Subjects | Saint Patricks Academy

Mrs A Farrell

A qualification in accounting will always be helpful – whether it's used professionally or personally. This course helps students to understand the responsibilities of the accountant and the impacts of their recommendations on the business and the wider environment. Pupils will build knowledge and understanding of key concepts, principles and techniques that they can apply to real-life scenarios, developing the ability to solve problems logically, analyse data methodically, make reasoned choices and communicate effectively.

Not available at GCSE

This specification encourages pupils to:

Understand the role and develop the skills of the accountant in developing and evaluating accounting information systems and in preparing financial and management accounting information • Apply the principles and techniques of accounting in the preparation of financial and management accounting information including using the double entry model to: record transactions; prepare financial statements for different types of organisations; and prepare management accounting information to enable management to plan, control and make decisions

Analyse and evaluate a range of financial and management information and communicate the outcomes numerically and verbally

Evaluate the impact of ethical considerations on the accountant and the duty to be truthful and accurately represent the facts when preparing and presenting accounting information, undertaking financial decision making and addressing the concerns of stakeholders

Develop the ability to solve problems logically, analyse data methodically, make reasoned and justified decisions and use different reporting methods to communicate these to stakeholders.

The specification emphasises both financial accounting and the recording of past events, and management accounting as a means of planning and decision making. Pupils should appreciate that these are not totally distinct areas of study and that there is an interrelationship between financial accounting and aspects of management accounting. Pupils will develop an understanding of the principles of ethical behaviour which inform the actions of all those working within an accounting environment.

Pupils must demonstrate a good understanding of the double entry model and accounting principles and concepts as these form the foundation of all financial accounting techniques. They will also need to demonstrate quantitative skills that are relevant to the subject. Pupils will be expected to demonstrate knowledge of the formulae used for computations, carrying out computations and use the results of computations to inform judgements, solve problems and make decisions. Pupils must focus on developing their ability to write effectively so that they can report to stakeholders, making logical arguments and providing sound judgements based on analysis of available evidence taking account of financial and non-financial factors. Pupils should be encouraged to keep up to date with financial news including announcements concerning the performance of leading UK businesses, and be given the opportunity to investigate their published accounts.

HOD: Mrs S McCarthy

Mrs B McVeigh

Mrs C Strain

Mrs C Corr

The study of GCSE Art and Design creates a pathway to a future career in a creative or cultural field. It builds on the knowledge and skills developed at Key Stage 3 and prepares students for further study in Art and Design. You will have opportunities to develop your creative, intellectual and artistic abilities. You will also have stimulating and challenging opportunities to develop personal knowledge, understanding and skills through investigating, realising, experimenting and problem solving, which will contribute to your employability.

COURSE CONTENT: Explanatory portfolio, Investigation of the creative and cultural

Industries and externally set assignment

YEAR 11: Component 1 Part A: Explanatory Portfolio (to be completed by end of Phase 3 —June)

You must explore at least two disciplines, and these can be drawing and painting, sculpture, printmaking, textiles, ceramics, graphic design, photography or 3D design.

YEAR 12: Component 1 Part B: Investigating the Creative and Cultural Industries (to be completed by the end of Dec)

You will complete one practical task, set by your teacher. You will build on the knowledge and skills gained in Part A. You will learn about the different roles and work practices used in production of art, craft and design in the creative and cultural industries. This may include practical opportunities, for example workshops, museum visits, gallery visits or collaborating on a project. You will document your research and use drawing to support the development of your work.

You will produce an outcome.

Component 2: Externally Set Assignment (Jan-Mid April) You will complete work in response to a stimulus paper that CCEA release in the final year of the course. You will complete at least 20 hours of preparatory work in response to the theme in the paper. You will also produce and complete a final outcome based on your preparatory work within a set period of 10 hours under exam conditions.

The creative and cultural industries are fast growing areas of the economy and are key to economic success. Northern Ireland has established a reputation in these industries. The study of GCE Art & Design nurtures a range of qualities which are highly sought after by employers. These include creativity, problem solving, resourcefulness, resilience, imagination, empathy and innovation. Higher order thinking skills such as researching, analysing and reflecting are embedded throughout this qualification. Possible careers include advertising, architecture, art curation, craft, jewellery design, fashion design, car design, film, costume design, special effects, make-up, photography, graphic design, set design, furniture design, interior design, animation, software design, toys and game design. A wide range of STEM careers such as engineering now also require creative, artistic and design skills.

What will I study?

Unit	Area of Study
AS 1: Experimental Portfolio	Theme based: students will have the opportunity to develop, explore and record ideas.
AS 2: Personal Outcome	Theme based: students will have the opportunity to produce a final outcome(s).

HOD: Mrs R Conroy

Mrs A Farrell

Mr R Campbell

This course aims to encourage pupils to:

• Develop a lifelong interest in business;

• Gain a holistic understanding of business and the international marketplace;

• Develop a critical understanding of organisations and their relationship with key stakeholders;

• Evaluate the role of technology in business communication, business operation and decision making;

• Generate enterprising and creative solutions to business problems and issues;

• Understand the ethical dilemmas and responsibilities faced by organisations and business decision makers;

• Develop advanced study skills that help them prepare for third level education; and

• Acquire a range of relevant business and generic skills including decision making, problem solving and interpretation of management information.

YEAR 11 - Unit 1: Starting a business

Pupils are introduced to the fundamentals of starting a business. They will examine why businesses start and the resources required to maintain and grow them. Pupils explore the aims and the impact that various stakeholder groups may have on businesses. Pupils explore marketing options and consider the impact of e-business on potential growth strategies. They also consider why businesses conform to quality assurance standards and health and safety legislation.

YEAR 12

Unit 2 - Developing a business

In this unit, pupils examine recruitment and selection practices and analyse the importance of a business having motivated and well-trained employees. They identify the signs of business success and failure and evaluate the different ways in which businesses grow. Pupils learn about business finance. They examine the sources of finance and complete basic cash flow forecasts, as well as interpreting simple financial statements. When analysing business performance, pupils consider concepts such as ratio analysis and break-even (BE).

Unit 3 - Planning a business

In this synoptic unit, which may examine any area of content from the specification, pupils apply knowledge and understanding drawn from across the whole specification to a real business context. Links to other units appear in italics. Pupils carry out research and apply it, together with their own knowledge, to a range of circumstances. They examine and evaluate specified areas of a business plan and make reasoned recommendations. This unit is assessed by controlled assessment.

GCSE Information Sheet

Unit AS 1: Introduction to Business

This unit introduces pupils to the business world. It begins, as many businesses do, with the entrepreneur and what motivates individuals to develop business enterprises. Pupils become familiar with different business ownership structures and the key stakeholder groups that may have an interest in how a business is managed. Pupils acquire a critical understanding of the importance of quality and its significance in the competitive marketplace, including recruiting and training a quality labour force and the production process. Pupils should appreciate the impact of management and leadership styles on employee motivation and business operations.

Unit AS 2: Growing the Business

In this unit pupils explore the role of technology in growing a business and how it helps with decision making. They also understand the impact of competition on a business. Pupils develop a critical understanding of the marketing process, marketing strategy and the use of e-business. Pupils also develop an appreciation of the role of accounting and financial information in business decision making and financial control.

A2 1: Strategic Decision Making

Pupils identify business objectives and the potential for these to conflict with those of various stakeholder groups. Pupils analyse and evaluate stakeholder management strategies.

Pupils gain an insight into business planning and the need to manage risk and uncertainty when developing business strategies. They also analyse the importance of accounting and financial information in making strategic business decisions.

A2 2: The Competitive Business Environment

In this unit, pupils examine the macroeconomic framework that businesses operate in. They evaluate the impact of globalisation on business activities. Pupils develop an appreciation of the importance of ethics and sustainability on business decision making and culture. They also evaluate the influence of stakeholders on business operations. Pupils examine how businesses are affected by and react to change in the dynamic and technology-driven business environment.

CCEA Business Studies Specification

HOD: Mrs A O’Hare

Mrs D McKernan

Mr D Mulgrew

The Information and Communication Technology specification encourages pupils to become discerning users of ICT, developing a broad range of ICT skills, knowledge and understanding

OCR - Computer Science

COMPUTER SYSTEMS COMPONENT 1

Study how processors work.
Investigate computer memory and storage.
Explore modern network layouts and how they function.
Build skills in the ever important realm of cyber security.
Investigate how types of software are used within computer systems.
Stretch wider comprehension of how computers and computing affect ethical, legal, cultural and environmental issues.

COMPUTATIONAL THINKING, ALGORITHMS AND PROGRAMMING COMPONENT 2

• Study fundamental algorithms in computer science.

• Build a firm foundation in programming techniques.

• Produce programs through diagrams.

• Thoroughly test programs and make them resistant to misuse.

• Explore Boolean algebra (AND, OR, NOT).

• Understand how we store data within computers in binary form.

CCEA - Software Systems Development

A Level Software Systems Development is an applied qualification in which students are encouraged to:

• develop a genuine interest in software systems development with a focus on programming using C#;

• develop an understanding of systems approaches and modelling techniques to support software development in an object oriented environment;

• develop software development skills that will prepare them for work in today’s software industry by participating in the development of a software project using a complete software development process.

Mrs A O’Hare

Mr D Mulgrew

Mrs D McKernan

Digital Technology enables pupils to gain an awareness of a range of modern technologies and an appreciation of the potential impact that these may have on individuals, organisations and society. Pupils will develop an understanding of social, ethical and legal consequences related to digital technology and the course will provide opportunities for pupils to access career paths within professional IT management.

CCEA - Digital Technology

YEAR 11

Pupils will study one theory unit.

Unit 1: Digital Technology

Topics include: Representing Data, Representing Images, Representing Sound, Data Portability, Software, Database Applications, Spreadsheet Applications, Computer Hardware, Network Technologies, Cyberspace, Network Security and Data Transfer, Cloud Technology, Ethical, Legal and Environmental Impact of Digital Technology on Wider Society, Legislation, Moral and Ethical Considerations, Changes in Employment Opportunities, Skills Requirements and Work Practices, Health and Safety, Digital Applications.

YEAR 12

Pupils will study two units:

Unit 2: Digital Authoring Concepts is a theory module. In this unit, pupils will develop understanding of the concepts involved in the development of digital systems.

Topics include: Designing Solutions, Digital Development Considerations, Multimedia Applications, Multimedia Authoring, Database Development, Significance of Testing and Developing Appropriate Test Plans, Evaluation of Digitally Authored Systems Against a Set of User Requirements

Unit 3: Digital Authoring Practice is the Controlled Assessment task. Pupils will create a digital solution to a problem by designing a relational database and a website that includes elements of scripting.

CCEA - Digital Technology

Topics studied include:

• System development methodologies, tools and techniques.
• Programming constructs, Data representation, Hardware and Software; internal CPU architecture, storage devices, Application and System Software.
• Web technology and Multimedia; HTML, CSS and protocols.
• Networking; resources, protocols, transmission media, error checking techniques.
• Databases; data modelling, normalisation, SQL.
• Applications of digital technology; AI, robotics, data mining, expert systems, mobile technologies, cloud computing.

Subject Lead: Mr C Gourley

This qualification in Engineering gives learners a solid foundation for building a career in the engineering sector or moving on to further qualifications or training.-

CCEA Exam Board

YEAR 11

Health & Safety, Materials, Manufacturing processes

Manufacturing tools and equipment

Basic Engineering Maths, Manufacturing methods, Industrial manufacturing processes

Systems Electronic, mechanical and pneumatic.

YEAR 12

Unit 1 Controlled Assessment Task

Unit 2 Practical exam

Engineering – BTEC (Taught at South West College, Dungannon)

Pearson BTEC Level 3 National Extended Certificate in Engineering

Course Content and Assessment Information

Year 13
Engineering Principles
This unit will develop your mathematical and physical scientific knowledge and understanding to enable you to solve problems set in an engineering context. You will explore and apply the algebraic and trigonometric mathematical methods required to solve engineering problems. The mechanical problems you will encounter cover static, dynamic and fluid systems. The electrical and electronic problems you will encounter cover static and direct current (DC) electricity, DC circuit theory and networks, magnetism, and single-phase alternating current theory. You may apply these engineering principles to solve problems involving more than one of these topic areas.

Computer Aided Design in Engineering
In this unit you will use CAD software and hardware to produce 2D and 3D drawings. You will acquire the skills to produce models of products, editing and modifying these, and exploring materials and their properties. You will output a portfolio of drawings, for example orthogonal, 3D shaded or solid model, and detail view drawings, to an international standard.

Year 14
Delivery of Engineering Processes Safely as a Team
In this unit, you will examine common engineering processes, including health and safety legislation, regulations that apply to these processes and how individual and team performance can be affected by human factors. You will learn the principles of another important process, engineering drawing, and develop two-dimensional (2D) computer-aided drawing skills while producing orthographic projections and circuit diagrams. Finally, you will work as a team member and team leader to apply a range of practical engineering processes to manufacture a batch of an engineered product or to safely deliver a batch of an engineering service.

Engineering Product Design and Manufacture
In this unit, you will examine what triggers changes in the design of engineering products and the typical challenges that engineers face, such as designing out safety risks. You will learn how material properties and manufacturing processes impact on the design of an engineering product. Finally, you will use an iterative process to develop a design for an engineering product by interpreting a brief, producing initial ideas and then communicating and justifying your suggested solution.

HOD: Mrs L O’Neill

Ass HOD: Mrs A Cassidy

Mr M Shields

Miss D Nugent

Mrs M Dennehy

Mr M Clements

Mrs A Mitchell

Mrs N Hall

English as a subject is unique in that its borders are so wide. Our interests cover both traditional Literature and all forms of media; likewise we are as concerned with the teaching of grammatically correct Standard English through learning about the history of the language and the origins of its dialects at home and abroad. Similarly, it is hard to say where the classroom stops and where extra-curricular activity begins. The lesson-time mock trials lead on to the Bar National Mock Trial competition; the winners of the annual KS3 public speaking competition go on to achieve great success in local and national competitions; the teaching of a play is often accompanied by seeing it performed in, for instance, Armagh or Belfast.

English Language

YEAR 11

Unit 1 -Writing for purpose and Audience and Reading to Access Non-fiction and Media Texts

Unit 2 – Speaking and Listening

Unit 3, Task 2 - Studying Written Language

YEAR 12

Unit 4 – Personal or Creative Writing and Reading Literary and Non-Fiction Texts

Unit 2 – Speaking and Listening

Unit 3, Task 1 – Studying Spoken Language

English Literature

YEAR 11

Unit 1 – The Study of Prose, Sections A (Novel) and B (Unseen Prose)

Unit 2, Section B – The Study of Poetry

YEAR 12

Unit 2, Section A - The Study of Drama

Unit 2, Section B – The Study of Poetry (cont’d)

Unit 3 – The Study of Shakespeare

English Literature - CCEA

English Literature is one of the most rewarding A Level subjects you can take. Universally recognised as a core academic subject, it is held in very high esteem by all universities. Increasingly, universities are citing the skills developed from A Level English Literature as highly desirable skills in candidates applying for any degree course. Creativity, innovation and high levels of literacy are essential to a healthy economy; in this respect, an A Level in English Literature is to be highly recommended, not only for students studying other humanities A Levels, but for those choosing pathways that involve science and business too. Studying English Literature gives you the opportunity to explore an interesting and diverse range of literature, including poems, novels and plays. You will get to know the writing of particular authors in great detail and develop your passion for literature – passion that we hope will remain with you for the rest of your life. This kind of study affords a unique way of appreciating the power of the written word and the cultural history of our own and other countries. An English Literature A Level will equip you with skills that are readily transferable into many other areas and many university courses. It opens up an opportunity to access a wide variety of careers, such as law, publishing, teaching, TV, film and media, journalism, marketing, writing, advertising, public relations, and many others. Pupils who choose to study English Literature with us enjoy consistently high grades.

This course focuses on looking at technological solutions to the energy and environmental problems facing the world today. It highlights the need to manage our planet’s resources more effectively and explores how our society will make the transition to a more sustainable way of living. This specification allows opportunities for you to:

develop your interest in science and technology along with an enthusiasm for environmental action;
appreciate how science and technology can contribute towards a sustainable economy and society

Not available at GCSE

Topics covered include:

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

• researching renewable energy sources and evaluating the technical, environmental and economic aspects of the energy output from wind, solar and biomass.

• examining a range of new and existing technologies and management systems that have the potential to support society’s move towards a more sustainable way of living.

• Consider the sustainability performance of a building and apply the Code for Sustainable Homes (CSH) system to a specific construction.

You will also have opportunities to apply the knowledge and understanding that you have gained to a practical context. At AS Level and A Level, you will be required to submit a technical report, relating to a realistic scenario task. This will involve desktop research, practical investigation and discussion and recommendations.

HOD: Mrs S Lloyd Evans

Mrs M O’Donnell

Miss J Kelly

Miss N Patterson

Mr K Maynes

The study of French develops and extends the students’ competence in each of the four skills of Reading, Writing, Listening and Speaking.

COURSE CONTENT: Pupils will study 3 contexts of learning over the two years of GCSE study:

Context 1: Identity, lifestyle and culture

Context 2: Local, National, International and Global areas of interest

Context 3: School life, studies and the world of work.

YEAR 11: Pupils will cover all three contexts and focus mainly on the skills of Reading and Listening. This will involve the consolidation and the extension of many topics covered at KS3 level such as family, leisure, shopping, new technologies, local area, the environment, home and daily routine, health, holidays, school life, part-time jobs, future career plans. Modular exams will be taken at the end of Year 11 in Reading and Listening and will each be worth 25% of the GCSE.

YEAR 12: Pupils will again study all three contexts and focus mainly on the skills of Speaking and Writing. Examinations in these skills will be sat at the end of the year and again, each will be worth 25%. This format is provisional and will be under review.

Pupils will be provided with a GCSE work booklet for each Context of Learning which will include all essential vocabulary, grammar, reading, writing and speaking tasks. In addition, they will have copies of the GCSE text books for reading/ listening practice. As pupils are expected to write and communicate accurately in French they will be required to learn vocabulary and grammar on a regular basis and will be tested weekly on small sections. Past papers in reading and listening including the audio tracks will also be available to pupils and used or assessments.

AS and A2 French studies build on the knowledge and skills achieved at GCSE level. In addition to the 5 hours of French study each week there will be an additional hour with a French assistant in order to practice spoken French.

A LEVEL TOPICS INCLUDE:
Relationships:
• different family structures,
• roles, responsibilities and relationships within families,
• challenges for families,
• intergenerational issues and
• influences on young people for example peers, family and friends.
Culture & Lifestyle:
• physical well-being for example diet and exercise,
• risk taking behaviour for example smoking, alcohol, drugs and extreme sports,
• dealing with stress and challenges for example school and examinations,
• hobbies and interests for example sport or music,
• the arts, film, fashion and design,
• social media and new technology and
• holidays, festivals and tourism

HOD: Mrs U Shannon

Mrs E Delaney

Mrs A McElroy

Mrs K Corrigan

Geography is about recognising the problems and threats that exist in the world around us and trying to find solutions to these.

CCEA Geography.

YEAR 11

Unit 1:

Understanding Our Natural World

Theme A: River Environments (25%)

Theme B: Coastal Environments (25%)

Theme C: Our Changing Weather and Climate (25%)

Theme D: The Restless Earth (25%)

YEAR 12

Unit 2:

Living in Our World

Theme A: Population and Migration (25%)

Theme B: Changing Urban Areas (25%)

Theme C: Contrasts in World Development (25%)

Theme D: Managing Our Environment (25%)

Unit 3:

Fieldwork

Pupils will answer questions about their River Study in an exam.

Pupils must bring a fieldwork statement and table of data into the examination.

Pupils base their answers on their knowledge and experience of fieldwork.

At AS Level the course is very similar to GCSE in structure. You will not cover each topic in as much detail but you cover all 6 themes in one year. There is no coursework, instead you carry out fieldwork and answer questions about it in your third AS paper.

A2 Level covers 4 topics (Settlement, Tourism, Coasts, Volcanoes and Earthquakes) and also includes a decision making paper.

We follow the CCEA specification and you will sit three papers at the end of Year 13 for an AS grade. You sit your three A2 papers at the end of Year 14.

HOD: Mrs J Maguire

Miss R Donnelly

Miss E Rice

Miss P Donaghy

Mrs M Conway

This subject is studied through Years 8, 9 and 10. Topics include: kitchen and food safety, nutrition, equipment; family life, nutrition in childhood, advertising, consumerism, anaemia, vegetarianism, cultural awareness, care of elderly and energy balance with regular practical lessons.

What the subject is about:

GCSE Home Economics: Food and Nutrition provides opportunities to develop knowledge, understanding and skills, necessary for providing healthy diets and apply these skills to real life contexts. This has implications on a personal level, but it is also provides good background knowledge, if a student is interested in pursuing work in a range of medical/health professions.

COURSE CONTENT:

Year 11 - Energy and nutrients; Macronutrients / Micronutrients; Dietary fibre and water; Nutritional and dietary needs; Priority health issues.

Year 12 - Food provenance; Food processing and production; Being an effective consumer when shopping for food; Factors affecting food choice; Food safety; Resource management.

Nutrition and Food Science - CCEA

Nutrition and Food Science is currently high in the public’s perception and there could not be a better time to develop knowledge and understanding of the subject, given the current global and national food issues.
Through studying this revised specification, students will be encouraged to develop knowledge and understanding of:
• health and well-being;
• how to manage resources to meet an identified human need in a diverse and ever – changing society;
• the rapid technological changes and the growth of scientific knowledge and understanding
• how society impacts on health and well-being;
• issues affecting our food supply and how they impact upon the environment, and the ethical implications
• carrying out independent primary and secondary research.

AS Level: Nutrition for Optimal Health; Priority Health Issues.

A2 Level: Food Security and Sustainability; Food Safety and Quality; Research Project.

HOD: Mrs M Coyle

Mrs K Boyle

Mr P Ferran

Mrs B Devlin

Mrs C Connolly

Mrs F Billington

The study of Irish develops and extends the pupils’ competence in each of the four skills of Reading, Writing, Listening and Speaking

Exam Board: CCEA

YEAR 11

Self, family and relationships, Tense work, Hobbies, Culture and Celebrations, Social media and new technology, School life and extra-curricular activities.

YEAR 12

Holidays, Part-time jobs and future plans, Area, Health and Lifestyle, Caring for the Environment and Shopping.

The study of A Level Irish further develops and extends the pupils’ competence in each of the four skills of Reading, Writing, Listening and Speaking. A Level Irish study also provides the opportunity to learn about the society and the culture of the Gaeltacht areas of Ireland. It also provides the opportunity to study Irish literature and culture.

AS topics

Relationships - family life and pressures, working parents, personal relationships, young people’s problems.

Health and Lifestyle – diet & exercise, drugs, smoking, dealing with stress, interests, travel.

Young People in Society – friendship, school, future career, media, religion.

A2 topics

Citizenship – equality, discrimination, poverty, immigration, conflict, multiculturalism.

Environment – conservation, pollution, energy.

AS and A Level Irish studies build on the knowledge and skills achieved at GCSE Level. In addition to the 5 hours of Irish study each week there will be an additional half hour with our Irish assistant in order to practice spoken Irish. The study of A Level Irish is highly recommended to gain entry into many university courses and for many job opportunities as in an increasingly global economy, proficiency in modern languages is a highly marketable job skill. Irish is integral to or complementary with a huge number of careers including international business, computers, travel and tourism, public administration, law, banking, accountancy, research, journalism, education and social work. In fact, a sound working knowledge of one or more modern European languages has become a major differentiator when it comes to recruitment. The study of other European languages and literature develops cultural awareness and sensitivity, improves one’s ability to communicate and promotes greater appreciation of European business environments.

Subject Lead: Mrs L McCann

In studying LLW, you will learn about topics such as diversity and inclusion, causes of conflict, human rights and social responsibility. This subject will develop your knowledge and understanding of living a healthy lifestyle, impacts on health, having a healthy mind, healthy relationships and a positive concept of self. You will also study personal safety, and how to manage a budget and make financial decisions based on analysing information available to you.

As well as learning how to prepare for an interview and gain knowledge of what employers are looking for, you will also study employment contracts and terms and conditions of employment. It will inform you about what is expected of you as an employee, as well as the responsibilities of the employer.

Exam Board: CCEA

Unit 1 – Local & Global Citizenship
Diversity and Inclusion, Rights and Responsibilities, The Role of Society and Government in safeguarding Human Rights, Non-Governmental Organisations (NGO’s), Key Democratic Institutions and their role in promoting inclusion, justice and democracy.

Unit 2 – Personal Development
Health and Well-being, Concept of Self, Developing competence as discerning consumers, Recognising, assessing and managing risk, Healthy Relationships, Understanding the roles and responsibilities of parenting.

Unit 3 – Employability
The impact of Globalisation Employment, Recruitment and Selection practices for employment, Rights and responsibilities for employers and employees. Issues of self-employment and sources of support, Maintaining an effective working environment, Investigate the increasing social responsibility of business in the community.

Unit 4 – Applying Learning for Life and Work
Controlled Assessment Task 1 – Personal Development topic
Controlled Assessmet Task 2 – Employability topic

Not available at A Level

The CCEA GCE Life and Health Sciences specification was developed with industry in response to the needs of the growing life and health sciences sector in Northern Ireland.

Life and health science related industries make up over 25% of Northern Ireland’s total economic output and include a diverse range of public and private businesses and employment opportunities, including pharmaceutical, chemical, agricultural, dental, nursing, environmental and allied health professions.

Not available at GCSE

Unit AS 1:
Experimental Techniques

In this unit students develop skills in performing a range of experimental techniques useful in biology, chemistry and physics. For each of the following scientific skills students must complete an investigation. They must present each investigation as a report that includes a title, objective, introduction, materials and apparatus, risk assessment, procedure, results and conclusion.
This unit is internally assessed; students complete a portfolio of evidence.

Unit AS 2:
Human Body Systems

This unit gives students the opportunity to learn about how human body systems work and how they support good health. A healthy body is fundamental to good quality of life. To maintain good health, a balanced diet that meets the energy and nutritional needs of the individual is key, as is regular physical exercise. Healthcare professionals perform assessments of how well human body systems are functioning. These assessments can, for example, provide information on whether an individual may have a disease or may need to make changes to their diet. In this unit students consider some health and fitness measurements used to monitor the activity of the body. They also investigate what is considered to be a healthy diet for different groups, for example children, the elderly and pregnant women.
This unit is assessed through an external examination consisting of a series of compulsory structured questions, some of which may allow opportunities for extended writing.

Unit AS 3:
Aspects of Physical Chemistry in Industrial Processes

In this unit students develop skills in performing calculations in chemistry. Students can also apply their knowledge of energetics, kinetics and equilibrium in the industrial manufacture of chemicals.
This unit is assessed through an external examination consisting of a series of compulsory structured questions, some of which may allow opportunities for extended writing.

HOD: Mr C Wray

Ass HOD: Miss L McCaffery

Mrs J Barker

Mrs L Callaghan

Mrs K McCloy

Mr S Boyle

Mr F Quinn

Mr S Knipe

Mathematics aims to develop and strengthen a range of knowledge and skills. Among these, it aims to help pupils to:

develop their understanding of mathematics and mathematical processes;

develop their reasoning skills and their ability to recognize incorrect reasoning;

extend their mathematical skills and techniques for use in more difficult, unstructured problems;

understand the coherence and progression in mathematics and how different areas of mathematics are connected; and become aware of the relevance of mathematics to other fields of study, the world of work and society in general.

Exam Board: CCEA

All pupils in Year 11 and 12 study Higher level GCSE Maths;

Year 11 GCSE classes are split into three groups:

Group 1 will do their full GCSE Maths in Year 11 studying the modules M4 and M8 and then study GCSE Further Maths in Year 12;

Group 2 will be studying M4 in Year 11 and either M7 or M8 in Year 12;

Group 3 will be studying M3 in Year 11 and M7 in Year 12;

COURSE CONTENT:

YEAR 11 - Pupils will do either M3 or M4:

M3 topics include: calculating HCF and LCM, calculating upper and lower bounds with multiplication and addition problems, understanding of an equation and an identity, expanding double brackets, factorizing quadratics with coefficient of x² of 1, use of compound measures, understanding of the terms sample and population, calculating averages, cumulative frequency, percentages, solving equations, Pythagoras and trigonometry, coordinate geometry and calculating lengths of arcs and areas of sectors;

M4 topics include all in M3 along with calculating upper and lower bounds with division and subtraction problems, histograms, sampling, circle theorems, more complex quadratic factorizing, algebraic fractions and solving equations with algebraic fractions, gradients of perpendicular lines and more complex mensuration problems;

YEAR 12 - Pupils will do either M7 or M8:

M7 topics include: standard form, transformations, substitution into formulae, rearranging formulae, similarity, inequalities, drawing and interpreting real life graphs, relationship between enlargement and volume of shapes, probability, use of surds and pi in exact solutions of calculations, calculation using index notation including positive and negative indices, nth term of non-linear sequences, recognize and sketch non-linear graphs, direct proportion problems and product rule for counting;

M8 topics include all in M7 along with a knowledge of irrational numbers, recurring decimals, index notation, growth and decay problems, surds, solving one linear and one non-linear simultaneous equations, sketching exponential graphs, graphical solutions of equations, interpreting gradient as a rate of change, equation of a circle and finding the equation of a tangent to a circle, inverse proportion, sine/cosine rules and area of a triangle, 3D Pythagoras and Trigonometry problems, enlargements with a negative scale factor, length/area/volume ratios of similar shapes and more complex probability problems including non-independent events.

Exam Board: CCEA

GCE Level Mathematics aims to develop and strengthen a range of knowledge and skills. Among these, the course aims to help pupils:
• develop their understanding of mathematics and mathematical processes;
• develop their reasoning skills and their ability to recognize incorrect reasoning;
• extend their mathematical skills and techniques for use in more difficult, unstructured problems;
• understand the coherence and progression in mathematics and how different areas of mathematics are connected; and
• become aware of the relevance of mathematics to other fields of study, the world of work and society in general.
GCE Level Mathematics offers students three qualifications. These are:
AS Level Mathematics
A Level Mathematics
AS Level Further Mathematics

HOD: Mr S O’Neill

Mr K Maynes

Pupils study a range of media forms in terms of a theoretical framework which consists of media language, representation, media industries and audiences. The following forms are studied in depth through applying all areas of the framework: newspapers, magazines, television, online, social and participatory media. Advertising and marketing, film, music video, radio and video games are studied in relation to selected areas of the framework.

Media Studies provides pupils with the opportunity to develop knowledge and understanding of a range of key issues and the ability to debate important questions about the media.

YEAR 11 -

Section A: Representations – advertising, video games and newspapers.

This section will assess knowledge and understanding of the representation of gender and events in relation to any of the media forms studied – advertising, video games and newspapers.

Section B: Music

This section will assess knowledge and understanding of media language, representation, media industries and audiences.

YEAR 12 –

Section A: Television

This section will assess knowledge of media industries, audiences, media language and representation.

Section B: Contemporary Hollywood Film

This section will assess knowledge and understanding of media industries, audiences and media language.

Exam Board - WJEC

Overview of Specification
Pupils study a range of media forms in terms of a theoretical framework which consists of media language, representation, media industries and audiences. The following forms are studied in depth. Advertising and marketing, film, music video, radio and video games are studied in relation to selected areas of the framework.

The WJEC A Level in Media Studies offers a broad, engaging and stimulating course of study which enables pupils to:
• demonstrate skills of enquiry, critical thinking, decision-making and analysis
• demonstrate a critical approach to media issues
• demonstrate appreciation and critical understanding of the media and their role both historically and currently in society, culture, politics and the economy
• develop an understanding of the dynamic and changing relationships between media forms, products, industries and audiences
• demonstrate knowledge and understanding of the global nature of the media
• apply theoretical knowledge and specialist subject specific terminology to analyse and compare media products and the contexts in which they are produced and consumed
• make informed arguments, reach substantiated judgements and draw conclusions about media issues
• engage in critical debate about academic theories used in media studies
• appreciate how theoretical understanding supports practice and practice supports theoretical understanding
• demonstrate sophisticated practical skills by providing opportunities for creative media production.

AS Unit 1: Investigating the Media Written examination:

Section A: Selling Images – Advertising and Music Video
Section B: News in the Online Age
Section C: Film Industries – from the UK to Hollywood

AS Unit 2: Creating a Media Production

A2 Unit 3: Media in the Global Age Written examination

Section A: Television in the Global Age
Section B: Magazines – Changing Representations
Section C: Media in the Digital Age – Video Games

A2 Unit 4: Creating a Cross-Media Production

HOD: Mrs J McKendry

Mrs O McVey

Mr R Pickering

Mr J Slater

Mrs C Bell

PE is studied in Years 8, 9 and 10 which includes swimming, gymnastics, dance (for girls) and athletics. Students have the option to further their studies through sports studies at GCSE and A Level.

Exam Board: WJEC Edugas

YEAR 11

Health, training and exercise

Exercise physiology

Movement analysis

The quality, efficiency and effectiveness of performances in physical activities and sports – 3 practical options.

YEAR 12

Psychology of sport and physical activity

Socio-cultural issues in physical activity and sport

The quality, efficiency and effectiveness of performances in physical activities and sports – 3 practical options.

Written analysis and evaluation of personal performance in selected activity

Exam Board - WJEC

This course has been designed to allow pupils to develop an appreciation of physical education in a wide range of contexts. It is designed to integrate theory and practice with an emphasis on the application of theoretical knowledge. Pupils will develop an understanding of how the various theoretical concepts impact on their own performance. Pupils will also have the opportunity to develop an awareness of contemporary issues relevant to physical education and sport.

AS Specification at a glance:

Exercise physiology, performance analysis and training
Sport psychology
Skill acquisition
Sport and society

A Level Specification:

Exercise physiology, performance analysis and training
Sport psychology
Skill acquisition
Sport and society

Mr M Shields

Performing Arts (CCEA)

Performing Arts is a good choice for students who have completed GCSE Drama, or have an interest in/background in performing (drama/dance/singing). The emphasis is firmly on the process of creating drama, individually, in pairs and especially in group situations. Performing Arts students generally have:

a good standard of physical and vocal skills
clarity and detail in writing
the ability to analyse and evaluate their performance work and others
an interest in attending productions
an ability to be creative
an interest in performing/directing
the ability to work well in a group situation.

Performing Arts A-Level offers the chance to develop skills vital for all third level courses and future careers; increasingly, the transferable skills of communication, team-work, the ability to work independently, problem-solving, and creativity are seen as highly desirable by universities and employers. It is deliberately structured with a view to gaining skills useful to working in the arts and media industries. With film and television growing hugely in recent years, Performing Arts A-Level is directly relevant in terms of qualification and experience. Every year, Performing Arts students feel a tremendous growth in confidence as a result of taking part in their examination production.

Another benefit is that there is no written examination paper in Year 13; there is also no need to have studied Drama or Performing Arts at GCSE.

In both AS and A2 internally assessed components are 60% and the examination (performance) is worth 40%.

This year’s AS class have been working on plays by Alan Ayckbourne, Joan Littlewood, Bertholt Brecht, William Shakespeare and Willy Russell among others; they have also attended productions in The Garage Theatre and The Grand Opera House. Each year the practical examination is performed in the school’s Lecture Theatre to a packed audience of fellow students.

- information coming soon -

HOD: Mrs M McLaughlin

Miss A Killen

Miss L Burgess

Mr A Deehan

Physics and the problem-solving skills it develops is useful in many different jobs including agriculture, plans and land, environmental sciences, construction, engineering and manufacturing, medicine and nursing, medical technology, and science and research.

Exam board: CCEA Double Award Science Topics Studied:

YEAR 11

Physics: Motion, Force, Moments, Energy, Density, Kinetic Theory, Radioactivity, Nuclear Fission and Fusion

YEAR 12

Physics: Waves, Light, Electricity, Magnetism, Electromagnetism and Space Physics

Exam Board - CCEA

Through studying this specification, pupils:
• develop their interest in and enthusiasm for physics;
• begin to understand how society makes decisions about scientific issues and how the sciences contribute to the success of the economy and society;
• develop and demonstrate a deeper appreciation of the skills, knowledge and understanding of how science works; and
• develop essential knowledge and understanding of different areas of physics and how they relate to each other.

AS1: Forces, Energy and Electricity
AS2: Waves, Photons and Astronomy
AS3: Practical Techniques and Data analysis

A2 1: Deformation of solids, Thermal Physics, Circular motion, Oscillations and Atomic and Nuclear Physics
A2 2: Fields, capacitors and Particle Physics
A2 3: Practical Techniques and Data analysis

HOD: Mrs S Canavan

Ass HOD: Mrs E Devlin

Mrs L Murray

Mr S Grew

Mr K Conroy

Mrs K Mullin

Religious Studies offers an academic approach to the study of religion. It enables students to develop an insight into religion, faith and practice central to an understanding of the modern world. Religious Studies helps equip students with many of the skills needed in Further Education and the workplace. Students develop critical evaluation skills and the ability to construct logical and convincing arguments.

Exam Board: CCEA

COURSE CONTENT:

YEAR 11: Roman Catholicism

The birth of the Christian Church and Christianity in Ireland
Church government
Worship in the Catholic Church
Sacraments in the Catholic Church
The role of the church in contemporary society

YEAR 12: Christian Ethics

Personal and family issues

Matters of life and death
Developments in bioethics
Contemporary issues in Christianity
Modern Warfare

AS 2 – An Introduction to Acts of the Apostles –
This unit explores the beginnings of the Church of the New Testament, tracing the journey of the gospel. In addition, candidates are required to explore the relationship of Acts of the Apostles to other aspects of human experience.

AS 5 – The Origins of the Celtic Church in Ireland and the Beginnings of its Missionary Outreach
This unit explores pre-Patrician Ireland and the arrival of Christianity, the mission and writings of Patrick and the introduction of monasticism. In addition, at A/S Level candidates are required to explore the relationship of this unit to other aspects of human experience.

A2 2 – A Study of Acts, Galatians and 1 Corinthians.
This unit develops the material covered in Year 13. It explores Paul’s work as a pastor and preacher and traces Paul’s journey to Rome. Students are also required to explore the relationship of Acts, Galatians and 1 Corinthians to their other unit of study (A2 5) and to other aspects of human experience.

A2 5 – A Study of the Development and Impact of the Celtic Church in the 5th, 6th and 7th Centuries.
This unit explores, in more detail, the development of the Celtic Church in Ireland and critically examines the impact of that development on the Church in Ireland, Britain and the Continent. Students are also required to explore the relationship of the Celtic Church to their other unit of study (A2 2) and to other aspects of human experience.