 hour paper in June) Unit A22: Practical Techniques (Mass Spectrometry, NMR, Volumetric Analysis, Colorimetry and Chromatography), Transition Metal Chemistry, Redox Potentials, and further Organic Chemistry. (2 hour paper in June) Unit A23: Laboratory Chemistry - Assessment of Experimental Skills Practical Tasks and Examination. (1 hour and ½ hours, May/June) ASSESSMENT The AS Course (Year 13) consists of: Unit AS 1: 11/2 hour paper in June (35% of AS marks) Unit AS 2: 11/2 hour paper in June (35% of AS marks) Unit AS 3: Assessment of practical skills (30% of AS marks).

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The A2 Course (Year 14) consists of: Unit A2 1 2h paper in June Unit A2 2 2h paper in June Unit A2 3: Assessment of practical skills (30% of A2 marks). TEACHING METHODS The Chemistry Department uses a variety of teaching methods. Outline notes are given but understanding is developed by the use of illustrative practical, modelling, practice of calculations, discussion, personal research, paired and group work. Practical assessments are used as a teaching tool and these involve planning, manipulative skills, observation and recording of experimental findings and interpretation of the results. Where appropriate, use is made of ICT. CAREERS & FURTHER STUDY Degrees in sciences lead to a vast variety of job opportunities and a list of potential jobs will have been supplied to you by your Chemistry teacher. Some guidance is offered below: A Level Chemistry If you are considering a career which involves laboratory work (also, see Biological Sciences below), development of materials or any career associated with Chemistry you will need A-level Chemistry. A Level Biology and Chemistry If you are considering a career as a doctor (medicine), dentist or vet you will be required to reach a high standard in Chemistry and Biology at A level to be accepted into these courses at university. If you are interested in biological sciences (agriculture, horticulture, anatomy, physiology, biochemistry, biomedical science, biotechnology, microbiology, food Science, forensic science, environmental science, genetics or pharmacy) you should choose Biology and probably Chemistry to at least AS level. (Check individual courses for their requirements as they vary and some e.g. biochemistry require A level Chemistry). Useful websites for research: The Royal Society of Chemistry: www.rsc.org/ New Scientist (Jobs section): www.newscientistiobs.com

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DIGITAL TECHNOLOGY (replacing ICT)

OVERVIEW The aim of the Digital Technology A level course is fairly similar to the Digital Technology course studied at GCSE in school. In broad terms, GCSE Digital Technology focused on how we can use computers to solve problems and concentrated on the application of computer technology in a variety of contexts. However, Digital Technology at A level also involves programming and the style of questions is different from GCSE, as pupils need to be able answer in a much fuller way. A wide range of pupils should find that Digital Technology is a very useful subject that complements their other subject choices. Your Digital Technology teacher will be happy to give you further information and help you with your choice. It is generally not possible to study this subject as well as studying Computing at AS or A2 level. COURSE CONTENT The Digital Technology course has four modules. The module titles are given below: AS Theory Approaches to system development – systems life cycle and programming concepts. Theory Fundamentals of Digital Technology – basic hardware and software concepts and web

technology. A2 Theory Networks, databases, applications and legal implications. Coursework Application Development (Case Study) – a major piece of individual work covering all aspects

of developing a new computer system The coursework element above involves developing computer systems to solve a particular problem. ASSESSMENT At AS level both theory modules are worth 20% of the total marks at A level. At A2 the theory module is worth 40% of the marks, whilst the practical module is worth 20% of the marks. TEACHING METHODS In theory modules some material will be taken from a textbook written specifically for the course. Extensive use will also be made of PowerPoint presentations. For the practical side of the course time will be spent at the beginning looking at the skills required to complete the coursework task. Once the coursework begins, tuition will often be on a one-to-one basis, due to the individual nature of this work. CAREERS & FURTHER STUDY This course should be undertaken by pupils wishing to demonstrate knowledge of the use of computers to solve problems in a wide variety of contexts. In the current climate the skills gained should be much sought after in the academic and business communities. This course will also be very useful for those wishing to study IT or Computing at university.

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ENGLISH LITERATURE OVERVIEW English Literature at AS level aims to encourage students to develop their interest and enjoyment in literary studies through reading widely, independently and critically. Students will enhance their ability to express themselves through speech and writing and be assessed on the latter. While these aims consolidate the aims of GCSE English Literature, the depth of analysis needed will be significantly greater, the range of literature studied will broaden and the sophistication of writing will increase. In order to take this subject at AS level, it is recommended that students have studied English Literature at GCSE. Exceptions may be made to this rule, but only if a good grade in English has been attained. It should be emphasised, however, that students without experience of GCSE English Literature often struggle at AS level. COURSE CONTENT At Larne Grammar School we take CCEA English Literature. See website for greater detail: www.ccea.org.uk Five modules are studied over the two years, two at AS and three at A2. AS level Module 1: The Study of Poetry 1900-Present and Drama 1900-Present Module 2: The Study of Prose Pre 1900 A2 level Module 1: Shakespearean Genres Module 2: The Study of Poetry Pre 1900 and Unseen Poetry Module 3: Internal Assessment ASSESSMENT AS level Module 1 AS (60%); A2 (24%) Module 2 AS (40%); A2 (16%) A level Module 1 A2 (20% of A level Module 2 A2 (20% of A level) Module 3 A2 (20% of A level) TEACHING METH0DS At AS/ A level classes are conducted largely on a seminar basis. Discussion of the texts is the basis of our classes with all members of the class sharing their views and analysis. Whole class teaching will be employed when necessary. Personal research and wider reading is essential and ICT will be used when necessary. CAREERS & FURTHER STUDY English Literature A level has always been highly regarded and a degree in this subject is viewed in a similar light. Jobs in law, journalism, teaching, broadcasting and librarianship are just a few of the areas that an English degree can help you access.

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ENVIRONMENTAL TECHNOLOGY OVERVIEW This GCE is fresh, contemporary and relevant to both students and employers. It is a science-based qualification, designed to enhance students’ understanding of environmental and sustainability issues. It promotes the application of this knowledge in practical industry-based scenarios and assessment tasks. Students opting to study Environmental Technology should have good GCSE results in Maths and Double Award Science. This subject is delivered in LGS by a member of NRC staff.

COURSE CONTENT AS1: The Earth’s Capacity to Support Human Activity In this unit you will:

find out about the impact of declining fossil fuel supplies and options for reducing global dependency on crude oil;

examine the macro-generation, distribution and storage of electricity from non-fossil fuel sources;

consider renewable energy technologies on a micro level;

discover the effects of fossil fuel use and the need to develop more sustainable sources of energy;

carry out practical activities in relation to aspects of three major renewable energy sources: wind, solar &biomass

AS 2: Internal Assessment – Renewable Energy Technologies In this unit you will:

apply the knowledge and understanding that you gained in AS 1 to a practical context;

research renewable energy sources and evaluate the technical, environmental and economic aspects of the energy output from wind, solar and biomass; and

A2 1: Building and Managing a Sustainable Future In this unit you will:

examine a range of new and existing technologies and management systems that have the potential to support society’s move toward a more sustainable way of living;

examine waste management processes (including bioremediation) and using low-carbon sources for society’s transport needs;

investigate issues related to the environmental performance of buildings; and

explore the sustainable development needs of urban and rural communities; A2 2: Internal Assessment – Environmental Building Performance and Measurement In this unit you will:

apply the knowledge and understanding gained in A2 1 to a practical context;

consider the sustainability performance of a building; and

apply the Code for Sustainable Homes (CSH) system to a specific construction. ASSESSMENT Unit Assessment Weightings

AS 1: The Earth’s Capacity to Support Human

Activity

External written examination

1 hour 30 minutes

50% of AS

20% of A Level

AS 2: Renewable Energy Technologies Internal Assessment

Externally moderated

50% of AS

20% of A Level

A2 1: Building and Managing a Sustainable Future External written examination

2 hours

30% of A Level

A2 2: Environmental Building Performance and

Measurement

Internal Assessment

Externally moderated

30% of A Level

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CAREERS & FURTHER STUDY Environmental Technology A level has already been accepted by a number of universities as an integral part of the A level portfolio of any student who is hoping to enter University Undergraduate courses such as architectural engineering, energy management, clean technology and renewable energy engineering.

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FRENCH OVERVIEW At AS / A2 level we aim to develop understanding of spoken and written forms of French from a variety of registers, to communicate confidently through both the written and spoken word, to develop critical insights into, and contact with, the contemporary society, cultural background and heritage of countries or communities where French is spoken and to develop positive attitudes to language learning. COURSE CONTENT At AS level, students undertake 3 compulsory modules: Module 1 is Speaking, Module 2 is Listening, Reading, and Use of Language, and Module 3 is Extended Writing through a Literature based essay. At A2 level, there are 3 further compulsory modules: Module 1 is Speaking, Module 2 is Listening and Reading, and Module 3 is Extended Writing through a Literature based essay. Topics studied during the course focus on Relationships, Culture and Lifestyle, Young People in Society and Our Place in a Changing World. At both AS and A2 level pupils will be introduced to French culture through the study of Literature and a region of France. Students will also have an allocated time with the French assistant which will enhance their spoken French and give them a greater insight into French culture. The exam board is CCEA and further information on their syllabus can be found on the website: www.ccea.org.uk. ASSESSMENT AS: Module 1 (12%): Speaking – topic-based presentation related to a French speaking country

& general conversation (11 minutes) Module 2 (16%): Section A – Listening (40 minutes) Section B – Reading-comprehension -translation into English (1hr 20min) Section C – Use of Language-grammar questions -translation into French Module 3 (12%): Extended Writing – Literature based essay (1hr) A2: Module 1 (18%): Speaking – discussion based on an individual research project

& general conversation (15 minutes) Module 2 (24%): Section A – Listening (45 minutes) Section B – Reading-comprehension -grammar question -summary question (2hr) -translation into French Module 3 (18%): Extended Writing – Literature based essay (1hr) TEACHING METHODS The French course incorporates a variety of teaching methods including paired work, use of ICT for individual and group presentations, personal research into various topics, listening exercises, reading comprehensions, translation activities, and use of the language assistant. CAREERS & FURTHER STUDY The French course has been designed to provide a suitable foundation for further study and/or practical use of French, as well as a coherent, satisfying and worthwhile course of study for students who do not progress to further study in the subject. Career paths taken with the study of French include: interpreting, translating, diplomatic work, teaching, international business, journalism, immigration and customs, international sales, voluntary service overseas and many more.

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GEOGRAPHY OVERVIEW Switch on your television, listen to the radio or pick up a newspaper and the environment seems to be top of everyone’s agenda. We are constantly bombarded with facts and figures relating to the need for energy conservation and climate change. The study of Geography involves the synthesis of facts, figures, ideas and perspectives to help us understand and protect the world we live in. By studying Geography, students learn about important contemporary issues like global warming, desertification, deforestation, loss of biodiversity, contrasts in development and natural disasters. Students are advised to have at least a B grade from GCSE Geography. COURSE CONTENT Both AS and A2 Geography follow the CCEA specification. There are three examination modules for each level. As Module 1 involves the study of rivers, ecosystems and extreme weather events, while As Module 2 involves the study of population, settlement and development. As Nodule 3 examines fieldwork skills which are taught during a two day residential field work course at Magilligan, Co. Londonderry. A2 Module 1 involves the study of human geography and global issues. A2 Module 2 involves the study of physical geography while A2 Module 3 is a synoptic paper involving the investigation of a decision making exercise. ASSESSMENT AS Module 1 and AS Module 2 are assessed by written papers lasting 1 hour 15 minutes. The fieldwork is assessed through an hour long paper. A2 Module 1 and AS Module 2 is assessed by written papers lasting 1 hour 30 minutes. A2 Module 3 is assessed by a written paper lasting 1 hours 30 minutes. At AS the marks make up 40% of the final grade. At A2 the marks make up 60% of the final grade. TEACHING METHODS The increased flexibility in the Revised A level Geography specification has allowed the Geography Department to adopt active learning and teaching strategies. This allows the students to develop their skills and abilities in line with their geographical knowledge and understanding. This approach actively engages students in their learning, making it a more relevant and enjoyable experience. Detailed course notes are provided and are supported by a programme of homework and tests. Past paper questions are also studied and examination techniques are highlighted.

CAREERS & FURTHER STUDY GCSE Geography is a requirement for the study of A level Geography which is accepted for the reading of numerous degree subjects including accountancy, finance, business and management, dentistry, law, engineering and medicine. Related careers include cartographer, landscape architect, town planner, civil engineer, and careers in travel and tourism. Geography is an adaptable subject and is in the unique position of qualifying as an arts or a science subject at university. This makes it an ideal additional A level to core career subjects. .

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HEALTH AND SOCIAL CARE

OVERVIEW GCE Health and Social Care allows students to gain knowledge and understanding of the health, social care and early years sectors. In GCE Health and Social Care, students learn about health and well-being, child development and human behaviour. Students study care services including traditional and holistic therapies. They examine the rights and responsibilities of both patients and service providers. Students also look at the importance of communication in care settings and how positive care can be promoted. Through practical activities, students apply their knowledge and understanding to work-related contexts and develop research, evaluation and problem-solving skills. COURSE CONTENT AND ASSESSMENT There are three compulsory units at AS. Units 1 and 2 are internally assessed, that is, they are marked by the teacher and moderated by CCEA. Unit 3 is externally assessed by a 2 hour examination. At A2, Unit 3 is compulsory and is externally assessed by a 2 hour examination based on pre-release material. A2 2 and 5 are internally assessments units.

Unit Content Assessment Weightings

AS 1: Promoting Quality Care (Compulsory)

Values of care Legislation that promotes quality care Health and safety Policies The impact of poor practice

Internal assessment: students produce a written report on a health, social care or early years setting that they have experienced. They also research an example of poor practice in a health, social care or early years setting in the UK.

25% of AS 10% of A level

AS 2: Communication in Health, Social Care and Early Years Settings (Compulsory)

Communication in health, social care and early years settings Factors that support effective communication Recognising and overcoming barriers in communication with service users The importance of communication when working in teams Critical evaluation of an interaction in the chosen setting

Internal assessment: students produce a written report on a health, social care or early years setting that they have experienced. They also produce a critical appraisal of their own communication skills in a one to one or group interaction.

25% of AS 10% of A level

AS 3: Health and Well-Being (Compulsory)

Concepts of health and well-being Factors affecting health and well- being Health promotion The roles of organisations responsible for health and well-being Discrimination and anti-

External written examination: 2 hours Students answer three compulsory questions.

50% of AS 20% of A level

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discriminatory practice in health, social care and early years settings

A2 2: Body Systems and Physiological Disorders

Circulatory and respiratory systems Monitoring physiological status Physiological disorders Effects of the disorder and illness on individuals

Internal assessment: students carry out a practical investigation of the physiological status of individuals and research the diagnosis and treatment of a physiological disorder.

15% of A level

A2 3: Providing Services (Compulsory)

The effects of legislation and policy on service provision Meeting individual needs Overcoming barriers to service provision The differing roles and responsibilities of practitioners Working effectively in teams Quality assurance

External written examination based on pre-release material: 2 hours Students answer three compulsory questions.

30% of A level

A2 5: Supporting the Family

Family structures How families meet the needs of vulnerable members Support provided for individuals and their families Family issues

Internal assessment: students produce a review of changes to family structures, a case study of a family and a report on services for families experiencing issues.

15% of A level

TEACHING METHODS A variety of teaching methods are used including: whole class teaching, paired and group work, discussion, personal research, investigations, short term placements in work settings, use of ICT and visiting speakers. CAREERS & FURTHER STUDY This is an ideal course for students who want a broad background in Health and Social Care. Many students with a qualification in GCE Health and Social Care go on to degree-level study in a variety of subjects such as health studies, social policy, social science, social studies, psychology, nursing and/or social work. Other students go on to complete a BTEC Diploma in Health and Social Care. Some students go straight into employment in the fields of health and social care.

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HISTORY

OVERVIEW GCE History is interesting and enjoyable, a subject for those with an inquiring mind. The study of History is the exploration of the story of human kind. It examines the events of the past, explores the circumstances in which they unfolded, explains why they happened as they did; it ultimately reveals the answers to how and why our lives are as they are, and who we are today. COURSE CONTENT We study units offered by the local examination board CCEA, four units in total, and we focus on elements that look at the modern period:

AS: 1 – Germany, 1918-1945. In this module students study the Weimar Republic and the rise of the Nazi Party between 1918-33. The opposition to the Nazi regime also scrutinized, including the many plots to remove Hitler form power.

AS: 2 – Conflict and Change in Europe: Italy, 1871-1943. This module looks closely at the intriguing figure of Benito Mussolini, once described by Adolf Hitler as “the teacher of fascism”. In this module students will consider the emergence of modern Italy, the consequences of World War I on Italian society, the development of Mussolini’s dictatorship, and his disastrous foreign policy and role in World War II.

A2: 1 - Option 5 (Change over Time) deals with the Clash of Ideologies, 1900-2000. The course starts with a study of the foreign policy of Tsarist Russia and goes on to deal with the advance of Communism outside the USSR.

A2: 2 – Historical Investigation and Interpretations: Partition of Ireland, 1900 – 1925. This module considers the circumstance which gave birth to modern Ireland, with all its divisions, rivalries and legacy of violence. Students will encounter such giants of early 20th century Ireland as Carson, Craig, Redmond, Pearse, Collins and De Valera.

ASSESSMENT AS1 and AS2 are assessed in 1hr 30 minute external examinations, both taken at the end of the Year 13. Each examination is worth 50% of the AS grade, 20% of the A2 grade.

A2, 1 (Clash of Ideologies, 1900-2000) is assessed in a 1 hour 15 min external examination and involves answering one essay question. A2, 2 (Partition of Ireland, 1900-1925) is assessed in a 2 hour 30 min external examination. It comprises source questions and one essay. Both examinations are taken at the end of Year 14. TEACHING METHODS Staff provide all the material necessary to ensure that course content is covered, and teaching is by whole class teaching, group work, discussion, personal research, etc. as required by the task. Homework tasks, often based on past examination questions, are used to help teachers and students assess understanding and learning. CAREERS & FURTHER STUDY History helps you develop skills to look beyond the headlines to ask questions properly and express your own opinions. It helps you develop an understanding of both past and present. A lack of historical knowledge prevents people from truly understanding the world they live in. History provides you with the skills employers are looking for. Related careers include those of solicitor, barrister, archaeologist, museum/gallery worker, journalist, media researcher, teacher and diplomat. A good grade in History at A level and beyond is considered to be evidence of an ability to think and to communicate.

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ICT OVERVIEW The aim of the ICT A level course is similar to the Digital Technology course studied at GCSE in school. In broad terms, ICT is focused on how we can use computers to solve problems and concentrates on the application of computer technology in a variety of contexts. However, the style of questions is different from GCSE and pupils need to be able answer in a much fuller way. This is the fourth year that we will offer this course and to date pupils have scored better in this subject than the other subjects they study at A level. Each year we have used The Welsh Examination Board and further details are available from their website, www.wjec.co.uk. A wide range of pupils have found that ICT is a very useful subject that complements their other subject choices. ICT teachers will be happy to give further information and help with pupil choices. COURSE CONTENT The ICT course has four modules. The module titles are given below: AS Theory Information Systems – this module will also involve some practical spreadsheet work Coursework Presenting Information – practical work involving DTP, Mail-merge and PowerPoint A2 Theory Use and Impact of ICT Coursework Relational Databases – a major piece of individual work covering all aspects of

developing a new computer system The two practical elements above involve developing computer systems to solve particular problems. At AS level a variety of packages will be used to solve a number of smaller problems, while at A2 pupils will focus on an extensive problem that will be solved by use of a database. ASSESSMENT At AS level the theory module is worth 60% of the marks, while the practical module is worth 40% of the marks. At A2 the theory module is worth 60% of the marks, while the practical module is worth 40% of the marks. So, overall, the coursework accounts for 40% of the total marks available in this subject. TEACHING METHODS In theory modules some material will be taken from a textbook written specifically for the course. Extensive use will also be made of PowerPoint presentations. For the practical side of the course time will be spent at the beginning of each section looking at the skills required to complete the coursework tasks. Once the coursework begins, tuition will often be on a one-to-one basis, due to the individual nature of this work. CAREERS & FURTHER STUDY This course should be undertaken by pupils wishing to demonstrate knowledge of the use of computers to solve problems in a wide variety of contexts. In the current climate the skills gained should be much sought after in the academic and business communities.

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LIFE AND HEALTH SCIENCES OVERVIEW Life and Health Sciences is a new A level developed by CCEA. Life and Health Sciences is an applied science course which will provide pupils with a balanced, science based A level with elements of Biology, Chemistry and Physics. The course has been designed to develop not only knowledge but also essential practical skills which will be relevant in today’s science industries Students are advised to have at least BB from Double Award Science

It is strongly advised not to study this subject as well as any other science subject such as Biology, Chemistry or Physics due to overlap in content. Many universities will not accept the combination of a traditional science with this course.

COURSE CONTENT There are two externally examined units and one portfolio unit for each level, AS and A2. AS makes up 40% of A2 level.

Unit Content Assessment Weighting

AS1 Experimental Techniques. Pupils carry out a range of Biology, Chemistry and Physics experiments. These are recorded, analysed and evaluated.

Portfolio of evidence

33.3% of AS level (13.3% of A level)

AS2 Human Body Systems The circulatory and respiratory systems. Monitoring, diagnosis and treatment of the systems. Maintaining system health.

1 hour 30 minute written examination

33.3% of AS level (13.3% of A level)

AS3 Aspects of Physical Chemistry in Industrial Processes Preparing samples for analysis. A range of analytical techniques. Energy changes during reactions. Analytical chemistry in industry.

1 hour 30 minute written examination

33.3% of AS level (13.3% of A level)

A21 Scientific Method, Investigation, Analysis and Evaluation Detailed study of the process of carrying out a scientific investigation from start to finish. Develops skills directly relevant to the science industry.

Portfolio of evidence

20% of A level

A22 Organic Chemistry Organic compounds and their properties. Techniques to study organic molecules. Manufacture and purity.

2 hour written examination

20% of A level

A23 This will be one of the following units

Medical Physics

Sound and Light

Genetics, Stem Cell Research and Cloning

2 hour written examination

20% of A level

TEACHING METHODS Detailed course notes will be provided for all AS and A2 students. Teaching methods for the theory will include whole class teaching, group work, active learning tasks, discussion and debate, personal research, use of ICT and creative activities. The theory will be supported by many practical investigations to underpin the development of specialist scientific investigative skills. Homework and tests will assess pupil learning and understanding. Links to local industries that use science will be made through site visits and specialist speakers invited to the school.

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CAREERS & FURTHER STUDY The Life and Health Sciences course has been developed with the support of Queen’s University Belfast, University of Ulster and local industry. Life and Health Science will be suitable for further study and may be suitable for careers in areas such as engineering, pharmaceuticals, technology/electronics, food science, medical related sciences (including nursing), biological sciences, radiography and physiotherapy. Pupils should check the individual entrance requirements for the further and higher education courses they are considering.

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MATHEMATICS OVERVIEW A level Mathematics is based on the study of two areas of Mathematics:- Pure Mathematics and Applied Mathematics. The content of the course builds upon the knowledge, skills and understanding established at GCSE. It seeks to provide a suitable foundation for the study of mathematics and other subjects in further and higher education, and for a range of interesting careers.

AS Mathematics is suitable for students who have achieved a good grade in GCSE Further Mathematics and/or a grade A*- A in GCSE Mathematics at Higher Tier. AS can be taken as a stand alone course or as a foundation for A2 Mathematics. COURSE CONTENT AS Modules In Year 13 the material taught is based on the CCEA modular specifications for AS LEVEL MATHEMATICS. Module AS 1: Pure Mathematics This is a Pure Mathematics module including work on indices, surds, quadratics, Remainder Theorem, transformation of graphs, straight lines, differentiation, circles, trigonometry, logarithms, vectors and integration. It is worth 60% of AS Mathematics and 24% of A level Mathematics. Module AS 2: Applied Mathematics This unit assesses Mechanics (50%) and Statistics (50%). Mechanics includes work on displacement, velocity and acceleration, force, friction, equilibrium, Newton's laws of motion. Statistics includes work on statistical sampling, data presentation and interpretation, probability and statistical distributions. It is worth 40% of AS Mathematics and 16% of A level Mathematics. A2 Modules In Year 14 the material taught is based on the CCEA modular specifications for A LEVEL MATHEMATICS. The A2 modules assume knowledge of and extend the skills and understanding of the AS modules. Module A2 1: Pure Mathematics This is a Pure Mathematics module including work on algebra and functions, sequences and series, partial fractions, modulus functions, parametric equations, numerical methods and further study of trigonometry, calculus and graphs. It is worth 36% of A level Mathematics. Module A2 2: Applied Mathematics This unit assesses Mechanics (50%) and Statistics (50%). Mechanics includes work on kinematics, moments, impulse and momentum. Statistics includes work on probability, statistical distributions and statistical hypothesis testing. It is worth 24% of A level Mathematics. More information can be found at www.ccea.org.uk ASSESSMENT Students are assessed by means of four assessment units; two for AS and two A2 units for those taking the full Advanced GCE. AS Mathematics is assessed at the end of Year 13 by two papers and is worth 40% of A level. AS 1 Pure Mathematics paper is 1 hour 45 minutes and worth 60% of AS and 24% of A level. AS 2 Applied Mathematics paper is 1 hour 15 minutes and worth 40% of AS and 16% of A level. Mechanics and Statistics each make up half of this paper and the statistics examination will test ability to interpret real data and investigate questions arising in real contexts. The A2 modules are assessed at the end of Year 14 by two papers and are worth 60% of A level. AS 2 Pure Mathematics paper is 2 hour 30 minutes and worth 36% of A level.

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AS 2 Applied Mathematics paper is 1 hour 30 minutes and worth 24% of A level. Mechanics and Statistics each make up half of this paper and the statistics examination will test ability to interpret real data and investigate questions arising in real contexts. There is no coursework component to the course. TEACHING METHODS A level Mathematics classes are taught by two teachers: - one teaching Pure Mathematics and the other Applied Mathematics. Teaching methods are similar to those used at GCSE. CAREERS & FURTHER STUDY Mathematics is an excellent foundation for studying higher level qualifications and is a valuable preparation for numerous careers. It would be essential for the study of any mathematics, statistics or engineering course and useful for many other courses, in particular accountancy, finance, business, information technology, architecture, medicine, dentistry, optometry, pharmacy, physiotherapy, teaching and veterinary medicine. This list is by no means exhaustive.

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MMUUSSIICC OVERVIEW Music AS and A2 level provide students with the opportunity to study in depth the development of music and the orchestra. It is a worthwhile, satisfying, and complete course of study that broadens students experience; develops their imagination, musical technique and talent; fosters their creativity and composition styles, while promoting their personal, social and cultural development. It is not essential that a student has GCSE Music in which to sit AS level music but the student should be at a minimum of Grade 4 on their chosen instrument for performance. They should also have some understanding of basic theory and staff notation. COURSE CONTENT Both AS and A2 Music are the new revised CCEA AS/A2 Music specification. The course incorporates the three fundamental musical activities of Composing, Performing and Responding to Music. For AS level the listening element of the course consists of studying 3 areas of study.

1. Music for Orchestra, 1700 to 1900 2. Sacred Vocal Music (Anthems) 3. Secular Vocal Music (Musicals)

All pupils must complete a Solo Performance, Viva Voce and a Compositional Task ASSESSMENT AT AS LEVEL Listening (3 areas of study) - 30% - 2 written examinations Solo Performance and Viva Voce - 35% Compositional Task - 35% TEACHING METHODS The teaching methods for AS and A2 level are similar to GCSE music. Detailed notes and musical scores are provided for all students. Teaching methods include whole class teaching, group work, discussion, personal research, one on one teaching, use of ICT – namely through composition. The listening component is taught through analysing live and pre recorded music, notating scores, studying set pieces of music and composers, ranging from 1700 – present day in all 3 areas of study. The performance component is taught through students’ lessons with individual musical tutors and also regular practise and performance time. All students studying AS and A2 music are encouraged to be involved in musical groups within the school, as this helps to develop both their individual and ensemble performance skills. The composing component is taught largely through one on one time. All students will be trained or updated in the use of Sibelius, music composing software, and this will be the main software used for the composition tasks. Students will make use of ICT across all areas of musical activity. They will develop knowledge, understanding and skills relating to ICT in present day music making, for example through the use of sequencing, multi-tracking, turntablism and musical instrument digital Interface (MIDI) technology as techniques used when composing, performing, recording, editing and notating music. Regular trips to the theatre are also organised, in which students can study the performance skills of others and gather inspiration for their own compositions. CAREERS & FURTHER STUDY There are many opportunities for students who wish to progress beyond AS or A level music. There are a wide range of further and higher education courses in music or performing arts and the AS or A level qualification can also be used to access other degree level courses. A music qualification can lead to employment in various areas such as teaching (primary or secondary), performing (on stage, in a band, orchestra, choir, opera) musician (band or orchestral), conducting, composing, careers in the recording industry (sound technician, sound engineer), television/radio presenter, television/radio researcher, music therapist, arts administrator/manager, music retailer/publisher.

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NUTRITION AND FOOD SCIENCE OVERVIEW Nutrition and Food Science are currently high in the public’s perception and there could not be a better time to develop knowledge and understanding of subject, given the current global and national food issues. Nutrition is a fast-moving discipline that focuses on understanding the role of diet in maintaining a healthy human body and preventing disease. Students will develop a critical appreciation of the issues affecting our food supply, how they impact upon the environment, and the ethical implications. COURSE CONTENT • There are four assessment units: three externally assessed and one internally assessed; • The specification allows students to develop their subject knowledge, understanding and skills in nutrition and food science in relation to a work context; • Assessment at A level includes a range of question types, demanding evaluative tasks, extended writing, and synoptic assessment that encourage students to develop their understanding of the subject; • The specification gives students a sound basis for progression to higher education; • A range of support material is available, including specimen assessment materials, exemplar schemes of work and teacher guidance; Further information can be obtained from www.ccea.org.uk/ ASSESSMENT

Unit Assessment Weighting Availability

AS 1: Principles of Nutrition

1 hour 30 minutes examination

50% AS 20% of Advanced level

Summer only

AS 2: Diet, Lifestyle and Health

1 hour 30 minutes examination

50% AS 20% of Advanced level

Summer only

A2 1: Food Safety and Quality

2 hour 30 minutes examination

30% of advanced level Summer only

A2 2 Research project Internal assessment. 30% of advanced N/A

4,000 word level assignment

TEACHING METHODS A variety of teaching methods are used including: whole class teaching, paired and group work, discussion, personal research, practical work, investigations, use of ICT, use of resources, role play, and visiting speakers. CAREERS & FURTHER STUDY Nutrition and Food Science is useful for a variety of careers. These include dietician, nutritionist, environmental health officer, food scientist and health promotion officer, as well as a range of careers in the food and drink industry and Department of Agriculture, Fisheries and Food. Former students have gone on to study a wide variety of degree courses including teaching, environmental health, social work, physiotherapy, biomedical studies, dietetics, and law. Nutrition and Food Science is a recommended subject for Higher Education Courses such as Food and Nutrition, Dietetics and Food Technology.

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PERFORMING ARTS

OVERVIEW The Performing Arts course is a good choice for your Post-16 studies if you would like to develop your own drama skills and an understanding of all aspects of performing arts. You will gain an insight into the nature of the Performing Arts industry. It prepares you for a variety of employment opportunities by allowing you to experience the issues facing performing arts professionals. Finally, it improves your understanding of the working methods used by professionals: as an individual, in teams, with clients, commissioners and audiences. The course is a careful balance between practical dramatic performance, and learning how performances are managed, planned, staged and presented. COURSE CONTENT

ASSESSMENT

AS Unit 1 and A2 Unit 1 are internally assessed and externally moderated.

AS Unit 2 and A2 Unit 2 will be based on externally set pre-release stimulus material and assessed by

a visiting external moderator. Assessment of these units usually takes place in May of each year.

TEACHING METHODS The teaching methods for this course combine:

Practical, active learning where performance is practised and polished after experimentation with different dramatic forms, and

Theory-based teaching, where the knowledge that underpins the performing arts industry is explored through a combination of teacher leading, and independent pupil research.

The demands of producing a thorough and insightful portfolio will be taught, giving pupils the practical skills to evaluate and record their own progress.

CAREERS & FURTHER STUDY An A Level in Performing Arts leads on to many degree courses and careers. Degrees and higher qualifications in Performing Arts, Drama, and Theatre Studies are offered at most universities. Careers in the performing arts industry include: performing and composing, working in the recording industry, music publishing, directing, acting, dancing, and many roles within the media, arts management, public speaking roles, music or drama therapy, as well as teaching. ADDITIONAL INFORMATION

No prior experience of drama or performance is required to study this subject, only a desire to develop practical drama skills and knowledge of the performing arts industry.

This subject is predominantly assessed through coursework; therefore, a committed approach to all aspects of the course is imperative.

Compulsory AS Units (Completed in Year 13) Compulsory A2 Units (Completed in Year 14)

Unit 1: Developing Skills and Repertoire You will develop drama skills which will then be applied in a performance context.

Unit 1: Planning for Employment This unit gives students the opportunity to develop their understanding of how to find work in their chosen discipline.

Unit 2: Planning and Realising a Performing Arts Event

Unit 2 will allow you to interpret stimulus material to create a performing arts event that will draw on existing material.

Unit 2: Performing to a Commission Brief In this Unit you will research, promote, plan and perform an event for an audience and for an external examiner.

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PHYSICS OVERVIEW The Physics A level specification is intended to encourage pupils to develop an understanding of the physical world. The ability to cope with basic mathematical processes would be essential at AS level. At A2 level the mathematical requirements would be a little more rigorous. This course would appeal to those students who are keen to have a comprehensive science background and, in particular, to those who would be interested in an engineering and/or mathematical career.

You should have 120 / 150 in P1 + P2 and at least a BB in the Double Award Science to consider Physics at A -level (* * or AA is obviously more highly recommended).

COURSE CONTENT The CCEA Physics syllabus is used. The AS course in year 13 consists of three units: Unit 1: Forces, Energy and Electricity Unit 2: Waves, Photons and Astronomy Unit 3: Practical Techniques and Data Analysis

The A2 course in year 14 consists of three units: Unit 4: Deformation of Solids, Thermal Physics, Circular Motion, Oscillations and Atomic and Nuclear

Physics Unit 5: Fields, Capacitors and Particle Physics Unit 6: Practical Techniques and Data Analysis

Website: www.ccea.org.uk ASSESSMENT The assessment is by written examinations in May/June. Units 3 and 6 have components which consist of a practical examination carried out in May/June. TEACHING METHODS The main teaching method is whole class teaching but the students often carry out practical work either individually or in pairs. Topics which are currently in the media are used to stimulate classroom discussion. CAREERS & FURTHER STUDY Careers requiring Physics are:- Mechanical, electrical, civil, electronic, aeronautical and marine engineering, medical physicist, astronomer, meteorologist and air traffic controller etc. Careers for which Physics is useful are:- Forensic scientist, architect, pilot, pharmacist, environmental scientist, computing etc.

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RELIGIOUS STUDIES OVERVIEW Religious Studies at AS and A2 is taught by 2 full time specialist members of staff. Ideally pupils should have studied RS for GCSE and achieved a grade B. However, it is possible for students to choose this subject for A Level having only studied the GCSE Short Course curriculum. Their admission to this course would be dependent on achievement in other relevant subjects and teacher recommendation. At AS and A2 the emphasis changes and becomes much more focused on a particular area of study. This subject requires good writing skills necessary for coherent essays, an ability to critically analyse, a commitment to hard work and an interest in the subject.

COURSE CONTENT The AS course involves 2 modules covering an Introduction to the Church in the Roman World up to AD325 as well as a Study of Ethics and Contemporary Issues. With each topic there is an opportunity to relate the topic area to religion nowadays and other aspects of human experience which refers to more contemporary examples and ideas. The A2 syllabus involves further study of the same modules but covering different topics and making links between both parts of the course based on themes issued by CCEA. The full course content can be seen on the CCEA website at www.ccea.org.uk. ASSESSMENT AS These two units make up 40% of the full A level AS4 and AS6 papers each last for 1 hour 20 minutes. Pupils answer one essay question out of a choice of two for Section A and the same for Section B. A2 These two units make up the remaining 60% of the full A level A24 and A26 each last for 2 hours. Pupils answer two essays from Section A out of a choice of three, and one compulsory essay in section B which forms a synoptic question for the course. The results at A Level have been particularly pleasing in recent years with the achievements being consistently above the Northern Ireland Grammar School Average – please ask us for further details. TEACHING METHODS Various teaching methods are employed including the use of handouts, taking and making notes, discussion, whole class teaching and small group work, essay planning in groups, group feedback, ICT, personal research and presentation to the class. This list is not exhaustive, but gives a flavour of what might be expected. CAREERS & FURTHER STUDY This subject is a very good companion for History, English and Modern Languages at A level, but has also been studied along with science subjects in order to give a broader choice of future career path. It is useful for further study in law, teaching, ministry, charity work, medicine, nursing, policing, journalism, youth work, social work and anthropology.

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SPANISH OVERVIEW At AS / A2 level we aim to develop understanding of spoken and written forms of Spanish from a variety of registers, to communicate confidently through both the written and spoken word, to develop critical insights into, and contact with, the contemporary society, cultural background and heritage of countries or communities where Spanish is spoken and to develop positive attitudes to language learning. COURSE CONTENT At AS level, students undertake 3 compulsory modules: Module 1 is Speaking, Module 2 is Listening, Reading, and Use of Language, and Module 3 is Extended Writing through a Literature based essay. At A2 level, there are 3 further compulsory modules: Module 1 is Speaking, Module 2 is Listening and Reading, and Module 3 is Extended Writing through a Literature based essay. Topics studied during the course focus on Relationships, Culture and Lifestyle, Young People in Society and Our Place in a Changing World. At both AS and A2 level pupils will be introduced to Spanish culture through the study of Literature and a region of Spain. Students will also have an allocated time with the Spanish assistant which will enhance their spoken Spanish and give them a greater insight into Spanish culture. The exam board is CCEA and further information on their syllabus can be found on the website: www.ccea.org.uk. ASSESSMENT AS: Module 1 (12%): Speaking – topic-based presentation related to a Spanish speaking country

& general conversation (11 minutes) Module 2 (16%): Section A – Listening (40 minutes) Section B – Reading-comprehension -translation into English (1hr 20min) Section C – Use of Language-grammar questions -translation into Spanish Module 3 (12%): Extended Writing – Literature based essay (1hr) A2: Module 1 (18%): Speaking – discussion based on an individual research project

& general conversation (15 minutes) Module 2 (24%): Section A – Listening (45 minutes) Section B – Reading-comprehension -grammar question -summary question (2hr) -translation into Spanish Module 3 (18%): Extended Writing – Literature based essay (1hr)

TEACHING METHODS The Spanish course incorporates a variety of teaching methods including paired work, use of ICT for individual and group presentations, personal research into various topics, listening exercises, reading comprehensions, translation activities, and use of the language assistant. CAREERS & FURTHER STUDY The Spanish course has been designed to provide a suitable foundation for further study and/or practical use of Spanish, as well as a coherent, satisfying and worthwhile course of study for students who do not progress to further study in the subject. Career paths taken with the study of Spanish include: interpreting, translating, diplomatic work, teaching, international business, journalism, immigration and customs, international sales, voluntary service overseas and many more.

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SPORT (BTEC LEVEL 3 EXTENDED CERTIFICATE) OVERVIEW - Equivalent to one A-Level in Physical Education. - It is a vocational or work related qualification. COURSE CONTENT It is a 360 Guided Learning Hours (GLH) course delivered over two years with 3 mandatory units and 1 optional unit. Mandatory units completed in Year 13 Figures in brackets are GLH 1 - Anatomy and Physiology (120) 2 – Fitness, Training and Programming for Health, Sport and Well Being (120) Mandatory units completed in Year 14 3 - Professional Development in the Sports Industry (60) Optional units completed in Year 14 (one to be selected) There is a choice of four units available. The PE Department have opted to deliver Unit 5 – Application of Fitness Testing as we believe it is the module best suited to our students. 4 - Sports Leadership (60) 5 - Application of Fitness Testing (60) 6 - Sports Psychology (60) 7 - Practical Sports Performance (60) To access the detailed specification, go to; https://qualifications.pearson.com/en/qualifications/btec-nationals/sport-2016.html ASSESSMENT Year 13 Unit 1 - Anatomy and Physiology External Assessment completed at the end of Year 13 (1 hour 30 min – 80 marks) Unit 2 – Fitness, Training and Programming for Health, Sport and Well Being External Assessment completed at the end of Year 13 (2 hours 30 min – 60 marks) Year 14 Unit 3 - Professional Development in the Sports Industry Two internally assessed assignments Unit 5 - Application of Fitness Testing Two internally assessed assignments Students should note that the level of assessment throughout this course is intense with no let-up in assignments between September and May. TEACHING METHODS

In Year 13; students will develop knowledge, skills and understanding of Anatomy and Physiology, and Health and Well-being to prepare them for two external assessments in May/June.

In Year 14; there is more independent learning with research based assignments, using ICT. Time management for coursework will be critical. Google Classroom will be used as a Virtual Learning Environment to support learning. Essential Entry Criteria - must have a sporting interest. Desirable Entry Criteria - GCSE PE, GCSE Biology. Access to a computer with internet at home is crucial.

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CAREERS & FURTHER STUDY The subject is particularly suitable for those wishing to study sports science, sports development, teaching or a career in the health and fitness industry.

NB – UCAS does not always publish the acceptability of this course for university entry requirements and recommends that the student contacts the institutions that they are interested in for advice on the acceptability of this subject.

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TECHNOLOGY AND DESIGN OVERVIEW

Pupils wishing to continue their studies in Technology and Design at Advanced Level are expected to have achieved a minimum of a ‘B’ grade at GCSE. Pupils must be able to work independently during the course.

The application of existing knowledge and understanding from GCSE level is essential as a key background in being able to succeed at AS/A2 level.

Pupils must be able to use ICT to enhance both their understanding and design capability. This will be accomplished through the use of researching and three dimension computer aided design (3D CAD).

The course will focus on three main aspects of development; Designing, Manufacturing and Electronics. It is essential pupils have the ability and/or willingness to apply themselves in all three areas.

COURSE CONTENT The examining board for the subject is CCEA. The AS/A2 course is covered through 4 units. ASSESSMENT Year 13: Unit AS1: consists of two 1 hour examination papers worth a total of 20% of GCE. Unit AS2: consists of a controlled assessment Redesign and Manufacture project worth a total of 20% of GCE. Year 14: Unit A21: consists of one 2 hour examination paper worth 30% of the GCE. Unit A22: consists of a controlled assessment electronic design and manufacture project worth 30% of the GCE.

The controlled assessment is weighted at 50%, across the two years. The external theory examinations are worth 50%.

TEACHING METHODS A range of teaching methods are employed including whole class teaching, independent learning, personal research, investigating, designing, use of ICT, manufacturing and practical skills. CAREERS & FURTHER STUDY The AS and/or A2 qualification in Technology and Design could lead to Higher Education courses in the following areas;

Engineering - electrical /mechanical//civil/structural etc.

Product design.

Architectural courses (for some universities – e.g. QUB prefer Art).

Teaching.

Other courses where a non specified subject is required.

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TRAVEL AND TOURISM (BTEC)

OVERVIEW This subject gives learners the opportunity to study in detail the Travel and Tourism Industry, including studies of destinations, global tourist sites, marketing and the governing principles of the industry. The qualification provides a vocational and academic perspective on the industry where students develop a range of skills required within the sector. COURSE CONTENT The Pearson Level 3 Extended Certificate involves 3 compulsory modules including:

1. The World of Travel and Tourism 2. Global Destinations 3. Principles of Marketing in Travel and Tourism

A minimum of 4 modules must be studied over two years to obtain a qualification that is the equivalent of 1 A Level. ASSESSMENT Units 1 and 2 above are externally assessed while unit 3 and the optional 4th unit are internally assessed. The course combines both coursework and written examinations. Optional 4th units included both:

Visitor Attractions

Events, Conferences and Exhibitions TEACHING METHODS Support materials are provided for all Year 13 and 14 students. Teaching methods include whole class teaching, group work, active learning tasks, discussion, personal research, use of ICT and creative activities. Educational visits allow students to see the industry in action. Students are expected to take the initiative in visiting tourist organisations and attractions independently to develop their knowledge and understanding of Travel and Tourism. CAREERS & FURTHER STUDY The Travel and Tourism sector continues to grow at a rapid pace in Northern Ireland. This qualification can lead to a wide range of career pathways in the industry such as retail travel, visitor Information, tour operators, cruising, transportation, events and services. Each industry sector has a range of job roles. Before enlisting potential students should research any possible implications of selecting one BTEC or even two in terms of third level education i.e. (i) do all universities recognise this qualification and (ii) will they accept only one BTEC but not two.

NB – UCAS does not always publish the acceptability of this course for university entry requirements and recommends that the student contacts the institutions that they are interested in for advice on the acceptability of this subject.