St. Louis Grammar School · 2015-10-07 · St Louis Grammar School Post 16 Prospectus Sixth Form at...

St. Louis Grammar SchoolCullybackey Road

BallymenaCo. AntrimBT43 5DW

Telephone: (028) 2564 9534Fax: (028) 2563 0287

E-mail: [email protected]

Welcome

School Mission Statement

St Louis Grammar School is a Catholic,Voluntary Grammar School committed to providing excellent educationalopportunities for each pupil to develophis/her unique talents to the full in a secure, caring environment.

Our motto “Ut Sint Unum” That all may be one, reinforces our St Louis family value system and family centred approach to education.

At present we have 1035 pupils and this year we accepted 142 new students into our year 8 cohort. We are delighted to servestudents and families from the communitiesof Antrim, Ballymena, Cargin, Corkey,Creggan, Cloughmills, Cushendall,Cushendun, Dunloy, Glenarm, Glenravel,Larne, Loughgiel, Moneyglass, Portglenone,Randalstown and Rasharkin and to developour natural community links in this manner.

Principal’s AddressWe encourage you to take a close look at what we inSt Louis Grammar School have to offer at Post 16 level – 29 courses and growing!

We offer a broad range of subjects which will enableany student to develop their talents and abilities to thefull in any number of areas; and achieve. At St LouisGrammar, we care, our staff are most professional andwe guarantee every effort will be made to ensure if youapply yourself you can, and will achieve.

With higher qualifications required for employment and University increasing each year, it is crucial for allour young people to have opportunities to succeed.At St Louis Grammar School we have an excellenttrack record of academic success. You too can be part of this success. Make your mark in society, bychoosing subjects that will give you a fantastic career start, whether this be at university level or employment level in two years time.

Our extensive and increasing range of EnrichmentCourses from Romanian Orphanages, to debatingparticipation, guarantees you valuable experiences all the time during your study.

Achieve your Potential: Achieve Highly. Join our SixthForm at St. Louis Grammar School this September.

Mr Sean Rafferty

Principal

St Louis Grammar School


Post 16 Prospectus

Sixth Form at St Louis Grammar SchoolSt Louis Grammar Sixth Form Centre is very well established and providesapproximately 320 students with the opportunity to choose from a range of 29 subjects. Students are taught by highly skilled, experienced anddedicated teachers and the expertise in the provision of Sixth Form isreflected in the consistently high results achieved.

The Sixth Form experience at St Louis allows pupils to attain academicexcellence and much more. Students are provided with the opportunity to work in a friendly, comfortable environment where students form lastingfriendships, contribute to the wider community and take part in a widerange of extra-curricular activities.

Students can choose from an array of extra-curricular activities includingSoccer, Gaelic Football, Golf, Camogie, Netball, Hurling, Choir, Orchestra,Traditional Music and may even become part of our very own rock band!All of these activities allow students to work as part of a team and integratewith other members of the year group. Pupils can also add to theiracademic portfolio by gaining additional qualifications in First Aid, Sentinus and the Certificate of Personal Effectiveness.

For those Sixth Formers who enjoy travelling the Sixth Form providesstudents with the opportunity to take part in a number of school trips. Our Sixth Form Drama students recently enjoyed an excursion to London,our Art students have visited the sites in Barcelona, while our Frenchstudents enjoyed the sun in Nice.

There is also the opportunity in Sixth Form to actively contribute to thewider community. A group of Sixth Formers is annually taken to Romania to volunteer in hospitals and schools while many also take part in ourannual Lourdes Pilgrimage.

Students within the Sixth Form can also develop leadership andorganisational skills. The Sixth Form is led by our Head Boy, Head Girl and deputies. Under their direction our senior prefects are highlyinvolved in the day to day running of the Sixth Form. Our FormalCommittee is responsible for the organisation of the social event of the year - the school formal!! And to mark the end of an era a committee of students is also responsible for the administration of the Sixth Form Yearbook.

The Sixth Form students are given the best possible opportunity to succeed in their chosen career or profession and this is due to excellentCareers provision within the school. Students within the Sixth Form takepart in mock interviews, enjoy University visits, engage in work experience,and are given continual careers guidance and advice.

The Sixth Form experience at St Louis Grammar is one which is treasuredby those who experience it. The confident and articulate Sixth Formers who bid a fond farewell to St Louis are testament to the dedication of the staff and tradition of the school.

Mrs O’NeillSixth Form Year Head

Excellence, Endeavour, Empowerment

www.stlouisgrammar.com

In addition to the dedicated teaching staff, sixth formstudents at St Louis have access to a wealth ofresources. All students have access to C2K computertechnology in their study room and in the Sixth FormICT suite.

Students have access to a fully stocked library withcomputer facilities for independent research. The libraryis organised and monitored by a qualified librarian whois always ready to aid Sixth Form students.

A full-time study supervisor is employed to supervise the Sixth form study room to ensure an environmentconducive to study is established and the school nurse is always available in the event of illness.

The Sixth Form students also have their own readingroom in which they can take study breaks and avail of the facilities for making tea and coffee and take time out to relax.

A strong pastoral care system is in place promoting theethos of the School through Form teachers, and ourSixth Form Year Head.

Pupils experiencing difficulty can also avail of our school counsellor Mrs Toner. Independent counselling is also available from the New Life counsellor NualaWymes who is in school every Friday morning.

Students in Sixth Form at St. Louis Grammar are alsoencouraged to participate in a number of enrichmentprogrammes to enhance their skills and add to theiracademic portfolio.

Facilities for Sixth Form Students at St Louis Grammar School

The Library

Sixth Form Study


Post 16 Prospectus

Careers Education in Sixth FormThe Careers Department isresponsible for all aspects of careers education, guidanceand resources within theschool. Our Careersprogramme is delivered toensure that pupils aresufficiently informed to makeconfident decisions about theireducation and career.

Sixth Form Pupils in Sixth Form undertake a programme whichconsists of careers classes, guidance interviews, workplacement, mock interviews, work related learningactivities and university open day visits. Regular lunchtime seminars are held for guest speakers from universityand from industry. Extracurricular sessions are held to prepare pupils for the H-PAT, UKCAT, St. Mary’sinterviews, Stranmillas interviews and teaching interviewsacross the water.

Particular attention is paid to the online process foruniversity application, with all pupils receiving detailedinstruction and assistance. Year 13 pupils are given theopportunity to visit a major UCAS careers conventionwhich is attended by numerous UK universities.

Resources The Careers Department aims to provide 24/7 accessto resources from all locations. In order to fulfil our vision, we have created our own micrositehttp://www.stlouisgrammar.com/ceiag. The vast majority of resources which will be required by any student can be accessed from this website.Pupils and parents can access the site to download anyimportant letters/circulars. The Year 13 work placementprogramme is managed using our own online database.Our bulk email system allows Year 13 and 14 students toreceive regular updates and reminders. Pupils are able tocontact the Head of Careers via email.

The school careers room contains a range of printed andmultimedia resources along with a computer suite whichis always open to Sixth Form students. The department maintains links with numerousinstitutions and agencies including universities, F.E. colleges, N.I. Careers Service, Eye4Educationand the Charter Work Experience programme. We work closely within the Ballymena Learning Together partnership to develop opportunities to shareresources with other schools. We have also assembled a database of past pupils in work and higher educationwho are available to assist.

Mrs McAllisterHead of Careers

Mock InterviewsMulti MiniInterviews



An Advanced Subsidiary (AS Level)

This qualification forms the basis of all A Levelsubjects. It allows students to obtain interimaccreditation as they progress to a full A Level (A2).

AS specification comprises 2/3 Units which arecompleted in lower sixth and are separately certified.An AS is worth 50% of a full A’ Level.

The full A Level will comprise of 2/3 AS Units and 2/3 other units at a more challenging level. Thesefinal units will assess knowledge of the course as a whole.

A Level = AS + A2 = 4/6 units

An AS can be awarded as a discrete qualificationwith its own value.

UCAS Points SystemA* grade: 140 points

A grade: 120 points

B grade: 100 points

C grade: 80 points

D grade: 60 points

E grade: 40 points Defibrillator training

Multi Mini Interviews


Post 16 Prospectus

All sixth Form students at St Louis Grammar are rolemodels and potential leaders. Our Sixth Form is led by our Head Boy, Head Girl and Deputies, thereafter all Upper Sixth students become prefects and are givenpositions of responsibility. The ethos within Sixth Form is to foster and encourage each individual to fulfil his or her potential and also to play a part in the widerschool community.

Sixth Form students may be prefects with responsibilityfor any of the following areas:

Extra Curricular Activities in Sixth FormAt St Louis Grammar School all sixth Form students areencouraged to become involved in the wide range ofenrichments and extra-curricular activities available. Extra curricular activities include:

School Formal

Hospitality

Mentoring

Newsletter

Lockers

School Formal

Sixth Form Yearbook

Buses

School Notice Boards

Sports

Lunch/Break

Supervision

Reading Room/Study

Eimear HigginsHead Girl

James McClintockHead Boy

Various SportsDramaChoirOrchestraYoung EnterpriseSentinusSchool Bank Challenge

First AidSchool Aid Romania

Pilgrimage to LourdesSchool tripsMentoringDance ClassesWork ExperienceSports CoachingGeneration Innovationand many more...

Leadership within Sixth Form The Pupil Leadership Team 2014-2015

Clare JoyceDeputy Head Girl

Conor MontgomeryDeputy Head Boy

Jack MagillDeputy Head Boy

Shannon McNeillyDeputy Head Girl

Sorcha ConlonDeputy Head Girl

Joseph HarperDeputy Head Boy

Thoroughly Modern Millie



Senior Sports OptionsSt Louis is proud of its sporting achievements overthe course of the school’s history. We offer a widerange of sports and extracurricular activities andcompete at various levels in numerous competitionsover the course of the school year.

The activities currently offered within school and asextracurricular options include:

Gaelic Cross CountryHurling AthleticsCamogie SwimmingLadies Gaelic GolfSoccer Show JumpingBasketball Fitness suiteHandball Community Sports Certificate

St Louis is proud of its Gaelic Games tradition andcompetes in Ulster College’s competitions in all fourcodes. We have an impressive roll of honour of Ulster titles. In our 90th year we collected three Ulster titles in three codes – Year 12 hurling (Kirk Cup), junior camogie and Year 9 Gaelic (Corn Colmcille). In 2014, we have already won the Casement Cup (senior hurling) and have progressed to the All Ireland semi final which is coming up in March. This ensures our senior hurlers will join the rest of the school hurling and camogie teams in playing in the top tier of UlsterCollege’s competitions in 2015/16. The U16 camogswon the Ulster 7’s and were narrowly defeated in the All Ireland final. In recent years the junior (2010) andsenior (2011) camogie teams reached the All Irelandfinals for the first time in the school’s history in theirrespective competitions. We are honoured to recogniseour College’s All Stars in the four codes and many ofthese talented athletes have gone on represent theircounty and province. The MacLarnon Cup team (seniorfootball) commit a vast amount of time and effortthroughout their campaign and have set themselves ahigh standard for 2015 in the hope of winning thecompetition. The majority of the current team played onthe Herald Cup squad which reached the 2013/14 finalonly to suffer a one point defeat in the final. There are six senior football players involved with the County minorsquad and this is of huge benefit to the school team.

All Stars:2 Gaelic football: Paul Doherty (2003) & Dermot McAleese (2013)

16 Camogie:2008 – 2015 (Caitriona Graham 2015)

33 Hurling:1988 – 2015 (Keelan Molloy 2015)

1 Ladies Gaelic:Deirdre O’Kane (2012)

ExtraCurricularActivities


Post 16 Prospectus

St Louis soccer teams compete in the local competitions(Mid Antrim) as well as the Northern Ireland cup. In 2014, our U16 and U18 teams reached their respectiveNI Cup finals but unfortunately were defeated. Sixth formstudent Michael McKenna has been selected on the NI U18 squad for the Centenary Shield which involvesinternational matches against England, Scotland, Walesand Republic of Ireland. The school’s U18 team won the Northern Ireland Cup in 2008 and current NorthernIreland manager Michael O’Neill is a past pupil of St Louis.

St Louis pupils have enjoyed success at Athletics and Cross Country over the years and the students have represented the school at local, Ulster and indeed All Ireland competitions. The school enters the Darren Clarke School’s Golf League and pupils have enjoyed playing at some of the top golf courses in the province. There are opportunities for swimmers to take part in the Ulster School’s swimming galas throughout the year and pupils also have the opportunity to represent the St Louis in Show Jumpingleagues and competitions for schools throughout the year.

A new fitness suite was installed in the school in 2013and students are allowed to use it at scheduled timesduring the day and after school. Two new 4g pitcheswere developed in the summer of 2014 and this allowsteams and PE students to train on fantastic, newsurfaces regardless of the weather!

The PE and Games staff will endeavour to facilitatestudents in sports/activities which are not previouslylisted if offered by an organisation within the school year.Staff work closely with the Gifted and Talented team toensure pupils are recognised for their achievements andability within their sport/activity. To ensure maximumpreparation and performance for games, students getprovided with a meal before departing the school for theirmatch/competition. All PE and Games staff are fullysupportive of our students and fully encourage them torepresent the school at all opportunities and eventsduring their time in the school.




Rotary Youth LeadershipCongratulations to Ciara Dobbin who has won theregional final of the Rotary Youth LeadershipCompetition.

After several intensive interviews with Rotary membersand members of the local business community Ciara’sleadership qualities shone and she was selected as adeserving winner.

Ciara participated in a week long LeadershipDevelopment Programme (LDP) with twenty three other students from across Ireland.

LDP Week consisted of three days in Belfast and Dublin before setting of for the European Parliament in Strasbourg to play a part in the Euroscola Programme early next year. The winners debated major EU issues in the EuropeanParliament Building with 600 other students fromcountries across the European Union.

Youth Volunteer recognised inPramerica Spirit of CommunityAwards Programme Colm Devine from Portglenone, Co. Antrim has beenrecognised for the motivation, service and impact he has demonstrated for his local community as a2015 Pramerica Spirit of Community Awards top 20 finalist.

Colm who is a sixth year student at St Louis GrammarSchool Ballymena, has been volunteering at the Down’sSyndrome Association of Northern Ireland for almosttwo years. Colm sees volunteering as a positive way to use his talents to give back to his community byhelping those who may not have the sameopportunities as him.

Working with the charity on a fortnightly basis for twohours, Colm also attends outings during which he hasthe responsibility of looking after some members of theorganisation. In his time with the Down’s SyndromeAssociation Colm has participated in a number ofactivities such as arts and crafts and dancing as well asorganising an indoor football event. Colm also assisteda coach from the Irish Football Association who spentan evening teaching the members football skills.

Colm struggled with a speech impediment and as aresult suffered from a lack of confidence and ahesitancy to get involved in activities with people he didnot know. However since working with the Down’sSyndrome Association Colm’s confidence has grownsignificantly. Colm’s teacher Jacqueline O’Neilldescribes him as being “a shining example to his peers,with great courage and integrity,” mentioning that heprioritises volunteering over other commitmentssomeone of his age may have.

“The caliber of entrants was exceptional this year andwe’re delighted to recognise and showcase suchexemplary young people,” said Andrea McBride, vicepresident, Pramerica. “Since we launched theprogramme in 2006, the awards has given us theopportunity to acknowledge the voluntary activities of hundreds of extraordinary youth ambassadors whoare actively making a difference in their communities.They are the future leaders in our society and they are a benchmark for other young people to strive towards.We are thrilled to honour their commitment tovolunteerism through this awards programme.”



Post 16 Prospectus

Sixth Form EnrichmentsLower and Upper Sixth students at St. Louis Grammarare given the opportunity to be involved in an enrichmentactivity on alternate Wednesday afternoons.

This programme gives students the opportunity to gaininvaluable work experience as many have gained workplacements in disciplines such as accountancy, law and veterinary.

In addition many students have opted to gain additionalqualifications during their enrichments periods.

Within school we offer qualifications in First Aid, MoneyManagement, Basic Computing/Typing skills, Health andSafety qualifications and nationally recognised Arts Awards.

As part of the programme students also work with localschools in the are through Faith Friends and Spred.

The enrichment afternoon at St. Louis enhances pupil’sinterpersonal and organisational skills as well providingan invaluable insight into the world of work for those onindustry placements.

Natasha McDonnellMy name is Natasha McDonnell. For the school enrichment programme I spent my time volunteering atPinewood, a local nursing home. I would attend here every second Wednesday afternoon and would carry out various tasks.

This was a very rewarding experience as I had the chance to empathise with the residents over any concerns.My enrichment benefited me because it enabled me to develop my communication and interpersonal skillsthrough interacting with the residents, their families and the staff. This was an advantage to me because I will be applying for medicine and these skills are essential for working with patients and working as part of a team, so I could write about this experience in my personal statement.

The enrichment programme is also very enjoyable as it gives you the chance to have a break from school and offers a change of surroundings. I think that the enrichment programme is a very constructive andworthwhile experience.

Weronika SlawinskaMy name is Weronika and I am a Upper Sixth pupil. In Upper Sixth I have been offered the opportunity to take part in work experience for my enrichment.

In September I got accepted by Boots Pharmacy in the Tower Centre. Every two weeks on a Wednesday I spend around four hours doing simple tasks as well as observation of the pharmacists. My main tasksconsist of putting stock up on shelves, collecting medicines according to prescriptions and doing smallmessages around the work place. It has been very informative as the Pharmacy staff are keen to answerall of my questions and help me with anything I don’t understand.

I am so glad that I have had the opportunity to work with such lovely and friendly staff. My experiencewithin the pharmaceutical industry has been very beneficial.

Jack MagillFor enrichment I take part in Sport. Every other Wednesday we play football on the 4G pitches. Mr Morgan takes us and he also takes part in the sporting activities.

It is a great opportunity for all of us who partake in Sport for enrichment to develop our team-working skills which are vital today in the modern world. Also it is a great opportunity for us to get some exercise.

I really enjoy doing Sport for my enrichment choice as most of all it is great fun and allows you to get away from the pressures of school for an hour or so.

St Louis Grammar School:Over 20 Years in RomaniaIn the winter of 1991, a courageous band of teachers andsixth formers from the school set out upon an exploratorytrip to the orphanages of Romania. The rest, as they say, ishistory. Since this first, tentative trip many hundreds of oursixth formers have boarded planes for Bucharest with theaim of delivering aid and bringing friendship to the mostvulnerable members of Romanian society.

Since the inception of the trips we have been based in theregion of Brasov, a large city in Transylvania. Initially one tripwas organised per year, but the overwhelming success offundraising by our pupils soon resulted in both a winter andsummer trip becoming the annual routine. It is estimatedthat our pupils have raised well in excess of a quarter of amillion pounds for Romania.

Our long term partner school in the project has beenCambridge House Grammar School. In recent years we have also travelled to Romania with staff and teachersfrom St. Mary's College, Clady. The development of cross-community friendships with staff and pupils from the other schools has been one of the very special aspects of the trips.

None of this would have been possible without the help of parents, parishioners, clergy and many others who have lent their support to fundraising over the years. We wish to extend our thanks to all of these people. We could not have achieved this work without them.



Spred Spred stands for Special Religious Education. They are acharity whose mission is “To assist people with learningdisabilities achieve their rights to belong to and to grow, both within the local parish and wider communities. There by enriching the life of the whole community.”

Every second Wednesday as part of the enrichmentprogramme a group of St Louis Sixth Form students go toCastle and Towers School in Ballymena to aid the delivery of the Spred programme. Through Spred volunteers get the opportunity to help those with learning difficulties todevelop their faith and find time in their lives for God.

As volunteers we learn a lot from our friends with learningdisabilities and we see how faith can bring people from allwalks of life together. We talk about friendship, love andcompassion and show us that everyone deserves to be treated with dignity and respect.

Spred is a very rewarding charity to be involved in. I get so much joy from seeing the excitement and happiness every time I meetthe children at Castle TowerSchool. I thoroughly enjoy this enrichment experience.

By Roisin Magee


Post 16 Prospectus

Subject choices in Sixth Form at St. Louis Grammar School

Art and Design: AS & A2

Biology: AS & A2

Applied Business Studies

Business Studies: AS & A2

Chemistry: AS & A2 (CCEA)

Construction and The BuiltEnvironment: BTEC Level 3

Drama and Theatre Studies:

AS & A2

Design and Technology:Product Design: Edexcel GCE

Economics: AS & A2

English Literature: AS & A2

French: AS & A2

Geography: AS & A2

Government and Politics: AS & A2

History: AS & A2

Health and Social Care: AS & A2

Home Economics: AS & A2

Applied ICT: AS & A2

ICT: AS & A2

Irish: AS & A2

Land Use, Environment and Sustainability: BTEC Level 3

Mathematics: AS & A2

Further Mathematics: AS

Moving Image Arts: AS & A2

Music: AS & A2

Physical Education: AS & A2

Physics: AS & A2

Religious Studies: AS & A2

Sociology: AS & A2

Sport: BTEC Level 3



Art, Craft and Design: ASThis is the first half of the Advanced GCE course.

If you and your teacher agree that it is best for you, you can takethe AS on its own, or you can decide at the end of the AS course tocontinue and take the full Advanced GCE. You do not necessarilyhave to take the full Advanced GCE qualification; you can still get acertificate just for the AS and your teacher will help you to decidewhat is best.

The AS is made up of two units.

Unit 1 Coursework - 25% of the ASor 30% of the Advanced GCEThis unit is intended to form the basis on which pupils developtheir knowledge, skill and understanding in creating a rich visuallanguage within the context of selected ideas. Ideas or themesprovide the starting point for the creative process covering all the assessment objectives. Pupils should learn how to carry outappropriate research and use this to inform the development of their ideas.

Pupils will be expected to build on and develop their recordingskills and demonstrate skilful use of the formal elements, includingline, tone, colour, shape, pattern, texture, form and structure.In developing these skills, students will experiment with a widerange of media and methods, learning how to transform materialsin order to reflect the different qualities of their observed forms and images.

Within this unit it is essential that pupils learn the skills required foranalysis of their own work and work from contemporary, historicaland cultural contexts. Analysis of others’ work should always bemade in the context of the students’ developing ideas. Within theirown work, students are expected to show evidence for an ongoingcritical and analytical review of their progress.

Unit 2 - Externally Set Assignment 25% of AS, 20% of Advanced GCEThe question paper for this unit will provide you with a choice ofquestions. You will receive the set paper in January to allow time to research sources and gather resources for the given assignment.During the taught preparatory period, pupils will be expected togenerate ideas from the theme, investigating a wide range ofappropriate primary and other sources. Their developing ideas andexploratory visual work should be subject to ongoing critical review.

All work produced during the preparatory period may be usedduring the Externally Set Assignment. Supporting studies must besubmitted with the timed piece. Timed element is an eight hourunaided examination producing a final outcome.

The external paper will be taken at the end of the AS course andrepresents the culmination of your work so far.

Career Pathway 8 Are you aware that Artists and designers are involved in designing andcreating almost everything we buy? E.g. Furniture, DVD covers signs, clothes and animations forcomputer games. Here are some of the careers you could follow in the field of Art and Design:Animator, Ceramics designer, Community arts worker, Curator, Fashion designer, Fine artist,Furniture designer, Graphic designer, Illustrator, product designer, Interior and spatial designer,Jewellery designer, Museum/gallery conservator, Photographer, Printmaker, Production designer,theatre/television/film, Textile designer.


Post 16 Prospectus

Art and Design: A2The full Advanced GCE is made up of the two AS units, plus twomore units studied at a higher level. These two units are known as A2.

Unit 3 Coursework – 30% of Advanced GCEThis unit incorporates two linked elements:• Practical work• Personal study

The unit 3 coursework elements have no separate weightings. The practical work and personal study may be approached in anyorder, or progress alongside each other. However it is essential thatthe two elements are interlinked. The supporting studies for this unitwill include sketchbooks, notebooks, draft writing, files, worksheetsetc. The area of study, theme or focus chosen should link workproduced for both the practical and personal study.

Practical work; Students must demonstrate the ability to resolveissues and ideas that emerge as an inevitable part of the process of creating art and design work. Building on prior knowledge andexperience gained during the course to produce a well consideredconclusion or conclusions. The practical study should not be apastiche arising from the personal study. As the practical workprogresses, work from the personal study will provide the focus for contextual analysis and connections, which should then be used to inform and inspire the students own creative visual ideas.

Personal study; Students must produce an illustrated dissertationon a selected aspect of others’ art, craft and design appropriate to their practical work. Students are required to research, evaluate, analyse and establish coherent and sustainable linksbetween their own work for this unit, with that of historical andcontemporary references.

Unit 4 Externally Set Assignment – 20% of Advanced GCEThe paper for this unit will provide you with a choice of questions.Centres will receive the set paper in January of the academic year.This will allow time to research sources and gather resources forthe given assignment. The delivery of this unit should be plannedwith appropriate guidance and technical support, to ensurestudents achieve the best possible grades, reflecting their truepotential. You must submit one unaided final outcome producedunder supervision in a period of 12 hours. This timed element willbe taken at the end of the second term and beginning of third term.You will need to produce preparatory work and should undertakeinvestigative preparatory work in your work journals throughout the course.

The Externally Set Assignment (A2) is the culmination of yourcourse and gives you the opportunity to show the extent to whichyou can use the language of the subject, the formal elements,processes and practices that you have developed during yourcourse, and to display the personal style you should havedeveloped by this stage.

How can I develop my full range of skills by doing this course?As well as covering the advanced level study of art and design, this course will enable you to develop some Key Skills which will be essential to you whatever you go on to do afterwards. The Key Skills you can develop during this course are:

CommunicationThis involves, amongst other skills, the ability to:

• summarise the information found in many different types of sources - e.g. books, paintings,museums, galleries, the Internet

• use accurate and relevant information in the best format for the piece of work you are doing

• make sure that written work is legible and that its meaning is clear

• choose suitable images to illustrate your ideas clearly.

Other Key Skills appropriate to the study of art and design are:

• Information Technology

• Improving Own Learning and Performance

• Working with others

• Problem Solving



Biology: AS & A2Grades AA or better in Double Award Science or Grade A inBiology will be needed in order to be considered for the 'AS'course. Single Award will not be considered.

The topics in both AS and A2 build on the topics covered in GCSE.Some of the material will be very familiar to you and some will becompletely new. The course is divided up as follows:

AS course – 2 written modules and a coursework module.

Unit AS 1Molecules and Cells; This unit deals with Molecules, Enzymes, DNATechnology, Viruses, Cells, Cell Physiology, Continuity of Cells, andTissues and Organs.

Unit AS 2Organisms and Biodiversity; This unit deals with Transport andExchange Mechanisms in plants and mammals, Adaptations ofOrganisms, and Biodiversity, with an emphasis on local contexts.

Unit AS 3The specification requires that the practical skills of all candidatesare assessed by:(i) the internal assessment of practical tasks; and(ii) by supplementary questions on examination papers.

For students intending to complete a 2 year study of Biology a Grade C in AS will be needed in order to continue onto A2.

A2 course – 2 written modules and a coursework module.

The A2 modules will be more demanding than those in AS.

Unit A2 1Physiology and Ecosystems; - This unit deals with Homeostasis,Immunity, Coordination and Control in plants and Animals, and Ecosystems.

Unit A2 2Biochemistry, Genetics and Evolutionary Trends; - This unit dealswith Respiration, Photosynthesis, DNA as the Genetic Code, Gene Technology, Genes and Patterns of Inheritance, Mechanism of Change, Kingdom Plantae and Kingdom Animalia.

Unit A2 3The problem solving/investigation skills of each candidate will bedemonstrated by means of a practical investigation that is planned,implemented, analysed and interpreted by the candidate workingindependently. This investigation should be centred around thetesting of a simple scientific hypothesis derived from thecandidate’s own biological knowledge or research.

Students considering biological degree courses such asBiological Sciences, Environmental Biology, Marine Biology,Genetics, Microbiology, Biochemistry and Molecular Biology shouldbe aware that these courses may require Chemistry at either 'AS' or 'A2' level. The level at which you decide totake Chemistry afterGCSE might restrict your options for entry to biological degrees.

Ciaran McAteerAge: 16

Primary School:Mount St Michael’s P.S. Randalstown

A Level Subjects: Biology, Physics,

Maths and Technology

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”Career Pathway 8 Engineering: • Aeronautical • Chemical • Electrical & Electronic • Telecommunications • Photonics • Mechanical • Renewable Energy • Civil • Naval • Architecture • Biomedical • Nanotechnology

Medical: • Consultant • Nurse • Doctor • Surgeon • Cardiologist • Physiotherapist • Radiologist • Pharmacist • Pharmacologist • Pharmaceutical • Chemist • Biochemist

Other: • Astronomer • Astrophysicist • Game Developer • Programmer • TV Presenter • Systems Analyst

I chose A Level Biology for various reasons, one of which being the diverse range of interesting topics covered, from

tiny molecules to large ecosystems. These include, for example, cell structure, DNA technology, and the human impact on the world around us.

The short topics, as well as the numerous practical lab experiments,help to break up the workload. My teacher, Mrs McIlrath, is alwaysat hand to help us with any problems we have with the course.

I also chose Biology as it a key STEM subject and essential for a career in the biosciences, which are a growing part of the local economy.

Ciara McKayAge: 18

Primary School:St Mary’s Primary School, Cargan

A-Level Subjects: Applied Business Studies,Home Economics and ICT.

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Post 16 Prospectus

Applied Business Studies (CCEA)Applied Business provides candidates with a broad introduction tothe business sector and to encourage candidates to develop skills,knowledge and understanding in realistic business contexts, suchas discovering the problems and opportunities faced by localbusinesses and organising an enterprise activity.

Pupils will focus on investigating actual businesses in NorthernIreland and the actions businesses should take in response tocustomer needs and competitive forces. They will investigateenterprising managers and the impact of external conditions onbusinesses. Pupils will also learn about issues of motivation, staff welfare and training.

A practical approach is encouraged through the use of minienterprise schemes in order to enable candidates to develop the skills, knowledge and understanding of the practices andtechniques required in realistic business contexts as well as todevelop skills as entrepreneurs, managers or employees.

Assessment is based on assignment work presented as portfolioevidence which is marked by the Centre, as well as an externalassessments which are set and marked by the Exam Board.

ASUnit 1 (Coursework) – The Enterprising Business. This is anintroductory unit, which gives the candidates an opportunity to gain an overview of the enterprising business and how it createsmarket opportunities.Unit 2 (Coursework) – The Enterprising Manager. This unit givesan overview of how the enterprising manager uses Finance andPeople effectively.Unit 3: (Pre Release Case study Exam) – External Influences onthe Business Enterprise. Pupils will investigate the impact ofexternal conditions on businesses and their responses to changes

in economic and market conditions, environmental issues, socialand ethical issues and legal and self-regulatory constraints.

A2Unit 7 (Exam) – Finance. The focus of this unit will be thepreparation and interpretation of final accounts from the trialbalance to final accounts for a Sole Trader, Partnership and aLimited Company. Unit 9 (Coursework) – Enterprise In Practice. This practical unit is delivered through the planning and running of either a mini-enterprise or a virtual enterprise.Unit 10 – (Coursework) Investors in People. The students will use Liberty IT as their business casestudy. In this unit candidateswill examine the case that investing in people makes soundbusiness sense. They will consider the Investors In People (IIP)approach and explore issues of motivation, staff welfare anddevelopment, analysing how both the business and its employees grow, develop and succeed.

Career Pathway 8 • Chartered accountant • Corporate investment banker• Management consultant • Financial Director • Product Development • Retail banker• Solicitor/Lawyer • Risk manager • Entrepreneur • Human resources officer • Systems analyst • Logistics and distribution manager • Marketing executive • PR Consultant • Stockbroker...

I would strongly recommend studying this subject here at St. Louis as it is a very engaging and enjoyable subject. There is also

excellent support throughout this department from numerous members of staff, all willing us students to achieve our full potential.

Throughout the course we have many opportunities to apply our knowledgeof business topics through investigating and visiting local businesses such as Wrightbus, Chain Reaction, Coca Cola and Liberty IT thereby developingan understanding of the key elements used in the development of asuccessful enterprising business. I feel that Applied Business Studies here at St. Louis is an excellent A-level subject which I would greatly advise all young students to take an interest in due to its extreme versatility and the engaging elements to our course.



Business Studies: AS & A2Business Studies is a practical subject which examines all aspects of business activity.

The course involves introducing candidates to the world ofbusiness enterprise focusing on the environment in which businessactivity takes place. Marketing strategies are also examined and the accounting and finance section focuses on the ability toplan financially for the future. The course also focuses on the importance of people within any organisation and the production process encompassing both products and services.

Pupils find Business Studies a very interesting subject. They areencouraged to read widely to keep up to date with changingbusiness activity. The course requires pupils to write at length so pupils should possess adequate levels of literacy.

The subject is organised into four teaching modules. Candidatesfor the AS examination are required to study modules AS1 - TheCompetitive Business, AS2 - Managing Business Resources inLower Sixth. Candidates of the A2 examination are required tostudy modules A21 - Making Business Decisions, A22 - TheChanging Business Environment in Upper Sixth. The content of the modules are set out below.

AS Examination

AS1 The Competitive Business1 hour 30 minutes50% of the total AS marks25% of the total A Level marks

Case StudyTwo Compulsory Stimulus Response Questions

AS2 Managing Business Resources1 hour 30 minutes50% of the total AS marks25% of the total A Level marks

Case StudyTwo Compulsory Stimulus Response Questions

A2 Examination

A21 Making Business Decisions2 hours50% of the total A Level marks

Case Study with Compulsory Structured Response Questions.

A22 The Changing Business Environment2 hours50% of the total A Level marks

Unseen case study with problem-solving/decision making focus.Candidates are required to produce a business report analysingproblems, evaluating evidence and proposing/justifying solutions.

Extra-Curricular Activities:

• School Bank Challenge• Generation Innovation• Create 2015• Enterprise Groups• IFS Student Investors Challenge• Tenner Challenge

Career Pathway 8 • Business development manager • Chartered Surveyor • Commercial property consultant • Building Surveyor • Bank Manager • Teacher of Business Studies and many more.

Jack McDermottAge: 17

Primar School:St Brigid’s Primary School, Ballymena

A-Level Subjects:Business Studies,

Biology and Moving Image Arts

I started doing Business Studies at GCSE and it was my favourite subject. I’ve carried on

studying into A-level and still have that passion andinterest for Business Studies that I did before. I believethat Business Studies is a great A-level choice as notonly do we get to learn about our constantly changingbusiness environment but we also get to avail ofopportunities within our local economy and have thechance to get involved in many Business relatedextracurricular activities. It is a challenging subject but if you are willing to do some work it can be interesting,enjoyable, and useful as it opens so many doors interms of university courses and employment. Theteachers in the Business studies department at St.Louis are dedicated to ensuring that all students areable to achieve their full potential. The subject lets yougain knowledge in the interesting world of howbusinesses function, everything the business mustconsider; for example motivation, finance, investment,strategy and competition. Business Studies is my mainsubject and I think I will be pursuing a business relateduniversity course so I can feed my interest even furtherand widen my knowledge. I would definitelyrecommend Business Studies as an A-level because it is the most interesting of any subject I have everstudied and it definitely helps in pursuing a career in any business related field.

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Post 16 Prospectus

Chemistry: AS & A2 (CCEA)What do I need to know or be able to do before takingthis course?The qualification builds on the knowledge, understanding and processskills inherent in GCSE. It is expected that students will have achieved at least AA in Science: Double Award or grade A in Single Award. A score of 65% or better in the Chemistry paper is sought.

The qualification integrates theory and relevant practical work,which are developed at different levels throughout the course.

Students will need to be able to communicate effectively,research and critically think about chemical problems.

What will I learn on this A level course?The qualification aims to:

• stimulate and sustain students' interest in, and enjoyment of, chemistry

• enables students to gain a knowledge and understanding of chemistry appropriate to AS/A level and to appreciate the inter-linking patterns which are a distinguishing feature of the subject

• show the inter-relationship between the development of the subject and its application (social, economic, environmental and technological) and recognise the value of chemistry to society and how it may be used responsibly

• develop students' skills in laboratory procedures and techniques• develop students' ability to acquire knowledge by means of

practical work• provide opportunities for students to bring together knowledge of

how different areas of chemistry relate to each other.

What kind of student is this qualification suitable for?This qualification is suitable for students who:

• have an interest in, and enjoyment of chemistryenjoy carrying out investigation by the application ofimaginative, logical and critical thinking

• want to use chemistry to support other qualifications or progress onto further studies.

What examinations will I have to take to get my qualification?Unit 11.1 Atomic Structure1.2 Formulae, Equations and Moles1.3 Structure and Bonding1.4 Periodic Table1.5 Introduction to Oxidation and Reduction -

basic ideas of redox1.6 Group 11.7 Group 7 (chlorine to iodine)

Unit 22.1 Energetics - Hess's law2.2 Organic Chemistry I - introduction, alkanes,

alkenes, halogenoalkanes and alcohols2.3 Kinetics I - qualitative2.4 Chemical Equilibria I - qualitative2.5 Group 2

Unit 33.1A Assessment of Experimental Skills I (Practical Exam)3.1B Laboratory Chemistry (Written paper)

A Level The full A level qualification is made up of the AS units plus three more units which are studied at a higher level.

You don't necessarily have to take the full A level qualification; you can still get a certificate just for the AS, and your teacher willadvise you on what is best.

If you do decide to take the second half of the course it will cover the three units described below.

Unit 44.1 Energetics II - lattice energies4.2 Periodic Table II - chemical periodicity across Period 34.3 Chemical Equilibria II - quantitative4.4 Acid-Base Equilibria4.5 Organic Chemistry II - acids, esters, carbonyls,

acid chlorides, Fats and Oils4.6 Environmental Chemistry4.7 Chemical Kinetics II

Unit 55.1 Redox Equilibria5.2 Transition Metal Chemistry5.3 Organic Chemistry III (aromatic and mechanisms)5.4 Organic Chemistry IV (Nitrogen containing compounds)5.5 Spectroscopy II - Mass spectrometry, NMR, Chromatography

Unit 66.1A Assessment of Experimental Skills II (Practical Exam)

Career Pathway 8 Engineering: • Aeronautical • Chemical • Electrical & Electronic • Telecommunications • Photonics • Mechanical • Renewable Energy • Civil • Naval Medical: • Consultant • Nurse • Doctor • Surgeon • Cardiologist • Physiotherapist • Radiologist • Pharmacist • Pharmacologist • Pharmaceutical • Chemist • BiochemistOther: • Astronomer • Astrophysicist • Game Developer • Programmer • TV Presenter • Systems Analyst • Financial Consultant • Market Analyst • Forensic Scientist and many more...

Ruairi McCallanAge: 17

Primary School: St ColmcillesA-Level Subjects: Chemistry,Geography, Maths, Physics

I have found Sixth Form to be a large step up from GCSE in terms of work. Despite

this however I have found Sixth Form to be muchmore enjoyable. I have had the opportunity tochoose the subjects that I really want to study.Also there are plenty of study periods to keep up with the large amounts of work.

I have found chemistry to be an excellent subjectto study and one which I find both interesting anduseful. With a mix between practical and theorylessons, there is always something new to learn.Some topics in the subject are difficult to graspbut with plenty of hard work and support from the teachers I am confident that I will achieve in this subject.

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Edexcel Level 3

BTEC Subsidiary Diploma inConstruction & the BuiltEnvironmentDuration Two years

Entrance RequirementsEntrants should normally possess at least four GCSE passes atgrade C or above, including Mathematics and English or equivalent.

Course ContentThe Subsidiary Diploma in Construction and the Built Environment is composed of a selection of vocationally relatedmodules which are assessed through work realistic assignmentsand projects. Six modules are required for the achievement of aSubsidiary Diploma.

Modules offered are as follows:• Construction Technology & Design in Construction

& Civil Engineering

• Sustainable Construction

• Building Technology in Construction

• Science and Materials in Construction and The Built Environment

• Surveying in Construction & Civil Engineering

• Computer Aided Drafting and Design for Construction

Career ProspectsThe course is primarily designed for those who wish to progress touniversity to study degrees in construction related disciplinesincluding, architecture, civil engineering, building surveying,quantity surveying, planning and property investment.

The Subsidiary Diploma is equivalent to 1 A’ Level and as such is agreat supplement to a pupil’s portfolio of two or three othertraditional A’ Levels.

The University of Ulster and Queens University recognise thecombination of a Diploma along with two traditional A Levels as a legitimate alternative to three traditional A Levels.

For students who are reasonably certain that they want a careerwithin construction the further advantage of undertaking theSubsidiary Diploma is that when they arrive at University theyalready understand the fundamentals of what they will be studying,which will ultimately give them a massive head start over their othercolleagues.

Students obtaining a Subsidiary Diploma can also progress to aHigher National Diploma or Certificate (HND, HNC) in a range ofdisciplines relating to construction and the built environmentprofessions.

QualificationsAn Edexcel BTEC Subsidiary Diploma in Construction and the Built Environment(Equivalent to 1 A Level - 120 UCAS points)

Career Pathway 8 • Architecture • Architectural Technologist • Quantity Surveyor• Civil Engineering • Building Surveyor • Set Designer • Sign maker • Site Engineer (Industrial) • Technical Surveyor (Land/Building) • Engineering Technician • Construction& Built Environment Teacher

BearnardMcLaughlin

Age: 16Primary School:

St Joseph’s Primary School, DunloyA-Level Subjects:

Applied Business Studies,Applied ICT and Construction

Construction is a very useful subject that expands your knowledge on the building

environment it is very enjoyable with lots ofpractical work involved. I really enjoy the subjectand would recommend it for A level. I continuedthe subject from GCSE because I really enjoy thepractical and coursework aspect of the subject. I enjoy learning about the design aspects ofbuilding houses and commercial buildings. I havealso learned about being environmentally friendlyduring the construction process by using suitable materials.

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Post 16 Prospectus

Drama and Theatre Studies: AS & A2The minimum qualification for this course is GCSE Drama andTheatre Arts, Grade B; alternatively, Grade 6 LAMDA or comparable examining board is acceptable.

AS ExaminationThe aims of this course are: to encourage candidates to developtheir interest in and enjoyment of drama and theatre; to encouragecandidates' knowledge and understanding of the social and culturalcontexts of drama and theatre; to develop candidates' ability torespond critically and sensitively to a range of drama texts and to theatre in performance.

Two units are studied at this level:

Unit 1Exploration of Drama and Theatre: practical drama activities withsupporting Exploration Notes; evaluation of live theatre.

Unit 2Theatre Text in Performance: monologue/duologue performanceand group performance.

Unit 1 is internally assessed and externally moderated whilst Unit 2is externally assessed.

At the end of the 'AS' year, students may opt to continue studyingthis subject to achieve a full A level.

'A2' ExaminationAt 'A' level, candidates are required to show a deeper knowledgeand understanding of dramatic texts, conventions and styles,theatre practitioners and the skills taught at 'AS' level.

Unit 3Exploration of Dramatic Performance: creation and performance of original piece of drama.

Unit 4Theatre Text in Context: 2 hour written examination on a set text and historical performance conditions.

Unit 3 is internally assessed and externally moderated whilst Unit 4 is externally set and assessed.

Aisling LavertyAge: 17

Primary School:St Colmcille’s Primary School

A-Level Subjects: Business Studies,Chemistry, Drama and Maths

“

”Career Pathway 8 Drama provides a basis for entry to degrees such as Law, Teaching, Social work, Journalism, Media, Sales and Marketing, Human Resources and many other general degrees.There are also many subject specific careers such as Actor, Director, Drama Therapist, Community Arts Worker and TV Presenter.

Drama and Theatre Studies is an excellent subject to choose as it is provides a welcome break from sitting behind a

desk as it is a very practical subject. It allows an opportunity to releasesome energy in committing yourself to either a practical workshop, or anemotionally compelling play. I chose Drama as it not only allows yourcreativity to come into action; it allows you to step out of your world intoanother world. Drama gives those who may not be the most confident achance to express themselves and feel more comfortable in their daily life.Just because you choose Drama, doesn’t mean you aspire to be anactress or actor; it can develop your confidence and your ability to bemore open in life. I was given the opportunity to have a role in a schoolproduction, which was something I will always remember. As a result ofbeing a Drama student, I have found that Drama enables you to formsfriendships and you are able to perform with those friends- creating anexcellent chemistry on the stage and off. Drama and Theatre Studies also furnishes you with many of the creative skills future employers are looking for as well as honing your communication skills making you a self- assured ,confident individual.

ThoroughlyModern Millie



Design & Technology: Product DesignResistant Materials TechnologyEdexcel’s GCE in Design and Technology: Product Designspecification seeks to develop students’ knowledge, understanding, skills and application for designing products.Product design encompasses a wide range of design disciplinesbut is firmly rooted in the skills required to design and make highquality products. Products that are fit for purpose, satisfy wants and needs, enhance our day-today lives and, most importantly, give students the opportunity to demonstrate their design andtechnology capability.

Unit 1 Portfolio of Creative SkillsContent summary: 60% of the total AS marks - 30% of the totalGCE marks

In this unit students are given the opportunity to develop theircreative, technical and practical skills through a series of productinvestigation, design and manufacturing activities. Students willproduce one portfolio with three distinct sections which willdemonstrate their creativity and flair when investigating, designingand making product(s).

Unit 2 Design & Technology in PracticeContent summary: 40% of the total AS marks - 20% of the totalGCE marks

In this unit students will develop their knowledge andunderstanding of a wide range of materials and processes used inthe field of design and technology. It is important for students, asdesigners, to learn about materials and processes so that they candevelop a greater understanding of how products can be designedand manufactured. Students will also learn about industrial andcommercial practices, and the importance of quality checks and the health and safety issues that have to be considered at all times.

Unit 3 Designing for the FutureContent summary: 40% of the total A2 marks - 20% of the total GCE marks

In this unit students will develop their knowledge andunderstanding of a range of modern design and manufacturingpractices and contemporary design issues. The modern designermust have a good working knowledge of the use of ICT andsystems and control technology in the design and manufacture ofproducts. They must also be aware of the important contributionsof designers from the past which may provide inspiration for futuredesign. It is increasingly important that students develop anawareness of the impact of design and technological activities on the environment. Sustainable product design is a key featureof modern design practices.

Unit 4 Commercial DesignContent summary: 60% of the total A2 marks - 30% of the total GCE marks

In this unit students are given the opportunity to apply the skillsthey have acquired and developed throughout this course of study, to design and make a product of their choice that complywith the requirements of a resistant materials technology product.

Career Pathway 8 • Electronic Engineering • Mechanical Engineering • Architecture• Architectural Technologist • Quantity Surveyor • Civil Engineering • Product Design & Development • Building Surveyor • Manufacturing Systems Engineer • Materials Scientist/Technologist/Engineer• Model Maker • Medical Physics Technician • Plastics Technologist • Orthotist / Prosthetics• Set Designer • Sign maker

A-level Technology is a great subject for anyone who loves practical work. We love the hands on approach

with the work we do in Technology as it is something differentthan just sitting in a classroom every lesson. At both AS andA2 level you have to make a personal project accompaniedwith a design portfolio and then there is an exam in May orJune; all of which makes up your final mark. Quite a bit of yourfinal mark is coursework which is good for those who prefercoursework over exams. A-level Technology offers a gatewayto many great career choices and pathways such as thedifferent types of engineering, whether it is Mechanical, Civil or Electrical, Manufacturing, Construction and of course Teaching Technology. At A-level you are given moreindependence and freedom to do things the way you wantto do them, it also means getting to use some of the morecomplicated machines in technology as you are usingdifferent materials other than wood. Technology is ourfavourite subject and we look forward to our daily classesin the Technology Department.

We would recommend Technology as an A-level choice as great support and help is given, it is an enjoyable course and we love it so much that we plan on keeping it on at A2 level next year. ”

Catherine LavertyAge: 16


A-Level Subjects:Biology, Chemistry, Designand Technology and Maths

Terry WilsonAge: 16


A-Level Subjects:Biology, Chemistry, Designand Technology and ICT

“

Yet again the class of 2013-2014 has achieved outstanding results! The schoolachieved an impressive 96.4% A*-C grades in 7 or more GCSEs and 85.2% A*-C grades in 3 or more subjects at A-Level. It is yet another show ofexcellence from our students as their hard work and dedication pays off.A special congratulations must go to Cathan Gormley who was joint first in NI inGCSE Further Maths and Emma Devlin who achieved joint first in NI in GCSE Irish.Aisling Laverty deserves special mention also as she was awarded joint third in NIin GCSE Drama. These are just a few examples of the amazing results that thestudents at GCSE Level achieved and we couldn’t be prouder! We furthercongratulate the year group, as 54 students achieved 7 or more A/A* grades in their GCSEs. At A Level congratulations must go to Hannah McCormick who was first in NI in A Level Applied Business Studies. Also well done to Michael Casey who not onlyachieved 4 A*s at A Level but was also awarded 4 trophies at prize giving as topachiever in each of his subjects. In addition to Michael an amazing 22 studentsachieved 3 or more A/A* grades at A Level.We wish all of last year’s GCSE students every success at AS Level and to last year’s Upper Sixth students every success at university!

Cathan Gormley1st in NI

GCSE Further Maths

Emma DevlinJoint 1st in NIGCSE Irish

Aisling LavertyJoint 3rd in NIGCSE Drama

Hannah McCormick1st in NI

A Level Applied Buisness


Post 16 Prospectus

Economics: AS & A2The Economics Department delivers Economics at both AS and A2 Levels. Students of Economics study how individualsand groups of people make choices about what to do with theirlimited resources. Economics is, therefore, not just about money,business and the stock market. Though these are importantaspects of the subject, economics also deals with wider social and environmental issues including climate change, globalisation,sustainable development and the distribution of income and wealth.

Students of economics develop a host of practical and transferableskills that benefit them in education and in the world of work.

These include critical investigation, analytical thinking, oral andwritten communication, numeracy, research, ICT and handling ofdata. What’s more, the potential earnings for students with adegree in Economics are among the highest for all graduates.

A Level Economics is organised into four teaching and learningmodules. Candidates for the 'AS' examination are required to study Modules 1, and 2 in Lower Sixth. Candidates for the 'A2'examination are required to study Modules 3 and 4 in Upper Sixth.

The content of the modules is set out below.

Assessment Unit Teaching and Learning Module

Method of Assessment Examining Time

'AS' 1 Markets and Prices External examination: 1 compulsory dataresponse question and one structuredessay from a choice of three

1 hour 30 minutes

'AS' 2 The National Economy External examination: 1 compulsory dataresponse question and one structuredessay from a choice of three

1 hour30 minutes

'A2' 1 Business Economics External examination: 1 compulsory dataresponse question and one structuredessay from a choice of three

2 hours

'A2' 2 The Global Economy External examination: 1 compulsory dataresponse question and one structuredessay from a choice of three

2 hours

Career Pathway 8 Finance, Law, Accounting, Retailing, Civil Service, Banking, Teaching & more.

Catherine NelsonAge: 18

Primary School:St Brigid’s Primary School

A-Level Subjects:Business Studies, Economics

and Maths

I have extremely enjoyed my time in Sixth Form atSt.Louis. I have chosen subjects which will really

help my future career plans; this was with the help of myteachers at my interview into Sixth Form. I thoroughlyenjoy Economics; it is my favourite subject I have chosenfor A-Level. I have learned a lot about the economy andhow it functions. Mrs O Neill tries to help all of us inanyway she can to achieve the best grades. This meanswe always have support when we need it.

All the Teachers are very encouraging and help as bestthey can throughout my progression in Sixth Form. They are always encouraging us to set our targetshigh and to reach out full potential.

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English Literature AS

This one year course encourages students to develop theirinterest and enjoyment in literary studies through reading widely,independently and critically. Students should develop as confident,independent and reflective readers of a range of texts, learning toexpress their responses effectively through speech and writing. The Advanced Subsidiary GCE builds upon, but does not dependupon, the knowledge, understanding and skills developed withinGCSE English Literature. Hence, it is not essential for a student tohave studied English Literature to GCSE level. A student who hasattained an A grade in English and who is determined to work hardshould have no difficulty with the Advanced Subsidiary course.

The Subject Content is divided into 2 Units, Unit AS1 and Unit AS2.

Unit AS1 is divided into 2 sections and will be assessed internallyi.e. as coursework.

Section A: The Study of Shakespeare – ‘Antony andCleopatra’ OR ‘As you like it’. Students will study ONE ofthese prescribed Shakespeare plays and produce ONE piece ofwritten coursework chosen from titles set by teacher.

Section B: The Study of a Twentieth Century Dramatist(Arthur Miller) Students will study 2 plays and produce ONEpiece of coursework chosen from titles set by teacher.

Unit AS2 is divided into 2 sections and will be assessed in an external examination.

Section A: The Study of Poetry written after 1800. (Frostand Thomas) Students will study from a prescribed set of pairedtexts. Open book.Section B: The Study of Prose 1800-1945. (‘The GreatGatsby’) Students will study ONE from a prescribed list of texts.Closed book.The 'AS' is the first part of the full Advanced GCE course. It will be assessed at a standard appropriate for students who havecompleted half of the full Advanced course. The 'AS' can be takenas a 'stand alone' qualification without progression to 'A2'.

A2The Advanced course seeks to broaden and deepen the knowledge,skills and understanding developed in the Advanced Subsidiary andenable students to gain a wider sense of the scope of literary study.Students will be encouraged to use their detailed knowledge andunderstanding of individual texts to explore comparisons andconnections between them, and to appreciate the significance ofcultural and historical influences upon readers and writers.

For those students wishing to progress to 'A2' it would be aconsiderable advantage to have obtained an A Grade in GCSE English Literature.

The Subject content is divided into 2 units, Unit A2 1 and Unit A2 2.

Unit A2 1 is divided into 2 sections and will be assessed externally.

Section A: The Study of Poetry from 1300-1800. (‘The Pardoner’s Tale’ – Chaucer) Pupils will study from aprescribed list of texts. Open book- extract or poem will beprovided.

Section B: Drama Pupils will study from ONE of a prescribed set of paired texts (‘Murder in the Cathedral’ and ‘A man for all Seasons’ – Bolt, – Eliot) Closed book.

Unit A2 2 The Study of Prose – theme based.

Section A: Close analysis of an extract from a post-1990novel.(‘The Butcher Boy’ – Mc Cabe) Pupils will study ONE from a prescribed list of novels. Closed book.Section B: Comparison of 2 novels on the same theme as thatchosen for Section A. (‘Catcher in the Rye’ – Salinger and‘The Outsider’ – Camus) Pupils will study 2 novels from aprescribed list. Closed book.

Career Pathway 8 English and English Literature remain some of the most sought after subjectsfor admittance to University and to the working world. The written and oral communication skillsacquired through the study of English and Literature are essential in all professions. The analyticaland creative skills nurtured in both subjects are greatly desired in the working world. Some of themany careers the study of English can lead to are; journalism, media, law, publishing, advertising,marketing, teaching, social work, librarianship, the civil service and human resources.

Eimer McAuleyAge: 17

A-Level Subjects:St John’s Primary School, Carnlough

A-Level Subjects:Drama, English Literature, Government

and Politics and History

I chose English literature as an A level subject because I have always had an interest in reading

and a love of good books. English is a subject where I found you have more freedom of expression to getacross your ideas and think for yourself. We are currentlystudying The Great Gatsby; I found the colourful andaccessible American literature on the syllabus veryengaging and inspiring. We also study “As You Like It” by Shakespeare which is challenging but very interestingonce your understanding of the language grows. As anAS level student, I find English Literature manageablebecause of the combination of coursework with exams,which eases the pressure. This subject improves yourcommunication skills and your understanding oflanguage through a wide variety of literature. After Year14 I hope to pursue a degree in either Law or EnglishLiterature with Creative Writing, in both cases English Literature is an excellent A level choice, and in the latter, essential.

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Post 16 Prospectus

French: AS & A2The study of French at AS or A2 Level enables students to:

• develop their interest in and understanding of the language;

• communicate with speakers of French; and

• acquire knowledge and skills that will help them progress to further study and/or employment.

Language learning can open up a world of opportunities tostudents. Acquisition of AS/A2 French will help students avail of these opportunities and take their place in a multilingual, global society.

The study of French at Advanced level consists of four teachingand learning modules, two for AS and two for A2.

AS- a self-contained course- standard closer to GCSE than to A level- skills and content built on GCSE Higher Tier

Module 1 Speaking –17.5%

Assessed by:• presentation (prepared)• Conversation

Module 2 Listening, Reading and Writing – 32.5%

Assessed by:• listening (individual CDs,)• reading• translation into English• one structured essay response in French to a

stimulus text. (200 – 250 words).

A2 - the second half of the study of the languageleading to the qualification of Advanced GCE (AS 50% and A2 50%).

Module 1 Speaking – 17.5%

Assessed by:• discussion of a societal theme• conversation


Assessed by:• listening • reading• translation into French• writing – 1 essay in French based on a set literary text (300 - 350 words)

The contexts for learning at AS and A2 level are:• Relationships• Health and Lifestyle• Young People in Society• Local and global Citizenship• Environmental Awareness

Nicole TraynorAge: 16

Primary School: St Joseph’s Primary School,

DunloyA-Level Subjects:Economics, English,

French, History

After choosing to study A-Level French, I was somewhat sceptical in regards to the amount of

work required and the standard that would be expected atthis stage. However, in the first few months, your fluency inFrench dramatically increases and you develop the abilityto understand and respond to questions spontaneously.This year, for the first time, our studies in French havebeen more heavily focused on grammar, enabling us tocreate our own sentences which is something we weren’texposed to at GCSE level. The study of French at A-Levelnot only enables you to speak an interesting and highlydesirable modern language but it also introduces you tonew cultures and various topical issues, you wouldn’t otherwise be exposed to. The ability to speak a modern language provides individuals with a widerspectrum of opportunities compared to those who are monolingual. ”

Career Pathway 8 A qualification in French at A Level can give you a huge advantage in the competitive selection processes for employment. Many of our past students successfullycombined French with all other subjects, including Maths and the Sciences. They have continued to pursue careers in a wide variety of areas, like Teaching, Law, Marketing, Medicine, Business, Accounting, and Media Studies

“



Geography: AS & A2Geography is a popular choice for 'AS'/'A' level. The CCEAspecification is followed at this level and continuity is maximisedas students build on the solid foundation gained at GCSE.Fieldwork is an essential element of the course and preparescandidates for the skills elements which they take at AS and at A2.

Course Content:2 areas of study must be completed for the AS Level qualification,the first of these the Physical and Fieldwork is examined in Januaryof L6 with the second, Human Geography and Geographical Skillbeing examined in June of that year.

For those wishing to continue with Geography into Upper Sixth allpapers are taken in June. These final components make the finalelement of the A level qualification.

Key Skills:This subject allows students to: • Develop as individuals and in their roles as contributors

to society, the economy and the environment.• Address moral, ethical and social issues associated

with the use and management of resources and• Develop skills that will enhance their employability e.g.

communication, numeracy, the ability to think logically and rationally, decision making, problem solving ICT skills and team work.

Paper Course Content Time

AS Unit 1Physical Geography & Fieldworkskills

Section A - Fieldwork skillsSection B - Physical Processes and Systems • Processes and features in Fluvial environments

• Ecosystems - study ecosystems and soils• Atmosphere

1 hour 30 minsexam

AS Unit 2Human Geography &Geographical Skills

Section A - Skills and Techniques• Mapping presentation & data handling skillsSection B - Human Processes, systems and outcomes human interactions. • Population - distribution, change and composition

• Settlement - characteristics, development and problems

• Development-nature of, measurement of etc.

1 hour 30 minsexam

A2 Unit 3Human Geography & Global Issues

Section A - Impact of Population Change • Planning for sustainable Settlements.Section B - I of the following 4 elements• Air Pollution• Nuclear Energy• Ag Change and its impact• Issues in Tourism

1 hour 30 minsexam

A2 Unit 4Physical Geography & Decision Making

Section A - Fluvial and Coastal Environments• The Dynamic EarthSection B - Decision making. Students are presented with information about a live issue, based on this they must make a decision and justify their position on it.

2 hour 30 minsexam

Career Pathway 8 There are many careers where Geography will be of use to you when you leave school:

• Conservationist • Hydrologist • Oceanographer • Journalist • Lawyer • Cartographer • Statistician • Geologist • Environmental Officer • Town Planning • Oceanography• Marine Geography • Renewable Energy engineer

DervlaDonaghy


Glenravel Primary SchoolA-Level Subjects:Business Studies,English Literatureand Geography

Since studying Geography from First Year my interest grew more

and more each year. I think it is a greatsubject because it applies to everyday life and you learn more about the worldaround you. The highlight for me studyingGeography was our trip to London thisyear where we observed urbanisation and yuppification. From studying coastsand weather in Physical Geography topopulation change and development inHuman Geography, Geography tackleseveryday issues and is a subject I thoroughly enjoy and would strongly recommend.

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Government and PoliticsThrough studying the CCEA Government & Politics specification,students will develop knowledge and understanding of the politicalsystems in which they live. In particular, this specification willencourage students to:

• develop a critical awareness of the nature of politics and the relationship between political ideas, institutions and processes;

• acquire knowledge and understanding of the structures of authority and power within the political system of the United Kingdom, and how these may differ from those of other political systems;

• acquire knowledge and informed understanding of the rights andresponsibilities of the individual; and

• develop an interest in and take part in contemporary politics.

The specification is divided into four units. Students study two unitsat AS and two units at A2.

AS1: The Government and Politics of Northern IrelandAS2: The British Political ProcessA2 1: Comparative GovernmentA2 2: Political Power and Political Ideas


Post 16 Prospectus

Career Pathway 8 Law, Business, Finance, Government Services and in Politics.

Kevin O’KaneAge: 17

Primary School: St. Colmcille’s P.S. A-Level Subjects: Business Studies,Government & Politics and History

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Politics enables students to formulate a coherent understanding of the world around us, affecting

our every day life. It is a hugely interesting subjectwhich enabled me to further understand the Irish/UKand American systems of government.

I always had a natural interest in the workings ofgovernment and current political affairs and feel thatpolitics gave me the perfect opportunity to debate and learn more about these current events.

I would encourage any student interested in worldaffairs to study Government and Politics and canguarantee it is an enjoyable, worthwhile subject.

Politics Workshop



History: AS & A2There are normally two A level History classes in both Lower andUpper Sixth. This reflects the popularity and success of the subject.

At A2 level the pass rate across the last 3 years is 97%.

At AS level pupils study AS:1 the Unification of Italy andGermany (1815-1871) with one teacher and then study AS:2France (1815-1871) with another teacher. This culminates in twoseparate exams at the end of Lower Sixth, both of which are worth50% of AS and therefore 25% of A2.

At A2 level pupils study A2:1 the Clash of Ideologies in Europe(1900-2000) with one teacher and A2:2 the Partition of Ireland(1900-1925) with another teacher. Again this culminates in twoseparate exams, however this time A2:1 is worth 20% of the final A level and A2:2 is worth 30% of the final grade.

Pupils who achieve highly at this subject have a committed workethic and the capacity for effective revision and independent study.Those who have honed individual study skills will succeed in theexams due to demands of learning content from two distincthistorical periods.

Pupils will develop the ability to analyse and form judgements oncomplex issues from the chosen period. Extended writing withspecific examination focus is the key to success throughout thecourse.

Your A Level in History gives you knowledge and skills which willprepare you for higher education, and which are also useful in anycareer. Students who specialise in history can go on to becomehistorical researchers, work in heritage organisations or becometeachers. History also supports other career paths, like journalism,politics, law, social work and public services.

Career Pathway 8 The study of History, with its acquisition of knowledge and transferableskills, provides a range of career pathways to a wide variety of jobs; law, journalism, advertising,marketing, sales, personnel management, teaching, social work, archivist, librarian, banking,various Business disciplines and to gain entry into third level education.

Mark CrawfordAge: 17

Primary School: St. Colmcille’s P.S.A-Level Subjects:

Biology, Chemistry, History, Maths

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History is not like other subjects which are often a mere barrage of facts and figures.

History transports you to another time and place andthat is what makes it special.

For me personally there is also a certain fascination thatcomes with learning why the world is the way it is today.On top of this, despite misconceptions to the contrary,History is useful! It develops analytical skills, helps us to better understand other cultures and prevents usfrom making the same mistakes that were made by our forebears.

Frankly it is beyond me how anyone could not enjoy history!


Post 16 Prospectus

Career Pathway 8 HR, Nursing, Social Work, Law, Community Planning and many more.

Health and Social Care: AS & A2GCE Applied Health and Social Care is an exciting course that allowsstudents to gain knowledge and understanding of the health, socialcare and early years sectors.

In GCE Applied Health and Social Care, students learn about healthand well-being. They examine the rights and responsibilities of both patients and service providers. Students also look at theimportance of communication in care settings and how positive care can be promoted.

Through practical activities, students apply their knowledge andunderstanding to work-related contexts and develop research,evaluation and problem-solving skills.

This course provides students the opportunity to develop skills,knowledge and understanding that provide a broad educational basis that will advantage them when entering into employment or higher education within the Health and Social Care sector.

First YearThree units are studied to complete the AS qualification:

• Unit 1 Promoting Positive Care• Unit 2 Communication in Care Settings• Unit 3 Health and Well-beingUnit 3 is assessed by an external examination.

Units 1 and 2 involve assignment work which is assessed by theteacher and then externally moderated (similar to coursework)

Second YearThree further units studied to complete full Advanced Level Qualification: -

• Unit 9 Providing Services• Unit 10 Health and Promotion• Unit 11 Supporting the Family

Unit 9 is assessed by external examinationUnits 10 and 11 are assessed by assignment work

Students do not require GCSE Home Economics to study for AS or A2 in Health and Social Care.

What can students do with a qualification in Health & Social Care? This is an ideal course for students who want a broad background in health and social care. Many students with a qualification in GCEApplied Health & Social Care go on to degree-level study in a varietyof subjects such as health studies, Health Education and Promotion,Counselling, Social and Community work, Child Development, EarlyYears, Government, Teaching, Occupational Therapy, Speech andLanguage therapy and Physiotherapy. Other students go on tocomplete a BTEC Diploma in Health and Social Care. Some studentsgo straight into employment in the fields of health and social care.

Sorcha CrawfordAge: 17

Primary School:St Patrick’s Primary School, Rasharkin

A-Level Subjects:Biology, Health and Social Care,Home Economics and Sport

“

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I am currently in Upper Sixth and I am hoping to study radiotherapy at the University of Ulster next year.

By studying health and social care it will help me in mychosen career as it will allow me to explore the differentemotions of individuals and how we can help them. I reallyenjoy health and social care as it opens your eyes to howdifferent groups in society can benefit others and it alsomakes us more aware of all the different initiatives availableto help those in need in Northern Ireland.

I thoroughly enjoy this subject as it is predominatelycoursework based and has one exam at the end of the year.By studying health and social care it provides you with the opportunity to enter into health related jobs anduniversity courses in the future.

Home Economics: AS & A2AS' Home Economics builds on the knowledge, understanding andskills developed within GCSE Home Economics and related subjects.

The AS (Advanced Subsidiary) is the first part of the full A levelcourse. It accounts for 50% of the A level in terms of teaching timeand content.

The full A level comprises of the AS and the second half of the A levelcourse referred to as A2. The AS can be taken as a 'Stand-alone'qualification without progression to A2. It provides a basis for those seeking employment in a wide range of careers such asindustry, commerce, education and the health and social services.

The aims of this specification are to encourage candidates to:

• develop and apply knowledge, understanding and skills to meet human need in a broad range of activities;

• develop an awareness of the management of resources to meet an identified human need in a diverse and ever-changing society, including values issues;

• take account of rapid technological changes and the growth of scientific knowledge and understanding;

• critically evaluate evidence to justify informed decisions; use information and communications technology (ICT) where appropriate;

• develop innovative, creative and original ideas through active investigations;

• make use of their wider knowledge and understanding.

As Home Economics adopts a modular approach, candidates arerequired to study two teaching and learning modules for the AScourse and a further two modules for the full A level GCE course.

The OCR specification allows candidates to develop an understandingof issues relating to society and health, resource management,nutrition and food production. It provides excellent preparation forstudents wishing to pursue careers in nutrition, food science, sportsscience, food technology and consumer protection.

The AS GCE forms the first half of the Advanced GCE course in termsof teaching time and content. In the AS GCE candidates will completeUnit G001 Society and Health and Unit G002 Resource Management.AS Unit G001: Society and Health is an externally assessed unit andincludes health, social and environmental issues, family and societyand demography. AS Unit G002: Resource Management is anexternally assessed unit and includes food safety and hygiene, food provision and preparation, financial awareness and retailing.

The A2 GCE forms the second half of the Advanced GCE andcandidates will complete Unit G003 Home Economics (Food, Nutrition and Health) Investigative Study and Unit G004 Nutrition and Food Production.

A2 Unit G003: Home Economics (Food, Nutrition and Health)Investigative Study is an internally assessed unit and is of aninvestigative nature. Candidates select their own content and developtheir own task to include practical work.

A2 Unit G004: Nutrition and Food Production is an externallyassessed unit and includes nutrients and energy, properties of food,dietary needs and development and production of food.

Candidates will have an understanding of a variety of issues includingnutrition, food production, food safety and hygiene, social andenvironmental issues and family and society issues.



Career Pathway 8 • Dietician • Food Technologist • Home Economist • Food Critic • Food Taster/Selector • Food Technologist • Food Journalist • Environmental Health Officer • Food safety/food quality controller • Product Development and many more.

Emma MartinAge: 18

Primary School:St Comgall’s Primary School, Antrim

A-Level Subjects:Biology, History, Home Economics.

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As an A level Home Economics student, I highly recommend studying the subject. I find it thoroughly

enjoyable and have learnt skills that will stay with me for life.

Home Economics opens so many doors in terms of Careerpaths, from Dietetics and Nutrition to roles in Food Safetyand Environmental Health. The subject provides theopportunity for individual research at A2, meaning you can choose for yourself something that interests you!

Personally, I think Home Economics is beneficial and fun, especially during the practical sessions.


Post 16 Prospectus

JamesMcNaughton

Age: 17Primary School: St Anne’sPrimary School, Corkey

A-Level Subjects:Applied ICT, RE, PE

“

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I choose to study Applied ICT as I enjoy

practical subjects which aremainly coursework based. This subject allows me to workindependently and develop my own ideas with relation to specific organisations I have studied.

Applied ICT: AS & A2GCEs in vocational subjects are broad-based vocational qualificationsdesigned to widen participation in vocationally-related learning post-16. They have been designed to build upon a broad range of ICT skills and knowledge of the uses of ICT in vocational contexts,studied in this subject for GCSE

Specification AimsAll specifications in Applied ICT aim to encourage candidates todevelop broad skills, knowledge and understanding of the ICT sector.They are to prepare candidates for further study or training.

Structure of AssessmentFor the Advanced Subsidiary GCE two units will be assessedinternally, through a teacher-assessed portfolio and one unit will beassessed externally with the assessment set and marked by OCR.These three units will be equally sized and equally weighted.

External Assessment Advanced Subsidiary GCE: Candidates take one unit of externalassessment at AS and one at A2.

Portfolio Assessment Internally assessed units take the form of a portfolio of work designedto enable the candidate to demonstrate understanding of the contentof the unit.

The aims of these specifications in Applied ICT are to encouragecandidates to:

• develop as a basis for progression into further learning in ICT-related fields, including progression from AS to A2;

• develop knowledge and understanding of the components, functions and applications of information systems within a range of organisations;

• develop an understanding of the main principles of solving problems using ICT and develop the skills necessary to apply this understanding.

In addition, the aims of the Advanced GCE specification in Applied ICT is to encourage candidates to:

• apply their knowledge and understanding of ICT and use skills (e.g. planning, research, evaluation, problem solving) in vocational contexts;

• develop an understanding of the impact of information systems on organisations’ personnel, policies and practices;

• develop project management skills and an understanding of the need to work with others.

ASUnit 1: Information and Communication (16 2/3%) Internally AssessedPortfolioThis unit will help candidates understand the importance ofinformation and communication within an organisation.

Unit 2: Software Applications and Tools (16 2/3%) External ComputerBased Examination 2 1/2 hour paperThis unit will develop skills and understanding in the most commonlyused software applications and communications technology.

Unit 3: Organisations and Information Systems (16 2/3%) InternallyAssessed PortfolioThis unit will help develop an understanding of organisations and theinformation systems necessary for their support.

A2Unit 7: Investigating Systems (16 2/3%) External 2 hour paperIn this unit candidates will learn why it is important to fully understandthe systems development process, the role of Systems Analysis andDesign and the importance of the User, in the creation of the bestworking solutions to business problems.

Unit 8: Database Development (16 2/3%) Internally Assessed Portfolio This unit will examine database technology and developdatabase skills.

Unit 9: Website Design and Management (16 2/3%) InternallyAssessed Portfolio. In this unit candidates will learn how to developand design websites using appropriate tools.

Create 2014



Career Pathway 8 Below are just a few of the areas in which IT graduates are employed:• Finance Sector • Banking • Insurance • Financial Trader • Public Sector • Government • Housing • Social Services • Teaching • Telecommunications • Mobile Communications• Telecoms Consultant • Telecoms Engineer • Television • Media & Consumer Markets• Online Media • Digital Marketing • Media Advertising • Web Design • IT Helpdesk• Sales Jobs • IT Sales • Sales Manager • Sales Support • Sales Consultant

ICT: AS & A2The pupils will be prepared for the AS/A2 ICT course provided by CCEA.AS and A2 are each subdivided into two modules:

AS ICTModule 1 – Components of ICT. 2 hour examination.(Worth 50% of AS, 25% of A Level)

Module 2 – Developing ICT Solutions. 2 pieces of coursework.(Worth 50% of AS, 25% of A Level)

At this stage pupils may decide to end the course and take the ASqualification or they may use the marks obtained to go towards 50% of the full A Level.

A2 ICTModule 1 – Information Systems (Worth 50% of A2, 25% of A Level)

Module 2 – Approaches to Systems DevelopmentInternal assessment of a project. (Worth 50% of A2, 25% of A Level)

Course EntryEntry to the course will be restricted to pupils who have attained at least a grade B in GCSE ICT or equivalent.

Matthew KingAge: 18


A-Level Subjects:English Literature,

Government & Politics and ICT.

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In A Level ICT I am given the opportunity to discover more about the workings of a computer, the IT industry

and how different applications can be used in a variety of situations.

We create our own database and are given creative freedom when using visual basic, allowing us to add ourown personal touch to the database. We also learn aboutthe applications of ICT in society and businesses and wesee how it impacts our everyday life.

I feel A Level ICT allows me to further my knowledge of the ICT world in an enjoyable and interactive way and would very much recommend it to anyone thinking ofpursuing a computer related career.

Irish: AS & A2The study of Irish at Advanced level consists of four teaching and learningmodules, two for AS and two for A2. Both courses aim to engagestudents’ imaginatively and provide opportunities for differentiation.A good GCSE standard is required to study Irish at AS and /or A2 level.This ensures continued success in the subject.

‘AS’• a self-contained course• standard closer to GCSE than to ‘A’ Level• skills and content built on GCSE Higher Tier


Assessed by:• presentation (prepared)• conversation


Assessed by:• listening (individual cds, answers of gap-filling type answers in English)• reading• translation into English• one structured essay response in Irish to a stimulus text.

(200 – 250 words).

‘A2’

The second half of the study of the language leading to thequalification of Advanced GCE (AS 50% and A2 50%).


Assessed by:• discussion of a societal theme• conversation


Assessed by:• listening • reading• translation into Irish• writing – 1 essay in Irish two essays based on a

set literary text (300 - 350 words)

The contexts for learning at AS and A2 level are:• Relationships• Health and Lifestyle• Young People in Society• Local and global Citizenship• Environmental Awareness


Post 16 Prospectus

Career Pathway 8 Irish is recognised as the national language of Ireland and has recentlyachieved ‘official language’ status in the EEC. People who are well qualified in Irish are indemand in the traditional fields of education, the media, the arts and translation, but also inpublic sector organisations like the Civil Service and in professions such as healthcare, ICT and marketing. There are a variety of job roles where you can use Irish, whether you want to work exclusively with, or through Irish or would like to incorporate it into your work in some way.Multi-lingualism is increasingly valued in a European context.

Eimear HigginsAge: 18

Primary School: Glenravel Primary SchoolA-Level Subjects:

Biology, Chemistry and Irish.

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Irish has always been my favourite subject here at St Louis so carrying it through to A level was an

obvious. I love how with a language like Irish you arecontinuously learning; you really notice your improvementthrough the years, especially throughout lower and uppersixth. We get the chance to go to our language assistant forconversation classes twice a week and this really help buildyour confidence with speaking Irish. Of course, there’sopportunity to visit the Gaeltacht, this experience reallyimproves your Irish and is so enjoyable! You can meet newpeople who also love the language. There’s lots going on in Irish at the minute, like TV and radio programmes andcampaigns and the language is ever-growing. It’s exciting and satisfying when you see Irish in the media and you can understand it.



Land Use, Environment and SustainabilityThe agri-food sector is currently one of our most importantindigenous manufacturing sectors, accounting for the employmentof 54,000 people in Northern Ireland and 150,000 in the Republic of Ireland. Northern Ireland Farming and its related service andprocessing industries produce a gross output of just over £1.2billion and in 2011 Ireland’s agricultural exports were valued atalmost 8 billion. This subject will provide you with the necessaryknowledge and skills to start a career in the food and land-basedsectors. Over the 2 year applied programme the broad-basedsyllabus will help you appreciate the great opportunities that thisindustry presents and help you understand some of the challengesthat it faces

Exam board Edexcel

Course descriptionA variety of units are undertaken, 3 in year 1, 3 in year 2 along with an investigative project. The proposed units for Sept 2015 are as follows:

Year 1• Principles of Plant Science• Business management for land based science• Agriculture and the Environment

Year 2• Agricultural Organic production• Pollution Control & waste management• Farm Diversification• Investigative Project

(These units may be subject to change)

Assessment is portfolio based and independent research will be encouraged and supported.

Career Pathways Combined with other complementary subjects’e.g Geography/ Business Studies/Home Economics this subject can lead to third level or further education. If you have a particularcourse in mind check its particular entry requirements. A variety of careers throughout the agri-food industry in areas such as the feed, agrochemical and fertiliser sectors are other career pathwaysas are opportunities in farm or enterprise management.

Career Pathway 8 Agri-Food Industry & opportunities in Farm or Enterprise Management.

Career Pathway 8 Mathematics is an important foundation for many courses and careers. Almost all jobsand careers require a Mathematics qualification, but the following are some that use Mathematics extensively:

• Economics • Medicine • Architecture • Engineering • Accountancy • Teaching • Psychology • Computing • Banking • Insurance • Marketing • Pharmacy • Science • Environmental Studies • Business Management

RíanPatterson


St Brigid’s Primary School,Cloughmills

A-Level Subjects:French, Business Studies,Economics and Maths

I’m one of these people who love Maths. I’d even go so far as saying

it’s fun. Sad? Maybe. Helpful? Definitely!!

I did Further Maths at GCSE so it was kind of a ‘no-brainer’ that I’d keep it on for A-Level.Although I was a bit worried about the step-up from GCSE, the change has actuallybeen smoother than I thought. A lot of thecourse is similar to Further Maths with sometricky bits – just in case you get bored.

I think that, if you enjoy Maths and areprepared to do the work when it needs done,A-Level Maths is a brilliant choice; no matterwhat career you plan to do.

After all, you get to do quadratic indices or better yet sequences and Sigma notation! What’s not to love?

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Mathematics: AS, A2 & FurtherCourses will be provided in ASMathematics, A level Mathematics and AS Further Mathematics.

Based on the CCEA modules, the ASMathematics course will consist of modulesC1, C2 and M1, and the A level course will be completed by modules C3, C4 and S1.

(C = Pure Mathematics, M =Mechanics, S = Statistics). AS Further Mathematics will consist of three appropriate modules, and will betaught in the Upper Sixth year.

While good results in both GCSEMathematics and GCSE FurtherMathematics will be the standard entry route to A level Mathematics, we will be prepared to consider students who have not done FurtherMathematics provided they haveobtained Grade A in GCSE Mathematics and have studied the higher option (T4).

Moving Image Arts (CCEA)The art of moving images can range from film, televisionprogramming, advertising and web streaming and is a medium that resonates with people because its combination of all other artforms. (performance, visual, physical, musical, lyrical, textual).

The moving image is a key driver of the creative industries. The rapid growth of digital media technologies has made thecreative industries increasingly accessible and attractive to youngpeople. The impact of these developments is being felt within theclassroom, where students are seeking opportunities to learntechnical skills and express themselves creatively.

This A’ Level is designed to help students develop their creativeand critical abilities through hands on learning in the craft ofmoving image arts.


Post 16 Prospectus

Career Pathway 8 Teaching, Advertising, Graphic Design, Photography and many more.

Unit Description

AS: Creative Production: Foundation Portfolio

Film LanguageFilm PlanningFilm Production

AS: Critical Response Critical analysis of threeunseen moving imageclips (film & animation)

A2: Creative Productionand Research: Advanced Portfolios

Film LanguageFilm PlanningFilm Production

A2: Critical Response Critical analysis of threeunseen moving imageclips (film & animation)

Peadar Devlin Age: 17

Primary School:Millquarter Primary School

A-Level Subjects:Economics, History and Moving Image Arts

“

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I would definitely recommend Moving Image Art as an A-Level choice to anyone. I was completely

unsure of what subjects to do when going into LowerSixth. Moving Image Art is the most interesting subjectthat I have studied and I would definitely consider it as my favourite. In Moving Image Art you learn aboutfilming, editing and you have the opportunity to be creative.

From someone who doesn’t know what they want to do as a career, I believe that Moving Image Art has opened up many career pathways for me, including digital media technology.



Music: AS & A2The course has been designed to build upon the knowledge, skillsand understanding promoted by the programmes of study forMusic at Key Stages 1 - 3 and required by GCSE Music.

At AS level candidates are required to undertake two assessment units.

AS1 Making and Appraising Music requires Core solo or ensemble performance lasting 5 – 8 mins including a viva voce plus one of the following options:

A one piece of free composition lasting 1&1/2 – 2 mins with commentary

B Multi-tracking task lasting 1&1/2 – 2 mins

C Sequenced arrangement of a prescribed stimulus lasting 1&1/2 – 2 mins

64%ORD Core composition lasting 2&1/2 – 3 mins

plus solo or ensemble performance lasting 3 – 5 mins (Grade 4 minimum standard)

64%AND

AS2 Responding to MusicTest of aural perception lasting 1 hour (based on the Music for Orchestra and general listening)

Written examination lasting 1& 1/4 hours (one question on Music for Orchestra and one question on chosen topic.

36%

A2 MusicCandidates are required to undertake two assessment units.

A21 Making and Appraising Music requires Core solo or ensemble performance lasting 10 – 12 minsincluding a viva voce plus one of the following options:

A 1 piece of free composition using tonal harmony lasting 2 – 3 mins with commentary.

B Multi tracking task lasting 2 – 3 mins

C Sequenced realisation of an extract from a set work lasting 2 – 3 mins

60%

OR

D Core composition based on a given stimulus lasting3 – 4 mins plus solo or ensemble performance lasting 5 – 8 mins (Grade 6 minimum standard)

AND

A2 2 Test of aural perception lasting 1 hour (based on unfamiliar Music)Written examination lasting 1&1/2 hours (set work and area of study)

40%

A pupil taking Music as an AS/A2 subject should have a natural flair for performance, enjoy composing, and should have goodaural perception skills. It is recommended that they have achieveda good grade at GCSE and preferably have a pass in Grade 5Theory of Music.

Ernine DarraghAge: 17


A-Level Subjects:Government and Politics, History and Music

“

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Music is one of my favourite subjects as it has a range of components where you can develop

various skills from recording to performing. At AS westudy five set works in which you are given in depthnotes and revision guidance. The essay topic we studyis ‘The development of the Musical’, and, we have beenvery fortunate this year to attend various musicalproductions in the Grand Opera House in Belfast.

As part of our coursework we focus on Multi-trackrecording where you select any song and record anarrangement of it live. After it is recorded we then mix the recording to achieve the best possible quality of sound.


Post 16 Prospectus

Physical Education: AS & A2A level Physical Education takes a multi-disciplinary approach,encouraging the development of different methods of enquiry

drawn from a wide range ofdisciplines, with the focal point being the performer and the performance.

Summary of course below.

AS Examinations

Career Pathway 8 We feel that the study of PE with its transferable skills and acquisition of knowledge provides a range of career pathways to a wide variety of jobs; Physical Educationteacher; Sport and Recreation Assistant; Coach; Fitness instructor / Personal trainer;Physiotherapist; Community Sports Development Officer; Sports Medicine; Sports Psychology;Sports Journalism; Health Education Officer; Occupational Therapist Sports Nutritionist; SportsMarketing; Sports Retailing; Sports Publishing and to gain entry into higher qualifications.

Josh HenryAge: 17

Primary School:St Comgall’s Primary School, Antrim

A-Level Subjects:PE, Biology, Maths,

Government and Politics

Currently I am really enjoying 6th year, with the smaller classes you can better

your relationship with the teachers and thishas helped me improve my knowledge of myA-Level subjects and it makes my learning alot more fun and engaging.

For A-Level I choose PE even though I hadnot done it for GCSE. So far I am reallyenjoying the subject as it has a mixture of both practical and theory. It has alsofurthered my knowledge of sports andincreased my understanding of the factorsthat affect performance and participationin Physical Education.

I also really enjoy studying Biology as it tiesinto PE and because the subjects overlap itgives me a greater understanding of both. I would highly recommend St.Louis becausethere is a friendly atmosphere in 6th form and it is evident that our motto of excellence,endeavor and empowerment is really put into practice. ”

Unit 1 – PHED1Opportunities for and the effects of leading a healthy and active lifestyle60% of AS, 30% of A Level2 hour written examination84 marksTwo sections:Section A – six structured questionsSection B – application of theoretical knowledge to a practical situationAvailable in June only

Unit 2 – PHED2Analysis and evaluation of physical activity as a performerand/or in an adopted role/s40% of AS, 20% of A LevelInternal assessment with external moderation100 marksCandidates perform, analyse and evaluate the execution of coreskills/techniques in isolation and in structured practice as eithera player/performer and in an adopted role or two adopted roles.Available in June only

Unit 3 – PHED3Optimising performance and evaluating contemporaryissues within sport30% of A Level2 hour written examination84 marksThree sections:Section A – how exercise physiology can optimise performanceSection B – how application of physiological knowledge canoptimise performanceSection C – contemporary influences in sport and their impacton the performerAvailable in June only

Unit 4 – PHED4Optimising practical performance in a competitive situation20% of A LevelInternal assessment with external moderation120 marksCandidates perform, analyse and evaluate their ownperformance, identify areas of performance that they could improve, and suggest causes and appropriate corrective measures.Available in June only

A2 Examinations

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Physics: AS & A2The A level and AS level course followed at present is the AQA(AEB) specification A syllabus. The course covers traditional areassuch as mechanics, thermodynamics and electricity as well as theexotic quantum world of photons and quarks.

The AS course is completed in the Lower Sixth year with twoterminal modules and a practical exam taken in June.

Students wishing to take the full A level do two further modules,and another practical exam in May.

The minimum grade required to study Sixth Form Physics is agrade AA in Double Award Science. In addition to this it would bepreferable that students wishing to take A level Physics would haveat least a grade B in Maths GCSE, or be studying Additional Mathsor A level Maths.

AS Examination

Unit 1 - PHYA1: Particles, Quantum Phenomena and ElectricityWritten Examination – 70 marks, 6 or 7 structured questions1 1/4 hours / 40% of the total AS marks / 20% of the total A-Level marks

Unit 2 - PHYA2: Mechanics, Materials and WavesWritten Examination – 70 marks, 6 or 7 structured questions1 1/4 hours / 40% of the total AS marks / 20% of the total A-Level marks

Unit 3 - PHA3X: Investigative and Practical Skills in AS PhysicsExternally Marked Route X – 55 marksPractical Skills Verification (PSV – teacher verification)Externally Marked Practical Assessment (EMPA – 55 marks)20% of the total AS marks / 10% of the total A-Level marks

A2 Examination

Unit 4 - PHYA4: Fields and Further MechanicsWritten Examination – 75 marks1 3/4 hours / Section A is 25 multiple choice questions, each worthone mark / Section B is a written paper of 4/5 structured questionsand consists of 50 marks20% of the total A-Level marks

Unit 5 - One of Units PHA5A, PHA5B, PHA5C, PHA5D Written Examination – 75 marks1 3/4 hours / Section A: Nuclear and Thermal Physics – 40 marksCompulsory section 4/5 structured questionsSection B one of the following options. Each paper has 4/5 structured questions and 35 marks. Options: A - Astrophysics B - Medical Physics C - Applied Physics D - Turning Points in Physics20% of the total A-Level marks (Section A 10%, Section B 10%)

Unit 6 – PHA6X: Internal assessment -Investigative and Practical Skills in A2 PhysicsExternally Marked Route X – 55 marksPractical Skills Verification (PSV – teacher verification)Externally Marked Practical Assessment (EMPA – 55 marks)10% of the total A-Level marks

Career Pathway 8 Engineering: • Aeronautical • Chemical • Electrical & Electronic • Telecommunications • Photonics • Mechanical • Renewable Energy • Civil • Naval • Architecture • Biomedical • NanotechnologyMedical: • Consultant • Nurse • Doctor • Surgeon • Cardiologist • Physiotherapist • Radiologist • Pharmacist • Pharmacologist • Pharmaceutical • Chemist • BiochemistOther: • Astronomer • Astrophysicist • Game Developer • Programmer • TV Presenter • Systems Analyst • Financial Consultant • Market Analyst • Forensic Scientist and many more...

Joseph HarperAge: 17

Primary School: Seaview Primary School

A-Level Subjects:Geography, Maths

and Physics

Physics is crucial to understanding the world around us, the world inside us,

and the world beyond us. As the most basic and fundamental science, upon which all otherscience subjects are based, Physics coversanything and everything, from the minute scaleof the quantum world to the incomprehensiblylarge world of the universe and beyond.

Physics is a subject that covers everything onhow the world functions and works as we knowit. It was for these reasons that I chose to studyPhysics for A level, and have not regretted itsince my first day walking into room 31.

People often view physics as a very boring andmonotonous subject, but they could not befurther from the truth. One day in class we couldbe learning about nuclear reactors while the nextwe could be firing a rocket on the all-weatherpitch to learn about momentum, or producingelectricity solely from a wire coil and a magnet.It is this diversity in the subject that I enjoytremendously, as each class is different from the next.

I would encourage everyone to study physics here at St Louis, as it is, and will remain to be, my favourite subject.

“

”

Religious Studies: AS & A2This subject is both challenging and interesting. A genuine interestin R.E. as well as a good academic background is essential. It will appeal to students who have an inquiring and critical mind.The course is open to those who wish to deepen their faith as wellas those who wish to treat it as a purely academic exercise.

Religious Studies is an A Level which is considered one of the‘significant’ subjects at University level. Over the two years thepupils should expect to develop their analytical skills.

Religious Studies is a subject pupils can enjoy at A Level and usefor many courses at University level. It is useful for courses such as Law (due to the analytical nature of the subject), Philosophy,Teaching, Psychology and Sociology to mention a few.

AS: An introduction to Acts of the Apostles combined with TheOrigins of the Celtic Church in Ireland and the beginnings of itsmissionary outreach.

A2: A study of Acts of the Apostles, 1 Corinthians and Galatianscombined with a study The Celtic Church and its MissionaryOutreach in the 5th, 6th and 7th Centuries

A breakdown of the options:(1) The CCEA option:

AS: Each unit is 50% of AS, 25% of A LevelEach unit is a 1 hour 20 minute written examinationEach unit is worth 100 marks

In each unit, candidates answer two essay questions, one fromsection A and one from section B.

A2: Each unit is worth 25% of A Level result.Each unit is a 2 hour written examinationEach unit is worth 150 marks

In each unit pupil will answer 2 essay questions from a choice of four in section A and will then answer a synoptic question from section B.

Pupils will answer two structured essay questions from a choice of four.

Prospective candidates must realise that there is a considerabledifference between the standard at GCSE and A Level. The minimum requirement for entry into the course is a grade B in GCSE Religious Studies combined with a grade B in English.


Post 16 Prospectus

Career Pathway 8 There are a number of transferable skills developed as a result of studyingReligious Studies. These skills are not limited to your academic study as they can be applied toother contexts. Popular career pathways for those who study Religion are Teaching, Law, SocialWork, Counsellor as well as careers in the Church or working with charitable organisations.

Lourdes 2014

Aime O'NeillAge: 18

Primary School:St Patrick’s Primary School,

RasharkinA Level Subjects:

Economics, Maths and Sociology

“

”

I chose sociology for A-level because I wanted to study something new and exciting. Sociology is a really

enjoyable subject that makes you think about matters from a different point of view.

My favourite topic we do is Crime and Deviance as this letsyou see the reasons why people commit the crimes that they do. I would highly recommend this subject if you are looking for something interesting and exciting.

Sociology A LevelSimply put, Sociology is the study of society. This study uses a lotof different methods in order to investigate the way society worksand why humans do the things they do as a society. Sociology is avery broad term that covers a wide range of areas.

Sociology looks at the social lives of individual people, groups ofpeople and entire societies. It takes a look at and studies our socialbehaviors, whether they are short interactions between people thatdont know each other or social processes that span the entireplanet. It studies social aggregations from a scientific point of viewto look at the groups and social circles that people move throughduring the course of their lives.

The course outline is as follows:

AS SociologyAt this level, candidates will acquire knowledge of contemporarysocial processes and social changes. Candidates will beencouraged to develop their own social awareness throughactive engagement with the contemporary social world.

AS ExaminationsPaper 1 – Education with Methods in Context In this unit we look at the role and functions of the educationsystem, differential educational achievement of social groups bysocial class, gender and ethnicity, teacher/pupil relationships,subcultures, the hidden curriculum and the significance ofeducational policies.

50% of AS, DO NOT contribute to A’LevelWritten paper, 90 minutes60 marks

Paper 2 – Education with Research Methods; Health with Research Methods 60% of AS, 30% of A LevelWritten paper, 2 hours90 marks

Candidates choose one topic (Education or Health) and answer tour questions on the chosen topic, one question onsociological research methods in context, and four questions on research methods.

A2 SociologyAt this level, candidates will continue to focus on contemporarysociety but they should demonstrate a wider range and greaterdepth of knowledge and understanding and more highly developedskills of application, analysis, interpretation and evaluation.

Unit 3 – SCLY3Beliefs in Society; Global Development; Mass Media; Power and Politics

• 20% of A Level• Written paper, 1 hour 30 minutes• 60 marks• Candidates choose one topic from four and answer two

compulsory questions and one question from a choice of two.

Unit 4 – SCLY4Crime and Deviance with Theory and Methods;Stratification and Differentiation with Theory and Methods

• 30% of A Level• Written paper, 2 hours• 90 marks• Candidates choose one topic from two and answer two

questions on the chosen topic, one question on sociological research methods in context, and one question on theory and methods.



Career Pathway 8 Social Work, Nursing, Law, Policing, Journalism, Media presenting, Personnel and Teaching.

Post 16 Prospectus


BTEC Sport Level 3The BTEC qualifications in this specification are QCF level 3qualifications designed to provide highly specialist, work-relatedqualifications in a range of vocational sectors. They give learnersthe knowledge, understanding and skills that they need to preparefor employment. These qualifications accredit the achievement forcourses and programmes of study for full-time or part-time learnersin schools, colleges and other training provider organisations. Thequalifications provide career development opportunities for thosealready in work, and progression opportunities to higher education,degree and professional development programmes within the sameor related areas of study, within universities and other institutions.

Key features of these BTEC qualifications in Sport

The BTEC qualifications in this specification have been developedin the sport and active leisure sector to: • provide education and training for sport, leisure and

recreation employees• give sport, leisure and recreation employees opportunities to

achieve a nationally recognised level 3 vocationally specific qualification

• give full-time learners the opportunity to enter employment in the sport and active leisure sector or to progress to higher education vocational qualifications such as the Edexcel BTECHigher Nationals in sport or related areas

• give learners the opportunity to develop a range of techniques, personal skills and attributes essential for successful performance in working life.

Rationale for these BTEC qualifications in Sport

Year on year the sport and active leisure sector outperforms therest of the UK economy; this has been a trend since the end of theeconomic recession of the late 1990s, and researchers predict willcontinue to be the case for years to come, long after the sportslegacy of the London 2012 Olympic and Paralympics Games.The annual contribution of the sport sector to the UK economy isover £8 billion. This sector has more than 36,000 employerscreating work for more than 600,000 full-time and part-timeemployees, and 5 million plus volunteers. A significant proportion ofthe total volunteer workforce is volunteering in sport, with most ofthem involved in sports coaching or activity leadership.

Despite the prevalence of this sector, a third of the workforce in thesector have either no formal qualifications or are only qualified atlevel 1. In addition, feedback from employers suggests that skillsshortages are responsible for a large proportion of the vacancies inthis sector. These factors highlight the importance of formallyrecognised level 3 qualifications in this sector, such as these BTECqualifications in Sport.

Recent years have seen bold attempts to regulate the sport sectorand the employees and volunteers who work within it. This hasincluded the UK Coaching Certificate (UKCC), an endorsement ofcoaching qualifications aligned to a nationally agreed framework,and the Register of Exercise Professionals (REPs), a process ofself-regulation recognising industry-based qualifications andpractical competency, requiring fitness professionals to work withina Code of Ethical Practice.

These BTEC qualifications in Sport provide an introduction to thesector for learners looking to build a career in sport, within one ofits occupational areas. These areas include careers in exercise andfitness, coaching and leadership, sports development and theoutdoors.

At the BTEC Diploma and Extended Diploma level, there are three specific specialist pathways to choose from:

• Performance and Excellence• Development, Coaching and Fitness• Outdoor Adventure.

The specification has been structured to allow learners maximumflexibility in selecting optional units, so that particular interests andcareer aspirations within the sport and active leisure sector can bereflected in the choice of unit combinations.

The BTEC Certificate in Sport is designed to give learners a basic grounding in understanding and knowledge of the sport and active leisure sector. The BTEC Subsidiary Diploma, andDiploma (90 credit), in Sport will give learners a solid foundationin the sector, enabling them to develop essential skills required forgaining employment, securing career progression, or progressingto further qualifications and training required to achieve their goals.The BTEC Diploma and Extended Diploma in Sport allow learnersto select optional units that reflect their aspirations, and the diversenature of the sector.

For example, those wishing to pursue a career in the fitnessindustry could complete the following units from the Performanceand Excellence pathway:

• Unit 1: Principles of Anatomy and Physiology in Sport• Unit 2: The Physiology of Fitness• Unit 3: Assessing Risk in Sport• Unit 4: Fitness Training and Programming• Unit 7: Fitness Testing for Sport and Exercise• Unit 11: Sports Nutrition• Unit 17: Psychology for Sports Performance• Unit 27: Technical and Tactical Skills in Sport• Unit 28: The Athlete’s Lifestyle• Unit 12: Current Issues in Sport• Unit 15: Instructing Physical Activity and Exercise• Unit 18: Sports Injuries• Unit 39: Sports Facilities and Operational Management.

Community Coaching



Class of 2013/2014 Third Level Education and BeyondSurname Forename Leaving Date DestinationBirt Cormac 30-Jun-14 Q.U.B. - AccountingBlaney Paul 30-Jun-14 Manchester University - Chemical EngineeringBoyd Naomi 30-Jun-14 Q.U.B. - PsychologyBoyle Kathryn 30-Jun-14 Administration - Woodhall KilreaBurns James 30-Jun-14 Q.U.B. - Mechanical EngineeringCaldwell Emma 30-Jun-14 Q.U.B. - English and HistoryCarey Shari 30-Jun-14 Q.U.B. - MathematicsCasey Michael 30-Jun-14 Cambridge - Natural SciencesChylinski Adrian 30-Jun-14 Q.U.B. - Computing Information and TechnologyCochrane Paul 30-Jun-14 Q.U.B. - Mechanical EngineeringConnolly Katherine 30-Jun-14 Q.U.B. - GeographyCraig Thomas 30-Jun-14 U.U.J. - Business StudiesCurry Lauren 30-Jun-14 Q.U.B. - PsychologDe la Cruz Francesca 30-Jun-14 Q.U.B. - Biomedical ScienceDe Los Santos Frantia 30-Jun-14 Q.U.B. - NursingDempsey Michael 30-Jun-14 Q.U.B. - Aerospace EngineeringDevlin Jade 30-Jun-14 St Mary's Belfast - TeachingDevlin Roisin 30-Jun-14 Liverpool - PsychologyDobbin Grainne 30-Jun-14 John Moore's Liverpool - Teaching PrimaryDobbin Leona 30-Jun-14 AdministrationDoherty Catherine 30-Jun-14 Q.U.B. - EconomicsDooey Alastair 30-Jun-14 U.U.J. - EngineeringDooey Conal 30-Jun-14 Q.U.B. - FinanceDougan Eilish 30-Jun-14 Glasgow - Art & Fashion DesignDowney Lee-Ann 30-Jun-14 U.U.J. -Esler Matthew 30-Jun-14 Q.U.B. - Land use & Environment ManagementFerris Ciaran 30-Jun-14 Q.U.B. - EngineeringFyfe Hannah 30-Jun-14 Trinity College Dublin - Business Economics & Social StudiesGillan James 30-Jun-14 Q.U.B. - AccountancyGoldring Maria 30-Jun-14 U.U.J. - Speech and Language TherapyGormley Erin 30-Jun-14 U.U.Magee - MusicGosch Justyna 30-Jun-14 London - School of Creative & Expressive ArtsGould Catherine 30-Jun-14 Q.U.B. - GeographyHasson Celine 30-Jun-14 Liverpool - Business ManagementHeatley Shannon 30-Jun-14 U.U.J. - Business StudiesHeffron Alisha 30-Jun-14 Q.U.B. - NursingHeffron Rory 30-Jun-14 Q.U.B. - GeographyHillan Matthew 30-Jun-14 Q.U.B. - Mechanical EngineeringHughes Oonagh 30-Jun-14 Cardiff Metropolitan - Speech and LanguageHunter Nicola 30-Jun-14 Q.U.B. - AccountingHyland-Ross Ceara 30-Jun-14 Q.U.B. - PsychologyJoyce Paul 30-Jun-14 Newcastle - Business ManagementKane Emma 30-Jun-14 Q.U.B. - LawKearney Aine 30-Jun-14 U.U.J. - AccountancyKearns Erin 30-Jun-14 Belfast Metropolitan - App AccountancyKearns Rachael 30-Jun-14 Liverpool - Business ManagementKelly Bronagh 30-Jun-14 Q.U.B. - EnglishKelly Michael 30-Jun-14 Q.U.B. - Business Information TechnologyKennedy Eoghan 30-Jun-14 Stranmillis - Maths and ScienceKerr Laura 30-Jun-14 U.U.C. - EnglishKirk Lee 30-Jun-14 Q.U.B. - Business EconomicsLaverty Claire 30-Jun-14 Liverpool - VeterinaryLaverty Niamh 30-Jun-14 Q.U.B. - Drama and EnglishLaverty Nicole 30-Jun-14 Q.U.B. - MedicineLemon Brendan 30-Jun-14 Stirling - Software EngineeringLemon Daniel 30-Jun-14 U.U.Magee - Creative Advertising TechnologyLoca Sophie 30-Jun-14 Q.U.B. - ZoologyLogue Conor 30-Jun-14 Liverpool - Law with FrenchLoughran Emma 30-Jun-14 Q.U.B. - PsychologyLynch Jack 30-Jun-14 St. Andrews Edinburgh - Chemistry

Post 16 Prospectus


Surname Forename Leaving Date DestinationLyons Stephanie 30-Jun-14 Strathclyde - Teaching PrimaryMacAllister Rachel 30-Jun-14 U.U.J. - Business Management and LeadershipMagee Catherine 30-Jun-14 Stirling - JournalismMaguire Sean 30-Jun-14 U.U.C. - ComputingMallon Aideen 30-Jun-14 Trinity Dublin - MusicMarquess Natalie 30-Jun-14 Q.U.B. - Biomedical ScienceMartin Connor 30-Jun-14 John Moores Liverpool - CriminologyMaskey Cliodhna 30-Jun-14 U.U.C. - Food Health NutritionMcAleese Emma 30-Jun-14 Q.U.B. - English and HistoryMcAleese Jane 30-Jun-14 Q.U.B. - DentistryMcAllister Emma 30-Jun-14 Q.U.B. - Electronic & Software EngineeringMcAllister Steven 30-Jun-14 U.U.J. - Software EngineeringMcAuley Caolan 30-Jun-14 U.U.J. - Bio Medical EngineeringMcAuley Peter 30-Jun-14 St Mary's Belfast - Liberal ArtsMcCarron Gary 30-Jun-14 Q.U.B. - AccountingMcCavana Conor 30-Jun-14 Hoping to go to Perth University Austriala Feb 14/15 - I.T.McCormick Hannah 30-Jun-14 Q.U.B. - LawMcCurdy Conal 30-Jun-14 U.U.J. - Quantity SurveyingMcDaid Blaine 30-Jun-14 Gap YearMcDonnell Ciara 30-Jun-14 U.U.C. - PsychologyMcErlean Nicole 30-Jun-14 U.U.J. - Business ManagementMcFadden Conall 30-Jun-14 Q.U.B. - MathematicsMcFerran Christopher 30-Jun-14 Q.U.B. - Mechanical EngineeringMcGarry Connor 30-Jun-14 U.U.J. - Sports TechnologyMcGarry Eimear 30-Jun-14 Q.U.B. - FinanceMcGarry Grace 30-Jun-14 Q.U.B. - SociologyMcGarry Jack 30-Jun-14 Q.U.B. - Mechanical EngineeringMcIlwrath Jamie 30-Jun-14 U.U.Magee - Computer games designMcKay Clare 30-Jun-14 U.U.Magee - Business SpecialistMcKay Declan 30-Jun-14 Q.U.B. - Business EconomicsMcKay Peter 30-Jun-14 U.U.J. - Property Investment Appraisal DevelopmentMcKeown Conor 30-Jun-14 Q.U.B. - Actuarial Science and Risk ManagementMcKeown Gareth 30-Jun-14 St Mary's Bellfast - Teaching Business Studies and I.T.McKeown Lucia 30-Jun-14 Q.U.B. - PharmacyMcKernan Cora 30-Jun-14 Q.U.B. -Business ManagementMcKillop Sinead 30-Jun-14 Liverpool - NursingMcLarnon Ciaran 30-Jun-14 U.U.J. - Business StudiesMcLarnon Shauna 30-Jun-14 U.U.Magee - Sociology PsychologyMcLaughlin Anna 30-Jun-14 Q.U.B - Business Information TechnologyMcLaughlin Caitlin 30-Jun-14 Q.U.B. - Business ManagementMcLaughlin Cathair 30-Jun-14 Q.U.B. - FinanceMcLaughlin Michael 30-Jun-14 U.U.J. - MarketingMcLaughlin Sinead 30-Jun-14 St Mary's Belfast - Teaching Business StudiesMcLernon Peter 30-Jun-14 John Moores Liverpool - PharmacyMcNaughton Lucia 30-Jun-14 U.U.J. - PhysiotherapyMcQuillan Michael 30-Jun-14 Q.U.B. - PharmacyMichaels Kiera 30-Jun-14 U.U.J. - RadiographyMitchell Laura 30-Jun-14 U.U.Belfast - Foundation Art and DesignMulholland Turlough 30-Jun-14 Liverpool Hope - HistoryMurray Charlotte 30-Jun-14 U.U.Magee - MusicMurray Conor 30-Jun-14 U.U.J. - Finance InvestmentMussen Darragh 30-Jun-14 U.U.J. - Business Economics AccountsNelson Peter 30-Jun-14 Q.U.B. - Computer ScienceO'Boyle Angela 30-Jun-14 King's College London - Politics with International EconomyO'Boyle Tara 30-Jun-14 Q.U.B. - NursingO'Brien Catherine 30-Jun-14 U.U.C. - PsychologyO'Callaghan Sarah 30-Jun-14 Hoping to apply 2015-2016 at universityO'Connell Aidan 30-Jun-14 Q.U.B. - Mechanical EngineeringO'Connell James 30-Jun-14 U.U.J. - Computer ScienceO'Dea Kathryn 30-Jun-14 John Moore's Liverpool - English & Creative WritingO'Donnell Niamh 30-Jun-14 Q.U.B. - EnglishO'Donnell Rebecca 30-Jun-14 U.U.J. - Occupational TherapyO'Flaherty Eimear 30-Jun-14 Q.U.B. - Business Management



Surname Forename Leaving Date DestinationO'Hara Catherine 30-Jun-14 Dundee - ArtO'Kane Conor 30-Jun-14 Q.U.B. - PsychologyO'Mullan Erin 30-Jun-14 Plymouth - NursingO'Mullan Siofra 30-Jun-14 Gap YearO'Neill Gary 30-Jun-14 Q.U.B. - EnglishO'Neill Niamh 30-Jun-14 U.U.J. - Language & LinguisticsO'Neill Ryan 30-Jun-14 U.U.J. - BusinessQuinn Raymond 30-Jun-14 Q.U.B. - Economics with FinanceRafferty Noeleen 30-Jun-14 U.U.J. - LawReilly Niamh 30-Jun-14 Q.U.B. - EconomicsReilly Sarah 30-Jun-14 St Mary's Belfast TeachingRush Joshua 30-Jun-14 U.U.Belfast - Foundation - ArtScullion Caoimhe 30-Jun-14 U.U.J. - Speech Language with Logistics & CounsellingScullion Sophie 30-Jun-14 Q.U.B. - ArchitectureSharpe Conor 30-Jun-14 Q.U.B. - PhilosophySmiley Chantelle 30-Jun-14 John Moores Liverpool - NursingStuart Patrick 30-Jun-14 Q.U.B. - Economics with FinanceWeir James 30-Jun-14 Solent Southampton - Computer & Game Design

St. Louis Grammar SchoolCullybackey Road

BallymenaCo. AntrimBT43 5DW

Telephone: (028) 2564 9534Fax: (028) 2563 0287

E-mail: [email protected]

What to do next?

If you are interested in joining Sixth Form at St Louis Grammar, the school will be pleased to arrange a time for you and

your parents to meet with staff to discuss relevant courses.

If you wish to discuss the options in this booklet priorto receiving your results, do not hesitate to contact us.

When you receive your results in August,contact the School immediately for details.

Phone us on:

(028) 2564 9534

to make an appointment

We look forward to

hearing from you!

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