YEAR 12 SUBJECT CHOICE - St Mary's Grammar Schoolstmarysmagherafelt.com/downloads/UPDATED_Year_12... · A2 2 Thematic Outcome (February – May) Teacher assessment of controlled test,

YEAR 12

SUBJECT CHOICE

FOR ‘A’ LEVEL

JANUARY 2018

Year 12 Subject Choice Booklet 2018

St Mary’s Grammar School Page 2

CONTENTS ART & DESIGN ................................................................................................................................... 4 BTEC SPORT ....................................................................................................................................... 6 BIOLOGY ............................................................................................................................................. 8 BUSINESS STUDIES ........................................................................................................................ 10

CHEMISTRY...................................................................................................................................... 12 DIGITAL TECHNOLOGY ................................................................................................................ 14 DRAMA AND THEATRE STUDIES ............................................................................................... 16 ECONOMICS ..................................................................................................................................... 18 ENGLISH LITERATURE .................................................................................................................. 20

FRENCH ............................................................................................................................................. 22 GEOGRAPHY .................................................................................................................................... 24

GERMAN ........................................................................................................................................... 26 HEALTH & SOCIAL CARE (Single Award) .................................................................................... 28 HISTORY ........................................................................................................................................... 29 IRISH .................................................................................................................................................. 31

MATHEMATICS ............................................................................................................................... 33

MOVING IMAGE ARTS ................................................................................................................... 34

MUSIC (CEA)……………………………………………………………………………………….35

NUTRITION AND FOOD SCIENCE ................................................................................................ 36 PHYSICAL EDUCATION ................................................................................................................. 37

PHYSICS ............................................................................................................................................ 39 RELIGIOUS STUDIES ...................................................................................................................... 41 SPANISH ............................................................................................................................................ 43

TECHNOLOGY & DESIGN - PRODUCT DESIGN ........................................................................ 45

TECHNOLOGY & DESIGN - SYSTEMS ........................................................................................ 47

YEAR 12 SUBJECT CHOICE This booklet will give you the opportunity to gain more information about all the subjects available at ‘A’ Level. You should use this material to make an informed decision about your choices.

o The deadline for your choice of A Levels is:

Thursday 25 January 2018 o You must choose at least THREE subjects for A Level

o Please check with University Prospectuses that you are selecting the right subjects for the courses that you are interested in – that is YOUR responsibility!

o If you are considering applying to universities in the South of Ireland, please check the

individual institutions entry requirements. The very competitive courses also expect you to study four subjects to A2 level.

o Most universities in the UCAS system prefer only one Applied subject

o Contact the university to check that they accept a BTEC/A Level combination for your selected courses

o Be careful not to take on too many subjects requiring coursework

o Check the criteria given by the Head of Department for their subject

o Check out those subjects on offer in the MLP (Magherafelt Learning Partnership) at a later date



CRITERIA FOR ADMISSION TO SIXTH FORM

GENERAL CRITERIA

ACADEMIC (i) Students must have demonstrated, by their preparation for GCSE, their ability and

interest in working towards good A-level grades.

Consideration of a student’s preparation for GCSE will take account of school reports and/or weeks on electronic report and the student’s full compliance with arrangements for controlled assessment/coursework in those subjects where it is an integral part of the course.

(ii) Students should have achieved a minimum of seven GCSE subjects at Grades A*-C.

(iii) In the first instance students with 16 points or higher will be considered for admission. Thereafter, if places are available students may be considered for admission on a descending scale to a minimum of 13 points, in which case the marks attained will be decisive.

The table below indicates how many points are awarded to each grade at GCSE level.

For a short course GCSE the points awarded in that subject are halved.

(iv) Students should satisfy the Subject Specific Criteria for each A level subject.

(v) A Sports Bursary may be available to external students who secure a Sixth Form place at St Mary’s. The entry requirement admission may be reduced to 13 points for such applicants.

(vi) Students who wish to study four subjects at AS level must have at least 7 Grade A passes at GCSE level.

(vii) When a subject is over-subscribed (i.e. where there are more pupils wanting to take the subject than there are places available and those pupils have achieved the subject specific criteria) students will be ranked according to their GCSE marks. Students with higher GCSE marks will have preference.

(viii) The number of places available for external applicants will be dependent on the number of existing pupils progressing to Year 13 (see Appendix A). (ix) Criteria may be enhanced at the discretion of the Principal.

ATTENDANCE Students must have an attendance rate in Year 12 of at least 95%. Those students who have not achieved an attendance rate of 95% must have submitted medical evidence (eg doctor’s certificate) for such absences.

BEHAVIOUR Students must have observed school rules especially with regard to punctuality, conduct, and adherence to uniform regulations, respect for staff, fellow pupils and school property. Consideration of a student’s behaviour will take account of his/her achievement and behaviour profiles, the number of weeks on electronic report, detentions and/or suspensions.

The Principal may review applications by individual students who do not meet the above criteria.

Grade A* A B C

Points 4 3 2 1



SUBJECT SPECIFIC CRITERIA

A LEVEL SUBJECTS ON OFFER ACADEMIC REQUIREMENTS - GCSE GRADES

Art and Design A in Art and Design

BTEC Sport Priority will be given to students who achieve an A in English

Biology 80% in Biology component of Double Award Science and B in Mathematics

Business Studies B in English Language and B in Mathematics

There is no requirement to have studied Business Studies at GCSE Level

Chemistry 80% in Chemistry component of Double Award Science and A in Mathematics

Digital Technology A in GCSE Digital Technology

Drama and Theatre Studies A in GCSE Drama and B in GCSE English Language or Literature

Economics B in Mathematics and B in English Language

There is no requirement to have studied Business Studies at GCSE Level

English Literature A in English Literature and A in English

French B in French and B in English Language and at least 90 uniform marks in Written

Controlled Assessment

Geography B in Geography with B in English

German B in German and B in English Language and at least 90 uniform marks in Written


Health and Social Care Priority will be given to students who achieve an A in English

History B in History and B in English (Language or Literature)

or AA in English Language and Literature if not offering GCSE History

Irish B in Irish and B in English Language and at least 90 uniform marks in Written


Mathematics A* in GCSE Mathematics (non GCSE Further Mathematics pupils)

A in GCSE Mathematics with C in GCSE Further Mathematics

Moving Image Arts Good GCSE grades in general but a combination of the following subjects would

be an advantage: ICT B, Technology B, English B, Music B, Art B and Drama B

Music A in Music

Nutrition & Food Science B in Double Award Science and B in English Language

Physical Education B in PE and CC in Double Award

Physics 80% in Physics component of Double Award Science and A in Mathematics

Religious Studies B in English Language

Spanish B in Spanish and B in English Language and at least 90 uniform marks in Written


Technology: Product Design B in Technology & Design or B in Art & Design

Technology: Systems A in Technology and Design GCSE

Specific percentages and marks above refer to CCEA specifications. Results from other examination boards will be given equal consideration. The Principal may review the subject specific criteria on an individual basis.



ART & DESIGN

SUBJECT LEADER: MRS N MCKERNAN

Content of Content:

This GCE qualification provides students the opportunity to select a general qualification in Art & Design Combined Studies, Photography/Lens Based Media, Three-Dimensional Design or Textiles. The course is designed to continue to build on the skills developed in GCSE and provides a sound basis for progression to higher education courses in Art & Design or study related to other areas of the creative industry.

AS Level AS 1: Experimental Portfolio This unit will explore contexts and concepts; techniques, skills and media, working from primary and secondary sources. It is designed to give students space to be creative and learn through visual enquiry without the burden of a specified outcome. This portfolio of work may be used for presentation at interview, further study, employment or development in Unit AS2 and A2 AS 2: Personal Response In this unit, students respond to a theme that is issued in a stimulus paper at the beginning of the AS course. It includes developing work into an outcome that stems from the research and exploratory work completed for Unit AS1. The final outcome can be started at any time from the beginning of February and is brought to completion during a 10 hour controlled test.

A2 Level A2 1: Personal and Critical Investigation This unit combines both practical and written investigations and includes contextual research. Students should demonstrate understanding through integrated practical and written forms: Practical Investigation: Can be presented in sketch books, drawings, two-dimensional and three-dimensional experiments, photographs of processes, digital outcomes and/or time based or multi-media experiments. Written Study: This component is a word-processed essay of 1000-3000 words based on the research and analysis of an artist, craftsperson, designer, theme or movement and linked to the Practical Investigation. A2 2: Thematic Outcome Students respond to a theme that is issued in a stimulus paper at the beginning of the A2 course. This unit includes developing work into an outcome that stems from the Personal Investigation completed in A21.



Assessment Arrangements: Unit Assessment Weightings Availability

AS 1 Experimental Portfolio (September– February)

Teacher assessment of student’s coursework portfolio, with external Moderation.

50% of AS level 20% of A level

Summer only

AS 2 Personal Response (February – May)

Teacher assessment of controlled test, with external Moderation.

50% of AS level 20% of A level

Summer only

A2 1 Personal & Critical Investigation (September– February)

Teacher assessment of personal investigation, with external Moderation.

36% of A level

Summer only

A2 2 Thematic Outcome (February – May)

Teacher assessment of controlled test, with external Moderation.

24% of A level

Summer only

Subject Specific Entry Requirements: Grade A in GCSE Art & Design Potential students must have met all deadlines for coursework in both Year 11 and Year 12 before they will be considered for admission to the A-Level course.

Other Information: Students should be interested in the process of exploring and recording ideas by taking inspiration from natural and made objects, people and places. Students should enjoy experimenting with various media and be capable of evaluating their own work from Art brief to final outcome. It is essential that students are able to analyse the work of artists/designers, follow the Action Plan and complete work of a high standard within all deadlines. Students should be able to work independently and make good decisions to creatively direct their unit of work from specification to evaluation.



BTEC SPORT

SUBJECT LEADER: MR R CONVERY The BTEC qualifications in this specification are QCF level 3 qualifications designed to provide highly specialist, work-related qualifications in a range of vocational sectors. They give learners the knowledge, understanding and skills that they need to prepare for employment. These qualifications accredit the achievement for courses and programmes of study for full-time or part-time learners in schools, colleges and other training provider organisations. The qualifications provide career development opportunities for those already in work, and progression opportunities to higher education, degree and professional development programmes within the same or related areas of study, within universities and other institutions. The BTEC qualifications in this specification provide much of the underpinning knowledge and understanding for the National Occupational Standards for the sector, where these are appropriate. They attract UCAS points that equate to similar-sized general qualifications within education institutions within the UK. This course is ideally suited to those with a genuine interest in sport and related activities but also have the ability to succeed on this academic course.

Students develop skills, knowledge and understanding in the vocational area they are studying.

Each vocational course is made up of a number of units, allowing students to build up their qualification in stages.

Students are assessed through coursework.

Students produce evidence for their key skills qualification through their vocational course.

Students take responsibility for their own learning by planning their work, doing research and regularly reviewing their progress.

Pathways

SINGLE AWARD - Subsidiary Diploma in Sport – 7 Units studied over 2 years

and is the equivalent to one A-Level

DOUBLE AWARD - National Diploma in Sport – 13 Units studied over 2 years

and is the equivalent to two A-Levels

UNITS STUDIED NATIONAL DIPLOMA YEAR 1

Unit 1 – Principles of Anatomy and Physiology in Sport

On completion of this unit a learner should: 1. Know the structure and function of the skeletal system 2. Know the structure and function of the muscular system 3. Know the structure and function of the cardiovascular system 4. Know the structure and function of the respiratory system 5. Know the different types of energy systems.



Unit 2 – The Physiology of Fitness On completion of this unit a learner should: 1 Know the body’s response to acute exercise 2 Know the long-term effects of exercise on the body systems 3 Be able to investigate the physiological effects of exercise on the body systems.

Unit 3 – Assessing Risk in Sport

On completion of this unit a learner should: 1. Know the key factors that influence health and safety in sport. 2. Be able to carry out risk assessments. 3. Know how to maintain the safety of participants and colleagues in a sports

environment. 4. Be able to plan a safe sporting activity.

Unit 7 – Fitness Testing for Sport and Exercise

On completion of this unit a learner should: 1. Know a range of laboratory-based and field-based fitness tests 2. Be able to use health screening techniques 3. Be able to administer appropriate fitness tests 4. Be able to interpret the results of fitness tests and provide feedback.

Unit 8 – Practical Team Sports On completion of this unit a learner should: 1. Know the skills, techniques and tactics required in seleceted team sports 2. Know the rules and regulations of selected team sports

Unit 11 – Sports Nutrition

On completion of this unit a learner should: 1. Know the concepts of nutrition and digestion 2. Know energy intake and expenditure in sports performance 3. Know the relationship between hydration and sports performance 4. Be able to plan a diet appropriate for a selected sports activity.

Unit 14 – Exercise, Health and Lifestyle

On completion of this unit a learner should: 1. Know the importance of lifestyle factors in the maintenance of health and

wellbeing 2. Be able to assess the lifestyle of a selected individual 3. Be able to provide advice on lifestyle improvement 4. Be able to plan a health-related physical activity programme for a selected

individual.

NATIONAL DIPLOMA YEAR 2 Unit 4 – Fitness Testing and Programming

Unit 5 – Sports Coaching

Unit 6 – Sports Development

Unit 12 – Current Issues in Sport

Unit 13 – Leadership in Sport

Unit 17 – Psychology for Sports Performance



BIOLOGY SUBJECT LEADER: MR K MCAULEY

Content of Course: AS Level AS 1: Module 1: Molecules and Cells

Molecules, Enzymes, Viruses, Cells, Cell Physiology, Continuity of Cells, and Tissues and Organs.

AS 2: Module 2: Organisms and Biodiversity

Transport and Exchange in Plants and Mammals, Adaptations of Organisms, and Biodiversity with an emphasis on local context.

AS 3: Module 3: Practical Skills in AS Biology Seven assessed practical tasks covering topics in AS 1 and 2.

A2 Level A2 1: Module 4: Physiology and Ecosystems

Homeostasis, Immunity, Co-ordination and Control in Plants and Animals and Ecosystems.

A2 2: Module 5: Biochemistry. Genetics and Evolutionary Trends

Respiration, Photosynthesis, DNA as the Genetic Code, Gene Technology, Genes and Patterns of Inheritance, Kingdom Plantae and the Kingdom Animalia.

A2 3: Module 6: Practical Skills in A2 Biology Five assessed practical tasks covering topics in A2 1 and 2. Assessment Arrangements: Content

Assessment

Weightings

AS 1: Molecules and Cells

External written examination 1 hour 30 minutes Students answer six to eight structured questions and write an essay.

37.5% of AS 15% of A level

AS 2: Organisms and Biodiversity

External written examination 1 hour 30 minutes Students answer six to eight structured questions and write an essay.

37.5% of AS 15% of A level



AS 3: Practical Skills in AS Biology

External written examination assessing practical skills 1 hour and internal practical assessment (marked by teachers and moderated by CCEA)

25% of AS 10% of A level

A2 1: Physiology, Co-ordination and Control, and Ecosystems

External written examination 2 hours 15 minutes Students answer six to nine structured questions and write an essay.

24% of A level

A2 2: Biochemistry, Genetics and Evolutionary Trends

External written examination 2 hours 15 minutes Students answer six to nine structured questions and write an essay.

24% of A level

A2 3: Practical Skills in Biology External written examination assessing practical skills = 12% 1 hour 15 minutes and internal practical assessment (marked by teachers and moderated by CCEA)

Subject Specific Entry Requirements: 80% in Biology component of Double Award Science and B in GCSE Mathematics Other Information: The specification is designed to promote continuity, coherence and progression within the study of Biology. The A Level award provides a basis for the further study, at tertiary level, of Biology and related courses. For those progressing directly into employment, an AS or A Level award is relevant not only in the fields of science, engineering and medicine, but also to areas of commerce and the public service in which problem-solving and practical skills are valued.



BUSINESS STUDIES

SUBJECT LEADER: MRS M MCKEEVER

Content of Course: AS 1: Introduction to Business Candidates acquire a critical understanding of the central purpose of business activity and become familiar with the different forms of business organisations that exist. Candidates develop their understanding of various management and organisation structures for a business and its employees. AS 2: Growing the Business Candidates must become familiar with the various ways organisations market their product. They must also appreciate the role of accounting and financial information as an aid to decision making and financial control. A2 1: Strategic Decision Making Candidates will be expected to recognise potential conflict between the objectives of different stakeholder groups and suggest and evaluate resolutions to such conflict. They must also appreciate the role of accounting and financial information as an aid to decision-making and financial control. A2 2: The Competitive Business Environment This unit examines the macroeconomic and international framework within which a business operates; it examines how businesses are affected by and react to this dynamic environment, taking into account the relationship that exists between the various stakeholder groups. Assessment Arrangements: AS1: Introduction to Business (1 ½ hour) Two compulsory structured data response questions 50% of AS (40 marks) Summer AS 2: Growing the Business (1 ½ hour) Two compulsory data response questions 50% of AS (40 marks) Summer A2 1: Strategic Decision Making (2 hours) One case study, all 5 questions are compulsory 50% of A2 Summer A2 2: The Changing Business Environment

(2 hours) One case study, all 6 questions are compulsory. 50% of A2 (Synoptic)

Summer



Subject Specific Entry Requirements: B in English Language B in Mathematics There is no requirement to have studied Business Studies at GCSE Level Other Information By taking Business Studies you develop some very useful skills that can be applied well within many different disciplines - these include problem solving, numeracy, practical skills as well as developing a broad background in current affairs. Those opting to study Business Studies will be given priority as a member of the Year 13 Young Enterprise Programme. The members of the ‘mini company’ will operate as a private limited company, raise finance for start-up, sell products to the school community, and generate profits. These profits are given to a local charity. Progression Pathways: Those with Business qualifications are well placed for careers in Business, Finance, Government services and professions such as Teaching and the Law. Students are equipped with enterprise skills which could enable them get started as entrepreneurs.



CHEMISTRY SUBJECT LEADER: MISS MCCLOSKEY AS

Unit 1: Basic Concepts in Physical and Inorganic Chemistry Atomic structure, Bonding & Structure, Intermolecular forces, Shapes of molecules and ions, Group VII, Redox, Acid-base titrations and Qualitative tests. Mole calculations and equations are an integral unit of this module. Unit 2: Further Physical and Inorganic Chemistry and Introduction to Organic Chemistry Organic Chemistry, IR spectroscopy, Energetics, Equilibrium, Kinetics and Group (II). There is also further work on mole calculations. Unit 3: Externally Assessed Practical Exams A2 Unit 4: Further Physical and Organic Chemistry Organic Chemistry, Equilibrium, Kinetics, Lattice Enthalpy and Entropy. Unit 5: Analytical, Transition Metals, Electrochemistry and Further Organic Chemistry Mass spectrometry, NMR spectroscopy, Volumetric analysis, Colorimetry and Chromatography, the Transition metals, Electrode Potentials, Organic Chemistry and Chemistry in medicine. Unit 3: Externally Assessed Practical Exams Assessment Arrangements: AS 1: (1½ hour) multiple choice and structured questions.

16 % of ‘A’ Level

AS 2: (1½ hour) multiple choice and structured questions. 16% of ‘A’ Level

AS 3: 2 Papers (1¼ hr Practical Paper and 1 ¼ hr Theory paper on Practical Work) 8% of ‘A’ Level

A2 1: (2 hours) multiple choice and structured questions.

24% of ‘A’ Level

A2 2: (2 hours) multiple choice and structured questions. 24% of ‘A’ Level

A2 3: 2 Papers (1¼ hr Practical Paper and 1¼ hr Theory paper on Practical Work) 12% of ‘A’ Level

An A* grade will be awarded at A2 Level only to students achieving at least 90% in their A2 Modules.

Subject Specific Entry Requirements: 80% in Chemistry component of Double Award Science and A in Mathematics



Other Information: By taking chemistry you develop some very useful skills that can be applied well outside of the subject discipline; these include problem solving, numeracy, practical skills as well as developing a broad scientific background. These qualities form an excellent foundation for a wide range of careers e.g. Medicine, Dentistry, Pharmacy, Veterinary Science, Teaching, Chemical Engineering, Forensic Science, Food Science, Food Engineering, Medical Research, Environmental Protection and Sustainable Energy Development etc. Chemists are considered to have the skills that make them highly employable and can therefore almost always find a job, even in tough economic times. Chemists also work in banking, law, publishing and accounting. http://www.rsc.org/careers-jobs/ http://www.rsc.org/careers/future/all-profiles https://www.brightknowledge.org/science-maths/careers-using-chemistry

http://www.rsc.org/careers-jobs/

http://www.rsc.org/careers/future/all-profiles



DIGITAL TECHNOLOGY SUBJECT LEADER: MRS G GARTLAND AS Digital Technology New technologies, networks and services are transforming the way we communicate with each other, how we work and the way we learn. GCE Digital Technology gives students opportunities to develop advanced skills in a range of development environments and apply these to relevant work-related scenarios. Content of course: The course consists of two modules as follows: There are four units in total: Unit AS 1: Approaches to System Development This unit explores approaches to the development of complex digital technology systems, the key stages in the process and the outputs produced. The other three units build on this one.

Approaches to systems development

o Reasons for systems development

o Analysis

o Design, development and testing

o Implementation

o Alternative development approaches

o Software projects

o Security issues

Programming

o Programming environment

o Program structure

Unit AS 2: Fundamentals of Digital Technology In this unit students develop knowledge and understanding of the fundamentals of any digital technology system, such as data representation, computer architecture, software and the user interface. This also provides a foundation for progression to A2.

Data representation

o Bits and Bytes

o Binary and Decimal

Data and Information

o Data, Information and Knowledge

o Data validation and verification

Hardware and software

o Architecture

o The user interface

o Data compression

o System software

o Application software

o Processing systems

Web technology and multimedia

o Web applications

o Website development



Unit A2 1: Information Systems This unit leads on from AS 2 and provides knowledge and understanding of concepts such as computer networks, databases, mobile technologies, cloud computing, legislation, and moral and ethical issues.

Networks

o Network resources

o Protocols

o Transmission media

o Error detection and correction

Databases

Applications of digital technology

Individual, social and legal issues

Unit A2 2: Application Development (Case Study) This unit allows students to apply their skills, knowledge and understanding to develop an application that solves a problem for a specified client. This unit can be taught alongside Unit A2 1: Information Systems, allowing students to work over an extended period. Assessment Arrangements: Examinations There are three external written examinations in the full GCE course in Digital Technology: two at AS level and one at A2. For each exam students answer short and extended questions.

The exams for Unit AS 1: Approaches to System Development and Unit AS 2: Fundamentals of Digital Technology each last 1 hour 30 minutes. Each is worth 50% of the AS level marks and 20% of the full A level. The exam for Unit A2: 1 Information Systems lasts 2 hours 30 minutes. It is worth 40% of the full A level.

Internal Assessment This specification includes one internal assessment unit. Unit A2 2: Application Development (Case Study) focuses on students’ ability to apply their knowledge and skills. Students analyse, design, develop, test and evaluate an application for a specified end user, and they compile a portfolio showing evidence of their work for assessment. Subject Specific Entry Requirements: A in GCSE ICT Subject Specific Entry Requirements: Successful completion of AS modules. Other Information: Look at the CCEA website and GCE Digital Technology for further information.



DRAMA AND THEATRE STUDIES

SUBJECT LEADER: MISS R ALLEN

The information below relates to the WJEC qualification in Drama and Theatre Studies.

Please note that the specification may change.

Content of Course

AS Unit 1: Theatre Workshop

Learners will be assessed on either acting or design.

Learners participate in the creation, development and performance of a piece of theatre based on a reinterpretation of an extract from a text chosen from a list supplied by WJEC. The piece must be developed using the techniques and working methods of either an influential theatre practitioner or a recognised theatre company.

Learners must produce:

a realisation of the performance or design;

a creative log; and

an evaluation.

AS Unit 2: Text in Theatre

Written Examination: 1 hour and 30 minutes

In this unit, learners are required to study one complete text. Learners are given the opportunity to demonstrate their knowledge, understanding and skills in interpreting a text for performance in a written examination.

Learners must also evaluate live theatre. Learners are encouraged to approach this unit practically as an actor, designer and director.

Learners will answer a series of structured questions on their chosen set text.

The majority of the questions will be based on a specified extract from the text. However, there will be one question which assesses wider knowledge and understanding of the text. One question will also require learners to analyse and evaluate one live theatre production seen as part of the course and discuss how it has influenced their artistic choices in relation to their set text.

Clean copies (no annotation) of the complete text chosen must be taken into the examination.

A2 Unit 3: Text in Action

Learners will be assessed on either acting or design.

Learners participate in the creation, development and performance of two pieces of theatre based on a stimulus supplied by WJEC:

1. a devised piece using the techniques and working methods of either an influential

theatre practitioner or a recognised theatre company (a different practitioner or

company to that chosen for Unit 1)

2. an extract from a text in a different style chosen by the learner.



Learners must realise their performance live for the visiting examiner.

Learners choosing design must also give a non-assessed 5-10 minute presentation of their design to the examiner.

Learners must produce a process and evaluation report within one week of completion of the practical work.

A2 Unit 4: Text in Performance

Written Examination: 2 hours and 30 minutes

In this unit, learners are required to study two complete texts. Learners are given the opportunity to demonstrate their knowledge, understanding and skills in interpreting texts for performance in a written examination. Learners are encouraged to approach this unit practically as an actor, designer and director, and as an informed member of a theatre audience. To this end, learners are required to view a minimum of two live theatre productions to inform their understanding.

Section A: 55 marks A question exploring how the text can be performed in the theatre. Learners will be expected to approach the text as theatre performers, directors and designers.

Section B: 40 marks An essay question on how the text can be adapted for a contemporary audience.

One question, in either Section A or Section B will require learners to demonstrate their knowledge and understanding of the whole text.

Learners will be required to analyse an aspect of live theatre in both Section A and Section B. They may use the same or different live production in each section.

Open book: Clean copies (no annotation) of the two complete texts chosen must be taken into the examination.

Assessment Arrangements:

AS Unit 1: Internally assessed and externally moderated. 90 marks. (24% of A Level

qualification)

AS Unit 2: Written examination. 1 hour and 30 minutes. 60 marks (16% of A Level

qualification)

A2 Unit 3: Externally assessed by a visiting examiner. 120 marks. (36% of A Level

qualification)

A2 Unit 4: Written examination. 2 hours and 30 minutes. 95 marks (24% of A Level

qualification)

Subject Specific Entry Requirements:

A in GCSE Drama.

B in GCSE English Language or Literature.

Students who have not studied GCSE Drama but who wish to study Drama and Theatre

Studies may be considered if they can demonstrate relevant interest, experience or skill in

theatre performance or design.



ECONOMICS

SUBJECT LEADER: MRS M MCKEEVER

Content of Course: AS Economics: Unit AS 1: Markets and Market Failure This unit explores the nature of the basic economic problem and the role of markets and prices in attempting to resolve the problem. It investigates how markets work, why they sometimes fail and why the Government feels the need to intervene; we also investigate why government intervention may sometimes be counter-productive. Unit AS 2: Managing the National Economy This unit introduces students to macroeconomic issues in the domestic context of the United Kingdom economy. It offers insight into the nature and causes of contemporary economic problems and investigates different views as to how these may be resolved. A2 Economics: Unit A2 1: Business Economics. This unit examines in depth the decision-making processes of firms in the short run and the long run. It investigates various market models and evaluates their usefulness in the light of current influences such as globalisation, environmental considerations and the growth of the internet. Unit A2 2: Managing the Economy in a Global World This unit deepens and extends understanding of policy issues examined in AS2 but includes consideration of trade, UK membership of the European Union and the issues of economic development. Assessment Arrangements: AS1: Markets and Prices

(1 ½ hours) External exam (Four Short answer questions; one case study; one extended open response question)

50% of AS AS2: The National Economy

(1 ½ hours) External exam (Six Short answer questions; one case study; one extended open response question)

50% of AS A2 1: Business Economics

(2 hours) External exam (3 short answer questions; one case study; one open response question)

50% of A2 A2 2: The Global Economy

(2 hours) External exam (4 short answer questions; one case study; one) open response question

50% of A2



Subject Specific Entry Requirements: B in English Language B in Mathematics Other Information: There are currently NO students who are studying Economics at GCSE, therefore, the only entry requirement is a good GCSE portfolio along with B grades in English Language and Mathematics. There is no requirement to have studied Business Studies at GCSE Level Economics students tend to be those that are interested in current affairs. Those opting to study Economics will be given priority to become a member of the Year 13 Young Enterprise Programme. The members of the mini company will operate as a private limited company, raise finance for start-up, sell products to the school community, and hopefully generate profits. These profits are given to a local charity. Progression Pathways: Those with Economics qualifications are well placed for careers in Business, Finance, Government services and professions such as Teaching and the Law. Students are equipped with enterprise skills which could enable them get started as entrepreneurs.

Economics offers opportunities in many vocational areas such as engineering, and manufacturing. Many courses have an Economics component e.g. Nursing (the economics of Health Care); Quantity Surveying; Engineering; Food Science along with all of the Business Studies degrees. Some would say that Economics as a subject is a ‘life skill’, especially in the current economic climate.



ENGLISH LITERATURE SUBJECT LEADER: MRS O REID Content of Course: The AS course is divided into two units: AS1 and AS2. Students following the A Level course must study three further units: A2 1, A2 2 and A2 3 Unit AS1:The Study of Poetry & Drama 2 hour exam in Y13 / 2 questions – 60% Section A: The Study of Poetry (Open Book) Pupils will compare and contrast the poems of two poets, Robert Frost & Seamus Heaney. They will be expected to demonstrate their knowledge and understanding of poetic methods and forms in an external exam at the end of Year 13. (30%) Section B: The Study of Drama - A Streetcar Named Desire (Closed book) Students will study Tennessee Williams’ play, ‘A Streetcar named Desire’ and will be expected to demonstrate their knowledge and understanding of dramatic methods in an external exam at the end of Y13. (30%) Unit AS2: The Study of Prose pre-1900 (1 hour Exam - 40%) Pupils will study a pre-1900 novel (Frankenstein) and will be expected to consider the social, historical, biographical and literary context of the novel. (30%) Assessment Arrangements: AS Unit 1: External Exam (60%) Section A: 30% - Open Book Section B:30% - Closed Book AS Unit 2: 1 hour external exam – (40%) Closed Book Subject Specific Entry Requirements: A in English A in English Literature

A2 ENGLISH LITERATURE Students following the A2 Level course must study three further units: A2 1, A2 2 and A2 3 A2 Module 1 The Study of Shakespeare (Extract based-The Winter’s Tale) Closed book Exam: 1 hour 30 minutes 20%



In this unit, students analyse a single play from a chosen Shakespearean genre – Tragedy, Comedy, Problem Plays or Last Plays. Each question offers an extract as a basis for answering the question on the play as a whole. A2 Module 2 The Study of pre-1900 Poetry and Unseen poetry 2 hour exam 20% In Section A, students explore and respond to The Wife of Bath’s Prologue and Tale by Geoffrey Chaucer. They draw on the skills developed in their AS study of poetry. SECTION B- Unseen poetry In Section B, students demonstrate critical skill and personal engagement in response to an unseen poem. Students analyse poetic methods to determine how poets shape meaning. In this section, students experience poems from different time periods and poems with various themes, forms and poetic styles. A2 Module 3 Coursework: A comparative study of 2 prose texts 20% Internal Assessment (Coursework) Students write a 2500 word comparative essay on two novels In this unit, students draw on skills developed in their AS study, in particular the study of prose pre 1900 in Unit AS 2, to communicate effectively their knowledge and understanding of the novel form. This unit encourages independent study, wider reading and enjoyment of modern literature. Students engage in a detailed study of two novels, one of which must be a twenty-first-century novel. They explore a theme and analyse how author’s shape meaning. They also explore the contexts in which each novel was written and analyse connections across the texts

Why Study English Literature? An A level in English Literature develops your skills in written and face-to-face communication, as well as your capacity for research and your ability to understand complex ideas and theories. With this set of skills, you could go into the media industry which includes print, online, TV and Radio. Journalism or Publishing are other areas that an A level in English literature will allow you to access e.g. you could be an editorial assistant. A job in Advertising and PR is also available with a qualification in English Literature, such as a Public Relations Officer. Teaching is another profession open to you, or you could work for an Arts organisation. English Literature is also a sound basis for careers in Law, Business or Politics as it develops your analytical skills, enables you to construct well-supported arguments and appreciate alternative points-of-view.



FRENCH

SUBJECT LEADER: MISS N MACOSCAR (ACTING)

Availability: This subject is available at AS and A2 Level

Content of Course: Both AS and A2 Level courses are designed to stimulate and sustain the interest in, and the enjoyment of the subject. The course also allows the development of the abilities to interpret, summarise, evaluate and communicate information through the medium of French through a variety of media. Pupils will have the opportunity to study literary texts/films and to research and deliver a presentation on an aspect of a French-speaking country or community. This encourages the appreciation of the cultural, social, linguistic aspects of French.

AS Level: The subject content includes the study of selected topics from the two context areas:

Relationships

Culture & Lifestyle

A2 Level: This builds upon the foundation of knowledge, understanding and skills developed within the AS course and includes the study of two additional contexts:

Young People in Society

Our Place in a Changing World

Assessment Arrangements: AS 1: Speaking (30% of AS)

(11 minutes)

This unit consists of two elements: A presentation based on an AS level theme related to an aspect of a French-speaking

country or community and

A general conversation, which will focus on issues pertaining to the life and interests

of the candidate.

AS 2: Listening, Reading and Writing (40% of AS) (2 hours) This paper is divided into three sections:

Section A: Listening (This section lasts 40 minutes) The listening exercise contains two separate extracts and each extract will have its own set of questions. The recordings are on CD format with the candidates having full control over the recording and playback facility.

Section B: Reading (Candidates are advised to spend 50 minutes on this section) This section is comprised of a reading comprehension exercise and a translation from French into English. The reading material relates to the topics studied at AS Level.

Section C: Use of Language (Candidates are advised to spend 30 minutes on this section) Students will complete a series of short grammatical and lexical exercises. They will also translate short sentences from English into French.

AS 3: Extended Writing (30% of AS) (1 hour). Students write one essay in French in response to a set literary text/film. Candidates are expected to be able to demonstrate a capacity for critical thinking and awareness of developing arguments and presenting views, opinions and justifications.



A2 1: Speaking (18% of A2) (15 minutes)

This unit consists of two elements:

Students will introduce and discuss one individual research project based on a cultural

aspect, historical period or region of a French-speaking country or community.


of the candidate but at a level appropriate to A2.

A2 2: Listening and Reading (24% of A2) (2 hours 45 minutes) This paper is divided into two sections:


Section B: Reading (Candidates are advised to spend 2 hours on this section) Question 1 is a gap-filling exercise, Question 2 is a set of questions that students respond to in French, Question 3 is a passage in French that students read and summarise in English and Question 4 is a passage of approximately 130 words that students translate from English into French. The reading material relates to the topics studied at AS/A2 Level.

A2 3: Extended Writing (Candidates are advised to spend 1 hour on this section). Students write one essay in French in response to a set literary text. Candidates are expected to be able to demonstrate a capacity for critical thinking and awareness of developing arguments and presenting views, opinions and justifications.


B in French

B in English Language; and

At least 90 uniform marks in Written Controlled Assessment

Other Information: In their study of French, pupils have the opportunity to develop their communication skills with individual speaking classes with the French Assistant — timetables permitting.

Career Information: More than 220 million people on all five continents speak French. It’s a major language of international communication. French is the second most widely learned language after English and the sixth most widely spoken language in the world. French is also the second most widely taught language, after English, and is taught on every continent. The ability to speak French is an advantage when looking for a job, especially for those considering Law, Finance, Accountancy, International Business, Speech Therapy and Engineering. Many multinational companies use French as their working language in sectors such as retail, automotive, luxury goods and aeronautics. As the world’s fifth biggest economy, France attracts entrepreneurs, researchers and foreign students.



GEOGRAPHY

SUBJECT LEADER: MRS C BRADLEY

Content of Course

AS 1: Physical Geography This unit is concerned with physical processes and systems and human interaction with them. Students investigate human interaction in fluvial environments, human impact on ecosystems and weather and climate, including global weather issues such as El Niño and hurricanes. AS 2: Human Geography This unit has three themes covering key aspects of human geography, including aspects of natural population change including the need for fertility policies, planning in rural areas and the challenges posed in urban areas both in MEDCs and LEDCs. AS 3: Fieldwork Skills and Techniques in Geography In this unit students have the opportunity to become actively involved in first-hand collecting of geographical data through fieldwork relating to a chosen geographical issue. Students who continue to A2 explore key themes in Geography, relating to aspects of both physical and human geography. A2 1: Physical Processes, Landforms and Management In this unit students will study two options from the four available: Option A: Plate Tectonics: Theory and Outcomes Option B: Tropical Ecosystems: Nature and Sustainability Option C: Dynamic Coastal Environments Option D: Climate Change: Past and Present A2 2: Processes and Issues in Human Geography In this unit students will study two options from the four available: Option A: Cultural Geography Option B: Planning for Sustainable Settlements Option C: Ethnic Diversity Option D: Tourism A2 3: Decision Making in Geography Students develop decision-making skills in a real world scenario. Candidates must complete a decision-making exercise which takes the form of a case study. They are presented with a variety of resources and must analyse, interpret and evaluate the information provided. They take on a particular role and examine values arising from the case study. Candidates make recommendations, based on the case study, and justify them. Assessment Arrangements: There are six external assessment units,

three at AS level

three at A2 Level. Each unit is available for assessment in summer each year. AS will be worth 40% and A2 will be worth 60% of the overall mark for A-Level.



Subject Specific Entry Requirements B in Geography B in English Other Information: As a subject that spans both the Sciences and the Arts, Geography makes a great combination with most subjects at A Level as well as an excellent academic discipline on its own. The Russell Group’s guide Informed Choices provides information, advice and guidance about post-16 subject choices and recognises Geography as one of the facilitating subjects because choosing these at advanced level leaves open a wide range of options for university study. The world we live in is rapidly changing and Geography provides the opportunity to see why and how it is changing. It enhances communication skills, literacy and numeracy, team working, problem solving and environmental awareness. Rarely a day passes without news channels reporting on geographical subjects such as housing shortages, geopolitical tensions or environmental conflicts. Statistics shows that compared with other subjects, people who study Geography are among the most employable because they develop a range of transferable skills and flexibility. Geographers enter a very wide range of career areas. The types of job that can come from studying Geography include those which are directly related, including environmental management, town and country planner, tourism officer, travel writer, development worker in an LEDC and teaching. Other careers that require the skills developed in the study of Geography include, information technology, the financial sector, law, politics, media (including TV, radio, journalism and research), surveying, marketing and retailing. Famous geographers include Prince William, Prime Minister Theresa May, basketball star Michael Jordan; TV personality Chris Tarrant and singer Amy MacDonald.



GERMAN

SUBJECT LEADER: MISS N MACOSCAR


Content of Course: Both AS and A2 Level courses are designed to stimulate and sustain the interest in, and the enjoyment of the subject. The course also allows the development of the abilities to interpret, summarise, evaluate and communicate information through the medium of German through a variety of media. Pupils will have the opportunity to study literary texts/films and to research and deliver a presentation on an aspect of a German-speaking country or community. This encourages the appreciation of the cultural, social, linguistic aspects of German.


Relationships

Culture & Lifestyle





(11 minutes)

This unit consists of two elements: A presentation based on an AS level theme related to an aspect of a German-

speaking country or community and


of the candidate.



Section B: Reading (Candidates are advised to spend 50 minutes on this section) This section is comprised of a reading comprehension exercise and a translation from German into English. The reading material relates to the topics studied at AS Level.

Section C: Use of Language (Candidates are advised to spend 30 minutes on this section) Students will complete a series of short grammatical and lexical exercises. They will also translate short sentences from English into German.

AS 3: Extended Writing (30% of AS) (1 hour). Students write one essay in German in response to a set literary text/film. Candidates are expected to be able to demonstrate a capacity for critical thinking and awareness of developing arguments and presenting views, opinions and justifications.




This unit consists of two elements: Students will introduce and discuss one individual research project based on a cultural

aspect, historical period or region of a German-speaking country or community.





Section B: Reading (Candidates are advised to spend 2 hours on this section) Question 1 is a gap-filling exercise, Question 2 is a set of questions that students respond to in German, Question 3 is a passage in German that students read and summarise in English and Question 4 is a passage of approximately 130 words that students translate from English into German. The reading material relates to the topics studied at AS/A2 Level.

A2 3: Extended Writing (Candidates are advised to spend 1 hour on this section). Students write one essay in German in response to a set literary text. Candidates are expected to be able to demonstrate a capacity for critical thinking and awareness of developing arguments and presenting views, opinions and justifications.


B in German

B in English Language; and

At least 90 uniform marks in Written Controlled Assessment

Other Information: In their study of German, pupils have the opportunity to develop their communication skills with individual speaking classes with the German Assistant — timetables permitting.

Career Information: Understanding German offers many work opportunities, especially for those considering a career in Science, Engineering, Accountancy, Finance, Hospitality, International Business, Law and Speech Therapy. It’s the second most commonly used scientific language. Germany is an important economy in Europe and worldwide. It’s one of the world’s leading contributors to research and development. German speaking countries award generous scholarships and opportunities for young people to work in those countries. Germany also has a rich artistic, literary and musical heritage that you can explore with greater understanding if you speak German.



HEALTH & SOCIAL CARE (Single Award)

SUBJECT LEADER: MRS M CARR Content of Course: In Year 13 students do three units, two of which are internally assessed portfolio based work. AS Unit 1: Promoting Quality Care Internal assessment Students produce a written report based on practice in a health, social care or early years setting that they have experienced. (25% of AS and 10% of A level) AS Unit 2: Communication in Health, Social Care and Early Years Settings Students produce a written report on communication in a health, social care or early years setting. (25% of AS and 10% of A level) A5 Unit 3: Health and Well Being External written examination (2 hours) Students answer three compulsory questions. (50% of AS and 20% of A level) It is very important to keep to deadlines and these are agreed by each of your subject teachers. In year 14 students undertake three more units, one of which is compulsory. The remaining two are done in June as external examinations. A2 1: Applied Research Internal assessment Students produce a research report on a health and social care or early years topic of their own choosing. (15% of A level) A2 3: Providing Services: External written examination based on pre-release material 2 hours (30% of A level) A2 4: Health Promotion: Internal assessment Students produce a report on health improvement priorities in Northern Ireland, undertake a health promotion activity and report their findings. (15% of A level) Subject Specific Entry Requirements: Priority will be given to students who achieve an A grade in English as this course requires students to display a high standard of written communication. An A in Child Development Home Economics is desirable but not essential. Other Information: Look at the CCEA website and Health and Social care micro site for further information.



HISTORY

SUBJECT LEADER: MRS M MC CORMICK

Content of Course: In the study of History at A Level we aim to cater for the preferences of all students at St. Mary’s by offering a combination of European and Irish history modules centred mostly on the 20th Century. History in Year 13 focuses on European History studying Russia 1914-41 and Germany 1918-45 this means that we look at the fall of the tsar, the Russian revolution, Lenin and Stalin, the rise and fall of Adolf Hitler and the Nazis. Year 14 turns to Ireland and the development of Nationalism and Unionism in the 19th Century whilst the second module follows through into the 20th Century and the decision to Partition in 1921 with the legacy of division and dissent that was left. A study of History prepares students for a range of careers both related to the historical context and the wider employment context as it develops skills easily transferable to other situations that are highly valued by employers. Assessment Arrangements: Unit AS 1: Option 5. Germany 1919— 1945; External examination paper, 1 hour 30 minutes; 50% AS level /20% A2 Level. Students answer one short response question from a choice of two and two parts of a source based question, one of which focusses on historical interpretations Unit AS 2: Option 5 Russia 1914 -41 External examination paper,1 hour 30minutes; 50% AS level/ 20% A2 Level. Students answer. Students answer two questions from a choice of three. Each question comprises a short response question and an essay. All AS examinations take place in the Summer of Year 13 Unit A2 1:Option 3- Nationalism and Unionism in the 19th Century External examination paper, 1 hour; 20% of A Level. Students answer 1 synoptic essay Unit A2 2: Option 4 Partition of Ireland 1905 -1923 External examination paper: 2 hours 30 minutes; 40% of A Level. Students answer two parts of a source based question and an essay question All A2 examinations take place in the Summer of Year 14 Subject Specific Entry Requirements: B in History and B in English (Language or Literature) or AA in both English Language and Literature if not offering GCSE History.



Other Information: It is our aim to provide students with the opportunity to learn how to think and not what to think. We want to provide opportunities for students to practise devising their own arguments in order to arrive at informed, substantiated conclusions based on evidence found in sources and course content. It allows students to develop an understanding of the values, attitudes and perceptions of people in the past that have helped to shape our future for good or ill and to learn from them. The Russell Group’s guide Informed Choices provides information, advice and guidance about post-16 subject choices and recognises History as one of the facilitating subjects because choosing these at advanced level leaves open a wide range of options for university study.

A study of History undoubtedly provides an opening to a wide range of careers. Some will come as no surprise: teaching, academia, clerical and administrative, PR, retail and catering, politics, and library, museum and information services. A truly remarkable number of history graduates have gone on to become the movers-and-shakers of modern-day UK. Many top jobs are within the grasp of historians. With a history degree you can aspire to be prime minister, press baron and media mogul, overlord of the BBC, archbishop of Canterbury, top spook, leading diplomat, police chief, Oxbridge chancellor and vice-chancellor, England footballer and football manager or chairman of the richest football club in the world, famous comedian or celebrated pop musician, best-selling novelist, trade union boss, business millionaire, and perhaps even, one day, monarch of the realm!!! (From the Employment of History graduates: David Nicholls)



IRISH SUBJECT LEADER: MR W MCPHILOMEY Content of Course: In the AS units, students engage with authentic online, audio-visual and printed materials to develop their language skills and their understanding of the countries and communities where the language is spoken. Students who continue to A2 develop their language and higher-level cognitive skills further through an individual research project, studying a literary text, and engaging with authentic materials. AS Level: Students will explore two themes:

Relationships Culture and Lifestyle.

Students also explore a topic of personal interest and study a film or a literary text. A2 Level: This builds upon the foundation of knowledge, understanding and skills developed within the AS course and includes the study of two additional contexts:

Young People in Society Our Place in a Changing World

Assessment Arrangements: AS1: Speaking (30% of AS)

11 minutes This unit consists of two elements:

A prepared presentation based on an AS level theme related to an aspect of an Irish-speaking country or community.

A general conversation, which will focus on issues pertaining to the life and interests of the candidate.

AS 2: Listening, Reading and Use of Language (40% of AS) 2 hours Section A: Listening The listening exercise contains two separate extracts and each extract will have its own set of questions. The recordings are on CD format with the candidates having full control over the recording and playback facility.

Section B – Reading Question 1: students answer one set of questions in Irish based on one passage. Question 2: students translate a passage from Irish into English.

Section C – Use of Language

Questions 1, 2, 3 and 4: students complete a series of short grammatical and lexical exercises. Question 5: students translate short sentences from English into Irish.

AS 3: Extended Writing (30% of AS) 1 hour Students write one essay in Irish in response to a set film or literary text.



A2 1: Speaking (18% of A2)

15 minutes

This unit consists of two elements: Students introduce and discuss one individual research project based on a

cultural/historical or regional aspect of an Irish-speaking country or community. A general conversation, which will focus on issues pertaining to the life and interests

of the candidate. A2 2: Listening and Reading (24% of A2) 2hours 45 Section A: Listening The listening exercise contains two separate extracts and each extract will have its own set of questions. The recordings are on CD format with the candidates having full control over the recording and playback facility. Section B: Reading Students answer two sets of questions and complete one summary exercise and one translation exercise. The reading materials are based on the Contexts for Learning at AS/A2. A2 3: Writing (18% of AS) This is an extended writing exercise based on contemporary Irish drama selected by CCEA. Each question will have an alternative. Candidates are expected to respond to one open- ended and to be able to demonstrate a capacity for critical thinking and awareness of developing arguments and presenting views, opinions and justifications. Subject Specific Entry Requirements: B in Irish B in English Language; and at least 90 uniform marks in Written Controlled Assessment Other Information: In their study of Irish, pupils have the opportunity to develop their communication skills with individual speaking classes with the Irish Assistant. The Irish department is a vibrant and successful department having been awarded the Gaelbhratach Award in June 2017, the British Academy Languages in Schools Award (BASLA) in December 2015 and the Ashbourne Shield in June 2012. We also secured 1st and 2nd place in Northern Ireland at A level this year. Career Information: The Irish department has a well-established career pathway with over 75% of A2 students continuing to third level studies with Irish in recent years. Irish is a useful subject, especially for those considering, Law, Teaching, Media Studies, Music, Computer Science and Engineering. The recent opening of Gaelcholáiste Dhoire will generate significant employment for Irish graduates in the future.



MATHEMATICS

SUBJECT LEADER: MR M TRACEY

Content of Course and Assessment Arrangements: Module AS1: Pure Mathematics (60% of AS, 24% of A2) This module covers the Pure Mathematics material for the AS course, covering topics such as: Algebra and Functions, Coordinate Geometry, Sequences and Series, Trigonometry, Exponentials and Logarithms, Differentiation, Integration and Vectors. This unit is assessed by a 1 hour 45 minute paper and is worth a maximum of 100 raw marks. Module AS2: Applied Mathematics (40% of AS, 16% of A2) This module covers the applied mathematics section of the AS course (50% Mechanics and 50% Statistics) covering topics such as: Quantities and Units in Mechanics, Kinematics, Forces and Newton’s Laws, Statistical Sampling, Data Presentation and Interpretation, Probability and Statistical Distributions. This unit is assessed by a 1 hour 15 minute paper and is worth a maximum of 70 raw marks. Module A21: Pure Mathematics (36% of A2) This module covers the Pure Mathematics material for the A2 course, covering topics such as: Algebra and Functions, Coordinate Geometry, Sequences and Series, Trigonometry, Differentiation, Integration and Numerical Methods. This unit is assessed by a 2 hour 30 minute paper and is worth a maximum of 150 raw marks.

Module A22: Applied Mathematics (24% of A2) This module covers the applied mathematics section of the A2 course (50% Mechanics and 50% Statistics) covering topics such as: Kinematics, Moments and Impulse and Momentum, Probability, Statistical Distributions and Statistical Hypothesis Testing. This unit is assessed by a 1 hour 30 minute paper and is worth a maximum of 100 raw marks. To achieve an A* candidates must achieve a grade A and at least 90% of the maximum uniform marks available for the A2 units. Subject Specific Entry Requirements: Pupils with no GCSE Further Mathematics: A* in GCSE Mathematics (non GCSE Further Mathematics pupils) Pupils with GCSE Further Mathematics A in GCSE Mathematics with C in GCSE Further Mathematics. Other Information: It is not necessary to have GCSE Further Mathematics to study AS Level Mathematics, however, it would be highly recommended.



MOVING IMAGE ARTS SUBJECT LEADER: MR PAUL KALLA

Moving Image Arts is a course of study and practice in filmmaking where you will develop creativity, knowledge and skills in the production of your own film portfolios. You will study a range of films and practitioners to inform your own ideas and acquire skills in screen-writing, directing, camera work, lighting, production design, editing and sound, creating detailed, illustrated evidence of your research, planning and design work.

In an online examination you will analyse a range of previously unseen film clips, demonstrating knowledge and understanding of different film styles, movements and industry contexts. Moving Image Arts is a challenging and rewarding course, offering solid progression into further and higher education and the creative industries.

Learning and Teaching will integrate both the creative and critical aspects of moving image, enabling you to demonstrate skills and knowledge in both practical and theoretical contexts:

AS Unit 1: Realist & Formalist Techniques & Classical Hollywood Foundation Portfolio (60% of AS, 24% of A2)– Production of a 3-4 minute film or animation sequence in response to a pre-release stimulus. This will include a Portfolio consisting of materials relating to the production of the 3 minute film.

AS Unit 2: Critical Response (40% of AS, 16% of A2) – Students will sit an online examination (Online Examination - 1 hour 30 minutes) based on film theory and language.

A2 Unit 1: Creative Production and Research: Advanced Portfolio (36% of A2) – Production of a 4-7minute film or animation supported by independent research into a selected film practitioner.

A2 Unit 2: Advanced Critical Response (24% of A2) – Online examination featuring unseen film clips and stimulus requiring comparative analysis and an applied creative exercise (2 hours 15 minutes with a short supervised break).

Study of Moving Image Arts at A Level will enable you to:

Broaden your experience of audio-visual culture, developing a critical and well-informed approach to moving image study, research and practice;

Explore opportunities for creativity and self-expression in the art of filmmaking, developing and refining your creative and technical skills in writing, directing, cinematography, production design, editing and sound;

Develop a range of valuable and transferable skills for employment including scheduling, management of human and technical resources, leadership, team work, time-pressured decision making, problem solving and ability to show initiative;

Use digital technologies confidently and creatively to experiment, challenge and innovate.

Subject Specific Entry Requirements: Good GCSE grades in general but a combination of the following subjects would be an

advantage: ICT B, Technology B, English B, Music B, Art B and Drama B



MUSIC (CEA)

SUBJECT LEADER: MISS U DONNELLY


Content of Course: The course is designed to develop skills in Composing, Listening and Performing through a range of tasks. Pupils are encouraged to study a wide range of Set works and topics to stimulate their interest in the subject. The Set works introduce the pupils to a range of styles within Music and they learn to analyse these pieces effectively though score analysis. The composing and performing tasks provide the pupils with opportunities to display their creative talents in the subject.

AS Level Performing and Composition Tasks (including Sequence and Multi-tracking

technology). Compulsory Area of Study: Music for the Orchestra Compulsory Area of Study: Sacred Vocal Music Compulsory Area of Study: Secular Vocal Music General Listening

A2 Level Performing and Composition Tasks (including Sequence and Multi-tracking

technology). Compulsory Area of Study: Music for the Orchestra in the 20th Century Compulsory Area of Study: Sacred Vocal Music Compulsory Area of Study: Secular Vocal Music General Listening

Assessment Arrangements:

AS is 40% of the full A2

AS 1: Solo Performance and Viva - (32.5% of AS) AS 2: Composition Task – (32.5% of AS) AS 3: Test of Aural Perception and Written Exam (30% of A2)

A2 1: Solo Performance and Viva (19.5% of A2) A2 2: Composition Task (19.5% of A2) A2 3: Test of Aural Perception and Written Exam (19% of A2)

Subject Specific Entry Requirements: A in GCSE Music

Additional Requirements: AS Music involves a range of skills, pupils should be able to perform to Grade 5 standard on their chosen instrument or voice. They should also be fully involved in the extra-curricular life of the school and, where possible, attend a Music group outside of school. They should have a weekly lesson on their chosen performing instrument.

For exceptional candidates who have not studied GCSE Music, the department will consider each one on individual merit.

Other Information: Music is regarded as an excellent subject by employers and third level educators due to the range of creative skills needed to be successful at A Level. Music is one of the biggest industries in the world. There is now a bigger demand for musicians in careers such as Sound Recording, Computer Game Creation and Primary School Teaching. Past pupils are now touring the world as professional musicians. Others have gone on to study at some of the top Music Colleges and Musical Theatre Academies in the UK and Ireland. Queen’s University have one of the best Sonic Arts Centres in the UK.



NUTRITION AND FOOD SCIENCE

SUBJECT LEADER: MRS M CARR

Content of Course: The AS course is divided into two units: AS 1 and AS 2. Students following the A Level course must study two further units at A2 level. A2 1 and A2 2 AS 1: Principles of Nutrition In this unit, students study macronutrients and micronutrients and other dietary constituents. They also study nutritional requirements and current dietary recommendations for each life stage. This unit (50% of the AS award / 20% of A level) will be assessed by an examination (1 hour 30 minutes in June) AS 2: Diet, Lifestyle and Health In this unit, students investigate current research on diet, lifestyle and health. This unit (50% of the AS award / 20% of A level) will be assessed by an examination (1 hour 30 minutes in June) A2 1: Option A: Food Security and Sustainability In this unit students examine consumer behaviour when making food purchasing decisions and consider the issues and implications of consumer food choice. Option B: Food Safety and Quality In this unit, students explore securing a safe food supply from the primary producer to the consumer. This unit (30% of the A level award) will be assessed by a written examination (2.5 hours in June) Unit A2 1: Research Project This unit (30%) requires the submission of a report on a research based activity which should not exceed 4,000 words. The chosen research area should come from AS 1, AS 2 or A2 1. The assignment should provide opportunities for students to demonstrate appropriate knowledge, understanding and skills demanded by the research process. Assessment Arrangements: . The full Advanced GCE award is based on students’ marks from the two AS external examinations (40%) and the A2 examination and written internally assessed report (60%) Subject Specific Entry Requirements: A minimum of a B in English as this course requires students to display a high standard of written communication and B in Double Award Science. Other Information: Look at ‘The Revision’ on the CCEA website to view the full new specification. There is also a Home Economics micro site for further information.



PHYSICAL EDUCATION SUBJECT LEADER: MR J MCELHOLM

Content of Course: St. Mary’s students will study WJEC’s Advanced Subsidiary (AS) and Advanced level (A2) GCE in Physical Education which seeks to develop the student’s knowledge, understanding, skills and application for physical education and sport.

This specification is divided into a total of 4 units, 2 AS units and 2 A2 units. Weightings noted below are expressed in terms of the full A level qualification.

The WJEC AS and A level in physical education provides a coherent combination of four areas of study:

1. Exercise physiology, performance analysis and training 2. Sport psychology 3. Skill acquisition 4. Sport and society

Any of the areas of study can be assessed in any of the units. The content can be assessed in units 1 and 3 as part of the written examinations and in units 2 and 4 as part of the analysis and evaluation of performance. The specification enables learners to understand the interrelationships between the areas of study and apply them in a variety of contexts.

AS Unit 1

Exploring physical education Written examination: 1¾ hours 24% of A level qualification (60% of AS qualification) 72 marks To assess all AS subject content

Question types Contextualised questions to include multiple choice, data response short and extended answers.

AS Unit 2

Improving personal performance in physical education Non-exam assessment 16% of A level qualification (40% of AS qualification) 48 marks To assess

practical performance in one activity as a player/performer and as a coach or official

Personal Performance Profile

1. Practical performance as a player/performer Learners must demonstrate and apply the relevant skills and techniques for the sport/activity. All activities should be played under competitive/formal conditions.

2. Practical performance as a coach Learners must plan and deliver a coaching session as part of a training programme.

3. Practical performance as an official



Learners should be the main official in their chosen activity in a competitive situation. Activities that are acceptable for assessment as an official can be seen in Appendix B. Assessment as a player/performer or official coach must be in one of the activities in Appendix B approved by Qualifications Wales

4. Personal Performance Profile The personal performance analysis must be of the chosen practical activity. It must be underpinned by appropriate theoretical subject content and provide learners the opportunity to demonstrate quantitative skills.

2.3 A level Unit 3

Evaluating physical education Written examination: 2 hours 36% of qualification 90 marks To assess all A level subject content

Question types A range of questions to include data response, short and extended answers.

A level Unit 4

Refining personal performance in physical education Non-exam assessment 24% of qualification 60 marks To assess

practical performance in one activity as a player/performer, coach or official

Investigative Research

1. Practical performance as player/performer Learners must demonstrate and apply the relevant skills and techniques required for the sport/activity. All activities should be played under competitive/formal conditions.

2. Practical performance as a coach Learners must plan and deliver a progressive coaching session as part of a training programme.

3. Practical performance as an official Learners should be the main official for their chosen activity in a competitive situation. Learners will be assessed in their ability to make consistent and correct decisions.

Activities that are acceptable for assessment as an official can be seen in Appendix B.

Assessment as a player/performer coach or official must be in one of the activities in Appendix B approved by Qualifications Wales.

4. Investigative Research The research should help the learner to improve personal performance as a player/performer, coach or official. It must be linked to the chosen practical activity and contain research into appropriate theoretical subject content. It must provide opportunities for candidates to demonstrate quantitative skills.

Subject Specific Entry Requirements: B in PE and CC in Double Award Science



PHYSICS

SUBJECT LEADER: MRS A MCKEE

Content of Course: Unit AS 1: Forces, Energy and Electricity Topics include Scalars and vectors, Principle of Moments, Linear motion, projectiles, Newton’s Laws of Motion, Linear momentum, Energy and Electricity.

Unit AS 2: Waves, Photons and Astronomy Topics include Waves, Refraction, Lenses, Superposition, Interference and Diffraction, Quantum Physics and Wave-particle Duality and Astronomy

Unit AS 3: Practical Techniques In this unit students will acquire essential practical techniques, including planning, implementing, analysis, evaluation and communication. It relates to practical techniques and skills rather than to details of content topics.

Unit A2 1: Momentum, Thermal Physics, Circular Motion, Oscillations and Atomic and Nuclear Physics

Topics include Deformation of solids, Thermal Physics, Circular Motion, Simple Harmonic Motion, The Nucleus, Nuclear Decay, Nuclear Energy and Fission and Fusion.

Unit A2 2: Fields, Capacitors and Particle Physics Topics include Gravitational Fields, Electric Fields, Capacitors, Magnetic Fields, Deflection of charged particles, Particle accelerators Fundamental particles.

Unit A2 3: Practical Techniques and Data Analysis In this unit, students will build on the essential practical techniques that they acquired in Unit AS 3. These include planning, implementing, analysis, evaluation, design and communication. It relates to practical techniques and skills rather than to details of content topics. Assessment Arrangements:

AS 1: Forces, Energy and Electricity 1 hour 45 min Students complete a written examination, consisting of compulsory short answer questions and some that require extended writing. Externally assessed written paper 40% of AS & 16% of A Level

AS 2: Waves, Photons and Medical Physics 1 hour 45 min Students complete a written examination, consisting of compulsory short answer questions and some that require extended writing. Externally assessed written paper 40% of AS & 16% of A Level



AS 3: Practical Techniques 2 (1 hour) sub components Students complete an externally assessed test of practical skills, consisting of four short experimental tests (40 marks) and a separate paper requiring the analysis of experimental results (50 marks) Externally assessed 20% of AS & 8% of A Level

A2 1: Momentum, Thermal Physics, Circular Motion, Oscillations and Atomic and Nuclear Physics 2 hour written paper Students complete a written examination, consisting of compulsory short answer questions and some that require extended writing. The questions have elements of synoptic assessment, drawing together different strands of the specification. Externally assessed 40% of A2 & 24% of A Level

A2 2: Fields, Capacitors and Particle Physics 2 hour written paper Students complete a written examination, consisting of compulsory short answer questions and some that require extended writing. The questions have elements of synoptic assessment, drawing together different strands of the specification. Externally assessed 40% of A2 & 24% of A Level

A2 3: Practical Techniques and Data Analysis 2 (1 hour) sub components

Students take an externally assessed test of practical skills, consisting of two experimental tests (40 marks) and a separate paper requiring the analysis of experimental results (50 marks). Externally assessed 20% of A2 & 12% of A Level

Subject Specific Entry Requirements: 80% in Physics component of Double Award Science and A in Mathematics

Other Information: Studying Physics deepens our understanding of the smallest detail of the world around us. Physicists are at the forefront of the pursuit of solutions to some of the biggest questions facing science and technological sectors today. Physicists today are at the cutting edge of innovation and research across a broad range of areas in science and technology. Students who study physics have great job prospects and end up in all sorts of interesting jobs because of their broad training and adaptability. Students get the chance to develop different skills as well as gain knowledge of the subject. These skills are transferable to any type of career. Many students with physics qualifications go on to have successful careers in the space and/or aerospace industries, medicine, technology, engineering, research and development, the stock market, teaching and/or IT and software industries. Studying physics is also fun! For more information visit the Institute of physics website http://www.iop.org/

http://www.iop.org/



RELIGIOUS STUDIES SUBJECT LEADER: MISS U BURNS Content of Course: AS AS 1: An Introduction to the Gospel of Luke In this unit, students explore the content of the Gospel of Luke, starting with an understanding of how and why the Gospel was written. Students learn about key events in the ministry of Jesus, the Infancy Narrative and early ministry. This unit introduces students to the Kingdom of God in Luke’s Gospel through a study of selected miracles and parables. During their study of the parables, students focus on the theme of mercy, forgiveness and the Kingdom of God. They study the themes of discipleship and Salvation History. Students also explore the relationship between the Gospel of Luke and other aspects of human experience. AS 6: The Origins of the Celtic Church in Ireland and the Beginnings of its

Missionary Outreach

This unit examines the background to the mission of St Patrick and his work. Students are

required to explore the beginnings of Monasticism in Ireland, the Penitentials and study the

missionary outreach in Britain.

In addition to these, pupils are expected to explore the relationship, of both these units, with other aspects of human experience. A2 A2 1: Themes in the Synoptic Gospels This unit builds on the study of Luke’s Gospel completed at AS level. The focus of study widens to include the Gospels of Matthew and Mark. The person of Jesus in the Synoptic Gospels is a key area of study. Students focus on the ethical teaching of Jesus presenting a challenge to the attitudes of his day. Students critically compare and examine the Passion and Resurrection Narratives against a background of contemporary scholarship. The role of leadership and the continuing debate within faith communities is an important issue relating to religious texts. A2 5: Themes in the Celtic Church, Reformation and Post-Reformation Church Students learn about missionary outreach, including the motivation and work of the Celtic Peregrini and the importance of Columbanus. This links to missionary outreach in the nineteenth and twentieth centuries and the challenges posed by secularisation and atheism. Students also study the theme of controversy and reform through the ages. The role religion plays in reconciliation is explored in relation to faith and the state. Structure of the exam paper: Each AS examination paper will have two sections: A and B. Candidates must answer two questions: one from Section A and one from Section B. In Section B, part B of each of the two questions will examine the wider human experience element of the assessment objectives.



A2 examination paper will have two sections: A and B. In Section A, candidates answer two questions from a choice of three. In Section B, there will be a compulsory question assessing the synoptic strand based on a pre-released theme (see next point). Synoptic Assessment: The A2 assessment units include an element of synoptic assessment. This allows candidates to make connections between the different elements of their course of study. Assessment Arrangements: Both units are examined in May/June Subject Specific Entry Requirements: B in English Language Other Information: There is no coursework/controlled Assessment. The teachers involved in teaching this course at AS/A2 level are Miss U Burns, Miss A Hagan, Mrs. I Hynds and Mr G Maynes. Religious Studies is a great subject to choose at Advanced Level. It will help develop important key skills needed for university: analysis, empathy, evaluation, interpretation and reflection. It is helpful in any job which involves working with other people. Doctors and nurses need a firm understanding of medical ethics. Judges and lawyers need to understand how religious beliefs and teachings affect how people live and act. Teachers and social workers have to work with children from diverse cultural and religious backgrounds and must be able to understand and empathise. Most employers regard GCSE and A Level Religious Studies as a desirable qualification. It shows you are aware of other people’s beliefs and the nature of the society we live in.



SPANISH

SUBJECT LEADER: MRS B. MATEO-LOUGHLIN (ACTING)


Content of Course: Both AS and A2 Level courses are designed to stimulate and sustain the interest in, and the enjoyment of the subject. The course also allows the development of the abilities to interpret, summarise, evaluate and communicate information through the medium of Spanish through a variety of media. Pupils will have the opportunity to study literary texts/films and to research and deliver a presentation on an aspect of a Spanish-speaking country or community. This encourages the appreciation of the cultural, social, linguistic aspects of Spanish.


Relationships

Culture & Lifestyle





(11 minutes)

This unit consists of two elements: A presentation based on an AS level theme related to an aspect of a Spanish-

speaking country or community and


of the candidate.



Section B: Reading (Candidates are advised to spend 50 minutes on this section) This section is comprised of a reading comprehension exercise and a translation from Spanish into English. The reading material relates to the topics studied at AS Level.

Section C: Use of Language (Candidates are advised to spend 30 minutes on this section) Students will complete a series of short grammatical and lexical exercises. They will also translate short sentences from English into Spanish.

AS 3: Extended Writing (30% of AS) (1 hour). Students write one essay in Spanish in response to a set literary text/film. Candidates are expected to be able to demonstrate a capacity for critical thinking and awareness of developing arguments and presenting views, opinions and justifications.




This unit consists of two elements:

Students will introduce and discuss one individual research project based on a cultural

aspect, historical period or region of a Spanish-speaking country or community.





Section B: Reading (Candidates are advised to spend 2 hours on this section) Question 1 is a gap-filling exercise, Question 2 is a set of questions that students respond to in Spanish, Question 3 is a passage in Spanish that students read and summarise in English and Question 4 is a passage of approximately 130 words that students translate from English into Spanish. The reading material relates to the topics studied at AS/A2 Level.

A2 3: Extended Writing (Candidates are advised to spend 1 hour on this section). Students write one essay in Spanish in response to a set literary text. Candidates are expected to be able to demonstrate a capacity for critical thinking and awareness of developing arguments and presenting views, opinions and justifications.


B in Spanish; and

B in English Language and at least 90 uniform marks in Written Controlled

Assessment;

Other Information: In their study of Spanish, pupils have the opportunity to develop their communication skills in individual speaking classes with the Spanish Assistant. The Spanish department is a progressive and outward-looking department which enjoys a well-established partnership with Colegio Aristos in Madrid with whom we organise pen-pal, video-conference and real-life exchanges.

Career Information: Being able to speak Spanish gives you a clear advantage when looking for a job. Spanish is the third most spoken language in the world and used on the Internet after Mandarin and English and ranks second in terms of native speakers with more than 500 million speakers. It is the mother tongue in 21 countries and is the second most used language for international communication. Spanish could be particularly helpful if you worked in healthcare or education, politics or diplomacy, tourism, banking, ICT, publishing, sports, science and, obviously, the business sector.

Knowledge of a foreign language is becoming extremely sought after in the field of International Business where A Level Spanish is needed to access certain degree courses. A good degree in this subject would be essential for the following: teaching Spanish, Interpreter, work in import and export trade, the Foreign Exchange branch of a Bank and can lead to openings in most fields ranging from Law, Business, Journalism, the Media, Entertainment, Civil Service, Local Government to Tourism and Travel, Secretarial and Administrative work, Catering and the Hospitality Industry and many other jobs and professions.



TECHNOLOGY & DESIGN - PRODUCT DESIGN SUBJECT LEADER: MR S O’CONNOR

Content of Course: Unit AS 1: Product Design This unit is a study of product design, including materials and their processing. Product design including; safety, designing, product analysis and improvement and intellectual property rights. 2 hour examination

Unit AS 2: Coursework: Product Development The emphasis in this unit is on the analysis and development of an existing product, with a view to re-designing either the product or an aspect of it. Students will produce a 3-dimensional model or prototype which represents the practical outcome of the product analysis and development. A portfolio should accompany the practical component with written and graphical information produced on not more than 10 A3 sheets. Students can present the portfolio in electronic format. This unit draws on the knowledge and skills covered in Unit 1 and should represent approximately 45 hours of work. It will be internally assessed and externally moderated. Unit A2 1: Product Design An in-depth study Product Design and Practice including; Environmental issues, marketing, selling products, design and ICT in manufacture and the work of product designers. 2 Hour Examination. Unit A2 2: Coursework: Product Design and Manufacture Students will be required to design and manufacture a technological product. They must identify a problem or need and ensure it provides sufficient scope to meet the assessment criteria. A technological product must have an energy source to make it function and include a control system comprising input, process and output (Product design projects will focus primarily on the product not the system). A portfolio should accompany the practical component with written and graphical information produced on not more than 20 A3 pages. Students can present the portfolio in an electronic format. This unit draws on the knowledge and skills covered in all units but must reflect systems studied in A2 Unit 1. It represents approximately 60 hours of work and will be internally assessed and externally moderated.



Assessment Arrangements: UNIT ASSESSMENT WEIGHTING AVAILABILITY AS 1: Product Design

2 hour examination 50% of AS 20% of Advanced GCE January and Summer

AS 2: Coursework: Product Development

45 hour coursework Internally assessed Externally moderated 50% of AS 20% of Advanced GCE GCSE Summer assessment

A2 1: Product Design

2 hour examination 30% Summer exam

A2 2: Coursework: Product, Design and Manufacture

60 hour coursework internally assessed externally moderated 30% of Advanced GCE Summer assessment

Subject Specific Entry Requirements: B in Technology and Design GCSE; or B in Art and Design Other Information: Career Options: Product Design, Mechanical Engineer, Electronic Engineering, Graphic Design, Civil Engineering, Quantity Surveying, Teaching, Architecture, Set & Special Effects Engineer, Biomedical Engineer, Computer Operator, Telecommunications Engineer, Computer Programmer, Web Designer, Inventor, Network and Communications Analyst, Construction, Interior Designer, Manufacturing Engineer, Automotive Engineer. Students also have the opportunity at AS and A2 Level to enhance their CVs by entering their project work in competition. Our pupils have excelled in competitions at regional, national and international levels.



TECHNOLOGY & DESIGN - SYSTEMS SUBJECT LEADER: MR S O’CONNOR

Content of Course: Unit AS 1: Product Design and Systems and Control This unit is a study of product design including materials and their processing with an area of systems and control. Students will study Product Design and Practice and specialist areas of Systems and Control - Electronic and Microelectronic Control Systems. 2 Hour Examination. Unit AS 2: Coursework: Product Development The emphasis in this unit is on the analysis and development of an existing product, with a view to re-designing either the product or an aspect of it. Students will produce a 3-dimensional model or prototype which represents the practical outcome of the product analysis and development. A portfolio should accompany the practical component with written and graphical information produced on not more than 10 A3 sheets. Students can present the portfolio in electronic format. This unit draws on the knowledge and skills covered in Unit 1 and should represent approximately 45 hours of work. It will be internally assessed and externally moderated. Unit A2 1: Systems and Control An in-depth study of Systems and Control in Electronics and Microelectronics. 2 Hour Examination. Unit A2 2: Coursework: System, Design and Manufacture Students will be required to design and manufacture a technological product or system. They must identify a problem or need and ensure it provides sufficient scope to meet the assessment criteria. A technological product must have an energy source to make it function and include a control system comprising input, process and output. A portfolio should accompany the practical component with written and graphical information produced on not more than 20 A3 pages. Students can present the portfolio in an electronic format. This unit draws on the knowledge and skills covered in all units but must reflect systems studied in A2 Unit 1. It represents approximately 60 hours of work and will be internally assessed and externally moderated.



Assessment Arrangements: UNIT ASSESSMENT WEIGHTING AVAILABILITY AS 1: Product Design and Systems and Control

2 hour examination 50% of AS 20% of Advanced GCE Summer exam

AS 2: Coursework: Product Development 45 hour coursework internally assessed externally moderated 50% of AS 20% of Advanced GCE Summer assessment

A2 1: Systems and Control

2 hour examination 30% of Advanced GCE Summer exam

A2 2: Coursework: Product—System, Design and Manufacture

60 hour coursework internally assessed externally moderated 30% of Advanced GCE Summer assessment

Subject Specific Entry Requirements: A in Technology and Design GCSE Other Information: Career Options: Product Design, Mechanical Engineer, Electronic Engineering, Graphic Design, Civil Engineering, Quantity Surveying, Teaching, Architecture, Set & Special Effects Engineer, Biomedical Engineer, Computer Operator, Telecommunications Engineer, Computer Programmer, Web Designer, Inventor, Network and Communications Analyst, Construction, Interior Designer, Manufacturing Engineer, Automotive Engineer. Students also have the opportunity at AS and A2 Level to enhance their CVs by entering their project work in competition. Our pupils have excelled in competitions at regional, national and international levels.



APPENDIX A

CRITERIA FOR ANY EXTRA PLACES MADE AVAILABLE BY THE DEPARTMENT OF EDUCATION FOR ADMISSION INTO YEAR 13

The Department of Education may, on request, increase the number of pupils that the 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 in St Mary’s Grammar School 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 St Mary’s Grammar School. 2. Pupils from other schools where admission to an extra place at St Mary’s Grammar

School has been agreed by the Department of Education.*

* Parents should note how the Department of Education will, in response to a school’s request, increase the school’s enrolment number in order to allow an extra post-16 pupil to enrol. DE will first check whether there is another school or schools of a type suitable for that pupil within an hour’s journey of where the pupil lives. If there is, DE will then check whether this other school or schools with places available may provide all of the post-16 courses that the pupil wishes to pursue. If these checks find that no other suitable school may provide all of the post-16 courses that the pupil wishes to pursue - then DE will agree a school’s request for an extra place.

WHAT IS A SCHOOL OF A TYPE THAT IS SUITABLE FOR A PUPIL?

To determine this, DE first considers all schools to be one of four 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 from the same type as the type of school that the child attended in Year 12.

Documents

YEAR 12 SUBJECT CHOICE - St Mary's Grammar Schoolstmarysmagherafelt.com/downloads/UPDATED_Year_12... · A2 2 Thematic Outcome (February – May) Teacher assessment of controlled test,